Steven Norfleet, Dissertation Abstract, Dr. Wm. A. Kritsonis, Dissertation Chair

Steven Norfleet, Dissertation Abstract, Dr. Wm. A. Kritsonis, Dissertation Chair

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  ABSTRACT A Mixed Methods Study of Student Experiences with School Practices Deemed Important to African American Student Achievement. (May 2010) Steven Norfleet, B.S., Bishop College; M.Ed., Texas Southern University Chair of Advisory Committee: William Allan Kritsonis, Ph.D. Although the 2001 No Child Left Behind Act has been in effect for eight years, test scores for students in grades 9-12 are not showing a significant decrease in the achievement gap between African American students and their White counterparts in core subjects. Ninety-eight African American college students enrolled in a developmental education mathematics course at a selected historically Black university were asked to reflect on their high school years and share their perceptions on how effective their high schools were in preparing them to be successful in the developmental education mathematics class. Quantitative data were collected from student participants (N=98) on a researcher-created 42-item survey, the results of which provided a measure of high school effectiveness. Qualitative data were collected in semi-structured interviews with student participants individually (N=2) and in focus groups (N=30). Interviews focused on the effective schools practices of school leaders as they relate to improving student achievement in core subjects. A bivariate correlation (Pearson r and two-tailed test of significance) was run using Statistical Packages for the Social Sciences (SPSS) 13.0 to determine the degree of the relationship between the correlates of effective schools and students’ semester grade
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  in the developmentaleducation mathematics course. No clear pattern suggesting a strong correlation was found from survey results. In addition, the two-tailed test of significance did not yield a statistically significant value using the criterion p < 0.05. However, the perceptions of the students indicated that there were school factors that, if enhanced, might lead to improved student academic performance in mathematics. This study is important in three ways: First, it provided an opportunity for African American college students to speak about their learning experiences resulting from the increased accountability of school leaders serving grades 9-12 to improve achievement for all subgroups under the 2001 No Child Left Behind Act. Second, it provided a means for student participants to communicate with school leaders in grades 9-14 on the learning challenges students from similar backgrounds face in being successful in mathematics classes. Third, it sought solutions to closing the achievement gap between White and Black students.