Graduate Thesis Or Dissertation
 

An evaluation of academic placement practices for seventh grade students in a Santa Monica, California, junior high school

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  • This study proposed to evaluate current practices for ability placement of pupils entering seventh grade English, social studies, and arithmetic classes in a selected junior high school of the Santa Monica (California) Unified School District. Hypotheses to be tested were: (1) The effectiveness of placement practices at the seventh grade level can be predicted in one junior high school. (Z) A given formula for predicting success of placement practices at the seventh grade level in one junior high school, when supplemented by substantiating evidence from recognized authorities in this area of investigation, can be used as an approach to general evaluative procedures in other junior high schools. The statistical analysis for Hypothesis (1) employed the method of multiple regression. Sixth grade test scores in I. Q. , reading, language, work study, and arithmetic were correlated with the grades earned by 537 pupils in seventh grade English, social studies, and arithmetic--the three basic subjects required in the selected school. School years examined were 1960-61 and 1961-62. The three basic subjects were established as dependent variables; the test scores and marks in each of the basic subjects during sixth grade, as independent variables. It was found that sixth grade marks in social studies and arithmetic are most useful in predicting the three dependent variable, but that I. Q. , reading comprehension, and arithmetic problem-solving also contribute significantly to an over-all predictive formula. Hypothesis (1) was accepted on the basis of the findings, al though each standard error of the above-named independent variables was greater than half a grade point indicating a substantial error for the most effective ability grouping. Hypothesis (2) was rejected for lack of further outside information to substantiate any inference drawn from the statistical findings. Certain criteria taken from the literature were, however, found to be operative in the selected junior high school: 1. The ability grouping program is grounded upon a basic philosophy of education and governed by definite policies on grading and promotions. 2. Provisions for modification of the curriculum and of in structional methods and materials, as well as for program flexibility and evaluation, are consonant with best practices. One conclusion, reached independently from observation of current practices, was that administering standardized tests at the sixth grade level for the sectioning of seventh grade pupils does not permit the correlation of seventh grade scores with seventh grade marks. Conclusions from the statistical analysis were: 1. I. Q. , reading comprehension, and arithmetic problem-solving are significant for predicting successful seventh grade placement when combined in a multiple regression analysis. 2. Predicting successful placement in seventh grade English, social studies, and arithmetic groups from marks made in sixth grade social studies and arithmetic provide lower standard errors of estimate than do predictions from the I. Q. , reading comprehension, and arithmetic problem-solving scores. There is therefore a positive significant relationship between marks made in sixth grade social studies and arithmetic and the English-social studies-arithmetic marks in seventh grade. It is recommended: 1. That junior high school administrators and/or counselors familiarize themselves with the curriculum and grading policies of feeder elementary schools so that there will be better vertical articulation between both levels of education. 2. That standardized tests be given at the end of the sixth grade so that scores may have greater validity in relation to seventh grade ability grouping. 3. That marks made in sixth grade social studies and arith metic be considered when grouping pupils in seventh grade English, social studies, and arithmetic classes.
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