Date
2-2006
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
Recommended Citation
Coffey, Peggy Garrett, "Continuous Quality Improvement: A Two-Year Analysis of One School’s Achievement During Initial Implementation" (2006). Doctoral Dissertations and Projects. 179.
https://digitalcommons.liberty.edu/doctoral/179
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.
