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Cumulative Standards-Based Progress Reports' Impact on Students' Test Scores and Mastery of Curriculum.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Cumulative Standards-Based Progress Reports' Impact on Students' Test Scores and Mastery of Curriculum./
作者:	Goins, John.
面頁冊數:	1 online resource (261 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780355798418

Cumulative Standards-Based Progress Reports' Impact on Students' Test Scores and Mastery of Curriculum.
Goins, John.

Cumulative Standards-Based Progress Reports' Impact on Students' Test Scores and Mastery of Curriculum. - 1 online resource (261 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--Dallas Baptist University, 2018.

Includes bibliographical references

The purpose of the current study was to determine whether there would be a difference in academic growth measured by gain scores when parents and students received a cumulative standards-based progress report. Participants included 116 fifth grade math students in a Dallas-Fort Worth Area school. Data from district assessments were used to produce a cumulative standards-based progress report, which was provided to parents and students every three weeks. The current study consisted of five research questions. The first used an independent samples t-test to determine if there was a significant difference in gain scores between the control and intervention groups. The intervention group scores were significantly higher. The second and third questions used a two-way between subjects analysis of variance to determine if the intervention results were influenced by socioeconomic factors or ethnicity. The results indicated neither had a significant influence. The fourth research question focused on the timing of the introduction of the content material. The results were varied based on timing and difficulty. The fifth research question provided parents and students with a survey which showed favorable reaction to the cumulative standards-based progress report. Additionally, an independent samples t-test was preformed to see if there was a difference in the state test scores between the control and intervention groups. The results indicated than the intervention group performed better.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355798418Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Cumulative Standards-Based Progress Reports' Impact on Students' Test Scores and Mastery of Curriculum.
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502 $a Thesis (Ed.D.)--Dallas Baptist University, 2018.
504 $a Includes bibliographical references
520 $a The purpose of the current study was to determine whether there would be a difference in academic growth measured by gain scores when parents and students received a cumulative standards-based progress report. Participants included 116 fifth grade math students in a Dallas-Fort Worth Area school. Data from district assessments were used to produce a cumulative standards-based progress report, which was provided to parents and students every three weeks. The current study consisted of five research questions. The first used an independent samples t-test to determine if there was a significant difference in gain scores between the control and intervention groups. The intervention group scores were significantly higher. The second and third questions used a two-way between subjects analysis of variance to determine if the intervention results were influenced by socioeconomic factors or ethnicity. The results indicated neither had a significant influence. The fourth research question focused on the timing of the introduction of the content material. The results were varied based on timing and difficulty. The fifth research question provided parents and students with a survey which showed favorable reaction to the cumulative standards-based progress report. Additionally, an independent samples t-test was preformed to see if there was a difference in the state test scores between the control and intervention groups. The results indicated than the intervention group performed better.
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