An Analysis of the Reading and Math Growth of Minneapolis Intermediate Grade Title I Students, 1969-1971.

Autor/in	Bergeth, Robert
Institution	Minneapolis Public Schools, Minn. Dept. of Research and Evaluation.
Titel	An Analysis of the Reading and Math Growth of Minneapolis Intermediate Grade Title I Students, 1969-1971.
Quelle	(1972), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Arithmetic; Comparative Analysis; Educational Testing; Educationally Disadvantaged; Grade 4; Measurement Instruments; Reading Tests; Test Results; Gates MacGinitie Reading Tests; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; School year 04; 4. Schuljahr; Schuljahr 04; Lesetest
Abstract	The major purpose of this study was to ascertain the reading and math progress made by Title I eligible intermediate grade students who lived and attended school in the Minneapolis Public Schools Target Area. A comparison group of students was also selected for study from a non-target school. The study population was all 1969-70 fourth graders whose test scores were at or below the 25th percentile on publisher norms of the Gates-MacGinitie Reading Comprehension Test. The Target group consisted of 126 students, and the non-Target group consisted of 154 students. In January 1970 and October 1971, both student groups took the same form of the Vocabulary and Comprehension Gates-MacGinitie Test, as well as the Modern Mathematics Supplement to the Iowa Tests of Basic Skills. Target Area students made grade equivalent gains on both the Vocabulary and Comprehension Tests, which was below the expected gain of 1.6 suggested by the publisher's norms. The non-Target students made gains of 1.1 in vocabulary and 1.5 in comprehension. Thirty percent of the Target students made gains of 1.6 or better in vocabulary and 33% made or exceeded 1.6 in comprehension. In math, the Target group had a pretest grade equivalent score of 3.0 and a posttest score of 4.4. The non-Target group went from 3.0 to 4.8. Results of comparing the posttest scores of the Title I Target students with a similar group of educationally disadvantaged non-Target students showed that both groups performed about the same in reading comprehension, but the non-Target group performed somewhat better in vocabulary and math. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC