1LOW TEST SCORESRecommendations to Solve the Problem

1
LOW TEST SCORES
Recommendations to Solve the Problem of Low Test Scores on
the Ohio Educational Assessment for Science at Hampton High
School
Liberty Student
School of Education, Liberty University
In partial fulfillment of EDUC 850
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Student Name, 1971 University Boulevard, Lynchburg, VA
24515. Email: [email protected]
Literature Review
I. Overview
II. Narrative Review
a. Standardized Testing (Gallagher, 2021)
b. Characteristics of Standardized Tests (Christensen, 2018;

Fran, 2018)
c. Ohio Educational Assessment for Science (Ohio Department
of Education, 2019)
d. Strategies to Improve Standardized Test Scores (El -Banna et
al., 2020; Stelund et al., 2017; Wijekumar et al., 2017)
i. Analyzing test data (Quester & Racino, 2017)
ii. Parental involvement (Ming et al., 2020; Xiong et al., 2021)
iii. Bubble students (Cole, 2022)
iv. Monitoring progress (Assel et al., 2020)
v. Instructional practices (Carter & Zucker, 2021)
e. Student Motivation (Ohio Department of Education, 2019)
f. Teacher Effectiveness (Stronge, 2018; DeMonte, 2019)
i. Teacher credentials (Teacher Certification Degrees, n.d.)
ii. Professional development (Fischer et al., 2018)
iii. New teachers (Fran, 2018)
iv. Class and school size (Thijs & Fleischmann, 2019)
v. Teacher attendance (Osmond et al., 2015)
vi. Substitute teacher qualifications (Davies, n.d.)
g. Instructional Resources (Yeboah et al., 2019)
III. Theoretical Framework
IV. Summary
References
Assel, M. A., Montroy, J. J., Williams, J. M., Foster, M.,
Landry, S. H., Zucker, T., Crawford, A. Hyatt, H., & Bhavsar,
V. (2020). Initial validation of a math progress monitoring
measure for prekindergarten students.
Journal of Psychoeducational Assessment,
38(8), 1014–1032.
https://doi.org/10.1177/0734282920922078
Carter, B., & Zucker, S. (2021).
Horizontal and vertical alignment [Policy Report]
. Pearson.
https://images.pearsonassessments.com/images/tmrs/tmrs_rg/Ho
rizontalVerticalAlignment.pdfWT.mc_id=TMRS_Horizontal_an

d_Vertical_Alignment
Christensen, V. (2018, June 25).
What makes a test standardized? The Classroom.
https://www.theclassroom.com/test-standardized-6680561.html
Cole, R. W. (Ed.). (2022).
Educating everybody’s children: Diverse teaching
strategies for diverse learners (2nd ed.). ASCD.
Davies, R. (n.d.).
5 reasons your students misbehave for a substitute &
how to prevent it. Differentiated Teaching
. Retrieved January 10, 2022, from
https://www.differentiatedteaching.com/why-students-
misbehave-for-the-substitute/
DeMonte, J. (2019).
A million new teachers are coming: Will they be ready
to teach? American Institutes for Research
.
https://www.air.org/sites/default/files/downloads/report/Million
-New-Teachers-Brief-deMonte-May-2015.pdf
El-Banna, M. M., Whitlow, M., & McNelis, A. M. (2020).
Improving pharmacology standardized test and final
examination scores through team-based learning.
Nurse Educator,
45(1), 47–50.
https://doi.org/10.1097/NNE.0000000000000671
Fischer, C., Fishman, B., Dede, C., Eisenkraft, A., Frumin, K.,
Foster, B., Lawrenz, F., Levy, A. J., & McCoy, A. (2018).
Investigating relationships between school context, teacher
professional development, teaching practices, and student
achievement in response to a nationwide reform.

