Predictors of achievement outcomes in the Black Belt State of Mississippi

Tameka Gamill-Winston, Tennessee State University

Abstract

The purpose of this quantitative study was to determine if there were any statistically significant differences in Mississippi Curriculum Test (2nd ed.; MCT2) language and mathematics scores among 5th and 8th grade students in Mississippi according to Black Belt classification/levels. The study also determined if language and mathematics achievement outcomes were predicted by gender, ethnicity and economic status. School level data was used to test the hypotheses. The school level data included test scores from 433 schools with 5th grade MCT 2 scores and 288 schools with 8th grade MCT 2 scores. There were several significant relationships found between achievement scores and Black Belt level. Other analyses were conducted to determine predictors of achievement by gender, race and socioeconomic status. Results indicated that Black Belt level had a significant effect on 5th and 8 th grade language arts and math MCT2 scores. Results also indicated that test scores for Black Belt Level 2 and Black Belt Level 3 were significantly lower than Black Belt Level 1 and Non Black Belt schools. This similar pattern existed throughout the results. ^

Subject Area

Education, Tests and Measurements|Education, Educational Psychology|Education, Curriculum and Instruction

Recommended Citation

Tameka Gamill-Winston, "Predictors of achievement outcomes in the Black Belt State of Mississippi" (2009). ETD Collection for Tennessee State University. Paper AAI3389318.
http://digitalscholarship.tnstate.edu/dissertations/AAI3389318

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