Date of Conferral

2017

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Tammye Turpin

Abstract

Local student reading results on the State of Texas Assessments of Academic Readiness have decreased. It is of great concern that many students had less than full mastery of the prerequisite, fundamental skills in reading. The study site used the Optional Flexible Year Program for remediation of students at risk of not passing the state assessment. The purpose of this concurrent explanatory study was to explore the relationship between participation and nonparticipation in the remediation program and student reading achievement and to better understand staff perceptions regarding the remediation program. Guided by Vroom's expectancy theory of motivation, quantitative research questions asked whether at risk students who participated in the remediation program showed greater increases on reading state assessments than comparable students who did not participate in the remediation program. Qualitative questions examined staff perceptions of the remediation program on the impact of student achievement. Findings showed no statistically significant difference in reading achievement between the experimental and control groups. Perceptions collected through questionnaires and interviews revealed staff negativity towards the remediation program and its ability to positively affect student achievement. This study has the potential for positive social change by contributing to the literature on the Optional Flexible Year Program remediation plan. Study findings will also benefit policy makers, school leaders, and students as they consider strategies presented to improve reading performance.

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