Advisor(s)

David Szabla

Contributor(s)

Anna Bradfield, Al McCready

Date of Award

2011

Date Accepted

11-2011

Degree Grantor

Northeastern University

Degree Level

Ed.D.

Degree Name

Doctor of Education

Department or Academic Unit

College of Professional Studies, Department of Education

Keywords

education, effective feedback, grading, MCAS, report cards, standards-based, student learning

Disciplines

Education

Abstract

The purpose of this causal-comparative study is to examine the effect of standards-based report cards on the growth and performance of Grade 4 students on the Massachusetts measure of accountability. This study examines the effect of the report card format on the grade level student growth percentiles (SGP) and composite performance index (CPI) on the 2010 Grade 4 Massachusetts Comprehensive Assessment System (MCAS) Mathematics Test. The sample population for this study is 103 elementary schools educating fourth grade students in southeastern Massachusetts. The study uses historical performance data from the Massachusetts Department of Elementary and Secondary Education, a brief questionnaire collected from elementary school leaders, and an ordinal product rating scale. The study conducts a document analysis of standards-based report cards collected from schools by applying a product rating scale created for this study. A multivariate analysis of covariance is used to build the ex post facto relationship between schools using standards-based report cards and results for the Grade 4 growth percentile and performance index on the MCAS for Mathematics.

Document Type

Doctoral Thesis

Rights Information

copyright 2011

Rights Holder

Theresa A. Craig


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