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The Effectiveness of Missouri Title ...

Cornman, Leigh Ann.

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The Effectiveness of Missouri Title I Schoolwide Programs in Relation to the Reading Achievement of Missouri Elementary Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effectiveness of Missouri Title I Schoolwide Programs in Relation to the Reading Achievement of Missouri Elementary Students./
Author:	Cornman, Leigh Ann.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	135 p.
Notes:	Source: Dissertations Abstracts International, Volume: 78-08, Section: A.
Contained By:	Dissertations Abstracts International78-08A.
Subject:	Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10255666
ISBN:	9781369537420

The Effectiveness of Missouri Title I Schoolwide Programs in Relation to the Reading Achievement of Missouri Elementary Students.
Cornman, Leigh Ann.

The Effectiveness of Missouri Title I Schoolwide Programs in Relation to the Reading Achievement of Missouri Elementary Students. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 135 p.

Source: Dissertations Abstracts International, Volume: 78-08, Section: A.

Thesis (Ed.D.)--Missouri Baptist University, 2017.

This item must not be added to any third party search indexes.

The intent of Missouri's Title I schoolwide program is to educate all students served, prioritize the needs of poor and minority students, and attain higher reading achievement. The Missouri Learning Standards hold schools accountable for student performance, leaving educators looking for best practices to foster student achievement. With a large majority of public schools utilizing Title I funds, educators need to be confident that the program is successful. This study examined the effectiveness of Missouri Title I schoolwide programs in relation to the reading achievement of Missouri elementary students. A quantitative, correlational group design using archival data from the Missouri Department of Elementary and Secondary Education was used to determine if a relationship existed between Missouri school demographic characteristics and Missouri elementary student achievement in English Language Arts for higher achieving Title I schools and lower achieving Title I schools. Pearson correlations and t-tests were applied to determine if any relationship existed between the variables of diversity, poverty, and student achievement. A highly significant and strong negative relationship was found between the reading achievement and both levels of poverty and diversity for the total sample of Missouri Title I schools. A significant negative statistical difference was found in the degree of poverty between Missouri elementary students in Title I higher achieving schools and elementary students in Title I lower achieving schools. The poverty level of the lower achieving schools was greater than the poverty level of higher achieving schools. A review of literature included research on effect sizes of variables impacting student achievement. The results of this study provide Missouri educators with insight for examining current instructional policies and procedures for improving the effectiveness of Title I programs and increasing the reading achievement of all students served.

ISBN: 9781369537420Subjects--Topical Terms:

3432465
Instructional Design.

The Effectiveness of Missouri Title I Schoolwide Programs in Relation to the Reading Achievement of Missouri Elementary Students.
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300 $a 135 p.
500 $a Source: Dissertations Abstracts International, Volume: 78-08, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Lorenz, Cathy.
502 $a Thesis (Ed.D.)--Missouri Baptist University, 2017.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a The intent of Missouri's Title I schoolwide program is to educate all students served, prioritize the needs of poor and minority students, and attain higher reading achievement. The Missouri Learning Standards hold schools accountable for student performance, leaving educators looking for best practices to foster student achievement. With a large majority of public schools utilizing Title I funds, educators need to be confident that the program is successful. This study examined the effectiveness of Missouri Title I schoolwide programs in relation to the reading achievement of Missouri elementary students. A quantitative, correlational group design using archival data from the Missouri Department of Elementary and Secondary Education was used to determine if a relationship existed between Missouri school demographic characteristics and Missouri elementary student achievement in English Language Arts for higher achieving Title I schools and lower achieving Title I schools. Pearson correlations and t-tests were applied to determine if any relationship existed between the variables of diversity, poverty, and student achievement. A highly significant and strong negative relationship was found between the reading achievement and both levels of poverty and diversity for the total sample of Missouri Title I schools. A significant negative statistical difference was found in the degree of poverty between Missouri elementary students in Title I higher achieving schools and elementary students in Title I lower achieving schools. The poverty level of the lower achieving schools was greater than the poverty level of higher achieving schools. A review of literature included research on effect sizes of variables impacting student achievement. The results of this study provide Missouri educators with insight for examining current instructional policies and procedures for improving the effectiveness of Title I programs and increasing the reading achievement of all students served.
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650 4 $a Literacy. $3 528342
650 4 $a Reading instruction. $3 2122756
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