The Impact of Expanded Access and Increased Engagement and the Effect on Closing the Achievement Gap

Autor/in	St. John, Amy Lynn
Titel	The Impact of Expanded Access and Increased Engagement and the Effect on Closing the Achievement Gap
Quelle	(2018), (144 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lindenwood University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-5567-5
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; Achievement Gap; Correlation; Computer Assisted Testing; Achievement Tests; After School Programs; School Districts; Reading Instruction; Mathematics Instruction; Remedial Instruction; Comparative Analysis; Mathematics Tests; Reading Tests; Scores; Elementary School Students; Program Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Korrelation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; School district; Schulbezirk; Leseunterricht; Mathematics lessons; Mathematikunterricht; Förderkurs; Lesetest
Abstract	Considering instructional time is one of the most valuable and expensive resources in public education, there is nominal research examining the effectiveness of its use (Farbman, 2015). The purpose of this study was to determine the correlation between the amount of extended learning time provided to eligible students at least one grade level below in reading or mathematics and their scale score growth determined by middle-of-year results on the i-Ready Diagnostic Assessment. i-Ready Diagnostic Assessment results were examined of students who attended an extended learning time after-school program focused on remediation of standards specific to mathematics and reading in grades two through five. The population for this study consisted of eligible students in a Midwestern school district who attended an after-school remediation program for reading and mathematics. The literature collected for this study was analyzed to support the findings and to understand the relation between time and learning. From the data collected and analyzed for the study, there was not a significant difference in the subject of reading when students were compared to their eligible peers who did not attend the after-school remediation program. In contrast, students did experience a significant difference in results from beginning-of-year to middle-of-year i-Ready Diagnostic Assessment for the content of mathematics as compared to the peer group. No correlation was found between scale score growth in reading or mathematics and the number of hours of attendance in the after-school remediation program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01