High School Test Preparation Outcomes

High School Test Preparation Outcomes

Qualitative Research Proposal: Do High School Test preparation Courses Increasing Standardized Test Scores?

The purpose of this qualitative research proposal is to demonstrate whether high school test preparation courses increase standardized test scores or have a neutral effect on students' test scores. The researcher hypothesizes high school students that participate in test preparation will realize higher scores on SAT and other standardized tests than do other students.

To identify whether test preparation affects academic performance, the researcher proposes investigating the following questions: (1) does ethnic or racial status impact test scores? (2) do students that prepare for standardized tests perform better than their peers? (3) does the quality of test preparation impact a student's ability to improve standardized test scores? Secondary to these primary questions is the question of when and where are improved test scores being realized. Closer examination of a school, as in the case of a qualitative case study, would provide information about the relevance of test preparation to student achievement and test outcome.

Purpose/Background

Banks (2005) notes many factors may impact a student's scores on standardized test, including their socio-economic status, school atmosphere, preparation, literacy and more (p.22). Many researchers suggest students of minority decent are more likely to perform poorly in college or on standardized tests than their non-minority peers, largely because many urban areas have high concentrations of minority people living with little income, which reduces their ability to attend school or preparation courses in some cases (Banks, 2005; Trusty, 2002). Worthy of note however, is the knowledge that high school preparation does seem to enable minority students and others to perform better on standardized test scores (Banks, p. 22). It is not known whether the improved performance however, results from the actual preparation or the "perceptions" students have of such tests as Banks (2005) suggests.

Methods/Result

Seidman (1998) supports use of qualitative case study research to explore social phenomenon. In this case the educational institutions will need to provide access to student records to evaluate how well students performed when they attended test preparation vs. when they did not attend test preparation classes.

Much as the researcher proposes, Henze & Lucas (1993) predict it is possible to "shape" classroom instruction and test preparation courses to promote greater success and mastery of language among high school students (p. 54). The researchers note obstacles to student achievement on standardized tests include poor language or reading skills (Henze & Lucas, 1993) suggest test preparation courses should consider whether the student's primary language is English. If it is not, there is reason to believe test preparation courses that include instruction of the English language may automatically increase standardized test scores, especially among minority students.