Student Achievement Case Study
The Case
This study examines if there is a link between student motivation and student achievement. Lincoln High School is a comprehensive high school with about 2,100 general and special education students located in Southern California. The high school’s population is predominantly Latino and of low socio-economic status. The high school used a program that rewarded students with extrinsic incentives in order to improve students’ scores on high-stakes, large-scale assessments. The school started the "Think Gold" program which recognizes student achievement based on the following three levels:
• Level 1: "Proficient" or "Advanced" on 2 or more state assessments.
• Level 2: Improvement of 2 or more performance bands on all combined state
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The purpose of the case was to discover the critical attributes of a student achievement program implemented at one urban high school as part of a school improvement process. The following research question guided the study: What were the critical attributes of the “Think Gold” program that influenced changes in student attributes and behaviors toward state assessments and contributed to improved student achievement at Lincoln High School? The authors assumed that extrinsic motivation contributes to bridging the gap that exists between the high-stakes, state assessments for schools and the disconnect that high school students experience when taking these assessments if incentives offered to students are presented in a manner that supports the individual student's expectancy-value goals (Emmett, J., & McGee, D., 2012). Although there is only one research question, the case study is framed to address the question with sufficient findings. The researcher recommends that the authors could have reported the effects of the “Think Gold” program results in regards to gender. For example, the contrasting scores between boys vs. girls. This comparison could …show more content…
The school’s administration instructed the staff and faculty on extrinsic motivation and professional theories surrounding learning. Case study participants were chosen randomly, although, some did not participate and all of the student responses were not positive. The authors suggest that the case study has some uncontrolled factors that could have or could have not resulted in the positive results of achievement. This article triangulated the calculation of the student responses based on the survey and the influence of the “Think Gold” program for state
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