The No Child Left Behind (NCLB) Act of 2001 forced school districts to become more accountable by requiring all students to read on grade level by the year 2014. In southwest Missouri, school districts are currently using different reading models, instructional time, and staff development in an attempt to reach the goal of NCLB. This study examined different instructional strategies implemented and compared student achievement on the third grade 2007-2008 Missouri Assessment Program communication arts test. Data were collected from 70 participating public, elementary school buildings to determine whether a correlation existed between reading models and instructional strategies implemented and student achievement.
Data collected from building surveys and MAP scores were retrieved from the Missouri education website. Student achievement and instructional practices were studied to analyze the correlation. This study found no significant correlation existed between achievement and instructional practices.
|Commitee:||DeVore, Sherry, Swofford, Brad|
|School Location:||United States -- Missouri|
|Source:||DAI-A 70/09, Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Literacy, Reading instruction, Curriculum development|
|Keywords:||Achievement, Instructional methods, Missouri Assessment Program, No Child Left Behind, Reading|
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