Military+Kids

Pat Lucas, Ellen Vadney, Kristin Parker (Sjoberg), Lisa Lachance**
 * EDC 529 Team Project

=**The Effect of the Military Deployment of Parents on Elementary School Children and their Academic Achievement**=

Research Question:
Is there a statistically significant difference in academic achievement, as measured by standardized test scores, between fourth grade elementary school students who have at least one parent deployed in the military and those who do not?

Null Hypothesis:
There will be no statistically significant difference in academic achievement as measured by standardized test scores between fourth grade elementary school students who have at least one parent deployed in the military and those who do not.

Research Hypothesis (Non-Directional):
There will be a statistically significant difference in academic achievement as measured by standardized test scores between fourth grade elementary school students who have at least one parent deployed in the military and those who do not.

**Literature** Review:
"The profile of the U.S. Armed Forces has changed from that of single members living in barracks, to one of a diverse volunteer workforce with growing numbers of female service members, working spouses, and sole and dual military parents. Child care has become a workforce issue vital to U.S. Army, Navy, Air Force, and Marine families and to the military mission (Lucas, 2001)," and by extension, the schooling of the children as well. The depth and breadth of the impact of parents being in the military to their children is substantial, however it can be seen as a positive. For example, the excellent day care provided by the military is deemed "the gold standard for child care" (Lucas, 2001) and is only available to children whose parents are in the military.

Most children have varied reactions to news that their parents are being deployed. They describe themselves as “nervous, worried, confused, mad, lonely, isolated, sad, afraid, and shocked,” according to Heubner and Mancini (2005). While occasionally students described themself as feeling “proud,” the overriding emotion is definitely not very positive when a child experiences having one or more of their parents deployed. Throughout most of the literature, this remains a consistent theme, but it appears there has been much less research done to analyze the academic effect deployment has on the children of military parents. This research intends to seek out information to illuminate this effect, with the assumption that the stress the students feel emotionally will carry over to their academic performance, as judged by their scores on standardized tests.

Hueubner and Mancini’s research (2005) did touch upon the effect deployment has on the schoolwork of children of military parents: "In many cases adolescents reported that their grades worsened as a result of a lack of concentration, having less time for homework due to increases in other responsibilities or the fact that the deployed parent was not there to enforce completetion. In a few cases, adolescents reported that they actually improved their grades in an effort to prove to the deployed parent that everything was okay at home."

In the article "Father Absence in Military Families," by Elizabeth D. Hillenbrand, this psychologist studied sixth graders of a school for military dependents and assessed them on their "intelligence, classroom behavior, parental dominance, parental identification, and family constellation (Hillenbrand, 1976)." It was discovered, surprisingly, that there was a highly significant correllation between first born boys whose fathers were absent and increased quantitative ability, but also decreased IQ scores (Hillenbrand, 1976). However, more predictably, the younger boys studied and tested showed opposite test results than their older counterparts as far as aggression and dependency, but with increased IQ scores (Hillenbrand, 1976). In girls, Hillenbrand (1976) deduced that it was more difficult to see clear results. In girls who were later born, paternal absence was connected to lower quantitative ability, however, the only highly significant for eldest girls was their increased maternal dominance and decresed aggressiveness in the classroom (Hillenbrand, 1976). In general, "father absence has been conceived of as a family crisis, imposing stress upon the entire family constellation," and will definitely make an impact on the lives of children in school.

According to Rushing (2006) "Camp Pendleton-based elementary school teachers and principals say they are seeing the effects of the three-year war in Iraq on the children they educate." ( Camp Pendleton students feel stress of parents in Iraq, para 1). Betsy Wilcox, acting principal at North Terrace Elementary School states that "dealing with a child's anger and feelings of a "loss of control" are the biggest challenges the school's staff faces with children who have a parent deployed. Some of the children have an "inability to focus" and seem "mentally and emotionally preoccupied" (Rushing, 2006).

Overall, research suggests that there are several behaviors an adolescent may exhibit during parental deployment. These are: disciplinary problems; phobias; decline in academics; increased sadness/tearfulness; irritability and impulsiveness; increased attention seeking behaviors; general withdrawal and refusal of communication; eating problems; stress/anxiety; increase in nightmares. (Wilcox, 2007) Research by Lyle (2006) showed that parental absences due to military deployment adversely affected children's standardized test scores by a tenth of a standard deviation.

