Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Rebecca M. Lunde

Keywords

Co-teaching, High-stakes Assessment, Collaboration, Literacy

Disciplines

Education

Abstract

The purpose of this study was to examine the effects of the co-teaching model on student performance on a high-stakes reading assessment. The significance of this study was to show the need for this type of research and the need for further research dealing with high-stakes assessments, its impact on at-risk students, and ways to assist at-risk students with preparation for high-stakes assessments. This study utilized a quantitative, causal-comparative design to determine if the co-teaching model influences student achievement scores while controlling for prior knowledge. The participants for this study were drawn from a convenience sample of eighth grade students from two public middle schools located in northwestern Florida, also known as the Florida Panhandle, during the spring semester of the 2017-2018 school year. The data was collected post-facto from the 2017 and 2018 iteration of the Florida Standards Assessment - English Language Arts (FSA-ELA) for the two schools and their co-teaching and traditional classroom populations. Finally, the data was analyzed using a one-way analysis of covariance (ANCOVA) to discover the influence co-teaching has on eighth grade student achievement as measured using students' scores from the Florida Standards Assessment (FSA) - English Language Arts (ELA) Grade 8. The researcher found that there is a statistically significant difference between Florida Standards Assessment reading scores among students in a co-teaching core academic course and students in traditional core academic courses while controlling for students’ baseline reading scores.

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