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The Correlation Between the SAT College-Readiness Benchmarks and Graduation Rates At The Correlation Between the SAT College-Readiness Benchmarks and Graduation Rates at Delaware Public High Schools by Breanne Prisco A dissertation submitted to the faculty of Wilmington University in partial fulfillment of the requirements for the degree of Doctor of Education in Innovation and Leadership Wilmington University May 2018 The Correlation Between the SAT College-Readiness Benchmarks and Graduation Rates at Delaware Public High Schools by Breanne Prisco I certify that I have read this dissertation and that in my opinion it meets the academic and professional standards required by Wilmington University as a dissertation for the degree of Doctor of Education in Innovation and Leadership. Jenine E. Buchanan, Ed.D., Chairperson of Dissertation Committee Brian J. Raygor, Ed.D., Member of Dissertation Committee Sean E. Moriarty, Ed.D., Member of Dissertation Committee John C. Gray, Ed.D., Professor & Dean, College of Education ii Dedication First and foremost, I’d like to dedicate this dissertation to my husband, Anthony Prisco, who has taken this doctoral journey with me and supported all of my scattered ideas and babbling as I focused on this process. I love you and am so proud of us! I’d also like to dedicate this dissertation to my father, Dr. Eugene McMillen of WilmU Ed.D. Cohort 12. His experience and success inspired me to continue my educational journey through Wilmington University. Next, I’d like to dedicate this dissertation to my mother, Barbara McMillen, RN, BSN, MSN, and my sister, Lt. Bailea McMillen of the U.S. Coast Guard, for their continual support and pretend-listening as I described every part of the program. Next, I’d like to dedicate this dissertation to my father-in-law, Thomas Prisco; mother-in- law, Mary Patricia Prisco; and brother-in-law, Tom Prisco, for all their support and tolerance as I used every moment free to do research and write, even during visits and holidays. Finally, I’d like to dedicate this dissertation to the rest of Cohort 25 who took this journey with us. I am so proud to have met such intelligent and wonderful people, and I will forever remember our experiences and all the laughs over the years. Congratulations to us all for making it this far! iii Acknowledgements Wilmington University: Thank you to the institution for its organization, dedication, and support of students at all levels. Dr. Jenine Buchanan: Thank you to my amazing advisor for guiding me through the entire dissertation process and weathering my grammatical errors. I will always remember how we are kindred spirits with our matching banned-book-socks. Drs. Brian Raygor and Sean Moriarty: Thank you for participating on my dissertation committee and offering invaluable feedback and guidance throughout the process. Drs. Joseph Crossen and Michael Czarkowski: Thank you for interviewing me and admitting me to Cohort 25, allowing me to catch up after the first class. Dr. Pamela Curtiss: Thank you for helping me jump-start the dissertation journey. Thank you to all the wonderful professors in whose presence I was graced with learning: Dr. Atkinson, Dr. Crossen, Dr. Czarkowski, Dr. Pritchard, Dr. Sutton, Dr. Carmean, Dr. Massare, Dr. Umstead, Dr. Owens, Dr. Marinucci, Dr. Buchanan, and Dr. Siebert. The Indian River School District and Dr. Susan Bunting: Thank you to the staff and administration at Sussex Central High School, Dr. Susan Bunting, and the IRSD for answering all my questions and helping guide me through the process with resources and patience. iv Abstract This study sought to investigate the nature of a relationship between students meeting the college-readiness benchmarks for math and evidence-based reading and writing on the School- Day SAT and graduation rates for Delaware public high schools. The data collected represented the School-Day SAT from 2011-2015 and the corresponding graduation years from 2012-2016. All data were ex post facto and publicly available through the Delaware Department of Education website. The researcher used Microsoft Excel to perform a Pearson r correlation coefficient formula with the data. The resulting r-value of +0.47 indicated a moderate, positive correlation between the variables. Additionally, the researcher used the averages across disaggregated groupings to analyze trends in the percentages of students meeting the SAT college-readiness benchmarks and graduation rates over the same time period. Overall, the data support that Delaware’s education system has been consistent in its implementation of academics and graduation requirements. The researcher concludes with recommendations for practice to increase the implementation of SAT skills within Delaware public high schools as well as for future research to further analyze these variables to inform best practices. v Table of Contents Dedication ..................................................................................................................................... iii Acknowledgements ....................................................................................................................... iv Abstract ...........................................................................................................................................v List of Tables ..................................................................................................................................x List of Figures ............................................................................................................................... xi Chapter I Introduction 1 Background ....................................................................................................................1 College initiatives ....................................................................................................2 Delaware’s college vision ........................................................................................5 Problem Statement .........................................................................................................6 Study Purpose ................................................................................................................7 Need for the Study .........................................................................................................8 Research Questions ........................................................................................................9 Definitions of Terms ......................................................................................................9 Benchmark. ..............................................................................................................9 College-readiness. ..................................................................................................10 Delaware public high school groupings. ................................................................10 Traditional public high schools in New Castle County ...................................10 Traditional public high schools in Kent County ..............................................11 Traditional public high schools in Sussex County ...........................................11 vi Public vocational and technical high schools ..................................................11 Public charter and special-curriculum high schools ........................................11 Graduation rate.......................................................................................................12 School-Day SAT. ...................................................................................................12 Standardized tests...................................................................................................12 Definitions of Abbreviations........................................................................................13 II Literature Review ...............................................................................................................17 Inclusion Criteria .........................................................................................................17 College-Readiness Agencies ........................................................................................18 National Assessment of Educational Progress. ......................................................18 College Board. .......................................................................................................19 ACT........................................................................................................................19 Partnership for Assessment of Readiness for College and Careers. ......................19 Smarter Balanced Assessment Consortium. ..........................................................20 Common Core State Standards. .............................................................................20 College-readiness. ..................................................................................................20 College Preparation in High School ............................................................................22 College-readiness in Delaware. .............................................................................25 College-readiness benchmarks. ..............................................................................27 The Standards Movement ............................................................................................28 Elementary and Secondary Education Act. ...........................................................31 No Child
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