Dr. Michelle Annette Cloud, PhD Dissertation Defense, Dr. William Allan Kritsonis, Dissertation Chair

PRAIRIE VIEW A&M UNIVERSITY
THE COLLEGE OF EDUCATION

FACTORS IMPACTING STUDENT SUCCESS IN GRADES 6-8 DURING
SCHOOL OF CHOICE TRANSITION AT TWO MIDDLE SCHOOLS

MICHELLE ANNETTE CLOUD
Chair of Advisory Committee: Dr. William Allan Kritsonis
Dr. David Herrington
Dr. Wanda Johnson
Dr. Lucian Yates, III
Submitted in Partial Fulfillment of the Requirements for
DOCTOR OF PHILOSOPHY

March 2009

Introduction
Educating the 21 st Century student often entails numerous and somewhat overwhelming challenges.
An ever-increasing number of students enter school with deficits stemming from socio-economic to socio-linguistic barriers.
At far too many campuses, resources, parental support, and community support are limited.
Nevertheless, schools cannot evade their responsibility towards properly educating children.
Schools must be able to meet the challenge of educating all students in a manner and environment that allows them to reach their full potential.

Background of the Problem
One component of the No Child Left Behind Act (NCLB) is adequate yearly progress, or AYP.
Any Title I school designated in need of improvement (based on the AYP rating) must offer all students attending that school the opportunity to attend a school in the district that has successfully met its AYP goals (Texas Education Agency, 2008).

Statement of the Problem
In response to the No Child Left Behind Act of 2001, administrators, counselors, teachers, students and parents are now strongly considering the benefits and disadvantages of transferring students to a selected school of choice.

Purpose of the Study
The purpose of the study was three-fold:
The study assessed the academic impact on transfer students.
The study assessed the social impact on transfer students.
The study explored the perception of counselors on the academic and social impact of transfer students.

Significance of the Study
The significance of the study was to ensure that children across the country receive the maximum benefit from the legislation prescribed in the NCLB.

Quantitative Research Questions
Quantitative research questions answered were as follows:
Are there differences in the 2006/2007 Mathematics Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 6?
Are there differences in the 2005/2006 Mathematics Texas Assessment of Knowledge and Skills scores and 2006/2007 Mathematics Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 7?
Are there differences in the 2005/2006 Mathematics Texas Assessment of Knowledge and Skills scores and 2006/2007 Mathematics Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 8?

Are there differences in the 2006/2007 Reading Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 6?
Are there differences in the 2005/2006 Reading Texas Assessment of Knowledge and Skills scores and 2006/2007 Reading Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 7?
Are there differences in the 2005/2006 Reading Texas Assessment of Knowledge and Skills scores and 2006/2007 Reading Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 8?
Quantitative Research Questions (continued)

Are there differences in the 2005/2006 Mathematics grade point averages and 2006/2007 Mathematics grade point averages between transfer and non-transfer students in grade 7?
Are there differences in the 2005/2006 Reading grade point averages and 2006/2007 Reading grade point averages between transfer and non-transfer students in grade 7?
Are there differences in the 2005/2006 Mathematics grade point averages and 2006/2007 Mathematics grade point averages between transfer and non-transfer students in grade 8?
Are there differences in the 2005/2006 Reading grade point averages and 2006/2007 Reading grade point averages between transfer and non-transfer students in grade 8?
Quantitative Research Questions (continued)

Null Hypotheses
H 01 : There are no statistically significant difference in the scores on the 2006/2007 Mathematics Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 6.
H 02 : There are no statistically significant difference in the scores on the 2005/2006 Mathematics Texas Assessment of Knowledge and Skills scores and 2006/2007 Mathematics Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 7.
H 03 : There are no statistically significant difference in the scores on the 2005/2006 Mathematics Texas Assessment of Knowledge and Skills scores and 2006/2007 Mathematics Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 8.

H 04 : There are no statistically significant difference in the scores on the 2006/2007 Reading Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 6.
H 05 : There are no statistically significant difference in the scores on the 2005/2006 Reading Texas Assessment of Knowledge and Skills scores and 2006/2007 Reading Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 7.
H 06 : There are no statistically significant difference in the scores on the 2005/2006 Reading Texas Assessment of Knowledge and Skills scores and 2006/2007 Reading Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 8.
Null Hypotheses (continued)

H 07 : There are no statistically significant difference in the scores on the 2005/2006 Mathematics grade point averages and 2006/2007 Mathematics grade point averages between transfer and non-transfer students in grade 7.
H 08 : There are no statistically significant difference in the scores on the 2005/2006 Reading grade point averages and 2006/2007 Reading grade point averages between transfer and non-transfer students in grade 7.
H 09 : There are no statistically significant difference in the scores on the 2005/2006 Mathematics grade point averages and 2006/2007 Mathematics grade point averages between transfer and non-transfer students in grade 8.
H 10 : There are no statistically significant difference in the scores on the 2005/2006 Reading grade point averages and 2006/2007 Reading grade point averages between transfer and non-transfer students in grade 8.
Null Hypotheses (continued)

Qualitative Research Question
Which factors in the school of choice schools do counselors perceive are the most helpful in assisting transfer students in grades 6-8?

