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- All Subjects: High School Students
- Creators: Barber, Rebecca
Description
High school students with high-incidence disabilities and struggling writers face considerable challenges when taking high-stakes writing assessments designed to examine their suitability for entrance to college. I examined the effectiveness of a writing intervention for improving these students’ performance on a popular college entrance exam, the writing assessment for the ACT. Students were taught a planning and composing strategy for successfully taking this test using the Self-Regulated Strategy Development (SRSD) model. A randomized control trial was conducted where 20 high school students were randomly assigned to a treatment (N = 10) or control (N = 10) condition. Control students received ACT math preparation. SRSD instruction statistically enhanced students’ planning, the quality of their written text (including ideas and analysis, development and support, organization, and language use), the inclusion of argumentative elements in their compositions, and the use of transition words in written text. Limitations of the study, future research, and implications for practice are discussed.
ContributorsRay, Amber Beth (Author) / Graham, Stephen (Thesis advisor) / Harris, Karen R. (Committee member) / Hart Barnett, Juliet (Committee member) / Arizona State University (Publisher)
Created2017
Description
More than 30% of college entrants are placed in remedial mathematics (RM). Given that an explicit relationship exists between students' high school mathematics and college success in science, technology, engineering, and mathematical (STEM) fields, it is important to understand RM students' characteristics in high school. Using the Education Longitudinal Survey 2002/2006 data, this study evaluated more than 130 variables for statistical and practical significance. The variables included standard demographic data, prior achievement and transcript data, family and teacher perceptions, school characteristics, and student attitudinal variables, all of which are identified as influential in mathematical success. These variables were analyzed using logistic regression models to estimate the likelihood that a student would be placed into RM. As might be expected, student test scores, highest mathematics course taken, and high school grade point average were the strongest predictors of success in college mathematics courses. Attitude variables had a marginal effect on the most advantaged students, but their effect cannot be evaluated for disadvantaged students, due to a non-random pattern of missing data. Further research should concentrate on obtaining answers to the attitudinal questions and investigating their influence and interaction with academic indicators.
ContributorsBarber, Rebecca (Author) / Garcia, David R. (Thesis advisor) / Powers, Jeanne (Committee member) / Rodrigue Mcintyre, Lisa (Committee member) / Arizona State University (Publisher)
Created2011