Educational Systems across the country have been put under enormous amounts of pressure to improve student performance in their schools. Recently, New York State has required that struggling students, as defined by results of standardized tests, be given increased instructional time to make up for the deficits that they may possess. This study looked to determine the efficacy of the academic intervention classes being offered within a school district. The study analyzed student test results and performed a logistic regressing in an attempt to determine the odds of a students scoring in the proficient range on standardized exams after receiving AIS services. All of the students were enrolled in an academic intervention class based upon their previous year's score on a New York State English Language Arts or Mathematics examination. A logistic regression was run using SPSS to determine if the students' enrollment in the academic intervention class had an impact on their chance of scoring in the proficient range on the subsequent New York examination. It was found that attendance in an academic intervention class has no statistically significant impact on the chances that a student will perform better on subsequent examination. The only statistically significant predictor of student performance on subsequent examinations was performance on past examinations.
","abstract_html":"<p>Educational Systems across the country have been put under enormous amounts of pressure to improve student performance in their schools. Recently, New York State has required that struggling students, as defined by results of standardized tests, be given increased instructional time to make up for the deficits that they may possess. This study looked to determine the efficacy of the academic intervention classes being offered within a school district. The study analyzed student test results and performed a logistic regressing in an attempt to determine the odds of a students scoring in the proficient range on standardized exams after receiving AIS services. All of the students were enrolled in an academic intervention class based upon their previous year's score on a New York State English Language Arts or Mathematics examination. A logistic regression was run using SPSS to determine if the students' enrollment in the academic intervention class had an impact on their chance of scoring in the proficient range on the subsequent New York examination. It was found that attendance in an academic intervention class has no statistically significant impact on the chances that a student will perform better on subsequent examination. The only statistically significant predictor of student performance on subsequent examinations was performance on past examinations.</p>","abstract_has_math":false,"creators":["Trust, Andrew"],"institution":null,"degree_name":"EdD Education Leadership, Management and Policy","degree_level":"Dissertation","degree_discipline":"Education Studies","degree_department":null,"school":null,"contributors":["Robert Starratt, Ed.D","Christopher Tienken, Ed.D","Debra J. Thomas, Ph.D"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-18T08:00:00Z","date_published":"2014-12-18T08:00:00Z","updated_at":"2026-07-24T04:32:59Z","subjects":["Academic Intervention Services","Logistic Regression","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.shu.edu/dissertations/2029","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Robert Starratt, Ed.D","Christopher Tienken, Ed.D","Debra J. Thomas, Ph.D"]},{"key":"dc:creator","label":"Author","values":["Trust, Andrew"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-08T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD Education Leadership, Management and Policy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Academic Intervention Services","Logistic Regression","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.shu.edu/dissertations/2029"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Educational Systems across the country have been put under enormous amounts of pressure to improve student performance in their schools. Recently, New York State has required that struggling students, as defined by results of standardized tests, be given increased instructional time to make up for the deficits that they may possess. This study looked to determine the efficacy of the academic intervention classes being offered within a school district. The study analyzed student test results and performed a logistic regressing in an attempt to determine the odds of a students scoring in the proficient range on standardized exams after receiving AIS services. All of the students were enrolled in an academic intervention class based upon their previous year's score on a New York State English Language Arts or Mathematics examination. A logistic regression was run using SPSS to determine if the students' enrollment in the academic intervention class had an impact on their chance of scoring in the proficient range on the subsequent New York examination. It was found that attendance in an academic intervention class has no statistically significant impact on the chances that a student will perform better on subsequent examination. The only statistically significant predictor of student performance on subsequent examinations was performance on past examinations.
"]},{"key":"dc:title","label":"Title","values":["A Statistical Study of the Influence of Increased Instructional Time on Underperforming Students' Achievement Scores in Grade 7 and 8 Mathematics and English Language Arts"]}]}],"canonical_facts":{"dc:contributor":["Robert Starratt, Ed.D","Christopher Tienken, Ed.D","Debra J. Thomas, Ph.D"],"dc:creator":["Trust, Andrew"],"dc:date.available":["2020-03-08T08:00:00Z"],"dc:description.abstract":["Educational Systems across the country have been put under enormous amounts of pressure to improve student performance in their schools. Recently, New York State has required that struggling students, as defined by results of standardized tests, be given increased instructional time to make up for the deficits that they may possess. This study looked to determine the efficacy of the academic intervention classes being offered within a school district. The study analyzed student test results and performed a logistic regressing in an attempt to determine the odds of a students scoring in the proficient range on standardized exams after receiving AIS services. All of the students were enrolled in an academic intervention class based upon their previous year's score on a New York State English Language Arts or Mathematics examination. A logistic regression was run using SPSS to determine if the students' enrollment in the academic intervention class had an impact on their chance of scoring in the proficient range on the subsequent New York examination. It was found that attendance in an academic intervention class has no statistically significant impact on the chances that a student will perform better on subsequent examination. The only statistically significant predictor of student performance on subsequent examinations was performance on past examinations.
"],"dc:identifier":["https://scholarship.shu.edu/dissertations/2029"],"dc:subject":["Academic Intervention Services","Logistic Regression","Elementary and Middle and Secondary Education Administration"],"dc:title":["A Statistical Study of the Influence of Increased Instructional Time on Underperforming Students' Achievement Scores in Grade 7 and 8 Mathematics and English Language Arts"],"thesis:degree_discipline":["Education Studies"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["EdD Education Leadership, Management and Policy"]},"updated_at":"2026-07-24T04:32:59Z"}