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ERIC Number: ED553687
Record Type: Non-Journal
Publication Date: 2013
Pages: 108
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-9582-5
Longitudinal Growth of Academic Achievement among Subgroups Using NWEA's MAP
Buchsbaum, Michael
ProQuest LLC, Ph.D. Dissertation, Northern Arizona University
Considerable government-funded efforts in school districts to train veteran teachers in the science of reading have been formed in response to the continuing difficulties and failure of nearly 40 percent of all American children (Walsh, Glaser, & Wilcox, 2006). A high percentage of the population of poor readers in this country is comprised of children with learning disabilities, children with low IQ's, and children who are educationally disadvantaged due to poverty or language acquisition needs. Under the premise of Response to Intervention (RTI) and No Child Left Behind Act (NCLB), all children should have the opportunity to participate in interventions before they are referred for special education in order to rule out the misidentification of disadvantaged children as being learning disabled. This dissertation research project examined the trajectory of growth in reading across students in Tempe Elementary School District #3 (TD3) using the Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) assessment, and growth patterns across populations that have historically presented with reading difficulties. The study examined the rate of academic growth in the area of reading for the 2010-2011 and 2011-2012 academic years among the following subgroups of students: a) English Language Learners (ELL) and b) non-ELL, c) students of low socioeconomic status (SES) and d) those not considered low SES, e) students eligible for special education in reading areas under the category of specific learning disability (SLD) and f) students not receiving services in this area. Examining growth patterns across populations yielded information for the district regarding the use of NWEA's MAP as a tool for targeting interventions and for making appropriate referrals for special education, while being able to confidently rule out disadvantage. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona