This exploratory study sought to investigate the relationships among comprehensive school reform, years of implementation, and student achievement in Kentucky\u27s elementary schools. This study sought to answer the following questions: (1) Does a difference exist in reading achievement scores of third grade students after one year, two years, three years, and continuation of America\u27s Choice implementation when compared to scores prior to implementation? (2) Is there evidence that indicate the program is sustained after completion of the three years of implementation? and (3) Is there a trend in reading achievement scores of third grade students after a four-year period of America\u27s Choice continuation? The No Child Left Behind Act o...
The No Child Left Behind (NCLB) Act of 2001 forced school districts to become more accountable by re...
More than 8 million of America\u27s middle and high school students are struggling readers. Two-thir...
An applied project submitted in partial fulfillment of the requirements for the degree of Education ...
This research analyzed the differences in percentages of proficiency levels of student End-of-Grade ...
This study investigated the relationships between value-added achievement in Tennessee public school...
As Part B of Title 1 of the No Child Left Behind Act (NCLB) of 2001, Reading First (RF) was legislat...
This study explores the variables included on Kentucky\u27s School Report Card used to report inform...
For decades there has been an ongoing push to increase student achievement through large-scale polic...
The purpose of this study was to investigate the affect of the multi-year instructional concept on s...
Student achievement has become a main concern for schools in the United States. Emphasis has long be...
Using a quantitative ex post facto causal comparative research design, this study analyzed the effec...
The purpose of this study was to determine the effect of a research-based basal reading program on r...
The No Child Left Behind (NCLB) Act of 2001 was enacted to protect the United States\u27 most vulner...
The purpose of this study was to examine whether there was a significant increase in the reading ach...
An increased accountability in literacy performance for third grade students drew statewide attentio...
The No Child Left Behind (NCLB) Act of 2001 forced school districts to become more accountable by re...
More than 8 million of America\u27s middle and high school students are struggling readers. Two-thir...
An applied project submitted in partial fulfillment of the requirements for the degree of Education ...
This research analyzed the differences in percentages of proficiency levels of student End-of-Grade ...
This study investigated the relationships between value-added achievement in Tennessee public school...
As Part B of Title 1 of the No Child Left Behind Act (NCLB) of 2001, Reading First (RF) was legislat...
This study explores the variables included on Kentucky\u27s School Report Card used to report inform...
For decades there has been an ongoing push to increase student achievement through large-scale polic...
The purpose of this study was to investigate the affect of the multi-year instructional concept on s...
Student achievement has become a main concern for schools in the United States. Emphasis has long be...
Using a quantitative ex post facto causal comparative research design, this study analyzed the effec...
The purpose of this study was to determine the effect of a research-based basal reading program on r...
The No Child Left Behind (NCLB) Act of 2001 was enacted to protect the United States\u27 most vulner...
The purpose of this study was to examine whether there was a significant increase in the reading ach...
An increased accountability in literacy performance for third grade students drew statewide attentio...
The No Child Left Behind (NCLB) Act of 2001 forced school districts to become more accountable by re...
More than 8 million of America\u27s middle and high school students are struggling readers. Two-thir...
An applied project submitted in partial fulfillment of the requirements for the degree of Education ...