Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Date of Award

2008

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Administration and Leadership

First Advisor

Dennis Brennan

First Committee Member

Michael Elium

Second Committee Member

Delores McNair

Third Committee Member

Louis Wildman

Abstract

Since the late 1800s, testing has been a part of education. Supporters claim testing encourages objectivity in assessments of learning. Critics argue testing creates bias, restricted teaching methodology, and restricted curriculum. The No Child Left Behind Act of 2001 requires school accountability that has increased the push for standardized testing. High school students present a unique challenge for administrators on the low-risk California Standards Tests (CSTs). The CSTs in mathematics are complex in reference to student composition, range of courses tested, and sequence of previous math courses taken by the student. This complex nature of the CSTs in mathematics makes test preparation decisions difficult for the site administrator. Schools have developed test preparation practices in the hopes of improving student performance on these standardized tests. Some of these practices require a great deal of time, energy, and money to create and execute. The administrator must use these precious resources judiciously. Therefore, there is a need for further investigation of the criteria used by site administrators for selection of test preparation practices for CSTs in mathematics. Using qualitative analysis, this study researched the criteria used by the high school site administrators to govern their decision of which test preparation practices for CSTs in mathematics to establish at their school. This study included 18 administrators at 15 schools in the southern San Joaquin Valley in California that met their Academic Performance Index growth targets for 2006.

Pages

94

ISBN

9780549595700

To access this thesis/dissertation you must have a valid pacific.edu email address and log-in to Scholarly Commons.

Find in PacificSearch Find in ProQuest

Share

COinS

If you are the author and would like to grant permission to make your work openly accessible, please email