An Evaluation of Student Achievement before and after Training in Response to Instruction in a Rural School District

Autor/in	Davis, Caroline
Titel	An Evaluation of Student Achievement before and after Training in Response to Instruction in a Rural School District
Quelle	(2014), (129 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, East Tennessee State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3039-8344-3
Schlagwörter	Hochschulschrift; Dissertation; Reading Achievement; Mathematics Achievement; Response to Intervention; Rural Schools; Elementary School Students; Intermediate Grades; Poverty Areas; Disadvantaged Schools; High Achievement; Public Schools; Scores; Program Implementation; Program Effectiveness; Cohort Analysis; Statistical Analysis; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Mittelstufe; Public school; Öffentliche Schule; Kohortenanalyse; Statistische Analyse
Abstract	The purpose of this quantitative study was to provide research in examining the difference in student achievement in reading and math through the quantitative data collection of North Carolina EOG scores for students in third through fifth grade from one high poverty and high performing North Carolina public school district before and after implementation of RtI. The population of this study included all students in the public school system who participated in EOG testing during the 2009-2012 school years in grades 3-5. Data collection was carried out using the North Carolina Department of Public Instruction Testing and Accountability website to acquire North Carolina End of Grade scores for cohort grouped students for school years: 2007-2008, 2008-2009, 2009-2010, 2010-2011, 2011-2012. Each research question had a corresponding null hypothesis. A chi-square analysis was conducted on each of the 6 research questions. All data were analyzed at the .05 level of significance. Findings indicated little difference in student achievement in reading and math EOG scores for students in third through fifth grade before and after district implementation of RtI. [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	2020/1/01