Conceptual Framework Students often learn a great deal simply by observing other people Teachers and parents must model appropriate behaviors and take care that they do not model inappropriate behaviors Students must believe that they are capable of accomplishing school tasks Describing the consequences of behavior can effectively increase the appropriate behaviors and decrease in appropriate ones Factors Impacting Student Success During “School of Choice” Transition Teachers should help students set realistic expectations for their academic accomplishments Modeling provides an alternative to shaping for teaching new behaviors Teachers should expose students to a variety of other models Self-regulation techniques provide an effective method for improving student behavior Diagrammatic format of Ormrod’s (1999) findings developed from Albert Bandura’s Social Learning Theory

Description of Research Methods
Research Methods:
Mixed-Methods Study
Triangulation
Quantitative Data
Descriptive Statistics
Independent t-tests (compare means)
Qualitative Data
Interviews

Research Design
Quantitative Data
2005/2006 and 2006/2007 Mathematics and Reading Texas Assessment of Knowledge and Skills (TAKS) scores
6 th grade - 2006/2007
7 th and 8 th grade – 2005/2006 and 2006/2007
Mathematics and Reading grade point averages
7 th and 8 th grade 2005/2006 and 2006/2007

Quantitative Data
Independent variable
School Choice
transfer students
non-transfer students
Dependent variables
Mathematics and Reading TAKS scores
Mathematics and Reading grade point averages
Research Design (continued)

Quantitative Data
Descriptive Statistics included the following information about the sample population:
Gender
Grade Level
Race
Socio-economic Status

Quantitative Data
T-tests for independent means were calculated to determine if differences existed with:
the Mathematics and Reading TAKS scores between transfer and non-transfer students in grades 6-8
the Mathematics and Reading grade point averages (G.P.A.) between transfer and non-transfer students in grades 7-8

Qualitative Data
Interview questions were aligned with Albert Bandura’s Social Learning Theory.
Counselor participants
Structured
Semistructured Interviews
Interview Questions
Feeling questions
Sensory questions

Quantitative
6th – 8th grade students from one large school district in Texas
Criterion Sampling – Transfer students
School A = 100 transfer students
School B = 68 transfer students.
Total number of transfer students = 168
Stratified random sampling – Non-transfer students
The number of non-transfer students were equal to the number of cases of transfer students and were similar in certain demographics.
Population and Sample

Qualitative
Counselors that had the opportunity to observe and interact directly with transfer students.
Criterion Case
Four Participants
Texas Certified
Population and Sample

Extant data from the 2005/2006 and 2006/2007 Mathematics and Reading TAKS Test were used to determine if differences existed between the 2005/2006 Mathematics and Reading TAKS scores and the 2006/2007 Mathematics and Reading TAKS scores of transfer students and non-transfer students in grades 6-8. Instrumentation

Qualitative
The researcher piloted the structured and semistructured interview questions to determine if the interview questions were clearly worded with a panel of experts.
Instrumentation – Pilot Study

Quantitative
Descriptive statistics were included demographic information about the transfer and non-transfer students.
Demographic information included
Gender
Grade Level
Race
Socio-economic Status
Data Analysis

Quantitative
T-tests for independent means were used to compare means
The researcher applied the standard alpha level: 0.05.
If P < 0.05, the null hypothesis was rejected
Data Analysis (continued)

Qualitative
Counselor participant responses were aligned with Albert Bandura’s Social Learning Theory factors.

Peer debriefing and triangulation were used to support the statistical data gathered from the quantitative and the qualitative portions of the study.

