What School Leaders Need to Know About the Performance of High-Achieving Students on Standardized Tests

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dc.contributor.advisorAmine, Rayyan
dc.contributor.committeeMemberEmerson, Michael W.
dc.contributor.committeeMemberBusch, Steven D.
dc.contributor.committeeMemberIndelicato, Anthony
dc.creatorNichols, Jennifer Chu
dc.date.accessioned2015-08-24T01:58:32Z
dc.date.available2015-08-24T01:58:32Z
dc.date.createdMay 2013
dc.date.issued2013-05
dc.date.updated2015-08-24T01:58:32Z
dc.description.abstractThe No Child Left Behind Act (NCLB) of 2001 has changed the accountability of student achievement in American public schools. Since the enactment, achievement has increased for low-achieving students (Loveless, 2008). However, achievement for high-achieving students is leveling (Finn, Scull, & Winkler, 2011). This study identified and analyzed the performance trends of a cohort of students at the individual student level in mathematics and reading over four years. Students maintained, gained, lost, or never had high-achieving status during the study. Math lost high achievers overtime whereas reading gained high achievers overtime. Achievement status groups and trends across grade levels were examined by gender, ethnicity, and socioeconomic status to determine differences. There were differences in the performance of ethnic and economically disadvantaged groups but not by gender. This study highlights the need to examine achievement gaps among high achievers, not just low achievers, to ensure all students’ needs are met.
dc.description.departmentCurriculum and Instruction, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10657/1026
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectHigh achievers
dc.subjectCommended Performance
dc.subjectPerformance Tracking
dc.subjectLongitudinal trend
dc.subjectHigh performance
dc.subjectAdvanced students
dc.subjectTracking
dc.subjectHigh achievement
dc.subjectMinorities
dc.subjectGender
dc.subjectAdvanced Levels
dc.subjectTAKS
dc.subjectLeadership
dc.subjectSchool leadership
dc.subject.otherProfessional leadership
dc.titleWhat School Leaders Need to Know About the Performance of High-Achieving Students on Standardized Tests
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentCurriculum and Instruction, Department of
thesis.degree.disciplineProfessional Leadership
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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