The purpose of this study was to examine the degree of correlation between the Scantron Achievement Series (SAS) benchmark assessment in reading and the Tennessee Comprehensive Assessment Program (TCAP) test in reading in fourth grade students. The goal was to identify the predictive validity of the SAS benchmark instrument. The study included fourth grade students who had taken the SAS and TCAP reading sections during the school years of 2011- 2013. The study was quantitative. Data were collected from a school system in northeast Tennessee with 12 elementary schools. Three of the elementary schools did not qualify for Title I funds but the other 9 schools were Title I funded schools. Data collection tools used in the study included results from the TCAP test using the paper-and-pencil format and the SAS using a computerbased test. Student scaled scores were used for determining the degree of correlation between the TCAP test and SAS assessment. This study was used to examine any correlation between the TCAP and SAS tests used with fourth grade student in Tennessee. The effect was determined by how closely the tests were correlated across gender, race, socioeconomic status, and school Title-I status. The results show that the TCAP and SAS test scores have a strong positive correlation: Both assessments consistently showed that female students scored significantly higher than male students, Students in Non-Title I schools scored significantly higher than those in Title I funded schools, There was no significant difference in scores based on race (Black or White), and There was no significant difference in scores based on socioeconomic status.

Teneurin C-terminal Associated Peptide (TCAP)-1 is postulated to play a critical role in cellular defense mechanisms as it is highly neuroprotective against alkalotic and hypoxic stress. Optimization of metabolic pathways is recognized as an essential survival tactic by alleviating energy deficits and meeting the demands to cope with the stressors. The aim of this research was to delineate the mechanism through which TCAP-1 confers protection. My findings show that TCAP-1 increases the overall expression of GLUT1 and enhances overall expression and membrane localization of GLUT3. With respect to metabolic parameters, chronic TCAP-1 application led to increased intracellular [ATP] with decreased intracellular [lactate], both in a dose-dependent manner, but did not alter tumourgenic glycolytic enzyme expression or mitochondrially associated apoptotic protein expression. Contrastingly, acute TCAP-1 led to decreased intracellular [ATP]. Indicative of increased cellular ATP production and physiological energy expenditure, TCAP-1 reduced serum insulin levels and subcutaneous adipocyte size in vivo.

Teneurin C-terminal Associated Peptide (TCAP)-1 is postulated to play a critical role in cellular defense mechanisms as it is highly neuroprotective against alkalotic and hypoxic stress. Optimization of metabolic pathways is recognized as an essential survival tactic by alleviating energy deficits and meeting the demands to cope with the stressors. The aim of this research was to delineate the mechanism through which TCAP-1 confers protection. My findings show that TCAP-1 increases the overall expression of GLUT1 and enhances overall expression and membrane localization of GLUT3. With respect to metabolic parameters, chronic TCAP-1 application led to increased intracellular [ATP] with decreased intracellular [lactate], both in a dose-dependent manner, but did not alter tumourgenic glycolytic enzyme expression or mitochondrially associated apoptotic protein expression. Contrastingly, acute TCAP-1 led to decreased intracellular [ATP]. Indicative of increased cellular ATP production and physiological energy expenditure, TCAP-1 reduced serum insulin levels and subcutaneous adipocyte size in vivo.

The purpose of this quantitative study was to determine if there was a relationship between the TCAP test and Pearson Benchmark assessment in elementary students’ reading and language arts and math performance in a northeastern Tennessee school district. This study involved 3rd, 4th, 5th, and 6th grade students. The study focused on the following subgroups: gender, Title I school status, and socioeconomic status as determined by free and reduced-price meal benefits. Test scores of students taking the Pearson Benchmark assessment in the fall, winter, and spring of the 2011-2012 academic school year and the TCAP in the spring of the 2012 academic school year were compared. Test scores were collected from 5 elementary schools. A total of 1,069 students were included in this study. The analysis focused on 10 research questions. Data collected for this study were entered into an Excel data file for analysis using IBM-SPSS. The research questions were examined using the Pearson product-moment correlation coefficients, the t test for independent samples, and the multivariate analysis of variance (MANOVA) to account for differences in a set of 2 dependent variables. Based on the analyses and findings of this study, there appears to be a positive relationship between the TCAP test and Pearson Benchmark assessment in elementary students’ reading and language arts and math performance in a northeastern Tennessee school district. This relationship extended across students’ gender, Title I school status, and socioeconomic status as determined by free and reduced-price meal benefits. Major recommendations from this study included the use of formative assessment benchmark tools to generate timely data aimed at the improvement of student learning and achievement, tracking the time spent on benchmark testing and carefully evaluating whether this is the optimal use of student academic time, analyzing the use of formative assessment and the relationship to teacher growth and development, and considering the development of the whole child as opposed to strictly focusing on quantitative academic measures to define student success.

