Dissertation/Thesis Abstract

Investigation of the American Recovery and Reinvestment Act of 2009: The Role of Stimulus Funding on Development of a Three-Tiered Intervention
by Grayson, Laura, Ed.D., Lindenwood University, 2014, 141; 3621585
Abstract (Summary)

The purpose of this research study was to investigate how school districts, in the state of Missouri, dispersed funds from the American Recovery Reinvestment Act (ARRA) of 2009 to help drive educational reform, with respect to reading achievement and Response to Intervention strategies. The difference between the American Recovery and Reinvestment Act and other pieces of legislation aimed at educational accountability was that states were only given two years to spend the monies associated with this legislation. This quantitative research study examined 60 school districts in the state of Missouri to determine if there was a relationship between the stimulus funds provided for personnel, intervention support and professional development, and student achievement as measured by the MAP assessment. The researcher divided schools into strata of large and small districts based on enrollment of more than 3,000 students and fewer than 3,000 students respectively. Data collected included three ARRA budget codes (1100) for regular instruction, (2100) for non-instructional support, (2210) for professional development for the 2009-2010 and the 2010-2011 school years, as well as communication arts data from the MAP assessment. The literature review outlined legislation framed for educational accountability, changes in practice for students identified at-risk, and best practices in reading instruction. The researcher examined patterns in spending in non-instructional support and professional development to determine if school districts provided materials for intervention and professional development to support teachers in implementing the interventions. Using multiple regression data analysis, the researcher did not find any significant relationship between ARRA stimulus funds and student achievement as measured by the MAP assessment. Data indicated that additional funding was not the answer to improved student achievement.

Indexing (document details)
Advisor: Leavitt, Lynda
Commitee: Hutcheson, Jill, Stewart, Terry
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 75/09(E), Dissertation Abstracts International
Subjects: Educational tests & measurements, Literacy, Reading instruction
Keywords: American recovery reinvestment act, Reading achievement, School districts, Stimulus funding
Publication Number: 3621585
ISBN: 978-1-303-92783-6
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