Abstract

 
Abstract
Insert abstract here; it should be no more than one page. Abstract text must be double-spaced with no paragraph breaks. Describe the overall research problem being addressed in the first couple of sentences and indicate why it is important (e.g., who would care if the problem is solved). You can include a general introduction of the issue in the first sentence, but you need to move to a clear statement of the research problem being addressed. Identify the purpose and theoretical foundations, if appropriate, summarize the key research question(s), and briefly describe the overall research design, methods and data analytic procedures. Identify the key results, one or two conclusions, and recommendations that capture the heart of the research. Conclude with a statement on the implications for positive social change. Here are some form and style tips: (a) limit the abstract to one typed page; (b) maintain the scholarly language used throughout the doctoral study; (c) keep the abstract concise, accurate, and readable; (d) use correct English; (e) ensure each sentence adds value to the reader’s understanding of the research; and (f) use the full name of any acronym and include the acronym in parentheses. Do not include references or citations in the abstract. Per APA style, unless at the start of a sentence, use numerals in the abstract, not written out numbers.
Here is my problem statement. Use as a guideline:

Problem Statement
Educators don’t know if Edgenuity has a positive impact on student achievement (Davis, 2015). The U.S. Department of Education published a report in September 2010 suggesting more research was needed to determine the impact of online education for Kindergarten through Grade 12 students (Jones, 2012). A third of Georgia’s school districts are using blended learning software called Edgenuity, which is a research-based video course curriculum. Edgenuity is used as core curriculum for intervention to recover credits and to prepare for standardized assessments (Edgenuity.com, 2015). Similar to traditional classroom teaching, these students are required to master learning objectives by reading, writing, practicing, exploring, and discussing (Edgenuity.com, 2015). At the research site, which is a Georgia high school, at-risk students are placed in these Edgenuity classes. Some have completed their credit courses using Edgenuity but their Georgia Milestone test scores are low. These students are not in traditional classroom settings; however, they need to pass the Georgia Milestone test. A quantitative design will be used to determine the effectiveness this program has on at-risk students’ standardized test scores versus traditional students’ standardized test scores.