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An Investigation Of The Relationships Between Accelerated Reader® And Other Factors And Value-Added Achievement In Tennessee Public Schools, Carl William Chaney
An Investigation Of The Relationships Between Accelerated Reader® And Other Factors And Value-Added Achievement In Tennessee Public Schools, Carl William Chaney
Doctoral Dissertations
This study investigated the relationships between value-added achievement in Tennessee public schools that include grades one through five and selected independent variables. The schools’ use of the reading practice and monitoring software known as Accelerated Reader® (AR) was of particular interest, as considerable research has suggested its effectiveness in raising achievement in reading and other subjects.
Data were (1) the dependent variables, cumulative three-year average (1999, 2000, and 2001) Tennessee Value-Added Assessment scores in reading, language, math, science, and social studies; (2) independent variables school enrollment, per pupil annual expenditure for the system, percentage of students in the school eligible …