Academic Achievement in Schoolwide Title 1 Elementary Schools

Academic Achievement in Schoolwide Title 1 Elementary Schools by Kelli Cronin MA, Walden University, 2007 BS, Black Hills State University, 2000 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University April 2017 Abstract Title I federal funds are provided to schools with high percentages of children from lowincome families to help ensure that all students meet academic standards. Despite this and other efforts by the federal government to assist low-income families with the problems associated with poverty, the minimum proficiency levels required by the No Child Left Behind Act have not been met by all students. Little research has been conducted to assess performance of South Dakota schools receiving federal funding under Title 1 to alleviate these deficits in academic achievement. The purpose of this study was to determine whether Title 1 had an effect on low socioeconomic schools by determining if Schoolwide Title 1 elementary schools in South Dakota demonstrated significant student gains in math and reading as measured by state standardized assessments. This nonexperimental quantitative study, guided by Bourdieu’s theory of social and cultural reproduction, used archived school report card data to examine standardized testing results in math and reading during the school years of 2008-2009 through 2012-2013 for the 48 elementary Schoolwide Title 1 schools in South Dakota having complete data for these years. The results of the one-way repeated measures ANOVA followed by a Bonferroni post hoc test indicated no significant difference over time on standardized test scores in Schoolwide Title 1 elementary schools for reading, but there was a significant increase for math. The positive social change implications include providing data to inform school and state administrators of the effect of Title 1 of the ESEA on student achievement, and the need to reevaluate Title 1 programs to improve student achievement.Title I federal funds are provided to schools with high percentages of children from lowincome families to help ensure that all students meet academic standards. Despite this and other efforts by the federal government to assist low-income families with the problems associated with poverty, the minimum proficiency levels required by the No Child Left Behind Act have not been met by all students. Little research has been conducted to assess performance of South Dakota schools receiving federal funding under Title 1 to alleviate these deficits in academic achievement. The purpose of this study was to determine whether Title 1 had an effect on low socioeconomic schools by determining if Schoolwide Title 1 elementary schools in South Dakota demonstrated significant student gains in math and reading as measured by state standardized assessments. This nonexperimental quantitative study, guided by Bourdieu’s theory of social and cultural reproduction, used archived school report card data to examine standardized testing results in math and reading during the school years of 2008-2009 through 2012-2013 for the 48 elementary Schoolwide Title 1 schools in South Dakota having complete data for these years. The results of the one-way repeated measures ANOVA followed by a Bonferroni post hoc test indicated no significant difference over time on standardized test scores in Schoolwide Title 1 elementary schools for reading, but there was a significant increase for math. The positive social change implications include providing data to inform school and state administrators of the effect of Title 1 of the ESEA on student achievement, and the need to reevaluate Title 1 programs to improve student achievement. Academic Achievement in Schoolwide Title 1 Elementary Schools by Kelli Cronin MA, Walden University, 2007 BS, Black Hills State University, 2000 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University April 2017 Dedication “With God, all things are possible. ” This study is dedicated to my family—there are a lot of them! If I didn’t have them, I wouldn’t be who I am today! Both the Cronins’ and Nickels’ are exceptional people and no matter where you are or what you may need someone will always be there for you! WHATEVER IT TAKES! To my daughter, Kayden, this is for you! I want you to always believe in yourself and when things get tough, may you have the strength and courage to overcome the toughness. Always remember our theme “Go Big or Go Home! ” Although there will be times that you may want to “Go Home,” always choose to “Go Big! ” I hope that I have set an example of how you can accomplish anything that you set your mind to and work hard! You are my world! To Brandon, you make me a better person! To my parents, you supported me through this journey the whole way. Words cannot express how thankful I am for you and what you’ve taught me! To my brothers, Kevin and Kirby (and their families), anything is possible! Follow your dreams and don’t let anything hold you back! In memory of my Grandpa and Grandma Nickels, the best role models a girl could be blessed with. Grandpa Cronin, for teaching me things I didn’t even know you taught me until later in life. Grandma Cronin, for your love and wisdom that you always shared. Shane Cronin, you were taken from us way too early! Your dedication to what you loved will always be cherished! Acknowledgments Thank you to Dr. Babb for your high expectations and continuous support throughout this journey. I don’t know of any other chair with the patience to stick with me for so many years! I don’t know if I would have made it through this journey without your support. Thank you to Dr. McBroom who also stuck with me through many revisions with on-going support, and to Dr. Underwood who really made me think and pushed me to learn more through this process. To my first Texas family at Western Hills Primary, as this girl who moved from South Dakota right out of college with what fit into her Grand Am car to teach in Texas, and had no idea what she was getting herself into, she moved into the best family anyone could have ever wished for! God definitely placed me where I needed to be! To Orlena Whatley, you believed in me and gave me the courage and confidence to do more than I ever knew I could do. I thank you for “pushing” me when I doubted myself. You saw potential in me that I wouldn’t have ever known I had.