dissertation reviews

Summary

The dissertation titled The Impact of Selected Initiatives on the Reading Criterion Referenced Competency Test Scores of African-American and Disadvantaged Students in Grades 3, 5, and 8 examined various types of reading instruction used with disadvantaged children in grades 3,5,and 8. Fuller’s (2013) research investigated the effects that reading reform programs had on student achievement. The reform programs investigated were the Success for All (SFA), Core Knowledge program, and Direct Instruction and the impact they had on student achievement scores on the Criterion Referenced Competency Test (CRCT).

Fuller (2013) provided background on the United States government passing the No Child Left Behind Act. This law was passed to reduce the achievement gap that has existed in America since schools first began. The goal of this law was to reduce the racial achievement gap, as well as the student achievement gap that exists due to socioeconomic circumstances. However, through various studies mentioned in this dissertation, the effect that was desired by lawmakers does not seem to be occurring. Many national resources are reporting that there has not been any reduction in the achievement gap. The continuing student achievement gap is a problem that has not been resolved.

Fuller (2013) created a research study that had two parts to it. The primary purpose was to utilize various research based reading strategies on disadvantaged students in grades 3,5, and 8 to see if they had an impact on the students’ academic proficiency. The students’ academic proficiency was determined based on the scores that they received when they took the CRCT. Fuller (2013) then analyzed the effects that each reform strategy had on student achievement versus schools where reform programs did not exist and compared reading proficiency levels. The second purpose for this research was to review the instructional impact that each of the reading reform programs had on student achievement. The goal was to see which research based reform program produced the greatest amount of students from disadvantaged homes that scored in the meets and exceeds expectations category of the CRCT.

Fuller (2013) embarked on this research for several reasons. At the time this research was conducted, the NCLB Act was up for recertification from law makers. The law was being reviewed for possible changes or revisions. According to Fuller, “Issues such as the use of national standardized assessments, reductions in both scope and funding formulas may have a profound impact on the future of the program” (Fuller, 2013). Due to these factors, the results of this study provided school districts across the United States with data linked to reform programs that increase student achievement in students that come from disadvantaged homes, as well as students that belong to subgroups. The data provided showed the impact that each reform program had on student achievement.

This study was conducted in a large, unspecified, urban school district. There were 55 elementary schools and 16 middle schools that participated in the study. The school district was chosen because over 70% of students are on free or reduced lunch. The socioeconomic status of students was verified using the Census Bureau information. Another reason this school district was chosen is because it was already participating in various reform based programs to increase student achievement. The dependent variable was reading performance. The independent variables were the three reform programs being evaluated: Success for All, Direct Instruction, and Core Knowledge. Fuller (2013) predicted that there would be no difference in student performance where all any of the three reform programs were implemented in each of the grades examined. He also predicted that there would be no difference in student performance between disadvantaged students and the comparison group where reform programs were not implemented.

Analysis

Fuller’s (2013) investigative design is clearly laid out. The criteria for the selected school district coincided with the literature review and reason for the study. The school district appeared to have a high population of students that came from homes with low socioeconomic status. The explanation on how students were selected to participate in the study correlated with the reason for the study. The three reform programs selected for this study were thoroughly explained in the literature review. In order for a school to be selected, they had to already be participating in one of the reform programs for at least four years. The control group in this study used a variety of instructional methods but none of them were used holistically throughout the school. The control group also had the same socioeconomic and student ethnicity status.

The CRCT was a valid tool to measure student achievement because it is a criterion referenced test. Students take this assessment at the beginning of the year, as well as at the end of the year. This assessment provided the researcher with quantitative data for students from grade 1 through grade 8 in Georgia. The goal of this assessment is to determine student’s proficiency levels and has three categories: does not meet expectations, meets expectations, exceeds expectations. This is a good tool to measure student achievement because it is designed to find out how much students know prior to instruction and then re-assess after instruction. This allowed the researcher to get an accurate picture of how well the reform program impacted student achievement.

