Date of Award
12-1-2009
Document Type
Dissertation
Degree Name
Doctor of Education (Ded)
Department
Educational Leadership
First Advisor
Dr. John W. Hill
Second Advisor
Dr. Kay A. Keiser
Third Advisor
Dr. Neal F. Grandgenett
Fourth Advisor
Dr. Larry L. Dlugosh
Abstract
The purpose of the study was to measure the effectiveness of a school-wide differentiated home room academic extension re-teaching initiative on the academic achievement and criterion-referenced assessment proficiency categories of 8th-grade students with varying levels of measured cognitive skills. Achievement measures were reading and math criterion-referenced assessment scores, core subject grades, and the reading and math Terra Nova Normal Curve Equivalent Norm Referenced Achievement Test subtest scores. At the conclusion of the research year 20 students moved into the highest measured criterion referenced reading test proficiency group (beyond proficient) and 33 students moved into the highest measured criterion referenced math test proficiency group (beyond proficient). Of equal importance for this study is that three students moved out of the lowest measured criterion referenced reading and math group (below proficient). Overall, after implementation of the school-wide differentiated home room academic extension re-teaching initiative, students gained the minimum level of proficiency needed for AYP in addition to growth in the highest proficiency category. Student grades and achievement test scores are discussed for students with Test of Cognitive Skills scores in deciles 1 through 3 (group 1, n = 8), decile 4 (group 2, n = 7), decile 5 (group 3, n = 15), decile 6 (group 4, n = 11), decile 7 (group 5, n = 19), decile 8 (group 6, n = 29), decile 9 (group 7, n = 35), and decile 10 (group 8, n = 62).
Recommended Citation
Williams, Tamara J., "The effectiveness of a school-wide differentiated home room academic extension re-teaching initiative on the achievement and proficiency categories of 8th-grade students with varying levels of cognitive skills" (2009). Student Work. 3457.
https://digitalcommons.unomaha.edu/studentwork/3457
Comments
A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska In Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2009 Tamara J. Williams.