Percentage of students whose pass status was accurately predicted by their MAP performance using reported cut scores 25 Table 13: Estimated probability of scoring as proficient or higher on the state reading test in same season (Spring), by students grade and RIT score range on MAP reading 27 Table 14: 2010 Georgia CRCT Results for Appling County 40 Abbreviation of Terms Used AYP Adequate Yearly Progress CRCT Criterion-Referenced Competency Tests GHSGT Georgia High School Graduation Tests MAP Measure of Academic Progress NCLB Act No Child Left Behind Act NEAP National Assessment of Educational Progress NWEA Northwest Evaluation Association RIT Rausch UnIT Chapter 1: Introduction This chapter delineates an overview of the study to explore the relationship between reading and success on 4th Grade Standardized Tests. Beginning with a discussion on the background of the study with a local problem in an elementary school in Georgia, the section provides the basis of the problem and introduces to the phenomenon under study, leading to the nature of the specific research question and development of the hypotheses on the present phenomenon. It then deals with the purpose of the study and the theoretical framework relevant to the study providing explanations of the operational definitions. Subsequently, it discusses about the bounds of the study indicating the scope and limitation and the assumptions made. The next section discusses the significance of the study explaining how this study can be applied to the local problems, professional applications, and brings about a positive social change. Finally, the chapter is summarized with key points of the study and an over view of the remaining chapters. 1.1 Background Studies have indicated that there is a strong positive...
There are several variables that influenced fourth grade students’ performance on the reading area of the MAP test and correspondingly, the CRCT. One of them is the reading skill. As they read, students use a variety of metacognitive strategies to understand the material. These include such strategies as (1) comprehension skills, (2) higher level thinking skills to respond to open ended questions, and (3) self-questioning strategies when reading materials seem contradictory or hard to understand. Therefore, there was need to identify the reading skills in which the students were not progressing and in the skills they have not developed. The non-progression of and lack of these skills contributes to student inability to master the performance standards and therefore, prevent students from achieving proficiency on the CRCT.
1.3.1 Research question
The problem of not meeting the MAP expectations and subsequently not meeting the CRCT standards, pointed to the bearing of the present study, which could be as follows:
“To what extent does a relationship exist between the MAP reading fluency test and the reading portion of the CRCT test?
The researcher believed that there was a positive correlation between various variables of reading skills and the corresponding variables on the success on fourth-grade standardized tests (CRCT). According two hypotheses were developed.
H1 = There is a positive correlation between reading skills of MAP tests and success on 4th grade standardized tests (CRCT).
H0 = There is no significant correlation between reading skills of MAP tests and success on 4th grade standardized tests (CRCT).