8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense http://slidepdf.com/reader/full/dr-william-allan-kritsonis-dissertation-chair-for-clarence-johnson-proposal 1/37 IMPACT OF HIGH SCHOOL MATHEMATICS CURRICULA ON THE MATHEMATICS TAKS EXIT-LEVEL PERFORMANCE OF AFRICAN AMERICAN STUDENTS Presented By Clarence Johnson September, 2007 Dissertation Proposal Defense
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Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
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8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
The Problem In the United States, remedial mathematics
classrooms contain large number of African
American students; however, advancedmathematics classes mainly served Whitestudents (Snipes & Waters, 2005).
Luebienski (2001) reported that, in both 1990
and 1996, White students in the lowest socioeconomic subgroup scored equal to orhigher than African American students in thehighest socioeconomic subgroup.
8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
reported between 1969 and 1987, Horn(1990) found that Asians earned twice thenumber of mathematics and science creditsthan did Whites, and Whites earned twice
the number of credits for those subjectsthan did African Americans or Hispanics.
8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
The Problem Forty-three percent of African American
high school students failed the Texas Assessment of Knowledge and Skills (TAKS)Exit-Level Mathematics Test in 2005.Current documentation indicates the failure
rate is higher among African Americanstudents than any other ethnic groups (TEA
Accountability System State Data Table,
2005).
8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
Purpose of the Study Investigate the relationship of high
school mathematics curricula on themathematics TAKS Exit-Levelperformance of African Americanstudents using the New JerseyMathematics Curriculum Framework.
8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
1. What is the impact of the decision of African American students to enroll in trackone or track two in the eighth and ninthgrades mathematics and the pass/failstatus on the eleventh grade Texas
Assessment of Knowledge and Skills(TAKS) Exit-Level Mathematics Test?
8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
2. What is the impact of African Americaneighth and ninth grade mathematicsstudents pass/fail status on the eleventhgrade Texas Assessment of Knowledge
and Skills (TAKS) Exit-Level MathematicsTest among six high school campuseswithin a large urban school district?
8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
3. What is the impact of African Americaneighth and ninth grade students enrolledin track 1 or track 2 mathematics andadvancing in mathematics learning by
entering in chemistry, physics, pre-calculus, AP Physics, or AP Calculus in theeleventh and twelfth grades?
8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
4. What factors do counselors identify asinfluential on African American studentsplacement in track 1 or track 2 in eighthand ninth grades mathematics?
8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
relationship between African Americaneighth and ninth grades mathematicsstudents pass/fail status on the eleventhgrade Texas Assessment of Knowledge and
Skills (TAKS) Exit-Level Mathematics Test among six high school campuses within alarge urban school district .
8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
relationship between the African Americaneighth and ninth grade students enrolled intrack 1 or track 2 mathematics andadvancing in mathematics learning by
entering in chemistry, physics, pre-calculus, AP Physics, or AP Calculus in the eleventhand twelfth grades.
8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
Eighth-Grade Mathematics as the Gate-keeper to Advanced Mathematics Learning
In 1996, the National Assessment of Educational Progress (N AEP) revealed that for Grade 4, 8, and 12, less than one thirdof U.S. students were proficient or above inmathematics and science (Glenn, 2000).
8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
Review of LiteratureMiddle School Course Selection Patterns
In their analysis of American students achievement in the Third InternationalMathematics and Science Study, WilliamSchmidt and his colleagues (1999) noticed
how tracking creates differences instudents opportunities to studymathematics and how reducedopportunities result in lower achievement.
8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
Disparities in Mathematics Achievement andInstruction
National Assessment of Educational Progress(N AEP) data suggest that most African Americanstudents are not experiencing instructional
practices consistent with the recommendationssuggested by the National Council of Teachersof Mathematics (NCTM), whereas more whitestudents are experiencing NCTM standards-based instruction (Lubienski, 2001).
8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
Teacher Association (CTA), the wideningachievement gap in Californias public schoolsraises many questions about educational equality.
The report further indicated that in 1990, therewas a 33 point gap between the scores of Blackand White students on the National Assessment of Educational Progress (NEAP) mathematics test at the eighth grade level as compared to 2000scores, the gap had grown to a 39 point gap.
8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
Review of LiteratureImpact of the Mathematics Curricula on theSuccess of African American Students
As Warren Simmons of the CaseyFoundation observed, the nation entered the1990s with twin goals for education reform.
One of the goals was to create curricula andinstructional approaches that would help allstudents attain world-class levels of achievement (Futrell & Brown, 2000).
8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
Research Design The research design for this study is in two
phases. Phase one is a correlational studybased on post hoc data. The Pearsons r
statistic will be used to determine whethervarious factors are related to academicsuccess in mathematics as measured bythe Texas Assessment of Knowledge and
Skills Exit-Level Mathematics Test. Phasetwo is a survey of 27 counselors todetermine factors for mathematicsplacement of African American students inthe eighth and ninth grade. These data willbe reported as descriptive data.
8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
Subjects of the Study Participants for the study will include 262 African American eleventh grade studentsand 27 eighth grade counselors. Thestudents will be identified from thepopulation of 827 eleventh grade students
enrolled in mathematics courses in sixhigh schools in a large urban schooldistrict.
8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
Instruments In the study the dependent variables, exit-level tests
achievement, will be measured by the mathematicsportion of the Texas Assessment of Knowledge and Skills(TAKS) Exit-Level Mathematics Test scores. Texas
Assessment of Knowledge and Skill (TAKS) Exit-LevelMathematics Test has been found valid and reliable inthe Texas Education Agency. The Texas Assessment of
Knowledge and Skills (TAKS) Exit-Level Test is also acriterion-referenced test, and was found to be reliableand valid for measuring the achievement in themathematics courses as outlined by the Texas EssentialKnowledge and Skills curriculum.
8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
Data CollectionQuantitative A letter from the superintendent of schools will be
requested for an approval of retrieving students data.School district archived data that include student identification number, demographic data, courserequirements, course selections, program participation,and at-risk identification will be collected and kept under locked files by the investigator.
A master-schedule from 2003-2004 will be printed, andthe classes will be counted. Students records will beaccessed through Schools Administrative Student Information Systems (SASIxp). These records will beused to track student progress from eighth grade to
high school.
8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense
Data Analysis 1. State the null hypothesis: There is no
statistically significant relationship between thedecision to enroll in track 1 or track 2 in theeighth and ninth grades mathematics andpass/fail status of African American students onthe eleventh grade Texas Assessment of Knowledge and Skills (TAKS) Exit-LevelMathematics Test.
2. Use Correlational Method; Use Pearsons r
8/8/2019 Dr. William Allan Kritsonis, Dissertation Chair for Clarence Johnson, Proposal Defense