This study examined the Read 180 program and its impact in a Midwestern high school during the 2016–2017 school year. Its research focuses on a high school that educates students in grades 9–10, with a population of 969 students. Out of the 969 students, 38 are enrolled into Read 180. The other 931 students receive regular Language Arts Instruction. All of the students selected for this study received either regular Language Arts instruction, or Read 180 instruction for an entire academic year. The researcher received signed consent from the appropriate school administrators, approving of the release of district data regarding Read 180 and MAP scores. Next, a formal request was made to the district’s data specialist to release the requested data. Data were collected from the district data specialist. According to this study Read 180 students made gains, however on average these students still did not make significant improvements to obtain scores even with where non-Read 180 students started based on their Fall RIT scores. While both groups of students involved with the study saw gains in reading improvement; Read 180 students did not improve at any rate, exceeding or being more statistically significant than that of their peers who did not receive Read 180 instruction.
|Commitee:||Anderson, Nathan, Kana, Erik|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 57/01M(E), Masters Abstracts International|
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