Effect of Enrollment in the “Passing the English HSA” Class on Scores on the Maryland High School Assessment in English
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2011-05
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Masters of Education
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Abstract
The purpose of this study was to determine whether students enrolled in the “Passing the HSA” English intervention course passed the Maryland High School Assessment in English more frequently (readily) than those students who did not take the course. The January administration of the Maryland High School Assessment in English was the measurement tool. This study used a pre-test/post-test intervention, quasi-experimental design. Students in the course had previously failed the HSA multiple times. The pre-test was the student score on the May 2010 HSA administration in English. Students then enrolled in the Passing the HSA course during the first semester (August 2010 – January 2011). At the conclusion of the course, the post-test given was the January 2011 HSA administration.