Date of Award

5-2008

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational and School Psychology

First Advisor

Edward M. Levinson, Ed.D.

Second Advisor

Mary Ann Rafoth, Ph.D.

Third Advisor

William F. Barker, Ph.D.

Fourth Advisor

Victoria B. Damiani, Ed.D.

Abstract

Relative to Curriculum-Based Assessment (CBA) and the Pennsylvania System of School Assessment (PSSA), this study sought to determine whether a school district’s CBA reading scores were predictors for the PSSA reading scores for a grade-level cohort of students. Those CBA reading scores were collected in fourth through seventh grades; while the PSSA measure was a scaled score earned on the eighth grade reading measure. The sample included 268 eighth grade students who were roughly 48% male, 22% registered as being an ethnic minority, and 21% categorized as having an educational disability. Pearson and Spearman’s correlations between fourth grade reading grades and fourth grade CBA scores validated the district CBA reading measure as a measure of reading skill. The students received two possible reading curricula, the Johns Hopkins’ Success for All reading program or a Houghton Mifflin reading basal program. Consistent with the literature, students categorized with educational disability performed more poorly on the eighth grade PSSA than their peers (p.05) nor curriculum (p>.05) was a significant predictor of that PSSA reading performance.

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