Date of Award

Spring 3-21-2017

Degree Type

Dissertation

Degree Name

EdD Education Leadership, Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Luke Stedrak, Ed.D.

Committee Member

Gerard Babo, Ed.D.

Committee Member

Danielle Sammarone, Ed.D.

Keywords

instructional minutes, NJ HSPA, proficiency levels, socioeconomic status, LEP

Abstract

The purpose for this cross-sectional, non-experimental explanatory quantitative research study was to explain the amount of variance in the High School Proficiency Assessment-11 Language Arts and Mathematics scores accounted for by the amount of instructional minutes at high schools in New Jersey. A proportional, stratified random sample which included all public high schools’ students who participated in the State of New Jersey was generated and subsequently analyzed to determine the influence of NJ School Report Card-instructional minutes on NJ HSPA-11 language arts and mathematics scores.

The independent variable was instructional time, which is defined as the exact amount of time a school dedicates to instruction during a normal school day controlling for student, faculty and school variables. The student variables included attendance, mobility, LEP, students with disabilities and socioeconomic status. The faculty variable included attendance, credentials and mobility. School variables included school size and length of school day.

Total instructional time, the focus of this study, was not a statistically significant predictor of student achievement in the grade 11, 2011 High School Proficiency Assessment for Language Arts and Mathematics. The variable that was the most significant predictor of student achievement in the grade 11, 2011 High School Proficiency Assessment for Language Arts and Mathematics was Limited English Proficiency (LEP) students. Other variables that were found to be statistically significant predictors of student achievement included student mobility, students with disabilities, SES, and student attendance, along with the faculty-based variables faculty attendance and faculty mobility as well as the school-based variable school size for students on the grade 11, 2011 High School Proficiency Assessment for Language Arts and Mathematics.

 
 

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