rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: School racial composition and academic performance of African American students in an urban school district
  name:
    name part: Osagie, Andree O.
    role:
      role term: creator
  name:
    name part: Skrla, Linda
    role:
      role term: thesis advisor.
  name:
    name part: Tolson, Homer
    role:
      role term: thesis advisor.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2010
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: remote
    extent: 1 online resource.
  abstract: The purpose of this study was to investigate the differences in the academic performance of economically disadvantaged African-American students attending schools with distinct racial composition in selected inner-city Texas high schools based on the information available in the Academic Excellence Indicator System (AEIS) database. The degree to which certain schools' racial compositions may impact the achievement of economically disadvantaged African-American students was explored. The study was conducted in order examine the academic performance of economically disadvantaged African-American student groups in three large, comprehensive high schools with distinct ratios of school racial compositions. The analyses of student performance data in these three educational settings over three years offers insight into whether school racial composition affects the academic achievement of economically disadvantaged African-American students. A quantitative, two factor factorial (with repeat on the last factor) design was used to answer the questions posed. A mixed-model analysis of variance (ANOVA) was employed to analyze school and student level differences between the percentage of minority students in a school and the academic outcomes. Specifically, the reading and mathematics TAKS scores of economically disadvantaged African-American students from three high schools with distinct ratios of school racial composition were compared and analyzed. The final sample included 428 African-American students. The first school had a racial composition of 80/20, with African-Americans being the minority. The second school had a balanced racial composition (defined as "30/30/30"), and the third school's racial composition was 30/70, with African-Americans being the majority. The most important finding in this study is that the differences in the reading and math performance of economically disadvantage African-American high school students attending schools with different racial co…
  note: by Andree O. Osagie.
  note: "Major Subject: Educational Administration"
  note: Title from author supplied metadata (automated record created 2010-03-12 12:08:51).
  note: Electronic resource.
  note: Doctor of Philosophy Texas A&M University 2007 http://hdl.handle.net/1969.1/ETD-TAMU-2484
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major educational administration
  subject:
    topic: School Racial Composition
  identifier: http://hdl.handle.net/1969.1/ETD-TAMU-2484
  record info:
    record content source: TXA
    record creation date: 100428
    record change date: 20151201145955.0
    record identifier: in00002581050