The Comprehensive, Powerful, Academic Database (CPAD): An Evaluative Study of a Predictive Tool Designed for Elementary School Personnel in Identifying At-Risk Students through Progress, Curriculum, and Performance Monitoring

Autor/in	Chavez-Gibson, Sarah
Titel	The Comprehensive, Powerful, Academic Database (CPAD): An Evaluative Study of a Predictive Tool Designed for Elementary School Personnel in Identifying At-Risk Students through Progress, Curriculum, and Performance Monitoring
Quelle	(2013), (191 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Texas at El Paso
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-8447-9
Schlagwörter	Hochschulschrift; Dissertation; Databases; Decision Making; At Risk Students; Dropouts; Elementary Schools; Progress Monitoring; Dropout Prevention; Academic Achievement; Curriculum; Skill Development; Prediction; Elementary School Students; Predictive Measurement; Performance Based Assessment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Datenbank; Decision-making; Entscheidungsfindung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Elementary school; Grundschule; Volksschule; Schulleistung; Curricula; Lehrplan; Rahmenplan; Kompetenzentwicklung; Qualifikationsentwicklung; Vorhersage; Leistungsermittlung
Abstract	The purpose of this study is to exam in-depth, the Comprehensive, Powerful, Academic Database (CPAD), a data decision-making tool that determines and identifies students at-risk of dropping out of school, and how the CPAD assists administrators and teachers at an elementary campus to monitor progress, curriculum, and performance to improve student skills and academic assessment results. This study provides an in-depth examination and evaluation of the Comprehensive, Powerful, Academic Database (CPAD) as the predictive modeling tool utilized at each of the campuses researched. Predictive modeling tools utilized at various educational institutions throughout the United States, reviewed within the study, facilitate the understanding of which at-risk indicators are necessary to predict student academic achievement in elementary school levels. The CPAD in comparison with other predictive models, utilizing and incorporating the same exact established at-risk indicator criteria is illustrated in a chart of the reviewed predictive modeling databases and their serviceable abilities to meet state and federal at-risk student indicator standards, Appendix (1). Predictive modeling tools and database qualities discussed in the study, will guide the reader in understanding elements and components necessary for predicting elementary school at-risk students. Organization procedures in implementing CPAD at these campuses are explained within the study, as well as a logic model developed to enhance in clarification of the complexity of the strategies and processes of CPAD, Appendix (3-9). Results from the implementation of CPAD for each of the three elementary campuses are also examined within the study. The Table of Contents reveals the storyboard of the research which affords the reader the opportunity to follow the examination and evaluation of the CPAD database strategies, procedures, and processes. Many of the components of each major heading have sub-headings as a means of examining and evaluating each major heading. Sub-headings that utilize sub/subheadings were utilized to better assist the reader in the examination and evaluation of the listed components. [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	2020/1/01