Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Xu, Jianzhong

Committee Member

Lindley, Clyde

Committee Member

Hare, Dwight

Committee Member

Adams, James

Committee Member

Davis, James

Other Advisors or Committee Members

Blackbourn, Richard

Date of Degree

4-30-2011

Document Type

Dissertation - Open Access

Major

Elementary, Middle, and Secondary Education Administration

Degree Name

Doctor of Philosophy (Ph.D)

College

College of Education

Department

Department of Educational Leadership

Abstract

High stakes testing in reading demands that educators are providing the appropriate instruction to ensure student’s success on state and national assessments. Causal comparative research was conducted to examine the research questions. 6 reading assessments were used for the study: (a) the 2007 administration of the fourth and eighth grade NAEP, (b) the 2006-2007 administration of the fourth and eighth grade MCT, and (c) the 2007-2008 administration of the fourth and eighth grade MCT2. Data were drawn from the Mississippi Department of Education’s website and from the National Assessment of Education Progress’ website. District level data were available for both Mississippi Curriculum Tests and state level data were available for the NAEP. Results revealed that there were statistically significant differences between achievement levels for fourth and eighth grade students on the MCT and MCT2. Comparison of the means for the two reading tests at the fourth and eighth grade level indicated that students scored statistically significant lower on the MCT2 than they did on the MCT. Results also revealed that there were higher percentages of fourth grade students scoring minimal on NAEP than on the MCT and MCT2. In the basic category, there were higher percentages of students scoring basic on the MCT2 and higher percentages of students scoring proficient and advanced on the MCT. Relying on the targeted percentage of students at the achievement levels of proficient and advanced, the percentages of students on the MCT and MCT2 exceeded NAEP levels. At the eighth grade level, there were higher percentages of students scoring minimal and basic on NAEP and higher percentages of students scoring proficient and advanced on the MCT. Relying on the targeted percentage of students at the achievement levels of proficient and advanced, the percentages of students on the MCT and MCT2 exceeded NAEP levels. Based on the above findings, the MCT2 is more aligned to NAEP, given that there were statistically significant differences between the MCT and MCT2. Further studies are needed in other subject areas to ensure state tests alignment with NAEP

URI

https://hdl.handle.net/11668/15060

Comments

High stakes testing in reading demands that educators are providing the appropriate instruction to ensure student’s success on state and national assessments. Causal comparative research was conducted to examine the research questions. 6 reading assessments were used for the study: (a) the 2007 administration of the fourth and eighth grade NAEP, (b) the 2006-2007 administration of the fourth and eighth grade MCT, and (c) the 2007-2008 administration of the fourth and eighth grade MCT2. Data were drawn from the Mississippi Department of Education’s website and from the National Assessment of Education Progress’ website. District level data were available for both Mississippi Curriculum Tests and state level data were available for the NAEP. Results revealed that there were statistically significant differences between achievement levels for fourth and eighth grade students on the MCT and MCT2. Comparison of the means for the two reading tests at the fourth and eighth grade level indicated that students scored statistically significant lower on the MCT2 than they did on the MCT. Results also revealed that there were higher percentages of fourth grade students scoring minimal on NAEP than on the MCT and MCT2. In the basic category, there were higher percentages of students scoring basic on the MCT2 and higher percentages of students scoring proficient and advanced on the MCT. Relying on the targeted percentage of students at the achievement levels of proficient and advanced, the percentages of students on the MCT and MCT2 exceeded NAEP levels. At the eighth grade level, there were higher percentages of students scoring minimal and basic on NAEP and higher percentages of students scoring proficient and advanced on the MCT. Relying on the targeted percentage of students at the achievement levels of proficient and advanced, the percentages of students on the MCT and MCT2 exceeded NAEP levels. Based on the above findings, the MCT2 is more aligned to NAEP, given that there were statistically significant differences between the MCT and MCT2. Further studies are needed in other subject areas to ensure state tests alignment with NAEP.

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