| dc.description.abstract |
The use of the Missouri data team model by third, fourth, and fifth grade teachers in one public school district (School District XYZ) in Missouri was the focus of this study. Four research questions were utilized as a guide when conducting the research. Each research question examined whether a statistically significant change in proficiency levels was experienced by students in one of two subgroups: all students and students with an IEP. These subgroups were defined by No Child Left Behind (2001). Additionally, the research questions focused on either mathematics and reading proficiency levels. Proficiency levels were measured through the use of archived student assessment data on the STAR Enterprise assessments. A quasi-experimental framework was followed. Archived assessment data from 985 students in grades 3, 4, and 5 were analyzed. The archived data were from the 2015-2016 school year. The results of a multiple measures ANOVA test revealed significant differences across all three waves of data for all students in grades 3, 4, and 5. The results of a multiple measure ANOVA test revealed significant differences between the fall and winter wave and the fall and spring wave of data for students with an IEP in grades 3, 4, and 5. The study provided an introductory examination into the effectiveness of the data team model as a framework for teacher collaboration on teaching and learning. |
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