This study investigated the effects of teacher background variables on fourth grade reading achievement data collected from the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress (NAEP) using a causal-comparative research design. Teacher quality variables related to teacher credentials, instructional methods, training, and support were selected from the NAEP background questionnaire. Descriptive and inferential statistical analyses were used to examine teacher background information and fourth grade reading NAEP scaled scores using measures of central tendency, independent t-tests, analysis of variance, and Tukey’s HSD post hoc analysis. Findings suggest that certain teacher quality variables positively impact fourth grade reading achievement. Significant differences existed among fourth grade reading scaled scores for the following variables: teaching credentials [region (p < .05), traditional preparation route (p < .001), highest degree earned(p < .05), years of experience (p < .001)]; instructional methods [reading aloud by students (p < .01), questioning character motives (p < .01), student selection of reading materials (p < .001), explaining/supporting text (p < .05), identifying main theme (p < .001), time spent on reading (p < .001), primary language arts integration (p < .05)]; teacher support [instructional grade level support/technical assistance by reading specialist (p < .05) and mentoring (p < .05)]. This study expands the current literature on teacher quality by exploring the effects of teacher variables on reading achievement.

Does voluntary reading matter? While there is much known about the benefits to children who engage in sustained silent reading, commercial reading programs implemented as a result of No Child Left Behind often displace time for children to silently read (NCLB, 2002). An increase in the amount of time children spend with a commercial reading program has meant a decrease in time provided for in-school voluntary reading during the elementary literacy block (Brenner & Hiebert, 2010). This quantitative study used the 2011 restricted-use National Assessment of Educational Progress (NAEP) data to determine whether opportunities provided to children for in-school voluntary reading impacted fourth-grade students' achievement levels. The study also considered whether there were differences in the amount of time provided for in-school voluntary reading and choice in reading material to children of differing income levels and ethnic backgrounds. Contingency tables and a multiple linear regression model were used to find associations between achievement data and questionnaire responses. Findings concluded that children who qualified to participate in the National School Lunch Program, as well as Black, Hispanic, and Native American children, have fewer opportunities to silently read, and choose their own books during the school day. For most children, there was a positive relationship between time and choice in reading at school with achievement scores. Black, Hispanic, and Native American children experienced a commercial reading program at a higher rate than their white and Asian peers; there were no detected differences in reading program structure based on economic affluence. The discussion includes consideration of time to silent read at school and choice in reading material as a part of an "opportunity gap" (Darling-Hammond, 2013) that causes disparities in the quality of education provided to children from different backgrounds, and which could also be a factor to the larger achievement gap. Policy implications are discussed.

This thesis explored standardized assessment practices and analyzed accommodations commonly provided to address the unique needs of students with a sensory impairment. Current assessment practices in Indiana result in well below average scores on the Indiana Statewide Testing for Educational Progress - Plus (ISTEP+) and the Graduation Qualifying Examination (GQE) for students who have a sensory impairment. Using a mixed-method of qualitative and quantitative processes, the researcher postulated that if assessment processes were equitable for this population of students, their scores should approximate the normal distribution seen in the overall state totals for the total school population; albeit with a slightly lower trajectory. Reasoning being that the overall population of students with a sensory impairment spans from students with high ability to students with multiple disabilities. Through a literature review and meta-analysis on the topic of assessment, surveys and discussions with varied local experts, and interviews with state and national experts in the sensory areas represented, this study sought to establish a framework for accommodating this population of students on standardized assessments. Using descriptive analysis procedures, the various data sets brought forth 25 qualities or practices that the diverse experts agreed should be in place when assessing this population of students. The data reflected a high level of consensus among parents, teachers, state, and national experts regardless of region of state represented. The data also reflected consensus across sensory subgroups (blind, deaf, deafblind, hard of hearing/cochlear implant, and low vision). The research concluded with a modified confirmatory factor analysis of the 25 qualities with the state-dictated permissible accommodations published in the test guidance manual. This analysis revealed less than half of the perceived best practices were in place for the current state-mandated assessment system. Suggestions for improving accommodation options on future assessment procedures and the prospective for further research were offered. / Department of Special Education

Every person (also the learner) has a need to fulfill his full potential. To be successful in fulfilling one's potential, the learner needs the accompaniment of an adult, as no person can reach selfactualisation without this accompaniment. The way in which the adult (parent) accompanies the learner, is of utmost importance. If the parent commits an educational error by not putting the educational essences into practice, it can lead to intrinsic barriers to learning, which manifests as learning problems, or specific educational needs, in a learner. Research was conducted to determine the accompaniment role of parents with children who experience barriers to learning, in Grade 4 - 7, in the Vanderbijlpark district. The aim was to determine the extent to which parents apply the educational essences to their children (learners) who experience barriers to learning. The main conclusion from the research is that the majority of parents do apply some of the educational essences. It is clear however that some parents omit I neglect to put the educational essences into practice, or make errors in educating their children. Recommendations are offered with regard to ways in which parents can apply the educational essences to their children (learners) who experience barriers to learning as well as towards further research in this regard. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004