Fuller’s (2013) research was strong in the number of participants included in the study. The sample size was large and the student population was similar in the schools. Utilizing a large sample helped the researcher create an accurate picture of how each reform program affected student achievement versus schools that did not use whole school reform programs. The data collected and the research conducted for each reform program was also done in a timely manner.

Limitations of the Research

The background and reason for this study was very clear: the achievement gap related to socioeconomic status and subgroups across the United States. The study was very clear in proving literature and prior research that supports that an achievement gap exists. The reform programs used in this study were also supported in the literature review. However, there wasn’t any data about which of the reform programs had already been proven to impact student achievement or any discussion on how the reform models were being implemented. Without supervision of the models to ensure they are being accurately implemented in the classroom, the researcher has no assurance instruction is taking place correctly. This would impact the data. If I were doing the research, I would want to observe or provide questionnaires/interviews to teachers about the reform program to verify that they were being implemented correctly. This would help validate the results.

While the study had a large group of participants, it did not have a variety of schools that were working on the same whole school reform program. This would have added to the data in the study when comparing schools. It would have created a more accurate picture on if the reading reform program was being implemented correctly between schools based off student scores. Also, the eighth grade population in the study was too small to receive accurate data and make a conclusion. I would select a number of schools that were using each reform model and also make sure that I had a large enough population to accurately reflect the eighth grade data.

Moreover, the determination of socioeconomic status would need to be more clearly defined to gain an accurate picture. Socioeconomic status is not just affected by family income, but also race, family make-up, culture, and parental involvement. Providing a survey to the families would provide a more accurate picture on the participants in this study.

Personal Analysis

The student achievement gap based off of socioeconomic status is real and exists across the United States. Fuller (2013) looked at the effectiveness of reading reform programs to increase student achievement to a specific set of students. This research showed that schools using the Direct Instruction or Core Knowledge reform programs had higher results. This indicates that the Success for All program results in lower reading proficiency. I would like to have three groups of students with the same socioeconomic background and then implement one of the programs with each group to see which reform program has the greatest success.

Based off of this study, it would appear that Direct Instruction and Core Knowledge have great success with increasing student reading proficiency. After reading through the data, I wondered if there was a way to incorporate the two programs together in the classroom. This may increase student achievement rates to higher rates than in the study. I also wonder if these same programs would have the same effect on student achievement if used with students that come from more affluent backgrounds.

The research that Fuller (2013) presents is applicable in understanding that further study needs to be completed on closing the achievement gap between students that come from home with different socioeconomic status. As shown in the research, reform programs may have an impact, but it is not large enough to close the gap completely. Further study needs to be conducted on whole-school reform programs, but not just in reading. Studies show that disadvantaged students are not just behind in reading, but in all of the other subjects as well. It may not be a one size fits all solution. Schools need to examine various research based reform programs and determine if they fit the student population.

This study is relevant to the field of education because school districts have been leaving behind students and underserving them for years. The No Child Left Behind Act now requires school districts to close the achievement gap ad provide an equal education or all students regardless of race and socioeconomic status. The research that Fuller (2013) conducted provides insight into three reading programs that can be used in schools to help close the student achievement gap and increase reading proficiency. Overall, school principals need to examine reform programs and then decide on how to implement them to better serve the students in their schools. However, I think one key thing to note is that a reform program cannot be implemented without proper training for teachers. This would need to occur before deciding how well each reform program actually works.

Personally, the research has shown me the importance of using a large sampling group when conducting research. I also learned to make sure I clearly define my control group to receive accurate results. This research project also showed me the importance of selecting a topic that is important to the education community. Closing the achievement gap has been on the forefront of the education field since the inception of No Child Left Behind. Any research that helps to do this, serves educators, students, and the community as a whole.

Summary

The dissertation titled Peer Mentoring: Effects on Ninth Grade Student Achievement was written by Michael Hardegree in 2012. This study was a quantitative study that examined the effects that peer mentoring on ninth grade students taking Algebra I had on student achievement. Specifically, the study looked at student interim grades, student passing rates, assessment scores, and grade averages on first time ninth graders. The goal of the study was to assess if peer mentoring affected student achievement levels in Algebra I. Hardegree (2012) hypothesized that peer tutoring that first time ninth graders would score higher on interim testing than first time ninth graders that did not have peer mentoring. He further suggested that this hypothesis would affect school leadership and peer leadership programs.

