Action Inquiry Course: Eda 577

Action Inquiry Course: EDA 577

Venese Talbert         

Statement of the Problem

Over 75% of students are scoring at or below the Basic Level on the History CST and more that 60% of students score at or below the Partially Proficient Level on the EOC exams.

Relation of the Problem to the Specialization

Changes that will take place with students within special needs class, due to improvement, include increased assessment scores in reading and math on ECO and CST exam. The Students’ will increase achievement without labeling them disability.

Background and Context for the Problem

Difficult for students within special needs class to reach and maintain the CST exam. Students fail to meet the CST and ECO exam for three consecutive years, they move from being a student with special needs to students with a learning disability.

Research Questions/Hypotheses

How can students that are in special needs class success be increased to meet or exceeds in reading and math on CST and ECO web assessments?

Importance or Significance of the Study

The significance of this study is that it will show what need to be done to improve the reading comprehension skills of students. This study is as of value to parents with special needs kids and for schools that are falling below the passing percentage.

Topics in the Literature Review

Until recently many researchers have shown interest in the field of students scoring at or below the Basic Level on the History CST and at or below the Partially Proficient Level on the EOC exams. They have carried out numerous laboratory experiments and field observations to illuminate the darkness of this field. Their findings and suggestions are reviewed here.

Thomas B. Fordham (1995) collaborated on a study that illustrated the issues created by having each state set its own standards for what constitutes student proficiency for reading and mathematics tests. By comparing the cut scores that determine proficiency for each state, we found that...