Date of Award
6-12-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Mahauganee Bonds
Second Advisor
Lori Sanchez
Committee Members
Ross Larsen; Steven Bounds
Call Number
ISBN 9798280760950
Abstract
Schools receive report card grades to inform the public about how the schools are performing and meeting the demands of their students. State mandated assessments factor into the report card grades for schools. When test scores are low, they negatively impact the report grades for schools. Therefore, there is a need to explore resources that could positively impact students’ test scores. The problem addressed in this study was that over 50% of the geometry students in Title I high schools within the district included in the study were not performing on grade level and demonstrating grade level understanding on state mandated assessments. The purpose of this quasi-experimental quantitative study was to analyze the impact that supplemental resources had on the academic growth of students in geometry in Title I high schools by examining their test scores on the End-of-Course tests. This study examined the geometry test scores of students from nine different high schools. The scores were grouped into two categories: test scores for students who did not receive exposure to supplemental resources and test scores for students who did receive exposure to supplemental resources. There were two research questions addressed in this study. The first question examined whether there was an impact on the Geometry EOC scores when the students were exposed to the supplemental resources. Question number two explored if there was a difference in the test scores of the students who were exposed to the supplemental resources based on the demographics of race/ethnicity, gender, and socioeconomic status. Statistically significant differences were identified in the scores of students who were exposed to supplemental resources and those who were not. Additionally, there was a significant difference between the female and male students of those who were exposed to supplemental resources.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Black, Jememia, "The Impact of Supplemental Resources in Title I Schools on Student Achievement in High School Geometry" (2025). Student Theses and Dissertations. 1061.
https://arch.astate.edu/all-etd/1061
