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The purpose of this study was to determine if there was a difference in thechanges in students’ and teachers’ perceptions of school climate, student achievement onRenaissance Learning’s STAR assessments, and student reactive recovery room visitsbetween Elementary School A and Elementary School B from before implementation ofTLIM at Elementary School A to three years after implementation of TLIM atElementary School A. The study focused on two elementary schools within SchoolDistrict X with similar enrollment and demographics. Students’ data were included in thestudy if the student attended Elementary School A or Elementary School B, was in thirdthrough fifth grade during the 2013-2014 school year or the 2016-2017 school year,completed the Student Advanced Questionnaire (AQ) survey, STAR Reading assessment,or STAR Math assessment. Teachers’ data were included in the study if they taught atElementary School A or Elementary School B and completed the Faculty AdvancedQuestionnaire (AQ) survey during the 2013-2014 school year or the 2016-2017 schoolyear.Findings of this study did not provide conclusive evidence that demonstratedTLIM had a positive effect on students’ and teachers’ perceptions of school climate,students’ academic achievement, and students’ behavior. The only measured positiveeffect to Elementary School A was the decrease in student reactive recovery room visitsbetween Elementary School A and an increase at Elementary School B, which was notstatistically significant. Other results in this study revealed decreases in the means forElementary School A on the student and faculty AQ surveys as well as students’achievement on STAR Reading and STAR Math assessments. The only statistically significant difference in change between the two schools was the decrease in thestudents’ perceptions of school climate at Elementary School A, which was significantlygreater than the decrease at Elementary School B. |
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