Differences in Academic Achievement Between Traditional Neighborhood and Magnet Public High Schools in a Mid-Atlantic State

Abstract

The purpose of this quantitative research study was to examine the differences in academic achievement between traditional neighborhood and magnet public high schools in a mid-Atlantic state. Using Robert Marzano’s factors that influence academic achievement as the theoretical framework, the independent variable is the type of high school, and the dependent variable is student performance on the HSA Biology, Algebra I, English 10 and Government tests, as well as, the PARCC English 10 and Algebra I tests.

The sample of schools consisted of approximately 31 traditional neighborhood high schools and 40 magnet high schools throughout a mid-Atlantic state. Data were obtained from http://reportcard.msde.maryland.gov/, to retrieve information about the location, number of students, High School Assessment (HSA) and Partnership for Assessment of Readiness for College and Careers (PARCC) scores on Biology, Algebra I, Government, and English 10 tests, as well as, percentages of the demographics of the school population; to include special populations, free and reduced meals (FARMS), migrant, minority, limited English proficient (LEP), special education, and the attendance rate of each school.