The effects of curriculum alignment on the Texas Assessment of Academic Skills scores of selected seventh grade students in Peet Junior High School in the Conroe Independent School District /
curriculum alignment on the Texas Assessment of Academic Skills (TAAS) mathematics scores of selected the Conroe Independent School District. Beginning with the 1996-97 school year, mathematics teachers at Peet Junior engaged in a curriculum project to align the state adopted textbooks with the TARS...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1998.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=733029261&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | curriculum alignment on the Texas Assessment of Academic Skills (TAAS) mathematics scores of selected the Conroe Independent School District. Beginning with the 1996-97 school year, mathematics teachers at Peet Junior engaged in a curriculum project to align the state adopted textbooks with the TARS mathematics of students were analyzed in this study. One group consisted of seventh grade students in the prior year who did not receive instruction based on curriculum alignment, whereas the other group did receive instruction based on curriculum alignment. The first research question revealed that there were no significant differences in the TAAS mathematics scores for student's in the non-aligned and aligned classes. Scores for the aligned group actually declined from one year to the next, but the scores of students in the non-aligned group increased. To measure the effects of other independent variables, socioeconomic status (SES), race, gender, and student absences, on the dependent variable TAAS, additional measures were the dependent variable TAAS, additional measures were incorporated into the study. The results indicated that socioeconomic status, race, and student absences had a significant impact on the TAAS mathematics scores of students who received curriculum alignment. The second research question found that there was a significant difference in the TAAS mathematics scores of students identified as economically disadvantaged and those not identified as economically disadvantaged. Students in the low SES group scored significantly lower than students in the high SES group. The third research question found a low positive correlation between a mid-year TAAS competency test and the end-of-year TAAS mathematics examination. Recommendations include a greater degree of staff development prior to the initiation of a curriculum alignment project. Extensive staff development would provide more 'me for implementation of the project and the development of related instructional materials to complement the effort. Recommendations for further study included continuing the project for a minimum of three years and replication of the study at other junior high schools in the school district. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | xi, 107 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 93-99). |