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dc.contributor.advisorAmine, Rayyan
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.identifier.urihttp://hdl.handle.net/10657/1026
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.format.mimetypeapplication/pdf
dc.language.isoeng
dc.subjectHigh Achievers
dc.subjectCommended Performance
dc.subjectPerformance Tracking
dc.subjectLongitudinal Trend
dc.subjectHigh Performance
dc.subjectAdvanced students
dc.subjectTracking
dc.subjectHigh Achievement
dc.subjectHigh-Performing Minorities
dc.subjectHigh Performance Gender
dc.subjectAdvanced Levels
dc.subjectTAKS
dc.subjectleadership
dc.subjectschool leaders
dc.subject.otherProfessional leadership
dc.titleWhat School Leaders Need to Know About the Performance of High-Achieving Students on Standardized Tests
dc.date.updated2015-08-24T01:58:32Z
dc.type.genreThesis
thesis.degree.nameDoctor of Education
thesis.degree.levelDoctoral
thesis.degree.disciplineProfessional Leadership
thesis.degree.grantorUniversity of Houston
thesis.degree.departmentCurriculum and Instruction
dc.contributor.committeeMemberEmerson, Michael W.
dc.contributor.committeeMemberBusch, Steven D.
dc.contributor.committeeMemberIndelicato, Anthony
dc.type.dcmiText
dc.format.digitalOriginborn digital
dc.description.departmentCurriculum and Instruction
thesis.degree.collegeCollege of Education


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