The Literacy Achievement Gap: Examining the Effects of Two District-Run School Turnaround Models on Elementary Students' Literacy Proficiency

Autor/in	Ingram, Brian M.
Titel	The Literacy Achievement Gap: Examining the Effects of Two District-Run School Turnaround Models on Elementary Students' Literacy Proficiency
Quelle	(2023), (105 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Union University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-2144-1
Schlagwörter	Hochschulschrift; Dissertation; School Turnaround; School Districts; English; Language Arts; Scores; Formative Evaluation; Institutional Characteristics; Achievement Tests; Academic Achievement; Achievement Gap; Elementary School Students; Literacy; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School district; Schulbezirk; English language; Englisch; Sprachkultur; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulleistung; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	The purpose of this study was to determine if there are significant differences in the English/Language Arts proficiency scores of elementary school students who attend a traditional public school or one of two types of turnaround schools in a large metropolitan school district in the southern region of the United States. The goal was to determine whether a difference on student proficiency scores in the content area of English/Language Arts existed based on school operational models (i.e., traditional district-run versus district-run turnaround models) as measured by the Mastery Connect Common Formative Assessments for Fall 2019, Winter 2019, and Spring 2020. Upon approval from the Institutional Review Board at Union University in Jackson, Tennessee, the researcher collected preexisting data from the research district to complete the analysis. The population for this study included 4,192 students who attended one of the following school types in the research district: Sample Zone I, Sample Zone II, or a traditional school. The ANOVA indicated the Total Composite Scores were significantly different based on school type in Grades 3, 4, and 5. The results of this research may suggest that school districts could benefit from streamlining their academic foci and creating systems to identify the programs and practices that have the least and greatest impact on student achievement to inform future districtwide initiatives. Additionally, district leaders may consider making a clear delineation in strategies/resources used in traditional schools versus turnaround schools as a methodology to differentiate the supports provided to these subsets of schools. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01