Date of Award

2021

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Administrative and Instructional Leadership

First Advisor

Seokhee Cho

Second Advisor

Stephen Kotok

Third Advisor

Robert Teseo

Abstract

Will a teacher generated literacy curriculum be more effective for student literacy growth more than a scripted literacy curriculum? Archived data of pre- and post-testing of 535 public middle school students were analyzed to examine the effectiveness of these two approaches over a two-year time span. The data were gathered using the Benchmark Assessment System, second edition (BAS-2). Data were analyzed using an ANCOVA to determine the significance of difference in students’ literacy growth by two literacy programs. A series of ANOVAs were used to see any significant differences in literacy growth between groups based on students’ characteristics. Regression analysis was used to determine the interaction effects of students’ posttest and pretest scores based on student characteristics. In the end, students’ literacy growth increased in both programs, but with higher gains in the scripted program. Literacy program has a significant effect on student literacy growth. Student characteristics can influence their growth, with the expectation of gender and classification. Hispanic/ Latino and African American students achieved higher growth in a scripted program. These results can steer educational leaders and policy makers in the right direction concerning literacy curriculum.

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