The purpose of this study was to compare the achievement scores in reading/language arts and math of fourth and fifth grade special education learning-disabled students who received academic instruction in an inclusion classroom or a pull-out classroom. Student achievement scores from the 2012-2013 Tennessee Comprehensive Assessment Program (TCAP) and the Discovery Education Assessment (DEA) improvement scores were compared with regard to service location and analyzed for significant differences between the locations: inclusion and pull-out classrooms. A quantitative study was used to find the differences in reading/language arts and math achievement scores for fourth and fifth grade special education learning-disabled students in an East Tennessee school district. Eleven research questions guided the study. The results of the analyses indicated significant differences in reading/language arts and math scores between the groups in all but 2 analyses. The inclusion students scored higher than the pull-out students. The fourth grade inclusion students scored significantly higher than the fourth grade pull-out students in TCAP reading/language arts, TCAP math, and DEA math but scored with similar results in DEA reading/language arts. The fifth grade inclusion students scored significantly higher than the fifth grade pull-out students in TCAP reading/language arts, TCAP math, and DEA reading/language arts but scored with similar results in DEA math. This study supported the idea that learning-disabled students receiving academic instruction in an inclusion classroom score significantly higher on achievement tests than the students who received their instruction in the pull-out classroom.

No description available.

The neuropeptide, corticotropin-releasing factor (CRF), plays a critical role in the central regulation of various stress-related behaviours, including those unique to subjects with prior cocaine experience. The three series of experiments presented in this dissertation explored the role of two neurochemical systems, the teneurin C-terminal associated peptides (TCAP) and the endocannabinoids (eCBs), in several cocaine- and anxiety-related behaviours induced or mediated by CRF. The first series of experiments examined the effects of TCAP-1 on the reinstatement of cocaine seeking and expression of cocaine-induced behavioural sensitization. Repeated (5-day), but not acute, TCAP-1 treatment blocked the reinstatement of cocaine seeking induced by central injections of CRF. TCAP-1 was, however, without effect on footshock- or cocaine-induced reinstatement. Repeated TCAP-1 further interfered with the expression of behavioural sensitization to a CRF, but not a cocaine, challenge. These findings suggest that TCAP-1 normalizes CRF signaling dysregulated by cocaine exposure to interfere in the subsequent effects of CRF on cocaine-related behaviours. A parallel series of experiments investigated the role of eCB signaling at CB1 receptors in the reinstatement of cocaine seeking and cocaine-sensitized locomotion. Pretreatment with the CB1 receptor antagonist, AM251, selectively interfered with CRF-, but not footshock- or cocaine-induced reinstatement. AM251 further blocked the expression of behavioural sensitization induced by challenge injections of both CRF and cocaine. These findings reveal a mediating role for CB1 receptor transmission in the effects of CRF on cocaine-related behaviours. A final series of experiments examined the role of CB1 receptor transmission in the behavioural anxiety induced by central injections of CRF, and by withdrawal from chronic cocaine exposure. AM251, although itself anxiogenic, reversed anxiety induced by CRF and cocaine withdrawal. Furthermore, AM251 elevated plasma corticosterone levels, indicative of increased HPA axis activity, irrespective of CRF treatment or cocaine withdrawal. These findings suggest that CRF- and cocaine withdrawal-induced anxiety are mediated, at least in part, by CB1 receptor transmission, independent of HPA axis regulation. The collective findings are discussed within a framework of CRF-TCAP-eCB interactions, wherein TCAP-1 and AM251 are proposed to act in parallel to modulate amygdalar CRF transmission, and thus regulate the expression of cocaine- and anxiety-related behaviours.

