The purpose of this research study is to gain firsthand insight into the experiences and perceptions of students and parents regarding end-of-year high-stakes test failure. This insight will be attained through qualitative data collection using interviews, surveys, demographics reports, and state-monitored school report card results. All research will be conducted at two predominately Black Title I urban middle schools in the southeastern United States. The research will determine the social and emotional burden students, parents, and families carry when test failure occurs. Proposed for this study will be two distinct research questions. The first question will examine the variety of ways in which marginalized students experience high-stakes test failure. The second research question will examine the experiences parents have when engaged in student failure on high-stakes tests.
","abstract_html":"<p>The purpose of this research study is to gain firsthand insight into the experiences and perceptions of students and parents regarding end-of-year high-stakes test failure. This insight will be attained through qualitative data collection using interviews, surveys, demographics reports, and state-monitored school report card results. All research will be conducted at two predominately Black Title I urban middle schools in the southeastern United States. The research will determine the social and emotional burden students, parents, and families carry when test failure occurs. Proposed for this study will be two distinct research questions. The first question will examine the variety of ways in which marginalized students experience high-stakes test failure. The second research question will examine the experiences parents have when engaged in student failure on high-stakes tests.</p>","abstract_has_math":false,"creators":["Taylor, Tuqwan"],"institution":null,"degree_name":"Doctor of Education in Educational Leadership for Learning Dissertations","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Chinasa Elue","Dr. Nicholas Clegorne"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-06-30T07:00:00Z","date_published":"2022-06-30T07:00:00Z","updated_at":"2026-07-24T02:43:58Z","subjects":["Elementary and Secondary Education Act (ESEA)","Georgia Milestones Assessment System (GEMAS)","GEMAS Failure","High-Stakes Tests","Marginalized","Low-Income","No Child Left Behind (NCLB)","and Urban."],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/educleaddoc_etd/32","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Chinasa Elue","Dr. Nicholas Clegorne"]},{"key":"dc:creator","label":"Author","values":["Taylor, Tuqwan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Educational Leadership for Learning Dissertations"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Elementary and Secondary Education Act (ESEA)","Georgia Milestones Assessment System (GEMAS)","GEMAS Failure","High-Stakes Tests","Marginalized","Low-Income","No Child Left Behind (NCLB)","and Urban."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/educleaddoc_etd/32"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this research study is to gain firsthand insight into the experiences and perceptions of students and parents regarding end-of-year high-stakes test failure. This insight will be attained through qualitative data collection using interviews, surveys, demographics reports, and state-monitored school report card results. All research will be conducted at two predominately Black Title I urban middle schools in the southeastern United States. The research will determine the social and emotional burden students, parents, and families carry when test failure occurs. Proposed for this study will be two distinct research questions. The first question will examine the variety of ways in which marginalized students experience high-stakes test failure. The second research question will examine the experiences parents have when engaged in student failure on high-stakes tests.
"]},{"key":"dc:title","label":"Title","values":["A Phenomenographical Study: The Effects of High-Stakes Test Failure on Low Income Black Students"]}]}],"canonical_facts":{"dc:contributor":["Dr. Chinasa Elue","Dr. Nicholas Clegorne"],"dc:creator":["Taylor, Tuqwan"],"dc:description.abstract":["The purpose of this research study is to gain firsthand insight into the experiences and perceptions of students and parents regarding end-of-year high-stakes test failure. This insight will be attained through qualitative data collection using interviews, surveys, demographics reports, and state-monitored school report card results. All research will be conducted at two predominately Black Title I urban middle schools in the southeastern United States. The research will determine the social and emotional burden students, parents, and families carry when test failure occurs. Proposed for this study will be two distinct research questions. The first question will examine the variety of ways in which marginalized students experience high-stakes test failure. The second research question will examine the experiences parents have when engaged in student failure on high-stakes tests.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/educleaddoc_etd/32"],"dc:subject":["Elementary and Secondary Education Act (ESEA)","Georgia Milestones Assessment System (GEMAS)","GEMAS Failure","High-Stakes Tests","Marginalized","Low-Income","No Child Left Behind (NCLB)","and Urban."],"dc:title":["A Phenomenographical Study: The Effects of High-Stakes Test Failure on Low Income Black Students"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Educational Leadership for Learning Dissertations"]},"updated_at":"2026-07-24T02:43:58Z"}