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A Generic Qualitative Study Of District, School, And Teacher Leader Experiences With Increasing Reading And Writing Achievement, Jennifer Fowler

Theses and Dissertations

English Language Arts (ELA) test scores have declined since the 2020 COVID-19 virus caused schools and districts in the United States and around the world to shut down for substantial periods of time. School and district leaders and teachers across the country are working to increase ELA achievement.

In this generic qualitative research study, local district, school, and teacher leaders were interviewed and asked questions about their experiences with increasing reading and writing achievement using semi-structured interview protocols.

Four research questions were addressed. They concerned the challenges, successes, supports, guidance, mandates, and advice offered by district, school, and teacher leaders …

An Examination Of The Relationship Between Teaming Practices In Multi-Tiered Systems Of Support And Overall Implementation Fidelity Of Elementary School-Wide Reading Models, Stephney Anderson Gonzalez

Theses and Dissertations

Multi-tiered systems of support (MTSS) have been increasingly implemented in schools since the re-authorization of the Individuals with Disabilities Act of 2004 and the Every Student Succeeds Act (ESSA) of 2015. Despite researchers’ efforts to identify elements of MTSS— including evidence-based practices, leadership and communication systems and structures to address learning needs— it has been challenging to identify what makes MTSS work in schools. In fact, researchers have found that schools who implement MTSS on their own tend to stray from the intended practices when the external support of coaches or research teams fades from the school (Balu, Zhu, Doolittle, …

Factors That Contribute To Motivation And Student Achievement As Adolescents Transition From Elementary To Middle School Or Junior High In One Urban District In The Rio Grande Valley, Lizette Villarreal Longoria

Theses and Dissertations

This study will examine factors that contribute to the decline in achievement scores in reading and mathematics when students transition from elementary to their first year in middle school or junior high school. It will test the hypothesis that motivation is not a function of mentors, academic support, teams, parental involvement, transition experience, math perception, and reading perception for students transitioning from elementary to middle school or junior high school. In this quantitative research study, data will be collected using a multiple linear regression analysis to examine the factors that contribute to motivation and the achievement score decline in reading …

Academic Interventions In Secondary Schools: Examining Teachers' Perceptions Of Implementing A Multi-Tiered System Of Support, Shannon Mortrud

Theses and Dissertations

According to the National Center for Education Statistics (2015) only 34% of eighth grade students in the U.S. scored at or above proficient in reading and only 33% were at or above proficient in math. Reading comprehension is essential for the acquisition of knowledge in all coursework and those students who have reading deficits may experience increased academic failure. Deficits in math skills may also increase core academic failure for secondary students expected to complete rigorous courses in algebra and beyond. In a review of the literature, Blount (2012) deduced that academic failure is one of the main predictive risk …

Influence Of Property School Wealth On Fifth Grade Student Achievement In Reading And Mathematics, Jesus R. Reyna

Theses and Dissertations

The purpose of this study was to investigate whether, or to what extent, property wealth of the upper and lower 5% districts, per pupil expenditure, limited English proficient students, economically disadvantaged students, membership, and teacher experience contribute to student achievement in 5th grade reading and mathematics. To do this, the fifth grade reading and math achievement scores, based on the TAKS Assessments, to represent student achievement were evaluated against district wealth, per pupil expenditure, economic disadvantage, limited English language proficiency, membership, and years of teaching experience of teachers for the years 2009, 2010, and 2011. A combination of descriptive statistics, …