Dissertations
Date of Award
5-2023
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
Advisor
Dr. Kimberly Flowers
Abstract
The purpose of this dissertation was to determine the effects of gender, race, poverty, and ACT prep on ACT Reading and Composite scores for Arkansas Delta schools participating versus those not participating in an ACT test prep program. This study used a quantitative, causal-comparative strategy. The sample included the ACT Reading subtest and ACT Composite scores from the 11th-grade ACT in seven Arkansas Delta schools. Data analysis involved 2 x 2 factorial ANOVAs. The study's key findings were that participation in an ACT prep program improved ACT Reading and Composite scores, and most of the variables had statistical significance. Students’ participation in educational practices, such as free ACT test prep services offered by a school district, may shape behaviors, outcomes, and performance in academic areas and success on the ACT. Gender, race, and poverty may be considerable challenges to valid measures of ability, including achievement tests such as the ACT. The most significant conclusion found in this study is the importance of an ACT test prep program that is delivered with fidelity in the districts, regardless of gender, race, and poverty status.
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Recommended Citation
Guthrie, Bruce, "Effects of Gender, Race, Poverty, and ACT Test Prep on the Arkansas Delta ACT Reading Subtest and Composite Scores" (2023). Dissertations. 82.
https://scholarworks.harding.edu/hu-etd/82
