Dr. William Allan Kritsonis, Dissertation Chair for Grace Thomas-Nickerson, PhD Proposal Defense

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FACTORS THAT IMPACT THEACADEMIC ACHIEVEMENT OFMINORITY STUDENTS:

A COMPARISON AMONG ASIAN-AMERICAN, AFRICAN-AMERICAN,

AND HISPANIC STUDENTS IN LARGEURBAN SCHOOL DISTRICTS

Grace Thomas NickersonDr. William Kritsonis- Dissertation Chair

Spring 2008



CHAPTER I



BACKGROUND OF THE PROBLEM

Performance levels among minority groups inthe United States are in sharp contrast across

all academic subjects. AsianAmericans

perform higher than any other minority group,

and sometimes above their whitecounterparts.



STATEMENT OF THE PROBLEM

There is an achievement gap between Asian American, African American, and Hispanicstudents. Discovering what factors contributeor inhibit the high academic performance of

Asian American, African American, andHispanic students will give educationalleaders insight on how to bridge theacademic achievement gap.



PURPOSE OF THE STUDY

Discovering what causes the disparities inperformance between Asian American,

African American, and Hispanic students may

assist us in finding ways to improve the

educational performance of low performingminority students.



RESEARCH QUESTIONS

The study will aim to answer the following questions:

1. How does frequency of individual study modes, frequencyof group study modes, time spent doing homework, andparental involvement affect the academic achievement of

African American students in an urban high school?

2. How does frequency of individual study modes, frequency

of group study modes, time spent doing homework, andparental involvement affect the academic achievement of Hispanic students in an urban high school?

3. How does frequency of individual study modes, frequencyof group study modes, time spent doing homework, andparental involvement affect the academic achievement of

Asian American students in an urban high school?



NULL HYPOTHESES Ho1.1 - There are no statistically significant relationships between the academic

achievement of African American students and the frequency of individual study modes,frequency of group study modes, time spent on English homework, and parental

involvement.

Ho1.2 - There are no statistically significant relationships between the academicachievement of African American students and frequency of individual study modes,frequency of group study modes, time spent on Math homework, and parental involvement.

Ho1.3 - There are no statistically significant relationships between the academicachievement of African American students and frequency of individual study modes,frequency of group study modes, time spent on Science homework, and parentalinvolvement.

Ho1.4 - There are no statistically significant relationships between the academicachievement of African American students and frequency of individual study modes,frequency of group study modes, time spent on Social Studies homework, and parentalinvolvement.



NULL HYPOTHESES cont. Ho2.1 - There are no statistically significant relationships between the academic

achievement of Hispanic students and frequency of individual study modes, frequency of

group study modes, time spent on English homework, and parental involvement.

Ho2.2 - There are no statistically significant relationships between the academicachievement of Hispanic students and frequency of individual study modes, frequency of group study modes, time spent on Math homework, and parental involvement.

Ho2.3 - There are no statistically significant relationships between the academicachievement of Hispanic students and frequency of individual study modes, frequency of group study modes, time spent on Science homework, and parental involvement.

Ho2.4 - There are no statistically significant relationships between the academicachievement of Hispanic students and frequency of individual study modes, frequency of group study modes, time spent on Social Studies homework, and parental involvement.



NULL HYPOTHESES cont. Ho3.1 - There are no statistically significant relationships between the academic

achievement of Asian American students and frequency of individual study modes,frequency of group study modes, time spent on English homework, and parental

involvement.

Ho3.2 - There are no statistically significant relationships between the academicachievement of Asian American students and frequency of individual study modes,frequency of group study modes, time spent on Math homework, and parental involvement.

Ho3.3 - There are no statistically significant relationships between the academicachievement of Asian American students and frequency of individual study modes,frequency of group study modes, time spent on Science homework, and parentalinvolvement.

Ho3.4 - There are no statistically significant relationships between the academicachievement of Asian American students and frequency of individual study modes,frequency of group study modes, time spent on Social Studies homework, and parentalinvolvement.



SIGNIFICANCE OF THE STUDY

The study seeks to find what factorscontribute or hinder the academicachievement among Asian American, African American, and Hispanic students.

Discovering the factors that contribute to theacademic achievement of each minoritygroup will increase the effectiveness of American education.



DEFINITION OF TERMS

Frequency of study modes (group

study and individual study) explainhow often and what methods are

used by students to study. This can

include study groups and individual

studying (Yan, 2005).

