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The relationship between participation in tutoring and accountability outcomes in three urban middle schools
| Title: | The relationship between participation in tutoring and accountability outcomes in three urban middle schools. |
 36 views 16 downloads |
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| Name(s): |
Rajadhyax, Pamela, Author Taylor, Rosemarye, Committee Chair Doherty, Walter, Committee Member Baldwin, Lee, Committee Member Fritz, Ronald, Committee Member University of Central Florida, Degree Grantor |
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| Type of Resource: | text | |
| Date Issued: | 2017 | |
| Publisher: | University of Central Florida | |
| Language(s): | English | |
| Abstract/Description: | This quantitative study was conducted to determine the relationship between participation in a school based tutoring and change in accountability measures on the Florida Standards Assessment (FSA) in Mathematics and English Language Arts (ELA) in the 2014-2015 and 2015-2016 school years. The research was designed to determine the impact of participation in tutoring for urban middle school students. All students who attended one of the three urban middle schools and participated in the administration of FSA for mathematics or ELA in both the 2014-2015 and 2015-2016 school years were divided into two groups: students who participated in school based tutoring and students who did not participate in school based tutoring. The results from this study unveiled the relationship between participating in school based tutoring and change in accountability measures on state assessments. The relationship of participation in tutoring and change in accountability measures was identified for all students, English learners, and students with disabilities who participated in school based tutoring and those who did not participate in school based tutoring. Lastly, the difference in mean change of accountability measures and participation by delivery model of school based tutoring: computer-based tutoring, small group tutoring, and a mixed mode of computer-based and small group tutoring was assessed. Findings from Pearson Correlations, independent samples t-test, and one-way ANOVA did not indicate a statistical significance between change on accountability measures and participation in tutoring based on subgroups, delivery model, or grade level assessed. Though this study found no statistical significance, several of the mean changes on accountability measures based on subgroups, tutoring delivery models, or grade level was higher for students who participated in tutoring than for students who did not participate in tutoring. There is still much to be understood about the impacts of tutoring on student achievement. | |
| Identifier: | CFE0006782 (IID), ucf:51823 (fedora) | |
| Note(s): |
2017-08-01 Ed.D. Education and Human Performance, Teaching, Learning and Leadership Doctoral This record was generated from author submitted information. |
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| Subject(s): | tutoring -- middle school -- urban middle school -- urban education -- computer-based tutoring -- small group tutoring -- student achievement -- reading -- mathematics | |
| Persistent Link to This Record: | http://purl.flvc.org/ucf/fd/CFE0006782 | |
| Restrictions on Access: | public 2017-08-15 | |
| Host Institution: | UCF |
