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dc.contributor.advisorWall, Timothy J., 1972-eng
dc.contributor.authorPeters, Joshua A., 1976-eng
dc.coverage.spatialMissourieng
dc.coverage.temporal2008-2015eng
dc.date.issued2016eng
dc.date.submitted2016 Summereng
dc.descriptionDissertation supervisor: Dr. Timothy J. Wall.eng
dc.descriptionIncludes vita.eng
dc.description.abstractThere is a lack of knowledge in whether there is a difference in results for students on paper and pencil high stakes assessments and computer-based high stakes assessments when considering race and/or free and reduced lunch status. The purpose of this study was to add new knowledge to this field of study by determining whether there is a difference in results for students on paper and pencil high stakes assessments and computer-based high stakes assessments when considering race and/or free and reduced lunch status. The measurements in this study included 8th grade Missouri Assessment Program mathematics exam results data, Algebra I Missouri End-of-Course Exam results data, and the math portion of the ACT results data. The research design used a static-group comparison design that utilized a quantitative, non-experimental correlational methodology. By contributing further to the existing research, the findings of this study provide educators and policy makers additional information to make decisions that inform future policy discussions regarding the use of computer based testing for high stakes assessments within the K-12 public education setting.eng
dc.description.bibrefIncludes bibliographical references (pages 80-88).eng
dc.format.extent1 online resource (viii, 93 pages) : illustrationseng
dc.identifier.merlinb118902957eng
dc.identifier.oclc991873061eng
dc.identifier.urihttps://hdl.handle.net/10355/57253
dc.identifier.urihttps://doi.org/10.32469/10355/57253eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.eng
dc.subject.FASTEducational tests and measurementseng
dc.subject.FASTEducational technology -- Researcheng
dc.subject.FASTRaceeng
dc.subject.FASTJunior high school students -- Social conditionseng
dc.subject.FASTJunior high school students-- Economic conditionseng
dc.titleA comparison from 2008-2015 between Missouri public school student computer-based and paper-and-pencil based high stakes assessments by race and socio-economic statuseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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