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The Influence and Predictability of Socioeconomic Factors on the 2018 PARCC Middle School ELA Scores in New Jersey

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The Influence and Predictability of Socioeconomic Factors on the 2018 PARCC Middle School ELA Scores in New Jersey Seton Hall University eRepository @ Seton Hall Seton Hall University Dissertations and Theses (ETDs) Seton Hall University Dissertations and Theses Spring 3-13-2020 The Influence and Predictability of Socioeconomic Factors on the 2018 PARCC Middle School ELA Scores in New Jersey Charlene Jones [email protected] Follow this and additional works at: https://scholarship.shu.edu/dissertations Part of the Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, and the Language and Literacy Education Commons Recommended Citation Jones, Charlene, "The Influence and Predictability of Socioeconomic Factors on the 2018 PARCC Middle School ELA Scores in New Jersey" (2020). Seton Hall University Dissertations and Theses (ETDs). 2786. https://scholarship.shu.edu/dissertations/2786 THE INFLUENCE AND PREDICTABILITY OF SOCIOECONOMIC FACTORS ON THE 2018 PARCC MIDDLE SCHOOL ELA SCORES IN NEW JERSEY Charlene Jones Dissertation Committee Nicole DiCrecchio, EdD, Mentor Jan A. Furman, EdD Dale Caldwell, EdD Rita Thornton, JD,PhD Submitted in partial fulfillment of the requirements for the degree of Doctor of Education Department of Education Leadership, Management and Policy Seton Hall University March 2020 OC Charlene Jones All Rights Reserved 2020 _ ~ COLLEGE OF EDLT~ATION AND ~ILTNlAN SERVICE ~r _ Charlene Jones has successfiilly defended and made the xegt~ired modifications to the text of the doctoral dissez-tation for the Ed.D. during this Spring semester 2020. DI,SS~RTATIOt"~ CDNIlyIITTEE (please sign and date beside your name) Mentor: f/ Lilies ~~- ~r~ (%C2~~~- ~ (3f ~~~ r . _.. Date Committee Member: E ,~y- Dr. Jan Furman ~~~~~~~~ Date Committee Member: ~~L3 o~~- Date Committee Member: ~~ ~~~ a Date The mentor and any other committee members who wish to review revisions will sign and date this document only when revisions have been completed. Please retlrrn this form to the OfFice of Graduate Studies, where it will be placed in the candidate's file and submit a copy with your final dissertation to be bound as page number two. Abstract This quantitative study is nonexperimental, utilizing socioeconomic, community, and district data to determine what influence and level of accuracy of prediction is made on standardized testing in New Jersey. This study focuses on middle school students in Grades 6, 7, and 8 in New Jersey's traditional public schools. The study design is a quantitative correlational predictive study design. SES factors for each district were identified using both U.S. Census data and NJDOE district data. Independent variables include percentage of poverty, percentage of single-parent families, education level of parents, percentage of free and reduced price lunch. The dependent variables include: 2018 ELA Grade 6 score, 2018 ELA Grade 7 score, and 2018 ELA Grade 8 score for proficiency (Level 4 + Leve15) results. Hierarchical multiple regression analysis was used for all grade levels, testing for correlation and productiveness between all predictor variables and the student achievement scores as measured by the 2018 PARCC results for middle school students in New Jersey. The two predictor variables, bachelor's degree or higher and free and reduced price lunch (FRPL), were both statistically significant with high correlational values in the study. Nonetheless, using all variables outlined in this study provided the greatest predictability for each grade level. This study also confirmed predictability on average 60% of the results of standardized testing utilizing readily accessible and relevant data for our middle school students. The predictability measure in this study is important, as it will provide meaningful data and information to inform decision-makers about the influence of the socioeconomic, community, and district variables. Keywo~•ds: socioeconomic factors, middle school, academic achievement, ELA,PARCC iv Acknowledgments First and foremost, I would like to thank GOD for giving me the patience, knowledge, strength, and opportunity to embark on this great research study and complete it successfully and in His time. I would like to thank the Seton Hall University faculty and staff of the ELMP K-12 program who supported me and guided me through the Ed.S. and the Ed.D. programs. I would also like to thank my dissertation mentor and committee. Dr. Nicole DiCrecchio, for her insight and knowledge of statistics. She supported my goals through to completion even with a stringent timeline for which I am deeply thankful. Thanks for my committee members, Dr. Jan Furman, Dr. Dale Caldwell, and Dr. Rita Thornton for their support and guidance. Thanks to