Date

10-13-2023

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Kelly Alves

Keywords

Assessment, Competency-Based Education, Reading Comprehension, Computerized Adaptive Testing (CAT), Equal-Interval Scale, Norm Group Average, Percentile Rank

Disciplines

Education

Abstract

The purpose of this study was to provide recommendations to solve the problem of low Reading scores on the Measure of Academic Progress (MAP) Growth test for ninth and tenth graders at Christopher Columbus High School (CCHS) in Florida. The problem was that 52.7% of the students at CCHS that took the MAP Growth test during the 2021-2022 school year were not at their corresponding grade level in Reading (CCHS, 2022). The rationale for this study was that it is critical to assist the first and second-year students at CCHS in improving their reading competencies – one of two sections, along with math, that is tested. In addition to being an academic foundation for these students, improving in these subject areas will increase students’ scores and enable proper learning habits and preparation for more advanced courses. Therefore, the central research question was, “How can the problem of low Reading scores on the MAP Growth test for ninth and tenth graders at Christopher Columbus High School be solved?” Three forms of data for this applied research were collected, including interviews, surveys, and documents. Qualitative data were analyzed by identifying codes and themes, while quantitative data was examined using graphical representations of the quantitative test results.

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