Time on homework explains theamount of time spent on

studying, doing school work,

and/or anything dealing with the

student¶s education and

academic success (Yan, 2005).

Parental involvement explainsthe amount of interaction and

involvement the parent has intheir children¶s education. Thisranges from attending schoolfunctions, reading to their child,helping with the child homework,

calling teachers and providingcurfews for the children¶sacademics. This is a broad areabecause it can also includetalking to other parents abouteducation which does not involvethe student (Yan, 2005).



DEFINITION OF TERMS cont.

Asian- American are people of Asianancestry or origin who was born in or isan immigrant to the United States(Wikipedia, 2006).

African Americans (also Afro-American or Black American, or Black) is a member of an ethnic group in the United Stateswhose ancestors, usually in predominant

part, were indigenous to Africa. Ingeneral, the cultural assumption in theU.S. is that if a person is Black, nativeEnglish-speaking and living in the UnitedStates, he or she is "African American(Wikipedia, 2006).

Hispanic as used in the United States, isone of several terms used to categorizepersons whose ancestry hails either fromSpain, the Spanish-speaking countries of Latin America, or the original settlers of the traditionally Spanish-heldSouthwestern United States. The term isused as a broad form of classification inthe U.S. census, local and federal

employment, and numerous businessmarket researches (Wikipedia, 2006).

Success is measured by students¶mastery on the Exit-Level TAKS (Texas

Assessment of Knowledge and Skills)test.



LIMITATIONS OF THE STUDY

1. A possible limitation may exist in the difference of cultures and traditions withineach minority group.

2. Socio-economic status may also be bias among minority groups regardingeducation.

3. The learning styles among the cultures may vary.

4. Racially and culturally diverse schools may yield different results thanpredominately Asian American, African American, and Hispanic schools.



CONCEPTUAL FRAMEWORK

FREQUENCY OF STUDY MODES

PRACTICEDP ARENTAL INVOLVEMENT

TIME SPENT ON HOMEWORK

MINORITY STUDENTS

(Asian American, African American, and Hispanic Students)



CHAPTER II

Review of Literature



PROBLEM FORMULATION

Overview of the Subject

± Discover the factors that contribute to or hinder the

academic achievement among Asian Americans, African

Americans, and Hispanics students.

Parental Involvement

Frequency of individual study modes Frequency of group study modes

Time spent on Homework



SUPPORTING LITERATURE:The Minorities· Academic History

Curtis Crawford, 2000 ± At the advanced reading level, Whites and Asians were ahead of

Hispanics and Blacks. In proficient reading, whites led the other minoritygroups. However, at the advanced math level, Asians were ahead of whites (Crawford, 2000, p.38).

College Board, 1999

± the elimination of racial inequalities in academic achievement is a moraland pragmatic imperative (College Board, 1999, p. 1-2).

Bhattacharyya, 2000 ± Researchers have been perplexed at the academic and professional

success of Asian Americans as compared to other ethnic minority groups



SUPPORTING LITERATURE:American Education vs. Asian Education

L. Ellington, 2005 ± The content of Japanese textbooks is based upon the national curriculum,

while most American texts tend to cover a wider array of topics (Ellington,

2005, p. 3) .

Elaine Wu, 2005 ± The only way we ( the United States) measure how well students do is

through testing, teachers end up teaching how to take the test and not

necessarily the subject matter (Wu, 2005, p. 2).

Gary Decoker, 2002 ± America has tried to mimic the Japanese systems by overemphasizing its

homogeneity and equating national curriculum guidelines with national

standards (Decoker, 2002, p. 21).



SUPPORTINGLITERATURE:Parental Involvement

Joyce Epstein, 2002 ± Involve families with their children in academic learning at home, including

homework, goal-setting, and other curriculum-related activities. Encourageteachers to design homework that enables students to share and discussinteresting tasks (Epstein, 2002, p.14 ) .

S. Gregory, 2000 ± The more roles parents¶ play in their children¶s education, at home and at

school, the more successful children will be academically and socially(Gregory, 2000, p. 164).

W. Yan, 2005 ± Family obligation is related to parents¶ intensive investment in the well-being

of the school outcome in particular and the value of education in general(Yan, 2005, p. 116-117).



