Achieve3000® Impacts on Student Reading and STAAR EOC English I, English II, and Biology Exams for the 2014-2015 Academic Year. Evaluation Report. Volume 9, Issue 1

Autor/in	Torres, D. Diego
Institution	Houston Independent School District (HISD), Department of Research and Accountability
Titel	Achieve3000® Impacts on Student Reading and STAAR EOC English I, English II, and Biology Exams for the 2014-2015 Academic Year. Evaluation Report. Volume 9, Issue 1
Quelle	(2015), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Programs; Web Based Instruction; Reading Instruction; Individualized Instruction; Program Effectiveness; Achievement Tests; Reading Achievement; Science Achievement; Science Tests; Biology; Grade 9; Grade 10; High School Students; Scores; Urban Schools; Texas (Houston) + Suchen Sie Ihr Suchwort? Web Based Training; Leseunterricht; Individualisierender Unterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leseleistung; Biologie; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Based on the Lexile® Framework, a scientific approach to reading and text measurement backed by more than two decades of ongoing research, Achieve3000®, a web-based differentiated reading program used by HISD [Houston Independent School District], is designed to improve student reading ability and comprehension of increasingly complex texts by initially meeting students where they are academically. The present study focuses on ninth and tenth graders and assesses the impact deriving from the use of Achieve3000's reading solutions on (1) the change between students' pre- and post-test Lexile scores as measured by LevelSet™, (2) students' scale score performance on the State of Texas Assessment of Academic Readiness End-Of-Course (STAAR EOC) for the English I, English II, and Biology exams, and (3) students' probability of meeting both the Phase-in 1 and Phase-in 2 passing standard on the STAAR EOC English I and English II. Results suggest that the more students use Achieve3000's web-based software, the greater their gains in post-test Lexile scores, the greater their achievement on the STAAR EOC exams, and the higher their probability of meeting the Phase-in 1 and Phase-in 2 passing standard on the STAAR EOC exams. Based on these findings, it is recommended that teachers in schools that have Achieve3000 licenses actively encourage the completion of Achieve3000 exercises. (As Provided).
Anmerkungen	Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01