Teaching and Teacher Education,
72, 107–121. https://doi.org/10.1016/j.tate.2018.02.011
Fran, B. B. (Ed). (2018).
The SAGE encyclopedia of educational research,
measurement, and evaluation. SAGE.
https://doi.org/10.4135/9781506326139.n340
Gallagher, C. J. (2021). Reconciling a tradition of testing with a
new learning paradigm.
Educational Psychology Review,
15, 83–99. https://doi.org/10.1023/A:1021323509290
Ming, L., Lau, G. K., Tam, V. C.,Chiu, H.-M., Li, S. S., &
Kuen-Fung, S. (2020). Parents’ impact on children’s school
performance: Marital satisfaction, parental involvement, and
mental health.
Journal of Child and Family Studies,
29(6), 1548–1560. https://doi.org/10.1007.s10826-019-
01655-7
Ohio Department of Education. (2019).
Ohio’s learning standards and model curriculum:
Science.
https://education.ohio.gov/getattachment/Topics/Learning-in-
Ohio/Science/Ohios-Learning-Standards-and-
MC/SciFinalStandardsMC060719.pdf.aspx?lang=en-US
Osmond, C. I. O., Shumba, J., Rembe, S., & Sotuku, N. (2015).
Demographic variables, work-stimulated stressors and coping
strategies of pre-school educators: A concept paper.
Journal of Psychology,
6(1), 91–101.
https://doi.org/10.1080/09764224.2015.11885528
Quester, B., & Racino, B. (2017, May 15).

Standardized test scores: How we crunched the data.
Inewsource. https://inewsource.org/2017/05/15/california-
standardized-test-scores/
Stenlund, T., Lyrén, P.-E., & Eklöf, H. (2017). The successful
test taker: Exploring test-taking behavior profiles through
cluster analysis.
European Journal of Educational Psychology,
33(2), 403–417. https://doi.org/10.1007/s10212-017-
0332-2
Stronge, J. H. (2018).
Qualities of effective teachers (3rd ed.). ASCD.
https://ascd.org/ASCD/pdf/siteASCD/publications/books/Qualiti
esOfEffectiveTeachers3rdEd_Stronge_0318.pdf
Teacher Certification Degrees. (n.d.).
Alternative teacher certification guide. Retrieved
January 12, 2022, from
https://www.teachercertificationdegrees.com/alternative/
Thijs, J., & Fleischmann, F. (2015). Student-teacher
relationships and achievement goal orientations: Examining
student perceptions in an ethnically diverse sample
.Elsevier,
42, 52–63. https://doi.org/10.1016/j.lindif.2015.08.014
Wijekumar, K., Meyer, B. J. F., & Lei, P. (2017). Web-based
test strategy instruction improves seventh graders’ content area
reading comprehension.
Journal of Educational Psychology,
109(6), 741–760. https://doi.org/10.1037/edu0000168
Xiong, Y., Qin, X., Wang, Q., & Ren, P. (2021). Parental
involvement in adolescents’ learning and academic
achievement: Cross-lagged effect and mediation on academic

engagement.
Journal of Youth and Adolescence,
50(9), 1811–1823.
https://doi.org/10.1007/s10964-021-01460-w
Yeboah, R., Abonyi, U. K., & Luguterah, A. W. (2019). Making
primary school science education more practical through
appropriate interactive instructional resources: A case study of
Ghana.
Cogent Education,
6(1), Article 1611033.
https://doi.org/10.1080/2331186X.2019.1611033
Adapted from the PICOT Questions Template; Ellen Fineout-
Overholt, 2006. This form may be used for educational &
research purposes without permission.
Template
for
Asking
PICOT
Questions
INTERVENTION
In
____________________(P),
how
does
____________________
(I)
compared

to
____________________(C)
affect
_____________________(O)
within
___________(T)?
THERAPY
In
__________________(P),
what
is
the
effect
of
__________________(I)
compared
to
_____________
(C)
on
________________(O
within
_____________(T)?

