Date of Award

11-2008

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Executive Leadership

First Supervisor

Jason Berman

Second Supervisor

Katrina Arndt

Abstract

Abstract Current literature on data-driven decision-making is centered on the use of summative data from state and district tests for informing decisions regarding teaching and learning. Although annual data have provided schools valid evidence for making decisions for school improvement plans and curriculum changes, they have proven to be less effective in making a direct impact on .the daily instructional decisions that teachers make for improving student achievement (Stiggins, 2000; Reeves, 2006). This study was an investigation on the effects that data-informed instrutction may have on the reading comprehension of tenth-grade students. The methodology was a quantitative design in which a pretest and posttest were administered to students from two control groups and one experimental group. The data from the pretest and posttest were analyzed to determine whether there were improvements in the reading comprehension of the students in the experimental group who received a treatment as compared to the control groups who received the district's required instructional model. The results showed statistically significant differences in the change scores with the experimental group demonstrating more positive changes than the control groups (chi-square (2) = 14.132, p

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