Date of Award

Summer 8-25-2017

Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Angela Owusu-Ansah, Ph.D.

Second Advisor

Cathryn Lambeth, Ph.D.

Third Advisor

Anne Grey, Ed.D.


The purpose of this study was to determine the impact of testing context, on the academic performance of third-grade students, with a particular interest in schools of poverty. Testing context is the use of technology as a tool in computerized-adaptive standardized testing, students’ technology skills, and the adequacy of school computer lab facilities. Using a causal-comparative design, the researcher examined 54 northwestern elementary schools, ranging in classification from “not applicable under Free Meal by Direct Certification” (low poverty schools) to 95% applicable (high poverty schools). The study found a positive relationship between teachers’ rating of testing conditions and the performance of third graders on statewide-standardized computer-adaptive tests in math and language arts. The study found a negative relationship between teachers’ rating of testing conditions and the level of poverty of a school. Additionally, the study’s findings included a predictive relationship between the teacher’s rating of testing conditions and student performance (pass/no pass) on standardized computer-adaptive tests in Math.

Included in

Education Commons