Hardegree (2012) provides background information surrounding the problem with ninth grade students. Prior research and data supports the fact that ninth graders tend to drop out more and be retained due to failing in school. The ninth grade year is a transition year and as such can cause many issues for students. Specifically, the fact that failing ninth grade students are less likely to graduate than their peers that are successful in ninth grade. The literature presented by Hardegeree (2012) supports the fact that nearly half of ninth grade students fail Algebra 1.

The study conducted was qualitative in nature. The study took place in the Atlanta area. The participants were selected based on it being their first time in ninth grade. Repeat ninth graders were not able to participate in this study. Forty students were selected for each group. Students were separated into two groups. The first group was assigned a peer mentor and the second group did not have a peer mentor. Each group contained who were at risk of failing Algebra I. All students selected had scored between 50% and 69% in the first six weeks of their math course in high school.

Peer mentoring was set up on a weekly basis. Students were assigned a peer mentor randomly and met with them once a week for a twelve week period. The session were thirty-eight minutes and took place during the school’s common remediation block to ensure students were not missing classes. Peer mentors had been trained prior to starting with their partners. The control group did not receive a peer mentor or access to the mentor classroom. They did however participate in the school-wide remediation program. Student’s math grade at the end of the first six weeks of class was used to determine their baseline results.

The independent variable identified in this study was the peer mentor group. The dependent variable in this study was student performance on standardized Algebra I scores, end of course grades, as well as the passing rate. A Mann-Whitney U test was used to determine if there were any discrepancies between the control group and test groups median scores. This test was also used to determine if there were any significant improvements once the post-assessment was taken.

Hardegree (2012) hypothesized that there would be no difference in student grades and pass rates between the two groups. He also hypothesized that the peer tutoring would not impact the ninth grade students. At the conclusion of the study, there was no evidence that peer tutoring affected students in a positive way. This data challenges prior data cited in this dissertation that peer tutoring assisting with student achievement. Hardegree (2012) refers to several studies that show peer tutoring to have an effect on student achievement results. Further research and investigation will need to be conducted to determine the effects that peer mentoring has on student success. Hardegree (2012) states, “the results of this study may not apply to all mentoring programs” (Hardegree, 2012, p.113).

Analysis

Hardegree (2012) did an excellent job of laying the foundation for his research. He connected the reason for this study to Lev Vygotsky and the socio-cultural theory of learning. He provided a historical look and data from prior studies about peer mentoring and its positive effects on student achievement. This information helped to lay a solid foundation for conducting this research on ninth grade students because of their at risk status.

The criteria for selecting students in the test group and the control group was done well. The selection had criteria that was consistent between the eighty students used in the study. The specific amount of time and location of the peer mentoring was very clear and concise. The description of the room used and the time allotted for the control group and test group was described well.

One improvement on the study would be to not randomly assign peer mentors. Peer mentors should be assigned based on a specific criteria. This could relate to the peer mentors personality, academic ability, and ability to explain things. Not all students will get along with one another or feel comfortable asking questions to their peers. Providing a survey to the test group and possible peer mentors would help to match students appropriately. This may result in higher student achievement.

The study also indicated that only six of the forty peer mentors were trained to be peer mentors. They were then tasked with disseminating the information to the other thirty-two mentors. This can also account for the results not showing improvement in the test groups. If the peer mentors were not properly trained, they may not be mentoring their mentee in the proper way. This would skew the results. I would be curious to see the results of the six students that were paired with the six trained mentors and then compare it to the rest of the students to see if there is a difference.

Another limitation in this study is the time that was set aside for peer tutoring. Students only received 38 minutes on a weekly basis at the same time. During this time, the control group was receiving school wide remediation instruction. Having the peer mentoring sessions at the same time every day could impact the results because depending on the student’s schedule, they may be more involved or less involved in the tutoring process. Some schools begin serving lunch at 10:15am. Hardegree (2012) states, “students who are nearing the lunch cycle and those who have just returned from eating have different attention habits” (Hardegree, 2012, p.106). Varying the time throughout the day could potentially yield different results.

