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
2009
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
Fred Muskal
Second Committee Member
Antonio Serna
Third Committee Member
Jack McLaughlin
Abstract
This study evaluated through an analysis of baseline data whether Stockton Unified School District's board decision to transition from middle school settings to K-8 settings result in: increased student achievement as measured by performance on the California Standards Tests (CSTs) in English language arts and Mathematics, and decreased problem behaviors as measured through the number of suspensions at the 7th grade level in its first year of implementation for the 2006-2007 school year. Four former middle schools and thirty nine K-8 elementary school's achievement and suspension data comprised the purposeful sample for this one shot case study. Former middle school populations averaged 684 to 747 students per school while the average number of 7th grade students attending the newly formed K-8s averaged 85 students per site. Categorical variables were controlled for ethnicity, gender, second language learner, socioeconomically deprived and school wide. Multiple regression analysis was conducted to create a time analysis of 7th grade student performance and behavior as measured by number of suspensions through the use of time trend analysis over a four year period 2002-2003 through 2005-2006. In order to find performance and suspension levels for each categorical variable, scores were derived as the difference between each categorical variable and the growth rate of White (the omitted category). Chow Test (1960) was applied to test for change in setting from the middle school to K-8. Results determined no significant growth in academic achievement in English language arts or mathematics for any subgroup following the move to a K-8 setting. Second language learners demonstrated a statistically significant drop at -6.8 percent from Far Below Basic in English language arts over the four year period of attending a middle school setting. No other subgroup showed any statistical significance in performance over time when compared to the growth of their White constituents. Statistical significant findings were found for number of suspensions for all subgroups over time and with the move to a K-8 setting for Hispanic, Black and Asian males and females. Implications for educators and future research are discussed.
Pages
116
ISBN
9781109085617
Recommended Citation
Mah, Charlene. (2009). An analysis of Stockton Unified School District's 7th grade student performance and behavior in year one of its K–8 elementary schools configuration. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2491
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 ProQuestIf you are the author and would like to grant permission to make your work openly accessible, please email
Rights Statement
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).