Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
612-822-4611

  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Possible Predictive Factors for the Greater Johnstown School District's Pennsylvania System of School Assessment Reading Results.

Possible Predictive Factors for the Greater Johnstown School District's Pennsylvania System of School Assessment Reading Results.

Rauch, Mary E. Armstrong

Paperback

General Education

Currently unavailable to order

ISBN10: 1243484624
ISBN13: 9781243484628
Publisher: Proquest Umi Dissertation Pub
Pages: 208
Weight: 0.93
Height: 0.54 Width: 7.99 Depth: 10.00
Language: English
Relative to Curriculum-Based Assessment (CBA) and the Pennsylvania System of School Assessment (PSSA), this study sought to determine whether a school district's CBA reading scores were predictors for the PSSA reading scores for a grade-level cohort of students. Those CBA reading scores were collected in fourth through seventh grades; while the PSSA measure was a scaled score earned on the eighth grade reading measure. The sample included 268 eighth grade students who were roughly 48% male, 22% registered as being an ethnic minority, and 21% categorized as having an educational disability. Pearson and Spearman's correlations between fourth grade reading grades and fourth grade CBA scores validated the district CBA reading measure as a measure of reading skill. The students received two possible reading curricula, the Johns Hopkins' Success for All reading program or a Houghton Mifflin reading basal program. Consistent with the literature, students categorized with educational disability performed more poorly on the eighth grade PSSA than their peers (p=.05) nor curriculum (p>=.05) was a significant predictor of that PSSA reading performance.

Also in

General Education

View All