Date of Conferral

9-4-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Beates Baltes

Abstract

The problem addressed through this study was the decrease in proficiency levels in math and English Language Arts (ELA) of 3rd- to 8th-grade students on standardized tests following the COVID-19 pandemic in Connecticut (CT). The purpose of this quantitative study was to examine the difference between the mean change in math and ELA standardized test scores for Grades 3-8 for 4 years before and 4 years after the introduction of the Elementary and Secondary School Emergency Relief (ESSER) grant funding in CT, while controlling for all other funds received. The theory that supported this study was Lezotte’s school effectiveness and improvement theory. For this quasi-experimental, causal-comparative, between-groups research design, ESSER grant funding as well as ELA and math test performance scores for CT were retrieved from EDSIGHT, the publicly accessible website of educational data for CT. While the descriptive statistics indicate a decline in the ELA test scores and an increase in the math proficiency test scores, the ANCOVA revealed that these differences were not statistically significant. The findings in this study have the potential for positive social change by helping both school leaders and lawmakers better understand the relationship between emergency funding and student performance, providing a foundation for more targeted and effective allocation of resources. The effective use of financial resources in education might potentially benefit students.

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