Jorge Pena

Date of Award

6-2007

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

College of Education, Doctoral Program

First Advisor

Chennault, Ronald

Second Advisor

Dosen, Anthony

Third Advisor

Suleiman, Layla

Abstract

The purpose of the study is to measure the benefits of a remedial low-track academic program that includes individualized instruction using learning technologies by comparing the 9th grade Explore, 10th grade Plan, and 11th grade ACT standardized tests scores as a measure of academic achievement in English, mathematics, reading, and scientific reasoning. A second purpose is to determine if there is a difference in academic achievement between male and female students that have experienced the same curriculum in a co-institutional single-sex schooling environment. The standardized test scores of male and female students from the class of 2007, the treatment group, are compared to the students in the class of 2006, the control group. There are 51 male and female students in the class of 2007, and 47 male and female students in the class of 2006. Although the students are at-risk of dropping out of high school due to low levels of educational attainment, they have college aspirations, and students who have graduated ahead of them have enrolled in post-secondary educational institutions. The students are African American, Latino/a, and European American and attend a private, religious high school in an urban environment. The analyses of the results reveal significant differences in scientific reasoning achievement for male students from 9th to 11th grade. There are mixed findings in English, mathematics, and reading that can be attributed to the curricular flexibility afforded in a co-institutional educational model. Although there was some lack of standardization of instruction in implementing the curriculum between the two campuses, no significant differences were found between the male and female students in the class of 2007.

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