Every person (also the learner) has a need to fulfill his full potential. To be successful in fulfilling one's potential, the learner needs the accompaniment of an adult, as no person can reach selfactualisation without this accompaniment. The way in which the adult (parent) accompanies the learner, is of utmost importance. If the parent commits an educational error by not putting the educational essences into practice, it can lead to intrinsic barriers to learning, which manifests as learning problems, or specific educational needs, in a learner. Research was conducted to determine the accompaniment role of parents with children who experience barriers to learning, in Grade 4 - 7, in the Vanderbijlpark district. The aim was to determine the extent to which parents apply the educational essences to their children (learners) who experience barriers to learning. The main conclusion from the research is that the majority of parents do apply some of the educational essences. It is clear however that some parents omit I neglect to put the educational essences into practice, or make errors in educating their children. Recommendations are offered with regard to ways in which parents can apply the educational essences to their children (learners) who experience barriers to learning as well as towards further research in this regard. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004

The National Assessment of Educational Progress is a nationwide assessment administered every other year to eighth grade students in the United States in reading and mathematics. The purpose of this study was to compare the results of 2009 eighth grade state reading assessment proficiency percentages to NAEP proficiency percentages. Primarily, this study examined whether a predictive relationship existed between state and NAEP proficiency percentages. Subsequent research questions analyzed the extent to which a relationship existed for subgroups (race/ethnicity, English Language Learners, low socioeconomic status, and students with disabilities) and while controlling for census regions. It was found that a predictive relationship does exist between state and NAEP proficiency percentages for eighth grade students who took these reading assessments in 2009. The correlations between the variables were consistently high; however, the relationships were not significant for all subgroups nor for all census regions. It was determined that NAEP and state assessment proficiency percentages are not well suited to direct comparisons. Recommendations for practice included the development of nationwide common assessments, standards, and proficiency scales

The US National Assessment of Educational Progress (NAEP) measures cognitive competences in reading and mathematics of US students (last 2012 survey N = 50,000). The long-term development based on results from 1971 to 2012 allows a prediction of future cognitive trends. For predicting US averages also demographic trends have to be considered. The largest groups’ (White) average of 1978/80 was set at M = 100 and SD = 15 and was used as a benchmark. Based on two past NAEP development periods for 17-year-old students, 1978/80 to 2012 (more optimistic) and 1992 to 2012 (more pessimistic), and demographic projections from the US Census Bureau, cognitive trends until 2060 for the entire age cohort and ethnic groups were estimated. Estimated population averages for 2060 are 103 (optimistic) or 102 (pessimistic). The average rise per decade is dec = 0.76 or 0.45 IQ points. White-Black and White-Hispanic gaps are declining by half, Asian-White gaps treble. The catch-up of minorities (their faster ability growth) contributes around 2 IQ to the general rise of 3 IQ; however, their larger demographic increase reduces the general rise at about the similar amount (-1.4 IQ). Because minorities with faster ability growth also rise in their population proportion the interactive term is positive (around 1 IQ). Consequences for economic and societal development are discussed.

The US National Assessment of Educational Progress (NAEP) measures cognitive competences in reading and mathematics of US students (last 2012 survey N = 50,000). The long-term development based on results from 1971 to 2012 allows a prediction of future cognitive trends. For predicting US averages also demographic trends have to be considered. The largest groups’ (White) average of 1978/80 was set at M = 100 and SD = 15 and was used as a benchmark. Based on two past NAEP development periods for 17-year-old students, 1978/80 to 2012 (more optimistic) and 1992 to 2012 (more pessimistic), and demographic projections from the US Census Bureau, cognitive trends until 2060 for the entire age cohort and ethnic groups were estimated. Estimated population averages for 2060 are 103 (optimistic) or 102 (pessimistic). The average rise per decade is dec = 0.76 or 0.45 IQ points. White-Black and White-Hispanic gaps are declining by half, Asian-White gaps treble. The catch-up of minorities (their faster ability growth) contributes around 2 IQ to the general rise of 3 IQ; however, their larger demographic increase reduces the general rise at about the similar amount (-1.4 IQ). Because minorities with faster ability growth also rise in their population proportion the interactive term is positive (around 1 IQ). Consequences for economic and societal development are discussed.

This study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and the general public to make state-by-state comparisons in the area of reading was the catalyst for the study. NAEP data were collected from NCES and state performance data were collected from the USDOE SY 2006-2007 CSPR to determine if a relationship existed between eighth grade students' state scores and NAEP scores in the four census-defined regions. Data were further disaggregated by low socioeconomic students and by nonwhite students. A regression analysis was statistically significant in predicting: a) the state proficient and above scores from the NAEP proficient and above scores, b) the low socioeconomic state proficient and above scores from the NAEP proficient and above scores in the West census-defined region, and c) the nonwhite state proficient and above scores from the NAEP proficient and above scores in all regions. A regression analysis was not statistically significant in predicting low socioeconomic state proficient and above scores from the low socioeconomic NAEP proficient and above scores in the Midwest, South and Northeast regions.