Staff View
An analysis of the effects of traditional versus alternative educational assessment programs on student attitudes and post secondary outcomes

Descriptive

TypeOfResource
Text
TitleInfo (ID = T-1)
Title
An analysis of the effects of traditional versus alternative educational assessment programs on student attitudes and post secondary outcomes
SubTitle
PartName
PartNumber
NonSort
Identifier (displayLabel = ); (invalid = )
ETD_2441
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10002600001.ETD.000052189
Language (objectPart = )
LanguageTerm (authority = ISO639-2); (type = code)
eng
Genre (authority = marcgt)
theses
Subject (ID = SBJ-1); (authority = RUETD)
Topic
Urban Systems
Subject (ID = SBJ-2); (authority = ETD-LCSH)
Topic
Educational tests and measurements--Evaluation
Subject (ID = SBJ-3); (authority = ETD-LCSH)
Topic
High School Proficiency Test
Abstract
This dissertation examines the effects different types of assessments play on the post secondary lives of students graduating high school in Newark, New Jersey. It is grounded in theories dealing with the impact of graduating via high-stakes versus alternative assessment programs. Analyzing two quantitative databases, this study examines the differences in post secondary outcomes, perceptions and attitudes of those students graduating via the state mandated high stakes HSPA (High School Proficiency Assessment) examination and the alternative SRA (Special Review Assessment) examination.
The data indicate that a majority of students tracked in this study graduate via the SRA as compared to the HSPA. Analysis found that blacks and Latinos graduate more often via the SRA than whites and women graduate via the HSPA assessment program slightly more often than men. The data indicate that magnet school students graduate more often via the HSPA than traditional neighborhood comprehensive schools; HSPA graduates attend college at greater rates than do SRA graduates; SRA graduates are more likely to attend 2-year community colleges compared to HSPA graduates and are more likely to attend public schools and vocational/technical schools than HSPA graduates.
Multivariate analysis found that, controlling for other factors, women are more likely to go on to post-secondary study as compared to men, blacks are more likely to go on to post-secondary study as compared to whites and Hispanic/Latinos, women, blacks and Hispanic/Latinos are more likely to graduate SRA than whites and HSPA graduates and magnet school graduates are more likely to go on to post secondary study and attend 4-year colleges/universities than SRA graduates.
Many educators and policy makers continue calls for elimination of the SRA. As a significant percentage of urban "Abbott Districts" graduates exit high school via the SRA, this study provides evidence against such a policy direction. This study suggests that eliminating the SRA might result in many students dropping out. Given that almost half of the SRA graduates studied here attended some form of postsecondary educational institution, sound policy dictates that the assessment be strengthened, not eliminated.
PhysicalDescription
Form (authority = gmd)
electronic resource
Extent
xi, 253 p. : ill.
InternetMediaType
application/pdf
InternetMediaType
text/xml
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references (p. 224-233)
Note (type = statement of responsibility)
by Vincent André Keeton
Name (ID = NAME-1); (type = personal)
NamePart (type = family)
Keeton
NamePart (type = given)
Vincent André
NamePart (type = termsOfAddress)
NamePart (type = date)
1973-
Role
RoleTerm (authority = RULIB); (type = )
author
Description
DisplayForm
Vincent André Keeton
Name (ID = NAME-2); (type = personal)
NamePart (type = family)
Sadovnik
NamePart (type = given)
Alan
Role
RoleTerm (authority = RULIB); (type = )
chair
Affiliation
Advisory Committee
DisplayForm
Alan Sadovnik
Name (ID = NAME-3); (type = personal)
NamePart (type = family)
Lew
NamePart (type = given)
Jamie
Role
RoleTerm (authority = RULIB); (type = )
internal member
Affiliation
Advisory Committee
DisplayForm
Jamie Lew
Name (ID = NAME-4); (type = personal)
NamePart (type = family)
Backstrand
NamePart (type = given)
Jeffrey
Role
RoleTerm (authority = RULIB); (type = )
internal member
Affiliation
Advisory Committee
DisplayForm
Jeffrey Backstrand
Name (ID = NAME-5); (type = personal)
NamePart (type = family)
Vesey
NamePart (type = given)
Bonita
Role
RoleTerm (authority = RULIB); (type = )
outside member
Affiliation
Advisory Committee
DisplayForm
Bonita Vesey
Name (ID = NAME-1); (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB); (type = )
degree grantor
Name (ID = NAME-2); (type = corporate)
NamePart
Graduate School - Newark
Role
RoleTerm (authority = RULIB); (type = )
school
OriginInfo
DateCreated (point = ); (qualifier = exact)
2010
DateOther (qualifier = exact); (type = degree)
2010-01
Place
PlaceTerm (type = code)
xx
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
RelatedItem (type = host)
TitleInfo
Title
Graduate School - Newark Electronic Theses and Dissertations
Identifier (type = local)
rucore10002600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T32B8Z51
Genre (authority = ExL-Esploro)
ETD doctoral
Back to the top

Rights

RightsDeclaration (AUTHORITY = GS); (ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Notice
Note
Availability
Status
Open
Reason
Permission or license
Note
RightsHolder (ID = PRH-1); (type = personal)
Name
FamilyName
Keeton
GivenName
Vincent
Role
Copyright Holder
RightsEvent (AUTHORITY = rulib); (ID = RE-1)
Type
Permission or license
Label
Place
DateTime
2010-01-15 00:29:04
Detail
AssociatedEntity (AUTHORITY = rulib); (ID = AE-1)
Role
Copyright holder
Name
Vincent Keeton
Affiliation
Rutgers University. Graduate School - Newark
AssociatedObject (AUTHORITY = rulib); (ID = AO-1)
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
Type
Embargo
DateTime (encoding = w3cdtf); (keyDate = no); (point = start); (qualifier = exact)
2014-08-06
DateTime (encoding = w3cdtf); (keyDate = no); (point = end); (qualifier = exact)
2019-08-31
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after August 31, 2019.
Back to the top

Technical

ContentModel
ETD
MimeType (TYPE = file)
application/pdf
MimeType (TYPE = container)
application/x-tar
FileSize (UNIT = bytes)
829440
Checksum (METHOD = SHA1)
278a8e94ac025cee3724baa6677dcf437f04ee4a
Back to the top
Version 8.3.13
Rutgers University Libraries - Copyright ©2021