Date of Award
Fall 12-2012
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Leadership and School Counseling
Committee Chair
David Lee
Committee Chair Department
Educational Leadership and School Counseling
Committee Member 2
Rose McNeese
Committee Member 2 Department
Educational Leadership and School Counseling
Committee Member 3
James T. Johnson
Committee Member 4
Frances Karnes
Committee Member 4 Department
Curriculum, Instruction, and Special Education
Abstract
There has been an emphasis on educators to improve student achievement, particularly in low socioeconomic schools. The latest research encourages educators to use student data to drive instruction. The purpose of this study was to determine if using data to arrange students by academic performance improves academic achievement. A middle school in Mississippi has implemented Continuous Progress Curriculum to group students based on multiple data points. Throughout the school year, data from tests and assignments are analyzed by teachers and administrators. Based on the data, students are moved to the most appropriate performance level that will address the skills and content the student needs to improve academic achievement. The study revealed an increase in student achievement.
Copyright
2012, Jessica LaRae Ladner Taylor
Recommended Citation
Ladner Taylor, Jessica LaRae, "An Analysis of the Impact of Continuous Progress Curriculum on Student Achievement" (2012). Dissertations. 722.
https://aquila.usm.edu/dissertations/722