The Relationship between Third Grade TNReady ELA Scores and STAR Reading Scores of Students Participating in a Small Group Differentiated Reading Program
Lyons, Wendy S
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The purpose of this predictive correlational research study was to determine the relationship between STAR Reading assessments and the Tennessee Comprehensive Assessment Program TNReady English Language Arts (TCAP TNReady ELA) of third-grade students who participated in a small-group differentiated reading program for three years by the end of their third grade year. Data were analyzed using multiple linear regression and independent-samples t-test to determine predictability and differences among the variables. Multiple regression revealed no significant predictability between the combined STAR Reading assessments and TCAP TNReady ELA exam for females and socioeconomic groups, economically disadvantaged and non-economically disadvantaged participants in this study. However, results revealed a significant regression equation [F(2, 95) = 4.566, p = .013] with an R2 of .088 for males. Additionally, paired samples t-tests were calculated to determine academic growth for gender and socioeconomic subgroups. All participants in this study demonstrated academic growth with female students and non-economically disadvantaged students scoring higher on their respective universal screener assessment than their respective counterparts, males and economically disadvantaged. Males and non-economically disadvantaged, consequently, had a greater mean score differences than females and economically disadvantaged indicating more academic growth.