An Investigation of the Relationships Between Accelerated Reader and Other Factors and Value-added Achievement in Tennessee Public Schools
An Investigation of the Relationships Between Accelerated Reader and Other Factors and Value-added Achievement in Tennessee Public Schools

Author:

Publisher:

Published: 2002

Total Pages:

ISBN-13:

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This study investigated the relationships between value-added achievement in Tennessee public schools that include grades one through five and selected independent variables. The schools' use of the reading practice and monitoring software known as Accelerated Reader (AR) was of particular interest, as considerable research has suggested its effectiveness in raising achievement in reading and other subjects. Data were (1) the dependent variables, cumulative three-year average (1999, 2000, and 2001) Tennessee Value-Added Assessment scores in reading, language, math, science, and social studies; (2) independent variables school enrollment, per pupil annual expenditure for the system, percentage of students in the school eligible for free or reduced price meals, and percentage of minority students in the school; and (3) whether and to what extent AR had been purchased and implemented at each school since August1, 1999. Four levels of AR ownership/implementation were classified as (1) ownership without any "model classrooms," (2) having one or two model classrooms, (3) having three or more model classrooms, or (4) being certified as a "model school." Multiple regression analysis was used to search for statistically significant relationships between the independent demographic variables and AR use and the dependent variables of value-added achievement at the .05 level of significance, in the hope that a useful model could be designed for predicting value-added achievement from AR use, school enrollment, per pupil expenditure, free or reduced-price meal eligibility, and minority enrollment. Analysis of the data uncovered almost no significant relationships or school-level effects. In no instance was AR implementation a significant factor in relation to value-added achievement at the school level. While no useful regression model was developed from this study, one significant finding was that, in schools ending at grade six, school enrollment and especially minority enrollment are negatively correlated with math achievement.

The Achievement Gap in Reading
The Achievement Gap in Reading

Author: Rosalind Horowitz

Publisher: Routledge

Published: 2017-04-07

Total Pages: 399

ISBN-13: 1317699726

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In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.