Date
2-2020
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Russell Claxton
Keywords
Standardized Test, Maine Educational Assessment, High School Science, Instructional Strategies, Test Scores, Professional Development
Disciplines
Education
Recommended Citation
Brawn, Suzanna M., "Improving Students' Scores on the Maine Educational Assessment for Science" (2020). Doctoral Dissertations and Projects. 2337.
https://digitalcommons.liberty.edu/doctoral/2337
Abstract
The purpose of this applied study was to solve the problem of low test scores on the Maine Educational Assessment for Science at Hartman High School, a suburban public high school in southeastern Maine, using a multimethod approach and to design a solution to the problem. The central research question was, “How can the problem of low test scores on the Maine Educational Assessment for Science be solved at Hartman High School?” Data were collected using both qualitative and quantitative approaches, including interviews with teachers and administrators familiar with students’ performance on the assessment at Hartman High School, a survey of all science teachers and administrators at Hartman High School, and review of documents, including archival data regarding Hartman High School students’ performance on the assessment from the Maine Department of Education. Data were analyzed for codes and themes, from which the solution to solve the problem of low test scores on the Maine Educational Assessment for Science at Hartman High School were derived.
