A Comparison of Fourth-Grade Tennessee Comprehensive Assessment Program Scores At A Selected School District Taught by Highly Qualified Teachers
Date
2016
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Abstract
The purpose of this study was to examine the difference between selected school districts on 4th grade students Tennessee Comprehensive Assessment Program scores when taught by highly qualified teachers. The sample for this study was made up of five elementary schools in northeast Tennessee. Data were collected using the Tennessee State Report card archived data. Using the Tennessee Report Card, data were obtained for each selected school on fourth grade Tennessee Comprehensive Assessment Program as well as the percentage of highly qualified teachers at individual schools. Data were analyzed using qualitative procedures. Schools were ranked in order from highest to lowest percent of highly qualified teachers. Next, schools were ranked using the percent of proficient students in each testing subject. Results indicated that the schools in which the percentages of highly qualified teachers were high, student test scores also increased. Trends included all schools displayed similar Math testing results. Social Studies scores had the highest percentage of students in the advanced category. Similarly, schools with the lowest percentage of highly qualified teachers ranked the lowest in one or more test categories. Results imply that the qualifications of teachers play a direct role in student learning and test scores.
Description
Master of Education (M.Ed.) Thesis
Keywords
Tennessee Comprehensive Assessment Program (TCAP), 4th grade, Northeast Tennessee, Teacher qualification, Master of Education (M.Ed.) Thesis