Academic Success of Urban African American Elementary Students in Title I Schools.

摘要

The researcher investigated the achievement of third- and fifth-grade urban African American students who attended science, technology, engineering, and mathematics (STEM), Non-STEM, and Theme Title I schools in science and mathematics on the 2015 Georgia Milestones Assessment. The researcher used data from 29 Non-STEM, 14 STEM, and 10 Theme schools located in 10 metropolitan school districts in the state of Georgia. Upon conducting a one-way ANOVA, there was a statistically significant difference (p = 0.05) in the science and mathematics achievement scores among urban Non-STEM Title I schools, STEM Title I schools, and Theme Title I schools (ranked from lowest to highest). In addition, the researcher investigated the extent racial composition, socioeconomic status (SES), attendance, and discipline issues were predictors of academic achievement for third and fifth graders from the same Georgia schools.