Does the Degree of Implementation of the Components of the Middle School Design Relate to High-Stakes Assessment Scores in Grade 8 Reading and Math?

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dc.contributor.authorPuttre, Catherine P.en
dc.contributor.committeecochairAlexander, M. Daviden
dc.contributor.committeecochairMallory, Walter D.en
dc.contributor.committeememberBengier, Andreaen
dc.contributor.committeememberGatewood, Thomas E.en
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2014-03-14T20:07:02Zen
dc.date.adate2008-04-30en
dc.date.available2014-03-14T20:07:02Zen
dc.date.issued2007-12-13en
dc.date.rdate2008-04-30en
dc.date.sdate2008-01-31en
dc.description.abstractDoes the degree of implementation of the components of the middle-school design relate to high-stakes assessment scores in Grade 8 reading and math? There currently exists a conflict between the advocates of the middle-school components and those who support an abandonment of this philosophy and conceptual model for a more conservative and curriculum centered school structure. The outcome of this study provides valuable data to resolve this debate. Socioeconomic ratios, minority percentages, and student attendance were controlled for as they impact student achievement. The middle-school concept evolved from a desire to create a more appropriate learning environment which would address the unique needs of early adolescents. Student achievement as demonstrated on the math and reading Standards of Learning tests in Virginia schools should validate this belief. The data analysis resulted in no significant difference between the reading and math scores on the Virginia state assessment for eighth-grade students in middle schools and eighth graders in other grade configured schools. The socioeconomic status of the student population of the school was the one factor that did impact the students' academic achievement. Math scores were not impacted to the same degree as the reading scores. While this research provides no concrete support for the expansion of the middle-school program, neither is there support for the assertion that it lacks rigor, and keeps students from achieving academically and therefore should be abandoned.en
dc.description.degreeEd. D.en
dc.identifier.otheretd-01312008-210608en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-01312008-210608/en
dc.identifier.urihttp://hdl.handle.net/10919/26080en
dc.publisherVirginia Techen
dc.relation.haspartdissertationmar1808.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectHigh Stakes Assessmenten
dc.subjectMiddle Schoolen
dc.subjectAchievementen
dc.titleDoes the Degree of Implementation of the Components of the Middle School Design Relate to High-Stakes Assessment Scores in Grade 8 Reading and Math?en
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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