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Browsing Colleges by Subject "academic achievement"
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Item Do wraparound services mediate academic achievement for "at risk” Latinx youth?(2019-12-19) Hiett, Brittany; Rios, Desdamona; Lucas, AmyMaslow's hierarchy of needs theory provides the framework to examining the academic outcomes of at-risk students at a Latinx-serving Title 1 charter school in Houston, Texas which models itself as a Full Service Community School (FSCS). In this nonexperimental study, quantitative data was collected from student records and reports at the charter school and consolidated into a comprehensive database by a team of graduate and undergraduate students from the University of Houston Clear Lake (UHCL), under the supervision of the principal investigator, Dr. Desdamona Rios. Chi square and regression analyses were run to test six measures of academic achievement, including grade point averages (GPA) and performances on standardized tests, so as to assess the impact wraparound services have on mediating risk factors for students at this school. Findings indicate that gender, at-risk status, being an English Language Learner (ELL), and participating in In-School Programs (ISP) most significantly predicted academic outcomes on these measures. This study contributes to the growing literature on FSCSs and concludes that the role these schools have in providing vital resources to at-risk students, who are often lacking certain basic needs, is critical to their success in their academics.Item Supports and challenges experienced by Black African immigrant undergraduate students bridging their home and school cultures(2021-04-05) Yobe, Thandizo Asefa; Jones, Lisa A; Gauna, Leslie M; Orange, Amy; Márquez, JudithThe purpose of this study was to examine lived experiences of first and second generation Black African immigrant undergraduate students in regard to self-identification and education achievement and to explore the support that these students need for a smooth bridging of cultural differences between their homes and school. The data were collected through responses from semi-structured interviews of thirteen student participants. Through the careful coding of the interview data, the researcher analyzed the emergent themes and sub themes from the participants. The findings show that self-identification is fluid among immigrant students as they try to maintain their original identification and at the same time want to identify with the host country. All participants cited education as most important and a ladder for social advancement. Participants appreciated support from their parents, helpful professors, and friends. However, the data revealed that parental support can sometimes be problematic when parents try to dictate what career path their children should pursue.Item The Influence of Blended Learning on Post-Secondary Readiness and Academic Achievement in Mathematics: A Personalized Approach to Learning(2019-04-17) Cano, Sondra Esther; Brown, Sue; Peters, Michelle; Orange, Amy; Willis, JanaPersonalized learning through blended learning is emerging as an educational practice with promising potential to close the academic achievement gap in high school mathematics and produce post-secondary ready mathematics learners. National data indicates mathematics growth has stagnated over the past several decades leaving opportunity for innovation to permeate the high school mathematics classroom to influence change. Examining the influence of blended learning on post-secondary readiness and academic achievement in a large urban school district in the southeast region of Texas indicated that blended learning instruction was meeting the promise of personalized learning for all students. The sequential mixed methods study provided observable and teacher perceived characteristics evident in the blended learning classroom while quantitative data measured the influence of blended learning on post-secondary readiness and academic achievement using an independent t-test. Blended learning was further investigated using Chi-squared test of Independence and cross tabulations to investigate the relationship between blended learning and post-secondary readiness as well as academic achievement. Paired samples t-test measured the difference in PSAT scores. Although no statistical significance was found when measuring post-secondary readiness, pockets of promise emerged when measuring academic achievement. Mean score differences were higher for students participating in blended learning when compared with students participating in traditional learning. Trends in the blended learning classroom demonstrate evidence of self-directed learning orchestrated by the teacher acting as a facilitator. Further evidence of personalization collected during classroom observations and teacher interviews demonstrated that in the blended learning classroom the needs of every student were considered instead of holding all students’ hostage to the pacing of the teacher. The promise of closing the achievement gap in mathematics has great potential as the blended learning model of instruction continues to grow in implementation in the participating district and across the United States.