Date of Award
Executive Ed.D. in Education Leadership Management and Policy
Education Leadership, Management and Policy
Carolyn Sattin-Bajaj, Ph.D
Christopher Tienken, Ed.D
Richard Schwester, Ph.D
Thomas Dowd, Ph.D
flexible grouping, ability grouping, reading
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.
Velechko, Jeanna Czerniecki, "The Influence of Grade Level Flexible Grouping on Reading Achievement" (2016). Seton Hall University Dissertations and Theses (ETDs). 2231.