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- W2263751457 abstract "The purpose of this mixed-method study was to explore the instructional changes in first grade classrooms and reading progress of first grade students in relation to implementation of standards-based report cards (SBRC). The goal of this study, conducted in a suburban Texas school district, was to determine whether there was a statistically significant difference in reading progress between students enrolled in first grade classrooms in which traditional report cards were used in comparison to comparable classrooms in which SBRCs were used. Additionally, the instructional practices of teachers were examined to determine the types of changes that took place as the district moved from traditional report cards to SBRCs. A total of 709 students and 15 teachers were involved in the study. The study revealed that there was no statistically significant difference between the reading growth of students assessed in SBRC classrooms and those assessed with traditional report cards. There were, however, significant differences in instructional practices employed by teachers in SBRC classrooms. These changes in practice included instructing with a greater degree of focus on specific objectives to be taught, more closely following the district’s scope and sequence, greater communication regarding the grading criteria and methods used for reporting progress, use of the most recent achievement data when determining grades (in comparison to averaging of grades during a reporting period), and a greater awareness of students’ specific abilities." @default.
- W2263751457 created "2016-06-24" @default.
- W2263751457 creator A5028391430 @default.
- W2263751457 date "2013-08-01" @default.
- W2263751457 modified "2023-09-26" @default.
- W2263751457 title "The impact of standards-based report cards on reading development of primary grade students" @default.
- W2263751457 hasPublicationYear "2013" @default.
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