Early Intervention and Student Achievement

Autor/in	Hormes, Mridula T.
Titel	Early Intervention and Student Achievement
Quelle	(2009), (109 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1092-5598-0
Schlagwörter	Hochschulschrift; Dissertation; School Activities; Test Results; Early Intervention; Federal Legislation; Standardized Tests; Academic Achievement; Public Schools; At Risk Students; Minority Groups; Low Income Groups; Achievement Gap; Educational Quality; Access to Education; Program Effectiveness; Achievement Gains; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bundesrecht; Standadised tests; Standardisierter Test; Schulleistung; Public school; Öffentliche Schule; Ethnische Minderheit; Quality of education; Bildungsqualität; Education; Access; Bildung; Zugang; Bildungszugang; Achievement gain; Leistungssteigerung; USA
Abstract	The United States Department of Education has been rigorous in holding all states accountable with regard to student achievement. The No Child Left Behind Act of 2001 clearly laid out federal mandates for all schools to follow. K-12 leaders of public schools are very aware of the fact that results in terms of student achievement need to improve amongst all groups of students. This would entail that gaps separating minority and poor students from other students need to be closed. The primary chosen indicator of growth and improvement in student learning in all states is the use of standardized test results. However, it is clear that large disparities in access and quality of education threaten to undermine the efficiency of the standard methods of delivering early childhood education. This in turn lowers the capacity of the public school systems to close achievement gaps. Research has shown that at-risk children can catch up to their peers through participation in high-quality early intervention programs that are aligned with the elementary school program. This study will utilize quantitative research methodology and existing data sets to examine student achievement gains over a two-year period. Learning gains in reading will be examined to determine whether the services provided through the Early Intervention Programs have been effective for those in the program through a comparison of those students who are not in such programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10