Date

2-2006

Document Type

Article

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Margaret E. Ackerman

Primary Subject Area

Education, Administration; Education, Curriculum and Instruction; Education, Teacher Training; Education, Tests and Measurements

Keywords

Achievement, Continuous Quality Improvement, CQI, Criterion Referenced Competency Test, CRCT, Total Quality Management in Education

Abstract

The purpose of this study was to examine two intervention programs to determine if participation in one or both programs affected student achievement. Both programs addressed student achievement in reading, language arts, and mathematics. The programs emphasized score disaggregation, teacher instruction, weekly assessments, tutorial and enrichment classes on the academic concepts. This study compared ninety-six fifth grade student scores who completed both intervention programs. The hypotheses were tested using paired t-tests. Participation in the first intervention program showed a statistical significant difference at the .05 level for language arts and no statistically difference for reading or mathematics. Participation in both intervention programs showed a statistical significant difference at the .05 level for all areas, reading, language arts, and mathematics.

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