Gender Transfer Non-transfer
Female 52.4% 57.1%
Male 47.6% 42.9%
Quantitative Findings

Grade Level Transfer Non-transfer
6 66.7% 67.3%
7 16.1% 16.1%
8 17.3% 16.8%
Quantitative Findings (continued)

Race Transfer Non-transfer
African-American 42.2% 42.2%
Caucasian 3.0% 3.0%
Hispanic 39.9% 39.9%
Other 14.9% 14.9%
Qualitative Findings (continued)

Socioeconomic Status Transfer Non-transfer
Eco. Disadv. 54.8% 54.8%
Not Eco. Disadv. 45.2% 45.2%

RQ1 - Are there differences in the 2006/2007 Mathematics Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 6?
6 th grade Mathematics TAKS 2006/2007
Mean Difference = 62.65
P = 0.05 (2-tailed significance)
P < 0.05
Reject the null hypothesis
There was a statistically significant difference in the scores on the 2006/2007 Mathematics Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 6.

RQ 2 - Are there differences in the 2005/2006 Mathematics Texas Assessment of Knowledge and Skills scores and 2006/2007 Mathematics Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 7?
P = 0.00
P < 0.05
There was a statistically significant difference in the scores on the 2005/2006 Mathematics Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 7.
P = 0.31
P < 0.05
Accept the null hypothesis
There was no statistically significant difference in the scores on the 2006/2007 Mathematics Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 7.

RQ 3 - Are there differences in the 2005/2006 Mathematics Texas Assessment of Knowledge and Skills scores and 2006/2007 Mathematics Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 8?
Mean Difference = -45.77
P = 0.39
P < 0.05
P = 0.60
P < 0.05

RQ4 - Are there differences in the 2006/2007 Reading Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 6?
P = 0.03
P < 0.05
There was a statistically significant difference in the scores on the 2006/2007 Reading Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 6.

RQ5 - Are there differences in the 2005/2006 Reading Texas Assessment of Knowledge and Skills scores and 2006/2007 Reading Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 7?
7 th grade Reading TAKS 2005/2006
P = 0.01
P < 0.05
P = 0.01
P < 0.05

RQ6 - Are there differences in the 2005/2006 Reading Texas Assessment of Knowledge and Skills scores and 2006/2007 Reading Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 8?
P = 0.45
P < 0.05
There was not a statistically significant difference in the scores on the 2005/2006 Reading Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 8.
P = 0.14
P < 0.05
There was not a statistically significant difference in the scores on the 2006/2007 Reading Texas Assessment of Knowledge and Skills scores between transfer and non-transfer students in grade 8.

RQ7 - Are there differences in the 2005/2006 Mathematics grade point averages and 2006/2007 Mathematics grade point averages between transfer and non-transfer students in grade 7?
7 th grade Mathematics Grade Point Averages 2005/2006
P = 0.02
P < 0.05
There was a statistically significant difference in the scores on the 2005/2006 Mathematics grade point averages between transfer and non-transfer students in grade 7.
7 th grade Mathematics Grade Point Averages 2006/2007
P = 0.10
P < 0.05
There was not a statistically significant difference in the scores on the 2006/2007 Mathematics grade point averages between transfer and non-transfer students in grade 7.

RQ8 - Are there differences in the 2005/2206 Reading grade point averages and 2006/2007 Reading grade point averages between transfer and non-transfer students in grade 7?
P = 0.06
P < 0.05
There was not a statistically significant difference in the scores on the 2005/2006 Reading grade point averages between transfer and non-transfer students in grade 7.
P = 0.20
P < 0.05
There was not a statistically significant difference in the scores on the 2006/2007 Reading grade point averages between transfer and non-transfer students in grade 7 .

RQ9 - Are there differences in the 2005/2006 Mathematics grade point averages and 2006/2007 Mathematics grade point averages between transfer and non-transfer students in grade 8?
P = 0.60
P < 0.05
P = 0.30
P < 0.05

RQ10 - Are there differences in the 2005/2006 Reading grade point averages and 2006/2007 Reading grade point averages between transfer and non-transfer students in grade 8?
P = 0.07
P < 0.05
P = 0.58
P < 0.05

Qualitative Findings
RQ11 - Which factors in the school of choice schools do counselors perceive are the most helpful in assisting transfer students in grades 6-8?
Factor A - Students often learn a great deal simply by observing other people.
“ . . . teachers modeled appropriate study habits”
“ the use of organizers/agendas”
closely “monitor(ing) assignments”
assigning “checkpoints” to students
tips on how to “take notes . . . study, divide up time to study”
“ When . . . (teachers) realized students needed extra they let them come in before school”
“ Teachers would usually pair up students”
“ All students (were) expected to follow the ‘Well-Managed Classroom.’"

Factor B - Describing the consequences of behavior can effectively increase the appropriate behaviors and decrease inappropriate ones.
teachers would provide an overview of “beginning of the year guidelines” to establish behavior expectations
Counselors . . . emphasized that guidelines for transfer students “did not vary from other students.”
Counselors . . . mentioned, “Teachers would try to contact parents and outline behavior expectations”
“ Teachers paired students up with other students”
Counselors explained, “With smaller classes, teachers had better classroom management and more time to address individual needs.”

