Relationship Between Teachers' Use of Academic Progress Data and Students' Test Scores

Amanda Egan Egan, Walden University


A small private secondary school in Mexico implemented periodic progress testing with the intention of individualizing education of its students. The relationship between teachers' use of Measures of Academic Progress (MAP) data and students' mathematics and reading gain scores was not known. The purpose of this study was to determine whether the frequency of teachers' use of MAP data or student profiles was related to students' MAP mathematics and reading test gain scores between 2 years of test administrations. The theoretical framework for the study was Dewey's, Kolb's, and Vygotsky's ideas on pragmatism and constructivism, which support students' opportunities for growth in learning through realization of their strengths and talents. The mathematics and reading MAP gain scores of 76 students were examined, along with 8 teachers' responses from a questionnaire on teachers' frequency of use of MAP data or student profiles. Data were analyzed using analyses of variance. Results indicated significant differences in students' MAP gain scores in reading when their teachers reported using MAP data at least once per week (F = 4.086, p = 0.001) or online student profiles at least once per month (F = 3.638, p = 0.013). Targeted training videos and materials were created to support teachers' use of MAP results to inform instruction at the study site. Implications for social change include encouraging teachers and administrators to meet the individual needs of students, which may result in increased student reading and mathematics scores, graduation rates, and latitude in vocation selection.