Relationship between college enrollment and affordability
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Relationship between college enrollment and affordability
INSTRUCTIONS
Review the posts below of my classmates. Give them feedback on their research and assessment of their ANCOVA or two-way ANOVA choice.
What would you recommend they consider for a third variable and how it might change their test choice?
(CARLA)
As a Reading Specialist for a Central Florida high school, I am often asked which college admissions test (American College Test {ACT} or Scholastic Aptitude Test {SAT}) is easier or better suited for a particular demographic group (demographics such as African-American (AA) students- male and female) to gain entrance into a post-secondary institution. Many critics have argued that underrepresented minority groups score lower on the SAT (Anderson, 2019). Therefore, I would like to research (null hypothesis) how successful are AA students’ (performance level) on the SAT?
I will conduct a two-way ANOVA test. The independent variables are AA students (male and female), and the dependent variable is SAT scores. I will add another factor-variable which will be ACT scores. This research will significantly assist high schools and universities in providing appropriate academic level programming (strategies) to help AA students in graduating from high school– ensuring successful admission scores for persisting in college. The National Center for Fair and Open Testing stated standardized test(s) breed barriers for minority students such as racial, gender, socio-economic class, and cultural differences (Anderson, 2019).
I believe conducting a two-way ANOVA will aid in answering and supporting my research question for the dissertation. Huck (2012) asserted when researchers applied the principles of the two-way ANOVA testing, research question (s) were more likely to be answered distinctly to aid researchers in supporting or rejecting the null hypothesis.
(JANET)
A challenge for higher education institutions is the inability to rely on government funding to function optimally. As funding decrease, tuition increase, and one way for colleges to compensate is to raise tuition. Unfortunately, when costs increase, this adversely affects minority low-income families resulting in a decrease in college enrollment (Zumeta, Breneman, Callan, & Finney (2012).
The research that would be of interest would be the relationship between college enrollment and affordability. The dependent variable would be college enrollment, and the independent variables would be students with student loans, and students receiving financial aid. The third variable added would be the students’ Scholastic Aptitude Test (SAT) score. This test is used to assess how prepared for college high school students are. It is instrumental in the amounts of financial aid and student loans students receive. It also helps colleges decide on admission and course enrollment. (The Princeton Review, 2019). The purpose of adding this variable would be to see if a relationship exists between students’ test scores and financial awards and if that increased college enrollment.
An ANCOVA would be selected, which Huck (2007) asserts is superior to the ANOVA (p.345). The ANCOVA is able to make inferences about the study’s effect and can reduce the error of accepting the null hypothesis when it should be rejected. Adding the SAT scores as a covariate would also give credence to the statistics resulting from the study (Huck, 2007).
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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