Learning Targets Instructional Strategy and Missouri AssessmentProgram Scores in Communication Arts and Mathematics.

Abstract

This study investigated the impact the implementation of the learning targetsinstructional strategy (LTIS) had on student achievement in communication arts andmathematics, as measured by the Missouri Assessment Program (MAP) test. Theresearch design for the current study was quantitative and used archival state assessmentdata to follow the progress of three cohort groups of students over three school years in asmall, rural Missouri school. The sample size included 25 students beginning in 4th, 5th,and 6th grades, and ending in 6th, 7th, and 8th grades, respectively.Baseline data were collected for the 2011-2012 school year, prior to theimplementation of the LTIS, and compared to 2012-2013, after one year of exposure tothe LTIS, and 2013-2014 MAP data, after two years of exposure to the LTIS. Threeresearch questions were formulated to help determine the extent to which students’communication arts (CA) and mathematics (math) achievement changed over time afterstudents were exposed to the LTIS. JASP statistical software was used to conduct three,two-way repeated measures ANOVAs.In general, after experiencing some implementation dips, results indicated that allthree cohorts improved their MAP scores in at least one subject area by the end of thesecond year of exposure to the LTIS strategy. Specifically, Cohorts One and Threeexhibited largely mixed results where students increased in one subject area anddecreased in the other. Cohort Two was the only student group to make statisticallysignificant progress over a two-year period implementation period of the LTIS.