Dr. Furman for her insight and support. Dr. Caldwell who gave up time from his demanding schedule to provide guidance and support, even with short notice. He is the epitome of a servant leader — a tremendous asset to his family, his community, and his university. A heartfelt thanks to Dr. Thornton for her valuable advice and input that helped me focus from beginning to the end, which helped me stay the course. I would not have completed this dissertation without her encouragement and follow-up over the years. She is a spiritual example of grace and an inspirational education leader. I would also like to thank my colleagues and staff at the university who supported me this past year, especially Julius. Thanks to Coach Jerry who showed me that I can accomplish my goals through perseverance and consistency. Thanks to my pastor, Overseer Thompson, and my New Jerusalem family, who gives me weekly inspiration. Special thanks to the late Dr. Gerard Babo who encouraged me over the years to continue the research through changes. Last but not least, I want to express my deepest gratitude to my mother and family whose love and support I cherish always. It was through their belief in me completing this important work that I took every single opportunity to finish. v Dedication I dedicate this dissertation to my late brother, Ronald Eugene Jones, who inspired me to continue to learn, develop, and grow, not only in educational pursuits but also in life and as a mother, daughter, sister, and aunt and to keep family first. His favorite scripture and mine: Philippians 4:13 ~X~~ "I can do all things tlzrougJz Christ wlto strengthens me" I would also like to dedicate this dissertation to my mother, Mrs. Joyce Marion Riddick Jones, and my son, Julian Xavier Jones. Mom, you always told me as a young child to go to college and get a good education, pursuing higher education and teaching students as you did. Julian, I pray that you will be encouraged to strive for excellence and know that I will always be your biggest cheerleader. To my immediate family and friends who gave me constant encouragement, Kimberley, Kadeer, Tiffani, Khalfani, and Quran, I appreciate all of your understanding, patience and positivity. To my grandmother Ernestine Riddick who always told me to continue to learn and stay in school as she did, being the only sibling to achieve secondary school success. To my late father, Charlie Jones, Jr., who gifted me with the talents in math and analytics. To Kim, my big sister, who always gives me great. advice and support. To Brittany H., Christina V., Michelle J., and Christina P. who always gave me positive feedback along the way. To Ron, RDL Styles, who helped me in so many ways with time and family support, but most importantly planting the seed to complete this work. To Kadeer, to whom I pass `this' torch... and Julian... I hope this dissertation inspires you to continue with your academic endeavors to the highest levels you dream to achieve. Never give up! Lastly, I dedicate this to all of my former students of UCTEAMS who showed me the results of being a caring teacher. I pray that each one of you reach your goals! God Bless. vi Table of Contents List of Tables ........... .................................................. xi List of Figures .......... .................................................. xii Chapterl:Introduction ............... ....................................... 1 Statement of the Problem ................ .................................... 1 Purpose of the Study ................ ........................................ 8 Research Questions ................ ........................................10 Independent Variables ............... ..................................... 12 Dependent Variables ................ .......................................12 Assumptions .............. ............................................... 12 Study Design —Methodology ................ ................................13 Significance of the Study ................ ................................... 13 Limitations and Delimitations ................ ............................... 14 Definition of Terms ................ ........................................ 15 Organization of the Study ................ .................................. 16 Chapter 2: Review of the Literature Introduction ................ .............................................17 Literature Review Purpose ... ...............................................l 8 Literature Review Procedures .... ........................................... 19 Theoretical Framework ................ .................................... 19 Middle School History and ELA ............................................. 22 High Stakes Testing History in the United States ................................ 29 vii Advantages and Disadvantages of Standardized Testing ..........................
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