PROGNOSIS/PREDICTION
In
______________
(P),
how
does
___________________
(I)
compared
to
_____________(C)
influence
__________________
(O)
over
_______________
(T)?
DIAGNOSIS
OR
DIAGNOSTIC
TEST
In
___________________(P)
are/is
____________________(I)

compared
with
_______________________(C)
more
accurate
in
diagnosing
_________________(O)?
ETIOLOGY
Are____________________
(P),
who
have
____________________
(I)
compared
with
those
without
____________________(C)
at
____________
risk
for/of

____________________(O)
over
________________(T)?
MEANING
How
do
_______________________
(P)
with
_______________________
(I)
perceive
_______________________
(O)
during
________________(T)?
Adapted from the PICOT Questions Template; Ellen Fineout-
Overholt, 2006. This form may be used for educational &
research purposes without permission.

Short
Definitions
of
Different
Types
of
Questions
Intervention/Therapy:
Questions
addressing
the
treatment
of
an
illness
or
disability.
Etiology:
Questions
addressing
the
causes
or
origins
of
disease
(i.e.,
factors
that

produce
or
predispose
toward
a
certain
disease
or
disorder).
Diagnosis:
Questions
addressing
the
act
or
process
of
identifying
or
determining
the
nature
and
cause
of
a
disease
or
injury
through
evaluation.

Prognosis/Prediction:
Questions
addressing
the
prediction
of
the
course
of
a
disease.
Meaning:
Questions
addressing
how
one
experiences
a
phenomenon.
Sample
Questions:
Intervention:
In

African--‐ American
female
adolescents
with
hepatitis
B
(P),
how
does
acetaminophen
(I)
compared
to
ibuprofen
(C)
affect
liver
function
(O)?
Therapy:
In
children
with
spastic
cerebral
palsy
(P),
what
is
the
effect
of

splinting
and
casting(I)
compared
to
constraint--‐
induced
therapy
(C)
on
two--‐ handed
skill
development
(O)?
Prognosis/Prediction:
1)
For
patients
65
years
and
older
(P),
how
does
the
use
of
an
influenza

vaccine
(I)
compared
to
not
received
the
vaccine
(C)
influence
the
risk
of
developing
pneumonia
(O)
during
flu
season
(T)?
2)
In
patients
who
have
experienced
an
acute
myocardial
infarction
(P),
how

does
being
a
smoker
(I)
compared
to
a
non--‐ smoker
(C)
influence
death
and
infarction
rates
(O)
during
the
first
5
years
after
the
myocardial
infarction
(T)?
Diagnosis:
In
middle--‐ aged
males
with

suspected
myocardial
infarction
(P),
are
serial
12--‐ lead
ECGs
(I)
compared
to
one
initial
12--‐ lead
ECG
(C)
more
accurate
in
diagnosing
an
acute
myocardial
infarction
(O)?
Etiology:
Are
30--‐
to
50--‐ year--‐ old
women

(P)
who
have
high
blood
pressure
(I)
compared
with
those
without
high
blood
pressure
(C)
at
increased
risk
for
an
acute
myocardial
infarction
(O)
during
the
first
year
after
hysterectomy
(T)?

Meaning:
How
do
young
males
(P)
with
a
diagnosis
of
below
the
waist
paralysis
(I)
perceive
their
interactions
with
their
romantic
significant
others
(O)
during
the
first
year
after
their
diagnosis
(T)?

1
Recommendations for Solving Low Rates of College Readiness
at James Monroe
High School, West Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 850
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Michael Whitener
Email: [email protected]
2
Literature Review
I. Overview
The purpose of this study was to provide recommendations for
solving low rates of

college readiness at James Monroe High School, West Virginia.
The problem was that 28% of
the low-income and underserved students were ready for college
compared to an 84% overall
college readiness rate. This section provides purpose and
problem statements, a narrative review,
a theoretical framework, gaps in the literature, and a summary
of the literature.
A. Purpose Statement
The purpose of this study was to provide recommendations to
solve the problem of Low
Rates of College Readiness at James Monroe High School, West
Virginia.
B. The problem Statement
The problem was that 28% of the low-income and underserved
students were ready for
college compared to an 84% overall college readiness rate.
II. NARRATIVE REVIEW
A. A Different Exposition of Incremental Validity
Differential SAT and HSGPA The subject of comprehensive
research with significant
real-world implications was performance (Boyce et al. 2020). It
was discovered that culture,

