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Analyzing the Achievement Gap: A study of how independent reading impacts student achievement

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A Mixed Methods study of the Effectiveness of Identifying Gifted Students among Students Living in Poverty in Missouri

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A Mixed-Methods Analysis of the Correlation Between

Poverty and High School Readiness in K-8 School Districts

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A Mixed Methods Study of College Readiness in a Suburban Missouri County

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Quantitative correlational study

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Mixed- Explanatory sequential design

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Sequential Mixed Method design

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Sequential Explanatory Mixed Method

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African-American students in low SES areas are not scoring as well as Caucasian-American students in higher SES areas on standardized tests, specifically reading and reading comprehension.

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The problem this study will address is students living in poverty are less frequently identified as gifted than students who do not live in poverty.

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There is a significant body of evidence that supports a negative relationship between poverty and academic performance.

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A majority of high school graduates are unprepared for college-level coursework.  As a result they are required to take remedial or developmental coursework before they can enroll in their core classes.

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The purpose of this study is to aid in the closing of the academic achievement gap in African American students by studying literacy practices between students in higher SES and lower SES environments.

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The purpose of this mixed methods study is to identify replicatable methods for effectively identifying gifted students living in poverty.

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The purpose of this study is to examine the correlation between poverty and high school readiness in Missouri K-8 school districts.

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The purpose of this study is to examine the degree to which the twenty-two districts in St. Louis County are preparing their high school graduates for college readiness.

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Research Question 1: What effect does the amount of time African American students in low SES spend reading independently have on standardized testing scores?

Research Question 2: Is there a relationship between socio-economic status and the amount of time students read independently

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1. Are schools in Missouri identifying gifted students effectively regardless of socio economic status?

2.  What methods of identification are utilized by districts who identify gifted students living in poverty in a proportional rate to the district population?

3. What do teachers and directors of programs for the gifted and talented perceive as the best methods to identify gifted students?

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1.      What is the correlation between poverty and high school readiness?

2.      To what extent do Missouri K-8 school administrators perceive poverty to be a factor in students demonstrating high school readiness?

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Quantitative Phase

1. How many students enroll in post-secondary education after high school?

2. How many students have to enroll in remedial courses in their first year of college?

Qualitative Phase

1. What are staff perceptions about what effectively prepares students for enrollment in post-secondary education after high school?

2. What are student perceptions about what effectively prepares students for enrollment in post-secondary education after high school?

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How long does it take to edit and return a dissertation

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What quantitative  test should I use?

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Need help developing a questionnaire to gather perception for the qualitative portion of my study

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1. How to develop surveys and questionnaires.
2. Interviews or focus groups.
3. How to analyze qualitative data

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Meh

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Overwhelmed, but it's just that time of year.

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Optimistic! Just need time to write! :)

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Excited and very nervous.