This chapter includes a description of the methodology that guides both the data collection and analysis of this study. It describes the purpose of the study, participants involved, procedures used, independent variables, dependent measures, research questions, and data analysis.
Purpose of the Study
The purpose of this descriptive quantitative study was to determine the frequency of open enrollment students either living in poverty or requiring special educational needs to see if there was a significant relationship between the time periods in which they enroll. It explored the effect of open enrollment acceptance dates on district planning and resources for services needed for at-risk students, with at-risk being students living in poverty or needing special education services. Additionally, the study examined if the frequency of open enrollment students living in poverty or with special education needs was different than that of students living within the district.
Research Design
This descriptive quantitative study was designed to determine if a significant relationship existed between open enrollment students and students living within the district in regards to living in poverty and the need for special education services. The variables in this research study consisted of the following characteristics: socioeconomic status, qualification for special education services, and area of residence, either within or outside of district. Additionally, for students that were open enrollment, the variable of date of enrollment was present.
Research Questions
The following research questions guide this study:
Research Question #1. Was the frequency of open enrollment students living in
poverty congruent or different from the rate of in-district students living in poverty?
Research Question #2. Was the frequency of late enrollee open enrollment
students living in poverty congruent or different from the rate of in-district students living in poverty?
Research Question #3. Was the frequency of open enrollment students living in
poverty congruent or different from the rate of late enrollee open enrollment students living in poverty?
Research Question #4. Was the frequency of open enrollment students needing
special education services congruent or different from the rate of in-district students needing special education services?
Research Question #5. Was the frequency of late enrollee open enrollment
students needing special education services congruent or different from the rate of in- district students needing special education services?
Research Question #6. Was the frequency of open enrollment students needing
special education services congruent or different from the rate of late enrollee open enrollment students needing special education services?
Participants
Participants in this study were comprised of students that attended the research district for the 2012-2013, 2013-2014, 2014-2015 school years. Students were grouped in the following according to in-district students, open enrollment students within the
recommended time frame, and students that applied for open enrollment status after the deadline. All students that entered into the district under open enrollment for the 2012- 2013, 2013-2014, 2014-2015 school years were grouped as either on-time enrollees or late enrollees. Therefore, for the purpose of this study, Group 1 were comprised of in- district students, Group 2 were comprised of on-time open enrollment students, and Group 3 were comprised of late open enrollment students. Participant student data to be used for the study only identified students by their group criteria, free/reduced lunch status, special education needs if applicable, and attendance rates. Students were at no time identified though name or student identification number.
The number of the students participating in the study included all students that meet the age requirement for public school attendance in grades Kindergarten through Twelfth Grade and were enrolled in the research district during the study time
period. The gender of the students participating in the study included both male and female students. There was no data analysis completed according to gender and data was not segregated as such. The age range of the students participating in the study included all students that meet the age requirement for public school attendance in grades
Kindergarten through Grade 12. The ages of the students ranged from 5 years of age to 18 years of age. There was no data analysis completed according to age and data was not segregated as such.
Data Collection Procedures
For the purpose of this quantitative study, data contained within this study was retrospective, archival, and routinely collected school information. Permission from the appropriate school personnel was obtained. Data was collected using student enrollment
and demographic information provided by the research district. Student data reported to the researcher and non-coded numbers were used to display individual student data based on variable classification. Student identification data such as name, age, gender, and grade level was not included in research data as it is not relevant to the study and was not revealed to the researcher.
Data Analysis
A descriptive quantitative research design was appropriately used to describe the association between two or more variables and additionally described the degree of association (Creswell, 2012). The correlational relationships and frequencies were analyzed using nonparametric chi square analysis. This analysis was an appropriate means used to measure the sample data to test the fit of the proportions in the sample data in regards to the nominal values (Gravetter & Wallnau, 2009). The data was analyzed to determine if there was a correlation in the frequency of open enrollment students living in poverty with the frequency of in district students living in poverty. Additionally, the data was analyzed to determine if there is a significant relationship in the frequency of open enrollment students needing special education services with the frequency of in district students needing special education services. A 0.5 level of significance was used when analyzing all data. Data regarding frequency of open enrollment and late open
enrollment was analyzed to determine if it was congruent over the time of the research period.
CHAPTER FOUR