Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
W. Keith Christy, Ed.D.
Abstract
The purpose of this study was to determine if there were any statistically significant differences among the reading and math scores of African American students attending magnet and non-magnet schools in a large urban school district. This study involved a posttest-only design. Groups were not randomly assigned, but rather assigned to the two groups based on their classification as magnet or non-magnet. Thus, this study was a quasi-experimental posttest-only design with the non-magnet schools assigned to that group based on the school's demographic variables matching the schools in the magnet group. A two-sample t-test was the statistical procedure used for this study. The analysis for literacy showed that there is a statistically significant difference between the literacy scale scores of African American students in magnet vs. non-magnet schools, but attending magnet vs. non-magnet schools has a small effect on the students' test scores. The results of the math t-test showed that there is no statistically significant difference in the math scaled scores of fourth grade students who attended magnet vs. non-magnet schools.
Recommended Citation
Mitchell, Sadie M., "Achievement Test Scores of African American Students Attending Magnet and Non-Magnet Schools" (2004). Theses and Dissertations. 38.
https://research.ualr.edu/etd/38