SUPPORTINGLITERATURE:Time Spent on Homework

Rosanne Paschal, 1984 ± Extensive classroom research on ³time on homework´ and international

comparisons of year-round time for study suggest that additional homework

might promote U. S. students¶ achievement (Paschel, 1984, p. 97) .

John Lofty, 1995

± Students need to know the time values and practices of academic life, andthat their difficulties accommodating the timescapes of the academy can

become good reason for their exclusion (Lofty, 1995, p. 33).

Steven Ingles, 2002 ± Asians spend more time on homework outside of school than Blacks,

Hispanics and Whites (Ingles, 2002, p. 4).



Cont. of SUPPORTING LITERATURE:

Frequency of Individual Study Modes

&Frequency of Group Study Modes

Robert Slavin, 1980 ± Learning team techniques have generally had positive effects on such

student outcomes as academic achievement, mutual attraction among

students (Slavin, 1980, p. 253).

Gary Decoker, 2002 ± Rapid learners can help those who are slower, and students who do not

understand the lesson can ask questions of the fast learners. (Decoker,

2002, p. 98-99).

Monica Lambert, 2006 ± Although secondary level teachers often assume that all students have

acquired sufficient study skills by the time they reach high school, many have

not (Lambert, 2006, p. 241).



OPPOSING LITERATURE

F. Elsmary, 2005 ± Asian parents can learn something from non-Asian parents by expressing

that their child¶s happiness does mean as much as any educationalachievements (Elsmary, 2005, p. 2).

D. Kuhn, 2006 ± Asian parents can inculcate in their children the belief that excellence in their

schoolwork leads to family pride, material wealth and social status, and

failure to achieve excellence leads to the opposite ± shame and disgrace(Kuhn, 2006, p. 29).

E. Shrake, 2004 ± Overshadowed by the popular model minority image of Asian American

students and high levels of academic achievement among a portion of thisgroup, their problem behaviors have often been overlooked in educational aswell as research communities (Shrake, 2004, 602).



SUMMARY: CHAPTER II

After researching this topic, the factors that are

most noted to contribute to the success of Asian American, African American, and Hispanic studentsis parental involvement, time spent on homework,the frequency of individual study modes, andfrequency group study modes. There are many

other factors that contribute to the academicsuccess of Asian American, African American, andHispanic students; however, this study is focusingon the three, common components mentionedabove.



CHAPTER III

Methodology



PROBLEM STATEMENT

The problem of the study is what factors best

contribute and what factors hinder the

academic achievement of Asian American,

African American, and Hispanic students.



PURPOSE OF THE STUDY

The purpose of the study is to determine the

relationships between parental involvement,

frequency of individual study, frequency of group

study, time spent on homework, and the

academic achievement of Asian American,

African American, and Hispanic students.



RESEARCH QUESTIONS

1. How does frequency of individual study modes, frequency of group studymodes, time spent doing homework, and parental involvement affect the

academic achievement of African American students in an urban high school?

2. How does frequency of individual study modes, frequency of group studymodes, time spent doing homework, and parental involvement affect theacademic achievement of Hispanic students in an urban high school?

3. How does frequency of individual study modes, frequency of group studymodes, time spent doing homework, and parental involvement affect theacademic achievement of Asian American students in an urban high school?



HYPOTHESES H 1.1 - There are statistically significant relationships between the academic achievement of

African American students and frequency of individual study modes, frequency of group

study modes, time spent on English homework, and parental involvement.

H 1.2 - There are statistically significant relationships between the academic achievement of African American students and frequency of individual study modes, frequency of groupstudy modes, time spent on Math homework, and parental involvement.

H 1.3 - There are statistically significant relationships between the academic achievement of African American students and frequency of individual study modes, frequency of group

study modes, time spent on Science homework, and parental involvement.

H 1.4 - There are statistically significant relationships between the academic achievement of African American students and frequency of individual study modes, frequency of groupstudy modes, time spent on Social Studies homework, and parental involvement.



HYPOTHESES cont. H 2.1 - There are statistically significant relationships between the academic achievement of

Hispanic students and frequency of individual study modes, frequency of group study

modes, time spent on English homework, and parental involvement.

H 2.2 - There are statistically significant relationships between the academic achievement of Hispanic students and frequency of individual study modes, frequency of group studymodes, time spent on Math homework, and parental involvement.

H 2.3 - There are statistically significant relationships between the academic achievement of Hispanic students and frequency of individual study modes, frequency of group study

modes, time spent on Science homework, and parental involvement.

