Technology's impact on student achievement as measured by standardized test scores on the California SAT-9 test and through case study analysis
Brent Michael Woodard, The Claremont Graduate University, United States
The Claremont Graduate University . Awarded
The purpose of this study was to determine whether the achievement and API scores of schools receiving Digital High School (DHS) funds significantly differed from those schools that did not receive the same funds. The secondary purpose was to determine the significance in program variance between schools receiving DHS funds. The DHS program allocates $1 billion dollars over four years and significantly impacts the availability of technology in California high schools.
The study evaluated instructional technology funding based on objective, validated measures of academic achievement that are recognized and understood by policymakers who allocate educational funding to schools.
This study's findings may be summarized as follows: (1) The NCE growth scores for DHS were not statistically significant when compared to Non DHS schools. (2) Trend line data for NCE scores on all areas of the SAT-9 visually display the statistical insignificance in appendix 5. Trend line data was designed in hopes the data would reveal other tendencies relating to policy and the need for time analysis. This however proved to be inconclusive. (3) There is a great variety in DHS fund use/application, perhaps even outside the limits of legislative restrictions. With the broad range of creative, innovative approaches, it is still quite apparent there is no significant impacts on SAT-9 test scores. (4) A wide variety of program goals/objective, staff development plans, and funding allocation existed between DHS schools and contributed to a loosely coupled organizational structure.
Research design. A causal-comparative research design was used that compared, over a three year period, two groups of similar high schools, different only in the variable of the amount of technology funding. The study compared student test scores on the SAT-9 standardized achievement test from ten California urban high schools receiving $300,000 or more in Digital High School funding to similar California urban high schools that did not receive such technology funding during the same time period. For the three school years of the study, results in Reading, Language, Math, Science, and Social Studies for grades 9–11 were gathered.
Following the quantitative data is a case study of a specific school that previously received DHS funds. This report is one component of the evaluation of the Digital High School program and summarizes the findings of multiple site visits conducted by the researcher.
Woodard, B.M. Technology's impact on student achievement as measured by standardized test scores on the California SAT-9 test and through case study analysis. Ph.D. thesis, The Claremont Graduate University.
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