Date of Award

Fall 10-19-2016

Degree Type

Dissertation

Degree Name

Executive Ed.D. in Education Leadership Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Carolyn Sattin-Bajaj, Ph.D

Committee Member

Christopher Tienken, Ed.D

Committee Member

Richard Schwester, Ph.D

Committee Member

Thomas Dowd, Ph.D

Keywords

flexible grouping, ability grouping, reading

Abstract

This study examined the influence of grouping formation on the scores on the New Jersey Assessment of Skills and Knowledge (NJASK 3) in Grade 3 English Language Arts. Grouping within the general education classroom was compared to grouping between the same grade level. The analysis included a multiple regression model for student variables gender, race/ethnicity, prior ability and grouping status. All data explored in this study pertained to 155 third graders in one New Jersey suburban district during the 2012-2013 academic school year. The results of the study revealed prior ability in reading influenced the scores on the NJASK 3 reading section when combining gender, race/ethnicity, and grouping status in the model. Grouping status, gender, or race/ethnicity were not significant influences on the NJASK 3 reading scores in the multiple regression model.

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