H 2.4 - There are statistically significant relationships between the academic achievement of Hispanic students and frequency of individual study modes, frequency of group studymodes, time spent on Social Studies homework, and parental involvement.



HYPOTHESES cont. H3.1 - There are statistically significant relationships between the academic achievement of

Asian American students and frequency of individual study modes, frequency of group

study modes, time spent on English homework, and parental involvement.

H3.2 - There are statistically significant relationships between the academic achievement of Asian American students and frequency of individual study modes, frequency of groupstudy modes, time spent on Math homework, and parental involvement.

H3.3 - There are statistically significant relationships between the academic achievement of Asian American students and frequency of individual study modes, frequency of group

study modes, time spent on Science homework, and parental involvement.

H3.4 - There are statistically significant relationships between the academic achievement of Asian American students and frequency of individual study modes, frequency of groupstudy modes, time spent on Social Studies homework, and parental involvement.



RESEARCH DESIGN

Variables

± Independent Variable Student Race

± Asian American

± African American

± Hispanic

± Dependent Variables Parental involvement

Frequency of individual study modes

Frequency of group study modes

Time spent on Homework (hours per week)



RESEARCH DESIGN cont.

Quanitative Design ± The Causal Correlational statistical method, utilizing the statistical

analysis of Multiple Regression, will be used to note relationshipsbetween the factors of frequency of individual study modes,frequency of groups study modes, time spent on homework, andparental involvement on academic achievement of Asian American, African American, and Hispanic students.

Qualitative Design ± Questionnaire

± Closed-end, Likert-type questions



SAMPLE SELECTION

Sample Selection ± High school senior students

How selected ± The students will complete the questionnaire during their Social

Studies classes. All students will have the opportunity to participatein the study because Social Studies is a required course.

Expert Case ± The participants will be Asian American, African American, and

Hispanic high school senior students.



INSTRUMENTATION

Qualitative

± Questionnaire

The instrument used is a Likert-style questionnaire.

The questionnaire will be based on parental

involvement, frequency of individual study modes,

frequency of group study modes, and time spent on

homework.



INSTRUMENT cont.

Quanitative ± Results from the questionnaire on parental involvement, time spent

on homework, and frequency of study modes (group study and

individual study) practiced will be ranked from 1-4 (4: having more

influence and 1: having least influence). An average will be taken

from each section of the questionnaire.

± The average from each section will be placed in SPSS and theCasual Correlational statistical method of multiple regression will be

used to determine the relationship of the parental involvement, time

spent on homework, frequency of individual study modes, frequency

of group study modes, and the academic achievement of the three

minority groups using their Exit-Level TAKS scores.



DATA COLLECTION PROCEDURES Confidentiality

± To assure confidentiality, the student completing the questionnaire will not have to log on to the

computer to complete the questionnaire. ± The results on the demographic section of the questionnaire will be used to correlate the TAKS

scores based on demographics.

± After the data has been collected, it will be stored in a secure location in bank safe deposit box for 7years. After 7 years, the data will be destroyed by way of incineration.

Validity ± A pilot questionnaire will be conducted to ensure the questions on the questionnaire are clear and

pertinent to the study.

Credibility ± A peer debriefing will be conducted to ensure the participants¶ responses have not changed.

Confirmability ± Findings will be confirmed with the data from NCES (National Center of Educational Statistics) that

details relationships between the tested racial groups and the frequency of study modes (individualand group study), parental involvement, and time spent on task.



DATA ANALYSIS

Multiple Regression statistics will be used to analyze the informationgathered from the respondents¶ answers to the questionnaire.

Each answer will be coded with a particular number to be entered intoSPSS to determine which factor predicts the most success from the threeminority groups.

The Exit-Level TAKS scores will be used to measure and connectsuccess to the respondents¶ answers on the questionnaire.

The data from NCES that details the factors being investigated will beused to confirm the SPSS results of the respondents¶ answers.



SUMMARY: CHAPTER III

The procedure detailed in this chapter will establish

relationships between Asian American, African American, and Hispanic students and parentalinvolvement, time spent on homework, andfrequency of individual study modes, and frequency

of group study modes. Determining which factorshave the greatest impact for each minority groupwill establish guidelines for educational leaders tofollow to produce academically successful students.



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Dr. William Allan Kritsonis, Dissertation Chair for Grace Thomas-Nickerson, PhD Proposal Defense

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