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Evaluation of the effects of a conti...

Kehoe, Cindi.

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Evaluation of the effects of a continuous improvement program on special education student achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Evaluation of the effects of a continuous improvement program on special education student achievement./
Author:	Kehoe, Cindi.
Description:	84 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2086.
Contained By:	Dissertation Abstracts International66-06A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180492
ISBN:	0542206145

Evaluation of the effects of a continuous improvement program on special education student achievement.
Kehoe, Cindi.

Evaluation of the effects of a continuous improvement program on special education student achievement. - 84 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2086.

Thesis (Ed.D.)--University of Southern California, 2005.

The purpose of this study was to evaluate the effects of a district-wide 8-Step Continuous Improvement Program designed by Davenport and Anderson (2002) on special education student achievement in School District A. School District A is a K--8 school district consisting of one 6th--8 th grade middle school, two K--8 elementary schools, and four K--5 elementary schools. Approximately 170 special education students are served within the district.

ISBN: 0542206145Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Evaluation of the effects of a continuous improvement program on special education student achievement.
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100 1 $a Kehoe, Cindi. $3 1906727
245 1 0 $a Evaluation of the effects of a continuous improvement program on special education student achievement.
300 $a 84 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2086.
500 $a Adviser: Dennis Hocevar.
502 $a Thesis (Ed.D.)--University of Southern California, 2005.
520 $a The purpose of this study was to evaluate the effects of a district-wide 8-Step Continuous Improvement Program designed by Davenport and Anderson (2002) on special education student achievement in School District A. School District A is a K--8 school district consisting of one 6th--8 th grade middle school, two K--8 elementary schools, and four K--5 elementary schools. Approximately 170 special education students are served within the district.
520 $a California Standards Test scores in the areas of English Language Arts and Math were compared on the special education subgroup for the years 2002--2003 and 2003--2004 in order to determine if any differences existed as a result of implementation of the continuous improvement model. Results from that comparison, indicated no significant differences in CST scores in the area of English Language Arts for the special education subgroup from 2002--2003 to 2003--2004. Results were similar in the area of Math as well, with no significant differences noted from 2002--2003 to 2003--2004. In general, this study found that the continuous improvement model had no significant impact on the special education subgroup during the first year of implementation.
520 $a Additional statistical procedures in the form of a repeated measures analysis were used to determine if individual students made significant gains on the CST for English Language Arts and Math between the 2002--2003 and 2003--2004 school years. Results of that analysis again indicated that no significant gains were made by individual students in any of the grade levels examined by this study (Grades 2--7). In the case of Math, students in Grades 2 and 4 actually posted negative gains, though they were not statistically significant.
520 $a A qualitative analysis was also conducted in the form of informal interviews with site level administrators in order to determine levels and quality of implementation and inclusion of special education students at individual school sites. Results of those interviews indicated that all schools within School District A are implementing the 8-Step Continuous Improvement Model in some form, though implementation is not uniform across the district.
520 $a Findings of this study indicated that the continuous improvement program at its current level of implementation, had no effect on special education student achievement from the 2002--2003 to 2003--2004 school year. Findings further indicate that the district should develop a well-defined protocol to follow for implementation of each step of the improvement process. Additionally, it is recommended that the district consider increasing inclusion of students with mild disabilities in the general education classroom during standards-based instruction.
590 $a School code: 0208.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Special. $3 606639
690 $a 0727
690 $a 0529
710 2 0 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 66-06A.
790 1 0 $a Hocevar, Dennis, $e advisor
790 $a 0208
791 $a Ed.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180492