Doctor of Philosophy (PhD)
The purpose of this study was to investigate the Next Generation Science Standards (NGSS) and its implications of being a curricular and pedagogical intervention in terms of narrowing the achievement gap in science education for Children of Color. In using the explanatory mixed methods design, standardized test data and one-on-one interviews were examined to assess the effectiveness and impact of the NGSS’ implementation in the state of Louisiana. This study utilized student performance results from the LEAP 2025 to conduct a statistical analysis that measured trends in performance by Children of Color, specifically Black students, before and after the implementation of the NGSS. Additionally, educators’ perceptions were used to offer a plethora of additional insight regarding the factors that positively and negatively affected student performance, in a manner of explaining the necessary conditions for effective implementation of the NGSS. Results were that the implementation of the NGSS had a positive impact on student achievement. Through the emergence of the following themes, The Home Environment, The Classroom Environment, Resources, Student Needs, Teacher Needs, and Greater Emphasis on Science, key findings identified what factors negatively and positively contributed to student achievement, thus, informing the necessary conditions for successful implementation of the NGSS.
Cage, George, "An Investigation Examining the Closing of the Achievement Gap in Louisiana with the NGSS" (2021). LSU Doctoral Dissertations. 5706.
Sulentic-Dowell, Margaret Mary
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Science and Mathematics Education Commons, Science and Technology Studies Commons, Social Justice Commons, Teacher Education and Professional Development Commons, Vocational Education Commons