Comparing two comprehensive reform models: their effect on student reading achievement

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Comparing two comprehensive reform models: their effect on student reading achievement

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/4120

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dc.contributor.advisor Andrews, Richard L. en_US
dc.contributor.author Gines, Bobby E., 1945- en_US
dc.date.accessioned 2010-01-06T21:18:52Z
dc.date.available 2010-01-06T21:18:52Z
dc.date.issued 2005 en_US
dc.date.submitted 2005 Summer en
dc.identifier.other GinesB-080205-D3033 en_US
dc.identifier.uri http://hdl.handle.net/10355/4120
dc.description The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. en_US
dc.description Title from title screen of research.pdf file viewed on (July 17, 2006) en_US
dc.description Includes bibliographical references. en_US
dc.description Vita. en_US
dc.description Thesis (Ed. D.) University of Missouri-Columbia 2005. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Educational administration. en_US
dc.description.abstract Purpose of the Study. The purpose of this study was to determine the effect of two different school comprehensive reform models on student reading achievement. The study began by asking the following research question: Is there a difference in student reading performance when two comprehensive school reform models, Success for All and the Accelerated Schools model are compared? Research Question. Is there a significant difference in student reading performance when two comprehensive school reform models, Success for All and the Accelerated Schools model are compared at 3rd, 4th, and 5th grades? Procedure. Approximately 400 students in each of grades 3, 4, and 5 from two schools in an urban school district in North St. Louis County participated in the study. The students were nonrandomly assigned and administered the Scholastic Reading Inventory (SRI), pre- and posttest. The data were collected and statistically analyzed using an analysis of variance (ANOVA). Findings. A significant difference was found between average NCE reading gain scores at grade 3 between the two schools in the study, but no significant differences were found between gender or the interaction between school and gender. No significant differences were found between average NCE reading gain scores for grades 4 and 5 between the two schools. In addition, no significant difference was found for gender, lunch, or the interaction between school and gender, or the interaction between school and lunch, or the interaction between school, gender, and lunch. As was the case for 3rd grade, no tests were conducted for ethnicity for the 4th or 5th grade; however, there were sufficient students at the 5th grade to tests for lunch status. en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.relation.ispartof 2005 Freely available dissertations (MU) en_US
dc.subject.lcsh Reading (Elementary) en_US
dc.subject.lcsh Education, Elementary en_US
dc.title Comparing two comprehensive reform models: their effect on student reading achievement en_US
dc.type Thesis en_US
thesis.degree.discipline Educational administration en_US
thesis.degree.discipline Educational leadership and policy analysis en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ed. D. en_US
thesis.degree.level Doctoral en_US
dc.identifier.merlin .b55891627 en_US
dc.relation.ispartofcommunity University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2005 Dissertations


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