The purpose of the present study was to compare the classification accuracy of a previous year's end-of-year state assessment, a computer-adaptive diagnostic assessment (i-Ready), and the combination of the previous year's end-of-year state assessment with the following year's "i-Ready" performance to predict the rate of students passing…

This quantitative correlational non-experimental study examined the predictable relationship between the ACCESS for English Language Learners scale score and the Georgia Milestones English Language Arts (GMAS-ELA) standardized assessment for reclassified fifth-grade English language learners during the 2018-2019 school year. The problem addressed…

Popular culture texts are widely desired by many elementary students, and yet some teachers do not value the use of popular culture texts in the classroom (Lambirth, 2003; Marsh 2006). The purpose of this research was to explore two, Title I elementary teachers' perceptions of the use of popular culture texts during independent reading. Data…

English Learners (ELs) enrollment in the U.S. public schools continues to increase. ELs have various linguistic needs including listening, reading, speaking, and writing English. Often this group of students does not perform well academically on state assessments since these assessments are normally written in English and require substantial…

The purpose of this study was not to disprove the effects of the current, common remedial literacy course design and the literacy practices within that help adolescent RLLs pass statewide assessment tests, but to describe the potential long-term impact of an innovative comprehensive approach to literacy (CAL) framed through an integrated course…

California has the largest share of the English Language Learner (ELL) student population in the U.S., and it continues to grow. English Language Learners are the fastest growing group in the public school population and they are underachieving. The purpose of this study was to evaluate the longitudinal changes in the performance of English…

The No Child Left Behind Act requires all students be proficient in reading and mathematics by 2014, and students in subgroups to make Adequate Yearly Progress. One of these groups is students with disabilities, who continue to score well below their general education peers. This quantitative study identified scoring differences between disability…

The purpose of this study was to explore the relationship of principal characteristics and school socio-economic factors and their relationship to student achievement as measured by the literacy portion of the Arkansas state standardized test, with a particular interest in male students. The study was undertaken to contribute to the existing…

A major problem facing educators in the United States is how to determine when the nation's five million English language learners (ELL) are ready to exit language-learning programs, i.e. to be "reclassified" as fluent English proficient (R-FEP) and placed in mainstream classrooms without additional language support. No Child Left Behind…

Although educators continue to provide all students access to their grade-level curriculum, students with disabilities are not performing academically in accordance with state standards. The purpose of this sequential transformative mixed methods study was to investigate academic and/or behavioral differences between an inclusion classroom and a…

With the implementation of RTI, educators are attempting to find models that are the best fit for their schools. The problem solving and standard protocol models are the two most common. This study of 65 students examines a new model, the dynamic skills protocol implemented in an elementary school starting in their fourth quarter of kindergarten…

Teachers and administrators are faced with a basic question when planning for a school year: how should the students be grouped when coming to school? Should students of similar age be together or should students be assigned to multi-age classrooms at the elementary school level? If the multi-age method is chosen, how will academic progress be…

Purpose: The purpose of this study was to examine the score differences on the Texas Academic Knowledge and Skills (TAKS) Reading and Mathematics measures among students in Grades 10 and 11 as a function of music enrollment. Specifically, gender, ethnicity, socioeconomic status, and enrollment in choir, band, or orchestra or no music enrollment…

There is a significant need to address the academic outcomes of students with emotional and behavioral disabilities (EBD). Of the 13 federal disability categories under which a student can be classified to receive special education services, students with EBD have the highest dropout rate, the highest failure rate, and pose the most behavioral…

Stakeholders of the educational system assume that standardized tests are transparently about the subject content being tested and therefore can be used as a metric to measure achievement in outcome-based educational reform. Both analysis of longitudinal data for the Texas Assessment of Knowledge and Skills (TAKS) exam and agent based computer…