Date of Award
Spring 5-2020
Document Type
Dissertation
Degree Name
Doctor of Education in School Leadership
Department
Center for Leadership & Learning
College
College of Education
Committee Chair
Dr. Wayne Williams
Second Committee Member
Dr. John Freeman
Third Committee Member
Dr. Janet Schwanhausser
Program Director
Dr. John Freeman
Dean of Graduate College
Dr. Richard Schoephoerster
Abstract
As college-bound high school seniors know, the ACT examination is possibly the single most important assessment students take during their academic careers. ACT scores can determine college entrance, scholarship dollars, and whether students will be placed in remedial courses. Parents pay large sums of money to prepare their children for this exam, and states use the scores as a metric to quantify the quality of schools and districts. Since 2015, all high school students in Arkansas take the ACT in the spring of their junior year. Given the significance of this exam, students, parents, and school personnel would benefit from knowing what factors could potentially predict ACT scores. This study measured the predictability of several factors on ACT subject area and Composite scores. The researcher used Multivariate General Linear Hypotheses to measure the predictability of gender, socio-economic status, eighth grade ACT Aspire scores (including Readiness scores), and the number of Pre-AP and AP courses taken on ACT subject area and Composite scores. The data indicated that the students’ eighth grade ACT Aspire Composite score contributed most significantly to ACT score predictability. After the Aspire Composite scores, the number of Pre-AP and AP courses taken was the second greatest contributor to predictability.
Recommended Citation
Guthrie, Jonathon Glen, "Predictive Ability of Multiple Factors on Secondary Students' ACT Scores at a Large Suburban High School" (2020). Theses and Dissertations from 2020. 1.
https://orc.library.atu.edu/etds_2020/1