Recommendations to Solve the Problem of Low Test Scores for At-Risk Students on the Star Reading Assessment at Lee Middle School in Georgia
Document Type Article
Abstract
The purpose of this study was to provide recommendations to solve the problem of low test scores for at-risk students on the Star Reading Assessment at Lee Middle School in Georgia. The problem was that 43.82% of at-risk students at Lee Middle School scored below grade level proficiency on the Star Reading Assessment. The rationale for this study was to improve Star Reading proficiency scores on the Star Reading Assessment, as improving student achievement on the Star Reading Assessment may lead to teacher motivation and self-efficacy, improved working conditions including improved teacher morale as it relates to student performance in the classroom, and increased community support. The central research question was, “How can the problem of low test scores for at-risk students on the Star Reading Assessment at Lee Middle School in Georgia be solved?” Three data collection methods included semi-structured interviews, a Likert scale survey, and observations. Codes and themes were used to analyze the interview data. A Likert scale was used as the quantitative survey tool to collect data and measure attitudes, beliefs, or opinions about the reading proficiency scores on the Star Reading Assessment. Field notes were used to organize observational data, with an emphasis on reading-related strategies and guidance. Recommendations to solve the problem included incorporating vocabulary as a Tier 1 MTSS strategy, incorporating academic language in instruction in all core classes, and observing positive student-teacher relationships.