ERIC Number: ED247246
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
The Relationship between Instruction, Grades, and Achievement of Chapter I Students.
Winfield, Linda F.
The purpose of this pilot study was to investigate the relationship between achievement, teacher-reported letter grades, and instructional levels in a sample of 100 Chapter 1 students who had participated in the program for two years. For each student, third grade and fifth grade California Achievement Test scores, end-of-year letter grades, and instructional book level were analyzed. The results of a multiple regression analysis indicated that 72 percent of the variance in fifth grade reading achievement and 58 percent of the variance in fifth grade math achievement could be explained by third grade achievement, instructional levels at third and fifth grade, letter grades at third and fifth grade, and school. The principal components extracted in an exploratory factor analysis were third grade instructional level, fifth grade instructional level and third grade achievement for reading; and third grade and fifth grade instructional level for math. The results suggest that instructional placement levels over time, in addition to analysis of standardized achievement gains in math and reading, might provide more realistic estimates of program inpact. (BW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Education Consolidation Improvement Act Chapter 1
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).