NotesFAQContact Us
Search Tips
ERIC Number: ED561529
Record Type: Non-Journal
Publication Date: 2013
Pages: 77
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-0565-5
The Effects of CSCOPE on Student Achievement as Measured by Both TAKS and STAAR Test Results
Helm, Maricela Robledo
ProQuest LLC, Ed.D. Dissertation, Texas A&M University - Commerce
The purpose of this study was to examine the effects of CSCOPE curriculum on student achievement. CSCOPE is a curriculum management system used in 750 of the 1,039 school districts in the state of Texas. Student achievement is based on the results acquired from the Texas Assessment of Knowledge and Skills (TAKS) and the new version of the state assessment, the Texas Assessment of Academic Readiness (STAAR). This study used a sample size of 60 campuses. Archival TAKS data were collected from the 2010-2011 school year, and STAAR data were collected from the 2011-2012 school year. This quantitative study examined reading and mathematics test scores of third- and fourth-grade students in two factor groups. Data were collected from 30 similar campuses that implemented CSCOPE for a minimum of 2 years (first factor group) and 30 similar non-CSCOPE campuses (second factor group). Descriptive and inferential statistics were assessed from the student achievement data collected. Inferential statistics included a Mann Whitney U to determine whether statistically significant differences existed in reading and mathematics scores. The analysis determined the mean rank score for each group, and a p < 0.05 value indicated a statistically significant difference. Campuses that used CSCOPE as their curriculum yielded statistically higher scores on the 2010-2011 TAKS in reading and math compared to campuses that did not use CSCOPE. Third-grade STAAR and fourth-grade TAKS and STAAR for both reading and mathematics were not statistically significant. Other variables need to be considered when determining student success, as no single factor can be responsible for a task as complex as increasing student achievement. The campuses in this study represented a variety of geographical locations, district and campus sizes, and district and campus wealth within the state of Texas. Considering the school factors that were isolated for this study, teachers could be one of the most important determinants of how students perform on standardized tests. However, a guaranteed and viable curriculum is essential for student success. [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: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas