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dc.contributor.advisorLaub, James
dc.contributor.advisorSlattery, Patrick
dc.creatorStaats, Tiffany Glenda
dc.date.accessioned2018-02-05T21:13:19Z
dc.date.available2018-02-05T21:13:19Z
dc.date.created2017-08
dc.date.issued2017-07-28
dc.date.submittedAugust 2017
dc.identifier.urihttp://hdl.handle.net/1969.1/165832
dc.description.abstractThe purpose of this quantitative record of study was to explore the relationship between performance on EBRW scores on the SAT and participation in dual credit, advanced placement, or on-level junior English coursework. In addition, the relationship between participation in a collegiate academy magnet program and SAT performance was also of interest as pertaining to enrollment in advanced placement or dual credit courses. A quantitative approach was selected for this study as it involved collecting quantitative data in the form of student PSAT EBRW and SAT EBRW scores obtained from the local school district. The participants in this study consisted of 474 students who were enrolled in a junior level English course at the research site and were administered the PSAT on October 15, 2015, and the SAT on March 2, 2016. The SAT EBRW scores were collected to determine whether the independent variable related to the dependent variable. PSAT EBRW scores were used as a control for student ELAR performance at the beginning of their junior year. An in-depth ANCOVA data analysis and one-sample t-test were utilized to explain the quantitative results. The ANCOVA inferential statistical tests indicated that statistically significant differences existed between SAT scores of students based on English course enrollment, magnet program participation, and race/ethnicity, although effect size were small in all cases. Students enrolled in dual credit junior level English scores do not exceed the average performance of college-bound students as evidenced by the results of the one-sample t-test.en
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subjectDual Crediten
dc.subjectSATen
dc.subjectEvidence Based Reading and Writingen
dc.subjectAdvanced Placementen
dc.subjectCollege and Career Readinessen
dc.titleExploring the Relationship Between Dual Credit and Advanced Placement Enrollment on SAT Scores at a College and Career Magnet High School in North Texasen
dc.typeThesisen
thesis.degree.departmentTeaching, Learning, and Cultureen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorTexas A & M Universityen
thesis.degree.nameDoctor of Educationen
thesis.degree.levelDoctoralen
dc.contributor.committeeMemberByrns, Glenda
dc.contributor.committeeMemberHill-Jackson, Valerie
dc.type.materialtexten
dc.date.updated2018-02-05T21:13:20Z
local.etdauthor.orcid0000-0001-5889-173X


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