Factor C - Modeling provides an alternative to shaping for teaching new behaviors.
Counselors stated, “Other students would be used as examples”
teachers “used the school-wide reward system”
“ We paired students up with Student Ambassadors to help them out and answer questions”
teachers used principles in the “Well-Managed Classroom” program to model appropriate behavior

Factor D - Teachers and parents must model appropriate behaviors and take care that they do not model inappropriate behaviors.
“ The parents wanted more for their students so the kids wanted more . . . The kids worked hard.”
Counselors said that interactions were “very similar.”
“ . . . if parents did not follow through, students often did not follow through . . .”
Counselors expressed, “. . . when students were forced to transfer by parents, they ‘did into buy into it.’”

Factor E - Teachers should expose students to a variety of other models.
Counselors said, “using appropriate tone” and “speaking to students appropriate(ly)” were strategies used to model appropriate behavior.
Counselors revealed . . . , “Teachers would treat students with respect and students would reciprocate that back.
When students communicated respectfully, teachers would respond in kind.”
Counselors referenced district-wide social skills program, “. . . we have the Well-Managed Classroom, kind of like Boys Town . . .”

Factor F - Students must believe that they are capable of accomplishing school tasks.
“ They [transfer students] had the perception that they could do whatever was asked of them.”
Counselors said, “Students expressed that they believed they were capable of accomplishing school tasks through the work they submitted . . . Also, through communication with students and family members.”
Counselors expressed, “We found things that they were strong in and used that to encourage them and bring them back around, in some cases they were artistic, athletic . . . to give them self esteem and motivate them.”

Factor G - Teachers should help students set realistic expectations for their academic accomplishments.
Counselors explained, “Holding all students to the same standards regardless of the background and ethnicity.”
Counselors shared, “The bar was raised high for everyone.”
Counselors shared, “Teachers stated what they expected before the assignment was ever done . . .”

Factor H - Self-regulation techniques provide an effective method for improving student behavior.
Counselors said, “Self-regulation had a major impact on the choices students made.”
One counselor expressed self-regulation varied depending on the student.
Counselors stated “. . . if they [transfer students] had some type of disability . . . this had an impact on behavior and academics.”
Counselors also expressed, “Until you get past behavior you can’t even think about academics” and “Those [transfer students] who came to us with major discipline problems continued on the same route.”

Literature and Findings
Mobility is associated with lower student achievement (Fowler-Finn, 2001).
An achievement gap exists between schools with a high mobility rate and those that are more stable (Kerbow, 1996).
Classroom instruction in schools with higher mobility rates is more likely to be review oriented and have slower instructional pacing from month to month and grade to grade (Kerbow, 1996).

High school students who change schools are at least twice as likely not to graduate-research indicated that only 60 percent will graduate (Rumberger, Larson, Ream & Palardy, 1999).
In all income categories, highly mobile students are more likely to be retained a grade than children who do not change schools (Fowler-Finn, 2001).
Grade point averages are in part subjective due to dependence of the educator responsible for assigning the grade to make some judgments based on individual thinking (Stake, 2002).

A study revealed that student grades in core classes did not coincide with their results on the state standardized test given at the end of the core courses (Vogell, 2009).
“ People can learn by observing the behaviors of others . . . Reinforcement plays a role in learning . . . Cognitive processes play a role in learning” (Kretchmar, 2008, p. 1).
“ When new behavior is acquired through observation alone, the learning appears to be cognitive” (Crain, 2000, p. 194).

Conclusions
This study concludes :
school choice made a difference in students’ standardized test scores if
a) the student transitioned only once, and
b) the school employed Albert Bandura Social Learning Theory factors.
Students who transitioned twice - once from elementary into a low-performing intermediate school and then a second time into a high-performing intermediate school - showed no statistically significant change in standardized test scores.
There was no appreciable difference in student grade point averages, likely due to the subjective nature of individual teacher grading practices.

Recommendations
The following practical suggestions for applying the findings regarding factors impacting student success in grades 6-8 during school of choice transition at two middle schools on the findings are as follows:
Findings from this study should be shared with legislators faced with current implications of the No Child Left Behind Act of 2001.
Principals should share these findings with parents faced with the option of selecting a school of choice.
Educational leadership training programs should implement material covering the implications of public schools failing to meet adequate yearly progress (AYP) into their preparatory programs.

