Abstract
This Improvement Science Dissertation in Practice evaluated the impact of High-Quality Instructional Materials (HQIM) on literacy achievement in a rural East Texas district. Following an initial evaluation, an instructional framework was collaboratively developed with teachers. Using mixed methods, the study analyzed teacher perceptions and student achievement data from NWEA MAP and STAAR assessments. Quantitative results indicated that grade levels with initial, higher rates of achievement compared to their peers, experienced weaker growth over time. Weaker MAP growth was also observed in STAAR tested grade levels, while students in K-1 exhibited statistically significant growth from fall to spring testing periods. Teacher surveys reflected growing confidence in the program despite initial implementation challenges and highlighted concerns over several gaps in the instructional materials that require modifications and/or supplementation. The findings emphasize the need for strong systems and policies in place—with careful consideration taken for the organization’s unique circumstances—prior to the adoption of a new improvement initiative, in addition to ongoing refinement and support to ensure equitable student benefits and highlight the essential role of teacher capacity in adapting instructional resources.
Date of publication
2024
Document Type
Dissertation
Language
english
Persistent identifier
http://hdl.handle.net/10950/4731
Committee members
Michael Odell, PhD; Jennifer Watters, EdD; Robert Stevens, EdD
Degree
Doctorate in School Improvement
Recommended Citation
Maccalous, Katrina Susanne Speer, "LITERACY ACHIEVEMENT AND THE EFFECTIVENESS OF TEXAS’ HIGH-QUALITY INSTRUCTIONAL MATERIALS ON STUDENT OUTCOMES IN A RURAL ELEMENTARY CAMPUS" (2024). Education Theses and Dissertations. Paper 21.
http://hdl.handle.net/10950/4731
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education Commons