An investigation of the relationships between Gaston County's instructional management system (MAC) and California Achievement Test scores

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
David Wayne Shellman (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Charles M. Achilles

Abstract: The purpose of this research was to determine if students whose teachers were a part of the Gaston County instructional management system for math and communication skills (MAC) — a criterion-referenced test-based management system scored higher on the California Achievement Test (CAT) — a norm-referenced test than did students whose teachers were not in the MAC system. In addition, the researcher investigated the independent variables of gender, race, parental education level, and longevity in the MAC Program to determine if scores on the CAT differed between MAC and Non-MAC students. The sample consisted of 420 sixth-grade students in Gaston County Public Schools during the 1988-89 school year. The focus of the literature review narrowed the topic of educational reform to more specific topics of accountability and testing. Special emphasis was given to educational reforms in North Carolina in the 1980s. The researcher used previously collected data for analyses in this quasi-experimental study. Although quasi-experimental, the study followed a posttest only design in its methodology. T-tests, ANOVA, and reliability were the primary statistical procedures used to analyze data.

Additional Information

Language: English
Date: 1991
Achievement tests $z North Carolina $z Gaston County
Mathematical ability $x Testing
English language $x Study and teaching $z North Carolina $z Gaston County

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