One improvement to this study would be to increase the amount of time students spent with their peer mentors. If students spend more time with a trained peer mentor, they will receive more instruction. The amount of meetings could be based on the needs of the student. In the initial survey that I recommended, students could also fill in the amount of time they were looking to have sessions. They could block out days and times. This could then be cross-matched to a peer mentor that had a similar schedule and desire for additional meetings.

The research also did not discuss what the protocol was for a student that missed a peer mentoring session. Was the session made up at a different time or was it just missed all together? What happened if the peer mentor was absent? Did someone fill in for them? Depending on the amount of absences, this could have a huge impact on the post-interim assessment, as well as final grade in Algebra I. An improvement to this would be for students to have to sign into the peer mentoring sessions. The log could be verified each week with the researcher in order to ensure that all students made their peer mentoring sessions.

Personal Analysis

Peer tutoring has been proven from prior research to be a benefit to student achievement. This dissertation cited many instances where peer tutoring was shown to be effective. Personally, before I conducted this investigation, I would have reviewed the way peer tutoring was completed. This might reveal areas that are required in order for a program to be successful. For example, in my experience with peer tutoring, students have to go through a training period. In this training period they learn how to work with other students and often times the instructor for the course provides a syllabus of course objectives and sample problems. Equipping the peer tutors with proper training and the tools to do the job is essential to get accurate data.

Another area of concern is the fact that peer tutors were chosen from the same grade being tutored. This may have been more successful if the peer tutors were sophomores. This way they would have proven to be successful in Algebra I. A peer tutoring program is designed to improve student achievement and understanding the content. It makes more sense to select peer tutors that have already been through the content and have proven to be competent. Applying new criteria to the peer tutoring program would most likely yield different results. Based off of how the study was run in this dissertation, I learned to be conscious of what is happening with the test group.

Moreover, this study showed me how to conduct a qualitative comparative research design. I learned to make sure that I have enough participants in the control group and in the test group in order to have valid data. Utilizing a criterion referenced test as the final benchmark also helps to assure quality control. This study included independent variables and dependent variables. The researcher did a nice job explaining how he isolated each variable and explaining each variable.

The work that Hardegree (2012) conducted on determining the successfulness of a peer tutoring program for ninth grade students is relevant to the education field in many ways. The background provided in this dissertation stressed the fact that ninth grade is a transitional year for students. Ninth grade students are more likely to drop out or fail to graduate if they do not do well in their studies. This transitional year seems to be an issue across the United States. This study helped to highlight the fact that it is important to begin interventions as soon as students get into ninth grade to help acclimate them to high school. While the data from this investigation did not support increased student achievement from peer tutoring, there is other data referenced in this dissertation that does. Providing students with a peer tutor may help to acclimate them and be more prepared for high school.

This research is also relevant as the push for schools to meet the increasing demands of student performance on standardized tests. The No Child Left Behind Act requires schools to meet certain testing standards. A peer tutoring program implemented using different variables to select peer tutors could possibly help with this demand. The cost of a program like this would not be excessive as the students would volunteer. This is another avenue to help students reach their academic goals if supervised and provided properly.

Overall, the research conducted by Hardegree (2012) provided data surrounding the importance of providing additional support to ninth grade students. The data in this study may not have shown that peer tutoring increased student achievement, but Hardegree (2012) referenced other studies where peer tutoring was successful. When schools are planning are tutoring programs, it is important for them to provide a program that will benefit the students being tutored and the students doing the tutoring. Further research should be conducted on this topic where the tutor group is more controlled and trained in order to gain a more clear picture on how successful per tutoring can be.

References

Fuller, E. (2013). The Impact of Selected Initiatives on the Reading Criterion Referenced

Competency Test Scores of African-American and Disadvantaged Students in Grades 3,

5, and 8 (Doctoral Dissertation). Retrieved from