Date of Award
8-26-2018
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
School of Education
First Advisor
Dane C. Joseph, Ph.D.
Second Advisor
Ginny Birky, Ph.D.
Third Advisor
Karen Buchanan, Ed.D.
Abstract
The purpose of this study was to examine student achievement as measured by the English language arts (ELA) Smarter Balance Assessment (SBAC) between students who were taught the Core Knowledge Sequence curriculum and students taught the Houghton Mifflin Harcourt’s Journeys curriculum. The 11,493 participants were third through sixth grade students in the 2014-2015, 2015-2016, and 2016-2017 school years. The study used a multiple regression model to examine the extent to which the students’ gender, ethnicity, socioeconomic status (SES), disability status, English language learner (ELL) status, and curriculum predicted SBAC ELA scores. The findings of this study suggest that curriculum did not predict SBAC ELA scores. The multiple regression model indicated that demographic variables offer more predictive information on SBAC ELA scores.
Recommended Citation
Meyer, Melissa, "The Relationship Between Core Knowledge Sequence Curriculum and Smarter Balance Assessment English Language Arts Scores" (2018). Doctor of Education (EdD). 119.
https://digitalcommons.georgefox.edu/edd/119