socioeconomic class, gender, and ethnicity majorly affect SAT
scores. The typical predictor for
college admittance is a student's performance on an admissions
test or series of tests (Floyd,
Garcia Falconetti & Camacho, 2022). You may have to take a
battery of exams that examine
everything from your English and verbal skills to your ability to
reason and calculate. If this is
the case, prepare yourself. Each of these can be utilized on its
own or in combination with other
pieces of information to construct a mathematical model driven
by past data and predict how
Stephanie Smith
143770000000142182
Since these will be headings in the paper, they should be treated
as proper names. Please, capitalize Narrative Review and
Theoretical Framework.
Stephanie Smith
143770000000142182
Stephanie Smith
143770000000142182
Stephanie Smith
143770000000142182
This needs a citation to be verifiable.

Stephanie Smith
143770000000142182
This was included above. :)
3
well you will do in your academic pursuits while attending
college (Vogel & Karakaşoğlu,
2021).
B. The ability of high school students to think abstractly and the
outcomes of their
studies
Copeland et al. (2020) present a remarkable study on how to
include higher-order
thinking skills in science education. The study's findings
highlight the need to include strategic
planning, data processing, and coding to improve natural
science teaching outcomes (Akhter et
al., 2021). For instance, if most students agreed that the
learning environment at the school was
perfect, it would be probable that low college readiness among
students from low-income and
underserved communities resulted from their family background
or student-specific challenges
(Hall & Kelly, 2021). However, if most learners said that the

learning environment was
unwelcoming, the implication was that the school created an
unfavorable learning environment
(Heller, 2022). The researcher would then recommend a better
action based on the response.
III. Definitions
A. SAT: Scholastic Aptitude Test
B. HSGPA: High School Grade Point Average
C. PASS: Planning, Attention-arousal, Simultaneous, and
Successive
IV. Theoretical Framework
Human thought is connected to the brain in a specific way via
the PASS model, which
stands for planning, attention-arousal, simultaneous, and
successive. Numerous pieces of
evidence demonstrate that it is essential for educational
research techniques to take into
consideration students' general cognitive aptitude, as indicated
by an examination of their
preparation and performance on tests like the SAT. According
to the findings, there was a
Stephanie Smith

143770000000142182
should not be a level one heading. The only level one headings
in this section are Overview, Narrative Review, Theoretical
Framework, and Summary
Stephanie Smith
143770000000142182
These should be included within your paper and/or become
headings of their own if you believe that they are worth
discussing. Overall, the outline should have between 20-30
Level two and three headings to be discussed. This way as you
start writing, you'll know to write about a page per heading to
meet the minimum page requirement.
Stephanie Smith
143770000000142182
Who is your theorist for this?
4
positive and negative link between the advances kids made on
these cognitive ability tests and
their academic success in college (Breves, 2021).
V. Gaps in the Literature
There is a gap in understanding why children struggle
intellectually throughout
elementary and middle school, particularly in math and spelling
(Hines et al., 2021). The James
Monroe High School in West Virginia can utilize the evidence
to enhance student progress.

VI. Summary
A. Purpose and Problem
Student accomplishment is influenced by several variables,
including the school itself,
the caliber of the teaching staff, the curriculum, the student's
motivation, and the engagement
of their families. Gender, color, financial standing, and other
contextual factors influence
(Durand et al., 2022). If students struggle with higher-order
thinking skills, processing, or
codding, as well as learning and management approaches, their
academic performance may
suffer. `Biology may also influence the academic success of
students' (Leeds & Mokher,
2019). Numerous studies have highlighted the cognitive
difficulties faced by premature
newborns.
Stephanie Smith
143770000000142182
your summary should look VERY similar to your overview.
Three sentences. The first two sentences are identical and the
last one should be a review and mention of the Narrative
Review and the Theoretical Framework.

