Thesis (Ed.M.)--Boston University

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Rambo-Hernandez and McCoach's analysis into the longitudinal growth of high-achieving students offered two conclusions about the reading growth of high achieving students: high-achieving students lose less ground in reading during the summer, but they exhibit less growth over the school year. This study will seek to replicate the reading results of the Rambo-Hernandez and McCoach's study and include an analysis of mathematics growth with initially high-achieving, third grade students in both the school and summer months. Through a three-level hierarchical linear model covering 1541 third graders, this study analyzes the differences between the school year and summer growth rates of the high-achieving students against other students that scored above the mean on MAP assessments. Students identified as being in the top 10% nationally at the start of the third grade grew less over the course of the school year compared to their peers in both mathematics and reading but showed signs of accelerated growth at the end of the study.

This study compares results of sighting, control, suppression and wink tests of visual dominance with a dissociation test administered to 240 high-achieving (ninetieth percentile and above academically) and low-achieving (twenty-fifth percentile and below academically) students at grades four, eight, and twelve. The study examines differences between visual dissociation and other visual-dominance tests. In so doing, the study tests the proportion of consistent dominance revealed by each test among underachievers with a high incidence of dominance variations, examines possible influences on choice of dominant eye, and compares distributions of dominance functions in high- and low-achieving populations.

Personality prototypes have gained more attention as a unit of personality analysis in the past decade. However, relatively few studies have looked at the personality structure of ethnic minorities in general and Black/African Americans specifically using this method of analysis. The current study utilized a large sample (n = 951) of Black/African American undergraduates. The scale scores and relevant work behaviors of the Workplace Personality Inventory (WPI) were analyzed via k-means to develop a prototypic outline of the three personality prototypes (i.e., resilient, undercontrolled, and overcontrolled.) Further, research relating to high achieving Black/African American undergraduates is also sparse. Thus, this study analyzed the cumulative grade point averages (CGPA) of the participants by gender and cluster type. The results show the replicability of the sample into the three personality prototypes as well as the statistical significance of gender and CGPA. The practical implications and limitations of the current study are discussed.

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The purpose of this quantitative correlational study was to describe the relationship between gender and grade level to mathematics achievement for high achieving military-connected students in Grades 3 through 9 who attended American public schools between 2012 and 2016. The theoretical framework was based on Sax's research on gender differences in learning. The research questions were: if there was a statistically significant difference between the percentage of military-connected students scoring in the top 2 quartiles (at or above the national average) for normal curve equivalent (NCE) mathematics scores on the Terra Nova Third Edition (TNTE) using gender as a predictor; and if there was a statistically significant difference between the percentage of military-connected students scoring in the top two quartiles for NCE mathematics scores on the TNTE by gender and grade band. The sample size consisted of archival scores from 135,571 students, aggregated into 136 representative grades and provided by the participating school district's Research Center. A two-tailed t test was conducted to answer Research Question 1. The results were alpha = .05, t(-.696), df = 134, and p = .000. An ANOVA and logistical regression were conducted to answer Research Question 2, alpha = .05, F(.168),and p =.984. There were no statistical differences between the mean numbers of females and males by grade level or grade band. There was gender equity within the population studied. Therefore, the null hypotheses were accepted for both research questions. This study contributes to positive social change by adding to the limited body of knowledge about mathematics achievement for high achieving military-connected students relative to gender.

The aim is to empower all students to achieve academic success by overcoming the educational barriers that exist within the school system. This thesis examines what sociological factors are at play that encourages the academic success of Black students. The emphasis will be to identify how other Black students can replicate the success of their high achieving peers. Another theme in this thesis focuses around the idea of success and who it belongs to versus which groups of learners are ignored. Other related themes look at the power of educators to transform the lives of students where schooling is viewed as a family approach offering hope for all stakeholders. Furthermore, the resiliency of Black learners and their ability to rise above racial pressures and adversity is an important theme that addresses the need for policy to change and the implementation of anti-racist strategies.

The aim is to empower all students to achieve academic success by overcoming the educational barriers that exist within the school system. This thesis examines what sociological factors are at play that encourages the academic success of Black students. The emphasis will be to identify how other Black students can replicate the success of their high achieving peers. Another theme in this thesis focuses around the idea of success and who it belongs to versus which groups of learners are ignored. Other related themes look at the power of educators to transform the lives of students where schooling is viewed as a family approach offering hope for all stakeholders. Furthermore, the resiliency of Black learners and their ability to rise above racial pressures and adversity is an important theme that addresses the need for policy to change and the implementation of anti-racist strategies.