Instructional Program Coherence and Literacy Achievement
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Abstract
High stakes testing and meaningful accountability measures have caused many suburban school districts to take a closer look at how their students were performing, especially students from traditionally marginalized backgrounds. The purpose of this correlational research study was to study the relationship between instructional program coherence and literacy achievement in a Midwestern suburban district. Correlations were conducted on responses to a survey administered to elementary instructional staff to determine the relationship between instructional program coherence and student achievement on third through fifth grade English Language Arts (ELA) State Department Assessment Program scores. Data analysis revealed that there is a weak positive correlation between the self-reported ratings by instructional staff on the Literacy Instructional Program Coherence Survey and the improvement in literacy achievement.
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Introduction -- Review of the literature -- Methodology -- Data analysis -- Discussion -- Appendix A. Literacy Instructional Program Coherence Survey Instrument -- Appendix B. Sampling Frame -- Appendix C. Survey Participant Letter
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Ed.D.