Recommendations
Teacher training programs should implement material covering the implications of failing to meet adequate yearly progress (AYP) into their preparatory programs.
Findings from this study should be shared with surrounding schools and districts faced with determining which campuses would best serve as a designated school of choice.
Models for implementing more strategies related to Albert Bandura’s Social Learning Theory should be included in Educational Preparation Programs both Teaching and Administrative.

Recommendations for Further Study
This study focused on factors impacting student success in grades 6-8 during school of choice transition at two middle schools. The following recommendations for further research are as follows:
A study could be conducted where counselors are surveyed and interviewed to examine factors impacting student success in grades 6-8 for students who elect to remain at their home campus during school of choice transition.
A study could be conducted where principals are surveyed and interviewed to determine their perceptions of factors impacting student success in grades 6-8 during school of choice transition.
A study could be conducted where parents are surveyed and interviewed to determine their perceptions of factors impacting student success in grades 6-8 during school of choice transition.
A study could be conducted where teachers are surveyed and interviewed to determine their perceptions of factors impacting student success in grades 6-8 during school of choice transition.

A study could be conducted where students are surveyed and interviewed to determine their perceptions of factors impacting student success in grades 6-8 during school of choice transition.
A study could be conducted to explore how the success rate of students from specific races is impacted during school of choice transition.
A study could be conducted analyzing factors impacting student success between transfer students at two different schools of choice.
A study could be conducted with a different instrument that addresses the differences in the respondent’s mind between what should be present for factors impacting student success in grades 6-8 during school of choice transition and what actually is occurring on the respondent’s campus.
A study could be conducted that includes both elementary and high schools. This study only included middle schools.

A study could be conducted looking specifically at instructional practices at school of choice campuses.
A study could be conducted looking specifically at interventions at school of choice campuses.
A study could be conducted looking specifically at the impact of transportation school of choice campuses.
A study could be conducted looking at high school students transitioning to a school of choice.

References Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28 , 117-148. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman. Bandura, A. (1986). Social foundations of thought and action . Englewood Cliffs, NJ: Prentice-Hall . Crain, W. (2000). Theories of development: Concepts and applications . Upper Saddle River, NJ: Prentice Hall. Fowler-Finn, T. (2001). Student stability vs. mobility. School Administrator , 58 (7), 36-40. Fraenkel, J., & Wallen, N. (2006). How to design and evaluate research in education. 6th ed. New York: McGraw Hill. Isaac, S. & Michael, W. (1997). Handbook in Research and Evaluation for Education and the Behavioral Sciences (3rd ed.) San Diego, CA: EdiTs/Educational and Industrial Testing Services. Kerbow, D. (1996). Patterns of urban student mobility and local school reform. Journal of Education for Students Placed At Risk , 1 (2). Kretchmar, J. (2008). Social Learning Theory . (pp. 1-1). Great Neck Publishing. Retrieved March 1, 2009, from the Research Starters - Education database. Ormrod , J. E. (1999). Human learning (3rd ed) Upper Saddle River, NJ: Prentice-Hall. Public Agenda, 1999).

References
Rumberger, R., Larson, K., Ream, R., & Palardy, G. (1999). The educational consequences of mobility for California students and schools (PACE Policy Brief). Berkeley, CA: Policy Analysis for California Education. Available online: http://pace.berkeley.edu/pace_mobility.html
Sirkin, R. (2006). Statistics for the social sciences. 3rd ed. Thousand Oaks, CA: Sage Publications. 45
Stake, R. (2002, August). Teachers conceptualizing student achievement. Teachers & Teaching , 8 (3/4), 303-312. Retrieved March 1, 2009, from the doi:10.1080/135406002100000459
Texas Education Agency (2008). Retrieved June 14, 2008, from http://www.tea.state.tx.us/data.html
United States Government Accountability Office. (2004). No child left behind act: Education needs to provide additional technical assistance and conduct Implementation studies for school choice provision. (Highlights of GAO-05-7, a report to the Secretary of Education).
Vogell, H. (2009, February 8). Cover story: Are schools inflating grades? Marks from teachers, test scores vary widely: 'A' student can get 'F' on state's standardized tests. The Atlanta Journal – Constitution, p. A.1. Retrieved March 1, 2009, from the Accounting & Tax Newspapers database. (Document ID: 1640585541).

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Dr. Michelle Annette Cloud, PhD Dissertation Defense, Dr. William Allan Kritsonis, Dissertation Chair

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Dr. Michelle Annette Cloud, PhD Dissertation Defense, Dr. William Allan Kritsonis, Dissertation Chair Presentation Transcript