Date of Award
Spring 3-11-2022
Degree Type
Dissertation
Degree Name
EdD Education Leadership, Management and Policy
Department
Education Leadership, Management and Policy
Advisor
Wendiann R. Sethi, Ph.D.
Committee Member
Daniel Gutmore, Ph.D.
Committee Member
Ronald Verdicchio, Ed.D.
Keywords
Instructional Time, District Factor Group, NJSLA, Standardized Test, Student Achievement, Mathematics
Abstract
This non-experimental quantitative study sought to analyze the relationship between instructional time and high school students' mathematical achievement as measured by the 2019 New Jersey Student Learning Assessment (NJSLA) for Algebra 1. In addition to determining to which extent the district factor groups (DFGs) affect the relationship between instructional time on the performance of high school students on the 2019 New Jersey Student Learning Assessment (NJSLA) for Algebra 1 when controlling for staff, student, and school variables. The 2018–2019 NJDOE Performance Report provided the variables used in this study. The unit of analysis was public high schools in New Jersey that participated in the 2018–2019 NJSLA for Algebra 1.
Instructional time was the independent variable of interest, controlling for specific variables categorized by staff, student, and school. The student variables included chronically absent students, students with learning disabilities, students receiving free or reduced lunch (SES), and students with limited language proficiency (LEP). The staff variable included days staff were present (staff attendance) and the percentage of faculty with a master's degree or higher. The school variables included total instructional minutes, length of the school day, total enrollment (school size), and DFGs.
The null hypothesis was retained based on hierarchical regression interpretation and analysis. When controlling for staff, student, and school variables, instructional time did not predict the percentage of students who met or exceeded expectations on the 2019 NJSLA for Algebra 1. The significant predictor variables were chronically absent students,students with learning disabilities, students on free or reduced lunch (SES), days staff were present, and faculty with a master's degree or higher.
Similarly, when separated by the three district factor group (DFG) levels and controlling for staff, student, and school variables, the null hypothesis continued to be retained, and instructional time did not predict the percentage of students who met or exceeded expectations on the 2019 NJSLA for Algebra 1. A significant predictor variable for DFGs A–B was the percentage of days staff was present in schools. For DFGs C–H, the significant predictors were chronically absent students and students on free or reduced lunch (SES).
Recommended Citation
Diaz, Natalie, "THE RELATIONSHIP OF INSTRUCTIONAL TIME ON HIGH SCHOOL STUDENTS' MATHEMATICAL ACHIEVEMENT IN THE STATE OF NEW JERSEY" (2022). Seton Hall University Dissertations and Theses (ETDs). 2972.
https://scholarship.shu.edu/dissertations/2972
