Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


School of Education

First Advisor

Dane C. Joseph, Ph.D.

Second Advisor

Ginny Birky, Ph.D.

Third Advisor

Karen Buchanan, Ed.D.


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.