Thesis

The effects of common core supplemental support on academic achievement

The purpose of this study was to determine whether a difference exists in achievement between students who participate in English Language Arts (ELA) support class and receive supplemental Common Core materials and those who participated in an ELA support class without supplemental Common Core materials. Common Core will be implemented fully in the 2014-2015 academic year; therefore, districts and educators want materials to assist them in covering these standards. This study focused on the use of Scholastic Magazine as supplemental material in ELA support classes to determine whether these materials increase reading achievement. The researcher conducted an analysis of covariance (ANCOVA) to control for preexisting differences between the treatment and control groups. Pretest scores were used as the covariate, and posttest scores were used as the dependent variable. Each group used weekly or biweekly editions of Scholastic Magazine; however, the control group did not receive the supplemental material from the magazine. The alpha level was set at the .05 level of significance. The findings revealed a statistically significant difference between the control and treatment groups, in which the results favored the treatment group.

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