Abstract
This dissertation investigates the implementation and impact of reading improvement initiatives mandated by Texas House Bill 3 (2019) within a Texas school district. By applying improvement science principles, the study employs a mixed-methods embedded research design to evaluate the alignment of district practices with the Science of Reading and assess the effectiveness of systemic approaches in enhancing student reading outcomes. The research identifies statistically significant improvements in reading achievement, particularly in kindergarten, following the adoption of a phonics curriculum and mandated reading assessment tools. However, the findings also reveal challenges, notably the disconnect between policy understanding and practical implementation among educators. While qualitative data reflects a positive reception of curriculum changes, there is notable dissatisfaction with the Texas Reading Academies platform due to its lack of tailored professional development. The study underscores the need for more effective communication, explicit guidance on policy initiatives, and a systemic approach to implementation and ongoing professional development. Recommendations include revising professional development plans to extend learning beyond the Texas Reading Academies, refining processes and communication for policy interpretation, and scaling successful interventions to higher grades. Emphasizing the importance of incorporating user-centered perspectives in the design of improvement initiatives, the insights from this study provide valuable direction for aligning policy initiatives to better meet district-specific needs and support the practical application of research. Evaluating the impact of these policy initiatives across all organizational levels will enable stakeholders to develop a cohesive implementation plan that maximizes their potential. Ultimately, the findings highlight the critical role of policy guidance and professional development strategies in bridging the gap between policy understanding and practical application.
Date of publication
Summer 2024
Document Type
Dissertation
Language
english
Persistent identifier
http://hdl.handle.net/10950/4755
Degree
Doctorate in Education in School Improvement Department of Education College of Education and Psychology
Recommended Citation
Magro-Malo, Mariela, "ANALYSIS OF POLICY IMPLEMENTATION: IMPROVING READING PROFICIENCY OUTCOMES FOR ALL STUDENTS" (2024). Education Theses and Dissertations. Paper 32.
http://hdl.handle.net/10950/4755
Included in
Adult and Continuing Education Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Disability and Equity in Education Commons, Early Childhood Education Commons, Educational Leadership Commons, Elementary Education Commons, Urban Education Commons