ERIC Number: ED430220
Record Type: Non-Journal
Publication Date: 1999-Apr-22
Reference Count: N/A
A Practical Model for Measuring the Effect of School Reform on the Reading Achievement of Non-Transient Learners.
Slack, Jill Berlin; St. John, Edward P.
This study investigated improvement in reading/language arts test performance by non-transient learners in three accelerated schools. The sample included sixth-grade students who remained in the same accelerated school for at least four years. The third and fifth grade readers' scores on Louisiana's criterion-referenced test were used in this investigation. Logistic regression was used to explore the relationship of several variables to improvement in reading. A three-step sequential analysis was used to assess how various factors influenced reading improvement (i.e., whether students had a higher percentile ranking in sixth grade than in third grade). The first step included individual background variables (i.e., gender, retention, age, and base test scores). The second added the school environment variables. The third added the curriculum and instruction variables. Each step improved the fit of the model. Further, the differences between schools evident in step two were no longer significant in the third step, indicating curriculum and instructional practices explained the effects of school environments. Contains 24 references and 6 tables of data. (Author/RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A