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dc.contributor.authorAlarilla, Margarita Macias
dc.date.accessioned2017-02-15T19:27:04Z
dc.date.available2017-02-15T19:27:04Z
dc.date.issued2016-12
dc.identifier.urihttp://hdl.handle.net/1969.6/716
dc.descriptionA dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR of EDUCATION in EDUCATIONAL LEADERSHIP from Texas A&M University-Corpus Christi in Corpus Christi, Texas.en_US
dc.description.abstractThe 40 Developmental Assets program’s mission is to develop relationships and opportunities along with personal qualities in adolescents. The purpose of the study was to examine the impact of the Assets on science, mathematics, and reading achievement of 8th grade students. The study was guided by the Ecology of Human Development theory. The study was an ex-post facto inquiry, using a causal-comparative design, and delimited to Hispanic 8th grade students. The characteristic-present groups consisted of non-probability samples of 145, 113, and 145 students in science, mathematics, and reading, respectively, who had incorporated the Assets program in their daily school-related activities. The comparison group included 149, 137, and 154 students in science, mathematics, and reading, respectively, who had not been introduced to the Assets program. The State of Texas Assessments of Academic Readiness (STAAR) was used to obtain the outcome measures and Texas Education Agency provided the existing data. Due to non-experimental nature of the study, no causal inferences were drawn. It had been hypothesized that the students in the Assets program would outperform the students in the non-Assets program on the basis of academic achievement in science, mathematics, and reading. Results showed that the Assets group outperformed the comparison group on all four science categories, namely, 1) Matter and Energy, 2) Force, Motion, and Energy, 3) Earth and Space, and 4) Organisms and Environments); one of the four mathematics categories (Computations and Algebraic Relationships), and all three reading categories: 1) Understanding/Analysis Across Genres, 2) Understanding/Analysis of Literary Texts, and 3) Understanding/Analysis of Informational The results supported all hypotheses and it was concluded that Assets program has the potential to impact academic achievement. Initially, the Assets program should be presented to the administrators and staff of all elementary, middle, and high schools as a tool to support the academic life of students. For successful implementation, training for the program should be two-fold: training for the administration/teachers and training for the parents/guardians. The implementation of the Assets would benefit greatly from parental support, or at minimal, the parental knowledge of the program.en_US
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.subject8th gradeen_US
dc.subjectAcademicen_US
dc.subjectAssetsen_US
dc.subjectHispanicen_US
dc.subjectScoresen_US
dc.subjectStudent Successen_US
dc.titleThe 40 developmental assests program and its potential impact on academic achievement among 8th grade hispanic students: an ex post facto inquiryen_US
dc.typeTexten_US
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Educationen_US
dc.description.departmentEducational Leadership, Curriculum & Instructionen_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.type.genreDissertationen_US


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