This quantitative correlational study examined the relationship between the overall and sub-component scores (operations and algebraic thinking, measurement and data, and geometry) of the i-Ready and TNReady assessments for fourth-grade students in a Title 1 elementary school in Middle Tennessee. The study included 109 students with complete data…

As result of several federal policies over the last few decades, accountability measures for student learning and success have increased tremendously. Therefore, many school districts, including East Tennessee School District which was the subject of this study, implemented district-wide benchmark testing such as the Collaborative Assessment…

Academic achievement and absenteeism are two areas that schools are held accountable. Helping families and communities understand the correlation between achievement and attendance is an essential part of improving attendance. The purpose of this research study was to compare student attendance and academic achievement on the CASE Benchmark exams…

This research study was conducted to examine the effects of the academic achievement of elementary level general education students in the inclusion classroom setting versus the general education students in the non-inclusion classroom in a large suburban school district in Tennessee as measured by third, fourth, and fifth grade mathematics and…

The purpose of this study was to determine if there was a difference in Tennessee Comprehensive Assessment Program Modified Academic Achievement Standards (TCAP MAAS) achievement test scores for special education students who receive their instruction in the resource classroom or in an inclusion classroom. The study involved third, fourth, and…

The place of sports in academic institutions has been analyzed at length for several years. However most studies focus on the participation of high school and university students in school sports. Very little research exists to suggest a positive or negative correlation between academic achievement and participation in interscholastic sports at…

The purpose of this study was to determine the statistical difference of a proficient score on the third and forth grade teacher-created criterion-referenced math assessments, aligned to state standards, on the Tennessee Comprehensive Achievement Program (TCAP). This study examined if this statistical difference relates to minority,…

Using a causal-comparative research design, this study investigated the effectiveness of Differentiated Instruction Support Inclusion Services on fifth grade regular education and gifted students' Reading/Language Arts achievement. The study analyzed and compared the achievement of the regular education students who received no inclusion support…

With increased pressures on school districts to enhance student achievement, administrators are implementing professional learning communities (PLCs) as one method to improve student performance (DuFour & Eaker, 1998, Hord, 1997, Thompson, Gregg, & Niska, 2004). Educators working within a PLC experience a shared ideology, supportive…

"Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in NAEP's history, voluntary state-by-state assessments were made. In 1994, TSA was expanded to include non-public school students. The 1994 reading assessment considered students' proficiency in situations that involved…

In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in NAEP's history, voluntary state-by-state assessments were made. In 1992, the NAEP Program included an expanded TSA in fourth-grade reading. The 1992 reading assessment considered students' performance in situations that…

The 1998 NAEP (National Assessment of Educational Progress) state level reading assessment measured fourth- and eighth-grade students' reading proficiency in situations that involved reading for three purposes: reading for literary experience, reading to gain information, and reading to perform a task (grade 8 only). This report describes the…

This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Tennessee's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Tennessee participated in all…

The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44…