Date of Award
Dissertation - NSU Access Only
Doctor of Education (EdD)
Abraham S. Fischler College of Education
Donald C. Lueder
Academic Achievement Gap, African American Students, Afrocentric Curriculum, Development Reading Assessment (DRA), Measure of Academic Progress (MAP), Reading
The purpose of this applied research study was to determine the extent to which reading scores on the Diagnostic Reading Assessment (DRA-2) and Measures of Academic Progress (MAP) were impacted across the school years for students enrolled in Afrocentric curriculum (ACC) and non-ACC classrooms, excluding students enrolled in the two-way immersion classrooms, controlling for the test scores from the previous school year, during the 2012-2013, 2013-2014, 2014-2015, and 2015-2016 school years. The research study followed a correlational research design to determine whether the size of the two reading-assessment scores varied across school years in efforts to determine whether the ACC was more effective for the targeted years, excluding students enrolled in two-way immersion classrooms. Analysis of variance of reading-assessment results revealed a statistically significant difference in the reading scores of African American third, fourth, and fifth graders enrolled in ACC classrooms when compared to the reading scores of African American students enrolled in non-ACC classrooms. An indepth analysis of instructional strategies, methods, and techniques used by classroom teachers within the Afrocentric classrooms is recommended to determine that specific best-practice strategies and techniques are being used within the classroom. It is further recommended that a mixed-methods research study be completed that includes an analysis of other assessment tools used to monitor reading progress and indepth interviews with classroom teachers at each grade level, interviews with school administrators as well as district-level administration and data systems, and interviews with support staff directly involved in the ACC system of delivery.
Trisha J. Baker. 2018. The Effects of an Afrocentric Curriculum on Reading Scores of African American Third, Fourth, and Fifth Graders. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education. (157)