rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Policy Implications
    sub title: Replacing the Reading TAKS Cut Scores With the Common Core Curriculum Reading Cut Scores on Three Middle School Campuses
  name:
    name part: Thaemlitz, Kristi Maria
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Cole, Bryan
    role:
      role term: thesis advisor.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2013
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource (299 pages)
  abstract: As school accountability intensifies, school districts strive not only to prepare their students to meet the No Child Left Behind (NCLB) mandates, but also to prepare students for college and careers after high school. Understanding the necessary reading rigor to ensure academic success is key for educators. Although Texas opted not to adopt the Common Core Curriculum Standards and the accompanying Stretch Lexile measures for reading that require higher reading levels at each grade, Texas educators must still prepare students for academic success. This study determined how the use of more rigorous Lexile standards found in other states and associated with the Common Core Curriculum Standards would affect passing scores on Texas reading assessments in grades 6-8. The population for this study included three middle schools during the 2010 school year within one large suburban school district. State reading assessment data collected from these three schools included students' scores from grades 6, 7, and 8. A Chi-square Test for Independence determined that there was statistical significance for some groups of students in the accountability system: all students, Hispanic students, and economically disadvantaged students. Each of these groups was found to pass at a significantly lower rate when using the Stretch Lexile standard. Results were also examined in terms of political, economical, educational, and social policy implications. The policy implications discussed in this study are far-reaching for Texas educators and students, especially economically disadvantaged and Hispanic students. The higher standards can potentially trigger the school improvement process for campuses and districts failing to make NCLB's required adequate yearly progress. Additional expenses related to supplemental educational services, school choice, and professional development drain district Title I budgets due to mandatory set-aside amounts, disallowing funds for other student-centered pro…
  note: by Kristi Maria Thaemlitz.
  note: "Major Subject: Educational Administration"
  note: Includes vita.
  note: Doctor of Philosophy Texas A & M University 2013 http://hdl.handle.net/1969.1/151173
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major Educational Administration
  subject:
    topic: Reading rigor
  subject:
    topic: Common Core Curriculum Standards
  subject:
    topic: Lexile standards
  subject:
    topic: Stretch Lexile standards
  subject:
    topic: Reading assessments
  identifier: http://hdl.handle.net/1969.1/151173
  record info:
    record content source: TXA
    record creation date: 140325
    record change date: 20151206092818.0
    record identifier: in00003438071
    language of cataloging:
      language term: eng