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161	Alternative Estimation Approaches Predicting College Retention amongst African American Students Turner, Christal-Joy Jewell 07 1900 (has links) This quasi-experimental study explored African American student's sense of belonging (SOBE), academic self-efficacy (ASE), parents' educational attainment (PEA), and academic success (GPA) at historically Black colleges and universities and predominantly white institutions. The purpose of the present study measured how the factors influenced the rate of persistence to see how colleges and universities could assist to retain African American students in the pursuit of full matriculation through an independent samples t-test, multiple regression analyses, confirmatory factor analyses, and structural equation modeling with the results from methods such as item parceling, factor scoring, and sum scoring being compared. Results indicated that the second-order SEM, item parceling, and factor score regression approaches were found to have consistent results in terms of significant predictors. Parental educational attainment was found to not have an effect on academic achievement or collegiate persistence, but sense of belonging and academic self-efficacy were found to be significant predictors of GPA and CP with ASE being the strongest indicator for collegiate persistence and academic achievement. Implications for future research suggest additional schools be included and higher education institutions should seek further assessment to ensure their African American students feel included in an effort to increase overall persistence amongst African American students. college persistence academic self-efficacy parental educational attainment sense of belonging academic success item parceling structural equation modeling factor scoring sum scores theory of attrition social cognitive theory confirmatory factor analysis sense of belonging scale higher education educational psychology institutional effectiveness predominantly White institutions Education, Tests and Measurements Psychology, Psychometrics Education, Social Sciences
162	A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population Galindo, Marilys 08 November 2013 (has links) From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful. The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school’s racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year? The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration. Florida Comprehensive Assessment Test FCAT racial concentration ethnic concentration socio-economic status SES Title I ESOL English for Speakers of Other Languages School Climate No Child Left Behind state standardized test M-DCPS Miami-Dade County Public Schools Florida school choice vouchers magnet program charter school academic achievement school segregation dominant culture educational attainment tracking social segregation residential segregation neighborhood poverty homeownership parental influence parent involvement parents' education family structure perceptions of education School Climate Survey Curriculum and Instruction

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Alternative Estimation Approaches Predicting College Retention amongst African American Students

A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population