Date of Conferral

8-13-2024

Date of Award

August 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Michelle McCranney

Abstract

American Samoa, a U.S. territory, has grappled with low reading scores similar to other mainland schools. As a result, different reading interventions were implemented over the years. The problem studied was that despite using Achieve 3000 as a reading intervention for students in the local high school in American Samoa, reading scores had remained the same as expected, which suggested that there might have been issues with the instructional fidelity of the program implementation. This qualitative study explored teachers’ perceptions about the instructional fidelity of implementing Achieve 3000 in the local high school in American Samoa. Knowles’s theory of andragogy focused on what adults learned and guided this qualitative case study. The study’s research questions focused on how teachers perceived instructional fidelity and what recommendations teachers made for training and support to improve the implementation of Achieve 3000 in a local high school in American Samoa. A group of 10 English high school teachers who implemented Achieve 3000 in the classroom were selected for semistructured interviews, which were allotted 60 minutes. The implication of the study was to provide an understanding of the importance of teaching with fidelity, which could have made a difference in student performance. Results of the study indicated that teachers have the ability to implement Achieve 3000 with fidelity. However, the study emphasized the need for consistency in training and on-site coaching for all teachers, including new hires, experienced educators, and those transferring to the school. By addressing these factors, education practices would improve, leading to positive social change and student performance.

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