Analysis of a Retention Program Implementing an Increased Time-On-Task Teaching Strategy for Sixth and Seventh Grade Students Within a Small City School District in Orange County, New York
Year: 2015
Type: article
Study design: Clinical Trial
Abstract: The purpose of this quantitative study was to explore the efficacy of an alternative grade-retention program to increase student achievement with regard to New York State English Language Arts (NYS ELA) and Developmental Reading Program (DRP) student achievement. Within a quasi-experimental, pre-test, post-test design, archival data was analyzed to determine results utilizing ANOVA analysis. Results indicated that sixth grade students had a significantly larger increase in NYS ELA scores from pre-test to post-test as compared to seventh graders. Male students had statistically similar increases in NYS ELA scores from pre-test to post-test as compared to female students. Students of all three ethnicities, African American, Hispanic, and White, had statistically similar increases in NYS ELA scores from pre-test to post-test. The sixth grade students had statistically similar increases in DRP scores from pre-test to post-test as compared to seventh graders. Male students had statistically similar increases in DRP scores from pre-test to post-test as compared to female students. There were significant differences in students’ DRP scores from pre-test to post-test across the three ethnicities, that is, Hispanic students had the largest increase in DRP scores from pre-test to post-test, African America students had the second largest increase, and White students’ DRP scores increased the least.
Author: Andrea Caputo
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2097063299