The neuropeptide, corticotropin-releasing factor (CRF), plays a critical role in the central regulation of various stress-related behaviours, including those unique to subjects with prior cocaine experience. The three series of experiments presented in this dissertation explored the role of two neurochemical systems, the teneurin C-terminal associated peptides (TCAP) and the endocannabinoids (eCBs), in several cocaine- and anxiety-related behaviours induced or mediated by CRF. The first series of experiments examined the effects of TCAP-1 on the reinstatement of cocaine seeking and expression of cocaine-induced behavioural sensitization. Repeated (5-day), but not acute, TCAP-1 treatment blocked the reinstatement of cocaine seeking induced by central injections of CRF. TCAP-1 was, however, without effect on footshock- or cocaine-induced reinstatement. Repeated TCAP-1 further interfered with the expression of behavioural sensitization to a CRF, but not a cocaine, challenge. These findings suggest that TCAP-1 normalizes CRF signaling dysregulated by cocaine exposure to interfere in the subsequent effects of CRF on cocaine-related behaviours. A parallel series of experiments investigated the role of eCB signaling at CB1 receptors in the reinstatement of cocaine seeking and cocaine-sensitized locomotion. Pretreatment with the CB1 receptor antagonist, AM251, selectively interfered with CRF-, but not footshock- or cocaine-induced reinstatement. AM251 further blocked the expression of behavioural sensitization induced by challenge injections of both CRF and cocaine. These findings reveal a mediating role for CB1 receptor transmission in the effects of CRF on cocaine-related behaviours. A final series of experiments examined the role of CB1 receptor transmission in the behavioural anxiety induced by central injections of CRF, and by withdrawal from chronic cocaine exposure. AM251, although itself anxiogenic, reversed anxiety induced by CRF and cocaine withdrawal. Furthermore, AM251 elevated plasma corticosterone levels, indicative of increased HPA axis activity, irrespective of CRF treatment or cocaine withdrawal. These findings suggest that CRF- and cocaine withdrawal-induced anxiety are mediated, at least in part, by CB1 receptor transmission, independent of HPA axis regulation. The collective findings are discussed within a framework of CRF-TCAP-eCB interactions, wherein TCAP-1 and AM251 are proposed to act in parallel to modulate amygdalar CRF transmission, and thus regulate the expression of cocaine- and anxiety-related behaviours.

The purpose of the study was to determine if a correlation existed between the Predictive Assessment Series (PAS) Test, marketed by Discovery Education, and the Tennessee Comprehensive Assessment Program (TCAP) Achievement Test in reading, math, and science for grade 4, grade 6, and grade 8. The study included 4th-grade, 6th-grade, and 8th-grade students during the 2008-2009 school year who had taken the ThinkLink Predictive Assessment Series for reading, math, and science in February 2009 and had taken the TCAP reading, math, and science test in April 2009. The approach of the study was quantitative in nature. Data were collected from one school system in East Tennessee. The school system had 5 elementary schools and 1 middle school. Data collection tools used in the study included results from the TCAP test using the paper and pencil format and a computer test, the ThinkLink PAS. Student scaled scores were used for determining the degree of correlation between the TCAP and PAS tests. The data were analyzed using the Statistical Program for the Social Sciences. Based on the analysis and findings of this study, using the ThinkLink PAS test appears to have been successful in predicting how well students will perform on the state assessment. Overall, the correlations between the PAS and TCAP were consistent across grades, across gender within grade levels, and with Title I and Non-Title I students. The findings also show that it was possible to calculate a predicted TCAP score in reading, mathematics, and science. This was an important finding because the ability of the PAS assessment to predict TCAP scores could be another tool to provide educators the opportunity to target students who are potentially at risk of not meeting state benchmark proficiency levels. Based on the findings, there appears to be a strong relationship between the ThinkLink PAS benchmark assessment and the TCAP assessment in reading, math, and science for grade 4, grade 6, and grade 8. The relationships between PAS and TCAP tests in reading, math, and science were consistent across gender within grade levels. According to the results of the test of homogeneity of slopes, the relationships between PAS and TCAP tests in reading, math, and science were also consistent across Title I and Non-Title I schools. The test of homogeneity of slopes showed the slopes regression lines for the scores of Title I and Non-Title I students were the same (parallel) for grade 4, grade 6, and grade 8. Overall, the correlations between PAS and TCAP scores for Title I and Non-Title I students were moderately strong to very strong. The predictive validity of the PAS provides educators valuable time to reteach grade level skills to students who are at risk of scoring nonproficient on the TCAP.

The purpose of the study was twofold. The first purpose of the study was to determine if a correlation existed between the Standardized Test for the Assessment of Reading (STAR), created and distributed by Renaissance, and the Tennessee Comprehensive Assessment Program (TCAP) Achievement Test in Math and Reading for grade 3, grade 4, and grade 5. The second purpose of this study was to evaluate the relationship between the percentile category of the STAR test and the TCAP test. The factor variable, identified as the percentile category, included three levels: Urgent Intervention, Intervention, and At/Beyond Benchmark. The dependent variable was the TCAP score. The study included 3rd-grade, 4th-grade, and 5th-grade students during the 2016-2017 school year who had taken the STAR reading and STAR math assessments and had taken the TCAP reading and TCAP math assessment. Based on the findings of this study, a strong correlational relationship does exist between the STAR and TCAP assessments. Overall, the strong correlation between the STAR and the TCAP were consistent across Math and Reading in 3rd, 4th, and 5th grades. Since the ANOVA was significant, a post hoc multiple comparisons was conducted to evaluate pairwise difference among the means of the three groups. Overall, the At/Beyond Benchmark group was significantly higher than both the Urgent Intervention group and the Intervention group in Math and Reading for 3rd grade, 4th grade, and 5th grade. There was not a significant difference between the Urgent Intervention group and the Intervention group, the exception was 5th grade math.