Date of Award

12-1-2013

Degree Type

Dissertation

University or Center

Clark Atlanta University(CAU)

School

School of Education

Degree Name

Ed.D.

Department

Educational Leadership

First Advisor

Dr. Moses Norman

Second Advisor

Dr. Trevor Turner

Third Advisor

Dr. Barbara Hill

Abstract

This study is a quantitative analysis of the performance of seventh grade students with disabilities on the state standardized mathematics test, the Georgia Math Criterion Referenced Competency Test (CRCT), across a three-year period. Information pertinent to the outcome of this study was gathered at an urban middle school in Atlanta, Georgia with an enrollment of approximately 800 students. The research was designed to determine whether or not the basic function calculator was a viable intervention for students with disabilities on the Georgia Math CRCT. The sample for this study identified 52 seventh graders with disabilities and 11 math educators at one Atlanta urban middle school. Several variables were identified in this study. Statistical relationships between the dependent variable of student achievement and several independent student and teacher-relevant variables were quantitatively analyzed with the utilization of the Statistical Package for the Social Sciences (SPSS) through independent samples t-tests, Pearson correlations, one-way analysis of variance, and cross tabulations. Based on the findings, implications and conclusions of this study, suggested recommendations are provided to educational stakeholders that include policy makers, educators, school leaders, and parents. Thus, recommendations of this study are for the aspects of student performance to improve student achievement in mathematics for students with disabilities through instructional deliveries, effective systems of communications between teachers and parents, and the perspectives of professional practices of math educators as found in this study.

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