Dr. William Kritsonis, Dissertation Chair

1. A MIXED METHODS STUDY OF STUDENT EXPERENCES WITH SCHOOL PRACTICES DEEMED IMPORTANT TO AFRICAN AMERICAN STUDENT ACHIEVEMENT A Dissertation Defense by Steven Norfleet April 9, 2010 William Allan Kritsonis, Dissertation Chair Major Subject: Educational Leadership

7. Trend in White-Black Achievement Gap in Reading 1971-2008 Source: Rampey, B.D., Dion, G.S., & Donahue, P.L. (2009). National Assessment of Educational Progress (NAEP) 1971-2008

8. Trend in Black-White Achievement Gap in Mathematics 1971-2008 Source: Rampey, B.D., Dion, G.S., & Donahue, P.L. (2009). National Assessment of Educational Progress (NAEP) (Various years, 1971-2008

9. Trend in Grade Twelve Science Achievement Gap by Race/Ethnicity 1996-2005 Source: Grigg, W., Lauko, M., and Brockway, D. (2006). The Nation’s Report Card: Science 2005 (NCES 2006-466). Washington, DC: U.S. Department of Education, National Center for Education Statistics, U.S. Government Printing Office.

11. Texas College Readiness Scores Source: Texas Education Agency, 2009

23. Conceptual Model (cont.) Student Improved Student Achievement Lezotte’s Correlates of Effective Schools SAFE AND ORDERLY ENVIRONMENT CLIMATE OF HIGH EXPECTATION FOR SUCCESS CLEAR AND FOCUSED MISSION POSITIVE HOME/SCHOOL RELATIONS FREQUENT MONITORING OF STUDENT PROGRESS OPPORTUNITY TO LEARN, TIME ON TASK INSTRUCTIONAL LEADERSHIP

42. Findings Quantitative Findings and Analysis Descriptive statistics measures including central tendencies, frequency distribution, and percentages were used to summarize the results of the survey. How do African American students, enrolled in a development education mathematics course at a selected historically black university describe their experiences with each correlate of effective schools? Statistical Measurement Research Question #1

44. Findings (cont.) Quantitative Findings and Analysis (1) Correlation using Pearson r and Multiple Regression Analysis R ² (2) Two-Tailed Test of Significance Semester Grade in Development Education Mathematics Correlates of Effective Schools H01 - There is no statistically significant relationship between selected Historically Black Colleges and Universities (HBCU) freshman African American student ratings of their former high school’s “effective schools” characteristics, and the student’s first semester of college achievement in Developmental Education Mathematics. How does the correlates of effective high schools relate to student achievement in a development education mathematics course, for freshman and sophomore African American students enrolled at a selected historically Black university? STATISTICAL TEST DEPENDENT VARIABLE INDEPENDENT VARIABLES HYPOTHESES RESEARCH QUESTION #2