Stephanie Smith
143770000000142182
Remember that for capstone we are either solving a problem or
improving a practice at a specific site. We are not filling a gap.
5
References
Akhter, N., Ali, M. S., Siddique, M., & Abbas, R. (2021).
Exploring the Role and Importance
of Career Counselling in Developing Awareness of Graduate
Students' Career
Choices during Corvid 19. Multicultural Education, 7(11).
https://www.researchgate.net/profile/Muhammad-Siddique-
58/publication/357685235_Exploring_the_Role_and_Importance
_of_Career_Counsel
ling_in_Developing_Awareness_of_Graduate_Students'_Career_
Choices_during_Co
rvid_19/links/61dab087d4500608169b5b34/Exploring-the-Role-
and-Importance-of-
Career-Counselling-in-Developing-Awareness-of-Graduate-
Students-Career-Choices-
during-Corvid-19.pdf
Boyce, S., Bazargan, M., Caldwell, C. H., Zimmerman, M. A.,
& Assari, S. (2020). Parental

educational attainment and social environment of urban public
schools in the U.S.:
Blacks' diminished returns. Children, 7(5), 44.
https://doi.org/10.3390/children7050044
Breves, P. (2021). Biased by being there: The persuasive impact
of spatial presence on
cognitive processing. Computers in Human Behavior, 119,
106723.
https://doi.org/10.1016/j.chb.2021.106723
Copeland, B. A., Talbert, B. A., LaRose, S. E., & Rusell, M. A.
(2020). College and career
ready? A snapshot of 12th Grade National FFA members.
Journal of Agricultural
Education, (4). https://doi.org/10.5032/jae.2020.04090
Durand, F. T., Wilcox, K. C., Lawson, H. A., & Schiller, K. S.
(2022). Framing leaders’
discourses on college and career readiness. American Journal of
Education, 128(2),
327–354. https://doi.org/10.1086/717672
_of_Career_Counselling_in_Developing_Awareness_of_Graduat
e_Students'_Career_Choices_during_Corvid_19/links/61dab087

d4500608169b5b34/Exploring-the-Role-and-Importance-of-
Students-Career-Choices-during-Corvid-19.pdf

https://doi.org/10.3390/children7050044
https://doi.org/10.1016/j.chb.2021.106723
https://doi.org/10.5032/jae.2020.04090
https://doi.org/10.1086/717672
Stephanie Smith
143770000000142182
Great job adding URLs and doi numbers. Make sure that they
are colored and formatted per APA-7.
6
Floyd, D. L., Garcia Falconetti, A., & Camacho, L. (2022).
Post-secondary Higher Education
Pathways to workforce credential attainment in the United
States of America.
Palgrave Studies in Adult Education and Lifelong Learning,
169–188.
https://doi.org/10.1007/978-3-030-84502-5_9
Hall, A. S., & Kelly, K. R. (2021). Identity and career
development in gifted students. The
Handbook of Secondary Gifted Education, 35–63.
https://doi.org/10.4324/9781003238829-3
Heller, R. F. (2021). The problem with Universities Today.
SpringerBriefs in Education, 5–

37. https://doi.org/10.1007/978-981-16-6506-6_2
Hines, E. M., Mayes, R. D., Harris, P. C., & Vega, D. (2021).
Using a culturally responsive
MTSS approach to prepare black males for postsecondary
opportunities. School
Psychology Review, 1–15.
https://doi.org/10.1080/2372966x.2021.2018917
Leeds, D. M., & Mokher, C. G. (2019). Improving indicators of
college readiness: Methods
for optimally placing students into multiple levels of post-
secondary coursework.
Educational Evaluation and Policy Analysis, 42(1), 87–109.
https://doi.org/10.3102/0162373719885648
Vogel, D., & Karakaşoğlu, Y. (2021). Transnationally mobile
students and the ‘grammar’ of
schooling. Regimes of Belonging – Schools – Migrations, 203–
220.
https://doi.org/10.1007/978-3-658-29189-1_13
https://doi.org/10.1007/978-3-030-84502-5_9
https://doi.org/10.4324/9781003238829-3
https://doi.org/10.1007/978-981-16-6506-6_2
https://doi.org/10.1080/2372966x.2021.2018917

https://doi.org/10.3102/0162373719885648
https://doi.org/10.1007/978-3-658-29189-1_13

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