An Analysis Of Student Achievement Outcomes Of Teachers Who Have Earned The Reading Endorsement Offered Through Brevard Public Schools Compared To Those Who Earned The Reading Endorsement Through Other Means, And Those Who Have Not Earned A Reading Endorsement
Year: 2013
Type: article
Study design: Observational Study
Abstract: This study sought to determine relationships between the independent variables of teaching years of experience and participation in Reading Endorsement professional development offered through Brevard Public Schools and the dependent variables of student outcome measures, as determined through teacher aggregated reading Value Added Model (VAM) scores. The significance of the study was that it will add to the literature by being the first study of its kind for the Brevard Public School District. This study will also provide information as to the reading instruction preparation effectiveness examined through student performance outcomes. This study used multiple statistical procedures to analyze the data in order to answer four research questions. A bivariate correlation, an analysis of variance, an independent samples T-Test, and a factorial analysis of variance were used. The study’s findings demonstrated that there was not a correlation between the years of teaching experience and the teachers’ VAM scores of the targeted population, yet when categorically grouped teachers with six or greater years of teaching experience had statistically significant greater VAM scores than those with less years of experience. There was not a statistically significant difference among teachers of varying Reading Endorsements.
Author: Carrie Chancellor
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2725104795