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Filtering by: Keyword High-Stakes Criterion-Based Assessments (HSCBA)

Closing the Achievement Gap on High-Stakes Criterion-Based Assessments: Examining the Impact of Professional Learning Communities at the Elementary Level in an Urban New Jersey School District

Description:

The purpose of this study was to examine the influence of a PLC model as theorized by Hord (1997) and as influenced by Bandura's (1997) theory of self-efficacy on grade 4 mathematics and language arts literacy achievement on High-Stakes Criterion-Based Assessments (HSCBA). The researcher conducted this study in an urban New Jersey elementary setting and utilized a longitudinal non-experimental quantitative design. The researcher measured total population, ethnic sub groups and special education achievement through an analysis of the New Jersey Assessment of Skills and Knowledge (NJASK) among 1,479 4th grade students to determine if there was a statistically significant link between PLCs and student achievement levels. The researcher subsequently conducted a series of ANOVAs on the NJASK4 data obtained. The study results support the benefit of PLCs as capacity-building, efficacy-supporting structure that improves student achievement.

Keyword:

Professional learning, Elementary level, Urban New Jersey , PLC model, High-Stakes Criterion-Based Assessments (HSCBA), and New Jersey Assessment of Skills and Knowledge (NJASK)

Subject:

Education

Creator:

Terrell, Jerard L.

Owner:

skushner@saintpeters.edu

Publisher:

Saint Peter's University

Date Uploaded:

01/07/2020

Date Modified:

11/16/2023

Rights Statement:

In Copyright

Resource Type:

Dissertation

Closing the Achievement Gap on High-Stakes Criterion-Based Assessments: Examining the Impact of Professional Learning Communities at the Elementary Level in an Urban New Jersey School District

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