RELATIVE CONTRIBUTION OF PROGRESS MONITORING STRATEGIES, STUDENT CHARACTERISTICS, AND PROGRAM VARIABLES TO INSTRUCTIONAL OUTCOMES IN RESOURCE PROGRAMS

The purpose of this study was to identify variables, aside from curric-ulum and instruction, that make a contribution to the effectiveness of special education resource room instruction. Of particular interest was whether different approaches to teachers use of progress monitoring data related to differences in achievement. A total of 343 students identified as learning disabled by their schools from grades one through six within 35 schools in a large city school district participated. Results of descriptive and regression analyses revealed students with learning disabilities made progress in reading proficiency. The results of this investigation implied that one non-alterable variable-initial level of performance-and one alterable variable-instructional group size-were the two factors consistently related to student reading progress. Although no achievement differences were obtained related to the data utilization approach used, frequency of instructional changes was related to the approach for evaluating progress data. Implications for monitoring student progress in reference to alterable and unalterable elements of instruction are considered. In his influential article entitled “A Model of School Learning ” (1963), Carroll described teaching in terms of the management of time, resources, and activities to ensure student learning. The model proposes five ele-ments that contribute to the effectiveness of instruction: aptitude, ability to understand instruction, perseverance, opportunity, quality of instruc-tion. Carroll’s model mixes two kinds of elements: those that are directly under the control of the teacher (alterable elements), and those that are characteristics of students, such as gender, aptitude, grade level, which ar