The literature is incomplete in addressing academic achievement of elementary school students who are dependents of military personnel deployed overseas. The literature addresses the high academic achievement of students in DoD schools (Smrekar, Guthrie, Owens, & Sims, 2001; Smrekar, 2003; Guzman, 2004; Bridglall & Gordon, 2003). It also addresses the emotional needs of students who are dependents in military families that experience high mobility (Smrekar et al., 2001; Wood, 2005; Walls, 2003; Guzman, 2004; Brodkin, 2006; Popp, Stronge & Hindman, 2003; Smrekar, 2003; Ribando, 2002; & Walls, 2003). There is also evidence in the literature that supports the notion that high mobility has a negative impact upon academic achievement (Popp, Stronge & Hindman, 2003; Ribando, 2002; Walls, 2003; & Allen & Staley, 2007). There is nothing specifically addressing the impact of one or both parents’ deployment on the academic achievement of elementary children as compared with other miitary children whose parents are not deployed or with civilian children.

Research design is a non-experimental causal-comparitive study designed to compare existing groups of students to identify if a cause and effect relationship exists.
 * Research Design**

Independent Variable:
Fourth graders who have at least one parent deployed in the military.

Dependent Variable:
Academic achievement as measured by standardized test scores.

Data Collection:
The study will be quantitative in nature. The instrument for data collection will be the standardized test scores of the students.

**Data** Analysis:
Differences in the mean scores on standardized tests will be used to evaluate if there is a statistically significant difference in the test scores of students who have at least one parent deployed in the military and the students who do not. A t-test will be performed to compare the mean scores of the two samples at a probability level of p=0.05. The calculated t value will determine whether or not the null hypothesis will be accepted or rejected.

Sample:
We will take a random stratified sample from four fourth grade classrooms in a Rhode Island public school in a community heavily populated with military families (i.e. Newport or Middletown); Out of approximately 100 students, we will determine how many are from military families and match that number with students who are not from military families. Therefore, we will be comparing the test scores of an equal number of "military students" and "civilian students" for a total of two groups.

**Validity** and Reliability:
Will the standardized test scores be a valid instrument to demonstrate if a cause and effect relationship exists between students who have a parent presently deployed in the military and students who do not?

Threats to internal validity:

History: It may be possible that students with military parents deployed overseas experience additional stresses, not related to the actual deployment. The students may simply be having difficulty adjusting to school or have issues with other students such as bullying or even an onset of Attention Deficit Disorder. All of these things would affect the internal validity of the research. To combat such a potential threat, the research will utilize a control group who would be taking the same set of standardized tests and would also be subject to outside forces which may potentially lower their test scores. The only difference would be that one control group would not include students who had family members in military service. This will help ensure that the tests are measuring the impact of the deployment and not the stresses surrounding any child within the population. Students will be selected from four different fourth grade classrooms each having a different teacher. Teaching techniques and material covered could theoretically have an effect on student test scores. Using true random sampling from all four classes should ensure that both groups contain students that have been subject to these differences and not effect the validity of the test scores.

Maturation: The research may continue for a longer period of time, depending on the length of deployment for the students at the school. Therefore, there is the potential threat that the students simply mature and potentially score differently on the tests. Again, the use of a control group should rectify this potential threat to internal validity because the control group would "mature at about the same rate as the experimental group." (Orcher, 2005)

Threats to External Validity:

Our research proposal is unobtrusive in nature and does not lend itself to any such threats.

Strength of Design:
Strengths:

There is not much current research on this topic and a thorough investigation would be beneficial to the field.

Weaknesses:

We probably should use a larger sample in more places and with different ages. Also, the use of a third group consisting of children with parents in the military who are not currently deployed would give additional insight to the potential distress that deployment itself causes. It is uncertain of the length of deployment in each given situation. Is a standardized test the best measure of academic ability in this context? An in-depth study of qualitative nature might be interesting to do on a specific child whose parent has gone to war and is in a school of military dependents. Perhaps better generalizations could spring from such a study even easier or better than from the proposed quantitative one.

