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ERIC Number: ED516063
Record Type: Non-Journal
Publication Date: 2010-Oct-14
Pages: 15
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: N/A
Kentucky's Teacher Quality Measures and Fourth-Grade Reading Achievement: A Secondary Analysis of 2002-2009 NAEP Data
Klecker, Beverly M.
Online Submission, Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Columbus, OH, Oct 13-16, 2010)
This study examined the increase from 2007-2009 in Kentucky's fourth- grade National Assessment of Educational Progress (NAEP) reading scores. This increase was notable because it came after a fifteen-year period of no change. This analysis of change included composite and sub-scale--"Reading Literary Experience" and "Reading to Gain Information"--scores. Differences in composite average scale scores by Teacher Quality variables were explored. Gender was included as a variable for analysis of both composite and sub-scale scores as gender gaps have been persistent in Kentucky's reading assessments. This secondary analysis used NAEP Data Tool with additional calculations of effect size (Cohen's d). There was a significant (p. less than 0.05) increase in Kentucky 4th-Grade Reading scores from 2007 and 2009 with small effect size (d=0.12). Statistically significant (p.less than 0.05) differences by Teacher Quality variables were: (1) reading scores of students taught by teachers with masters' degrees were higher than those taught by teachers with bachelors' degrees, (2) reading scores of students taught by teachers with 0-4 years of teaching experience were lower than the scores of students taught by teachers with five or more years of teaching experience and (3) there was no difference in reading scores of students taught by teachers self-identified as Highly Qualified Teachers and the scores students taught by teachers not self-identified as Highly Qualified Teachers. The scores of female students on composite scale scores were statistically significantly (p. less than 05) higher than the scores of male students in both 2007 (d=0.21) and 2009 (d=0.21). Females students' scores on the "Reading Literary Experience" sub-scale were also higher than male students; scores in both 2007 (d=0.27) and 2009 (d=0.28). On the "Reading to Gain Information" sub-scale in 2007, average scale scores of female students were higher than those of male students (d = 0.14). It is important to note that there was no difference by gender on the "Reading to Gain Information" sub-scale in 2009. (Contains 10 tables.)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky