Dissertation/Thesis Abstract

The Impact of Expanded Access and Increased Engagement and the Effect on Closing the Achievement Gap
by St. John, Amy Lynn, Ed.D., Lindenwood University, 2018, 144; 10933878
Abstract (Summary)

Considering instructional time is one of the most valuable and expensive resources in public education, there is nominal research examining the effectiveness of its use (Farbman, 2015). The purpose of this study was to determine the correlation between the amount of extended learning time provided to eligible students at least one grade level below in reading or mathematics and their scale score growth determined by middle-of-year results on the i-Ready Diagnostic Assessment. i-Ready Diagnostic Assessment results were examined of students who attended an extended learning time after-school program focused on remediation of standards specific to mathematics and reading in grades two through five. The population for this study consisted of eligible students in a Midwestern school district who attended an after-school remediation program for reading and mathematics. The literature collected for this study was analyzed to support the findings and to understand the relation between time and learning. From the data collected and analyzed for the study, there was not a significant difference in the subject of reading when students were compared to their eligible peers who did not attend the after-school remediation program. In contrast, students did experience a significant difference in results from beginning-of-year to middle-of-year i-Ready Diagnostic Assessment for the content of mathematics as compared to the peer group. No correlation was found between scale score growth in reading or mathematics and the number of hours of attendance in the after-school remediation program.

Indexing (document details)
Advisor: Grover, Kathy
Commitee: Cooper, Dennis, Jungmann, John
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 80/01(E), Dissertation Abstracts International
Subjects: Mathematics education, Educational evaluation, Reading instruction
Keywords: After-school remediation program, Instructional time
Publication Number: 10933878
ISBN: 978-0-438-35567-5
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