| dc.description.abstract |
The purpose of this study was to determine if there is a difference in third-,fourth-, and fifth-grade student fall to spring growth on the reading and mathematicssections of the NWEA MAP assessment between schools receiving Title I funds andschools not receiving Title I funds. The second purpose was to determine to what extentstudent growth on the NWEA MAP assessment in reading and mathematics is affected bystudent socioeconomic status (SES) (free and reduced-price lunch, non-free and reducedprice lunch) in schools receiving Title I funds and schools not receiving Title I funds. Apurposive sample of 2,743 third-, fourth-, and fifth-grade students enrolled in a suburbanMissouri public school district during the 2017-2018 school year was included in thestudy. The findings from the study indicated mathematics growth was higher for fourthgrade students not receiving free and reduced-price lunch and enrolled in a schoolreceiving Title I funds than for fourth-grade students receiving free and reduced-pricelunch and enrolled in schools not receiving Title I funds. Additionally, fourth-gradestudents not receiving free and reduced-price lunch and enrolled in a school not receivingTitle I funds had higher growth than students receiving free and reduced-price lunch andenrolled in a building not receiving Title I funds. Fifth-grade reading growth wassignificantly higher for students enrolled in schools receiving Title I funds than forstudents enrolled in schools not receiving Title I funds. Mathematics growth wassignificantly lower for fifth-grade students enrolled in schools receiving Title I funds thanfor fifth-grade students enrolled in schools not receiving Title I funds. As school districtsconsider resource allocation and Title I funding distribution, a closer look at studentacademic needs and equal access to education opportunities need to be considered through funding structures that support mathematics instruction in addition to readinginstruction. |
en_US |