The impact of implementing proficiency scales on high school English language arts African-American at-risk students' self-efficacy and academic achievement
Gill, LaTonya M. This qualitative study investigates the impact of proficiency scales on the self-efficacy and English Language Arts (ELA) achievement of at-risk African-American high school students, a population that continues to face significant academic disparities. Proficiency scales, which clarify learning objectives, provide specific feedback, and encourage student ownership of learning, were implemented in classrooms to assess their effectiveness as an equity-focused intervention. Using a phenomenological research design, data were collected through interviews, observations, and student work analysis. The findings reveal that proficiency scales enhance students' understanding of learning goals, promote goal-setting, and foster increased confidence and motivation. Students demonstrated measurable improvements in ELA achievement, along with higher engagement and self-efficacy. Additionally, the study highlights the importance of teacher support and professional development for successful implementation. The research underscores the potential of proficiency scales as a tool to empower African-American at-risk students, close achievement gaps, and promote equity in education. It provides practical insights for educators, administrators, and policymakers seeking to improve academic outcomes for marginalized student populations.
Language arts (Secondary)--United States, Students, Black, Education--Standards, Self-efficacy
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