Campus Location

Dallas Campus (Online)

Date of Award

5-2020

Department

Educational Leadership

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

Dr. John Kellmayer

Second Committee Member or Secondary Advisor

Dr. Scott Bailey

Third Committee Member or Committee Reader

Dr. Andrew Lumpe

Abstract

Abstract

Many educational leaders have questioned whether the increased availability of technology in classrooms helps to increase student achievement and narrow the persistent achievement gap between African American and White students in the United States. School leaders have made large investments to provide every student with an Internet-capable mobile device. These 1:1 initiatives have grown in popularity in the U.S., and specifically in Texas. The research on 1:1 technology programs, however, has been mixed and sometimes contradictory. The purpose of this study was to determine if a 1:1 technology program increased student achievement for African American students and if it helped to close the persistent achievement gap. The research design for this study was a quantitative research methodology that included a causal-comparative model. The study focused on 18 high schools in Texas. Nine schools had a 1:1 computing program where every student received a laptop. Nine schools did not have a 1:1 computing program. Independent t tests were run to determine statistical significance. Cohen’s d tests were used to determine practical significance. The results of the study indicated 1:1 technology had a statistically significant negative impact on Algebra I scores. Mean scores were lower in English I, but not at a statistically significant level. Results suggested technology saturation within the classroom did not increase student academic success on standardized tests. These findings contributed important information for schools and districts striving to increase student performance on state-mandated standardized assessments.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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