Date of Award
9-11-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Bronwyn MacFarlane
Committee Members
Dana Bedden, Ella Benson
Call Number
LD 251 .A566d 2024 L66
Abstract
This quantitative study aimed to research factors that influence third-graders’ reading performance on the State of Texas Assessments of Academic Readiness. The State of Texas Assessments of Academic Readiness is a standardized test used to measure the proficiency of students in various subjects. The independent variables of this study were student attendance, teacher’s professional background, and campus implementation of the Effective Schools Framework. Three years of data were collected from twenty elementary schools in the same North Texas School District. The theoretical framework used to explore the impact of the Effective Schools Framework was organizational learning theory. The theory explored the impact that organizational learning theory had on school improvement as measured by third-graders’ performance on State of Texas Assessments of Academic Readiness. The findings indicate that a student’s attendance and a teacher’s years of experience have positive correlations with student performance on State of Texas Assessments of Academic Readiness. This study found no correlation between the type of teacher certification or campus implementation of the Effective Schools Framework. Key findings in this study may contribute to the continued research on the effectiveness of school improvement initiatives.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Long, Angela Monette, "Factors That Influence Third-Grade Reading Performance on The State of Texas Assessments of Academic Readiness (STAAR)" (2024). Student Theses and Dissertations. 35.
https://arch.astate.edu/all-etd/35
