Ed.D. Dissertations

Date of Award

6-2019

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Jillian Skelton, Ed.D.

Content Specialist

Neil Mathur, Ed.D.

Content Reader

Derrick Tennial, Ph.D.

Keywords

achievement, adolescents, Common Core State Standards, comprehension, intervention, literacy, MTSS, reading, reading strategies, screening, standardized assessments, and struggling readers

Abstract

This quantitative study examined the relationship between eighth grade ELA MAAP achievement and DRP score in lowest performing students. For this research study, lowest performing students are students who scored in the bottom 25% of their class on the eighth grade ELA MAAP during the 2016–2017 school year. This study included a total population sample of 87 students who were in ninth grade during the 2017–2018 school year at a public high school in Mississippi and who were identified as lowest performing on the 2016–2017 eighth grade ELA MAAP. A Pearson product-moment correlation and multiple linear regression were used to analyze the secondary data. The first research question asked to what extent is eighth grade ELA MAAP achievement significantly correlated to DRP score in lowest performing students in a selected Mississippi public school. For RQ1, there was a weak positive correlation between eighth grade ELA MAAP scores and DRP scores in lowest performing students. The researcher rejected the null hypothesis for the first research question. The second research question asked to what extent, if any, do the four eighth grade ELA MAAP strands of Reading Informational, Reading Literature, Language, and Writing predict DRP score in lowest performing students in a selected Mississippi public school. For RQ2, the multiple regression model predicted DRP. Reading Literature added statistically significantly to the prediction. The researcher rejected the null hypothesis for the second research question.

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