Collaboration:
Kristin: Research Question, Hypotheses, Variables, Research for Literature Review, Two Articles in Literature Review, Sample, Data Collection, Strength of Design, Editing

Ellen: Ten articles in Literature Review; input into sample, hypotheses, data collection and editing.

Lisa: Intro. to literature review, overall editing, research for articles, review of at least two-four articles, threats to internal validity

Pat: Research Design, Data Collection, Data Analysis, and two articles in Literature Review. Input into Research Question, Hypothesis, and Validity.

Allen, M., & Staley, L. (2007). Helping children cope when a loved one is on miitary deployment. //Beyond the Journal: Young Children on the Web.// Retrieved June 11, 2006, from [|www.journal.naeyc.org].
 * References:**

Bridglall, B. L., & Gordon, E. W. (2003). Raising minority academic achievement: The department of defense model (Institute for Urban and Minority Education No. 5, p. 6). College Board, New York, NY (EDRS No. ED 480 748).

Brodkin, A. M. (2006). "I'll stay here with you!" //Early Childhood Today//, 20(6), Pp 14-15.

Guzman, L. (2004). Grandma and grandpa taking care of the kids: Patterns of involvement [Special issue]. Child Trends Research Brief. Washington, DC.

Heubner, A. J. & Mancini, J.A. (2005). Adjustments among adolescents in military families when a parent is deployed: Final report to the Military Family Research Institute and Department of Defense Quality of Life Office, pg. 16 and 30. Retrieved from http://www.cfs.purdue.edu/mfri/pages/research/Adjustments_in_adolescents.pdf.

Hillenbrand, Elizabeth D. (1976). Father Absence in Military Families. //The Family Coordinator//, Vol. 25, No. 4. Pg. 451-458.

Lucas, M.A. (2001). The Military Child Care Connection. The Future of Children, Vol. 11, No. 1. Pg. 128-133.

Lyle,D.S.,(2006). Using Military Deployments and Job Assignments to Estimate the Effect of Parental Absences and Household Relocations on Children's Academic Achievement [Electronic Version]. //Journal of Labor Economics//, 24, 319-350.

Popp, P. A., Stronge, J. H., & Hindman, J. L. (2003). Students on the move: Reaching and teaching highly mobile children and youth (Project HOPE at the College of William and Mary No. UDS-116). ERIC Publications. (ERIC Clearinghouse on Urban Education).

Ribando, C. (2002). Life on the move: The unique needs of migratory children. Graduate student paper, University of Texas at Austin, Austin, TX (April 1, 2000).

Rushing, K., //(2006)// Camp Pendleton students feel stress of parents in Iraq//.// North County Times.com, Retrieved June 11, 2007, from http://www.nctimes.com/articles/206/10/22/news/costal/21_54_5810_21_06.txt.//////

Smrekar, C. E. (2003). It's a way of life for us: High mobility and high achievement in department of defense schools. //Journal of Negro Education//. Retrieved June 1, 2007.

Smrekar, C. E., Guthrie, J. W., Owens, D. E., & Sims, P. G. (2001). March toward excellence: School success and minority student achievement in department of defense schools (Peabody Center for Education Policy, Peabody College, Vanderbilt University). National Institute on Early Childhood Development and Education (ED/OERI), Washington, DC (ERIC No. ED 459 218) (January 1, 2000).

Walls, C. A. (2003). Providing highly mobile students with an effective education (ERIC Clearinghouse on Urban Education No. ED482918, p. 7). ERIC. New York, NY.

Wilcox, Ryan M., Adolescents and adaptation: The experience of youth in military families dealing with parental deployment. Virginia Polytechnic Institute and State University, Falls Church, VA, May 9, 2007, pg. 13. Retrieved from http://scholar.lib.vt.edu/theses/available/etd-05152007-140049/unrestricted/RWilcoxFinalThesis.pdf.

Wood, D. L. (2005). Portability of state assessments in a geographically mobile society (University of West Florida, p. 12).

Great job! Proposal grade = A**
 * 6/26/07: Well done. This is a well-designed study that should provide interesting results with strong validity. A couple of notes: Your independent variable is technichally parental deployment in the military; There are always threats to the external validity of a study - it is a matter of determining how severe they are.