Date of Conferral

2-11-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Dr. Deanne Otto

Abstract

The problem in this study was that 88% of local Montana elementary school students were not proficient in reading by the end of the 2023–2024 school year. The study’s purpose was to determine whether a relationship existed between students' performance on standardized reading tests in the local school setting and the key variables: age, gender, race, and socioeconomic background. Grounded in Piaget’s constructivist theory of cognitive development, the analysis explored whether the demographic factors contributed to differences in reading performance. Using a quasi-experimental, ex post facto design, (N = 64) students were categorized by age, gender, race, and socioeconomic status. A series of one-way ANOVA tests were conducted and found no statistically significant relationships between reading scores and age, race, or socioeconomic status. However, gender had a significant effect (p < 0.001), with female students outperforming males. These findings highlight the need for gender-responsive literacy interventions, such as tailored instructional strategies and diverse reading materials. While other demographic factors were not statistically significant in this sample, further research with larger populations is recommended. The findings inform educators and policymakers about factors that may improve literacy development and foster equitable opportunities, contributing to positive social change by promoting academic success for all students. By identifying factors that may affect reading achievement, this research supports the development of targeted policies and instructional practices that reduce disparities, empower marginalized student populations, and create a more just and effective education system.

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