Sixth-Grade Study Group Intervention Program To Increase Academic Achievement In the Area of Reading
Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Lucille Beisner
Committee Member
Karen Kimball
Committee Member
Barbara Packer
Keywords
academic achievement, attendance, community involvement, disciplinary referrals, educational interventions, elementary schools, enthusiasm for learning, field trips, Iowa Test of Basic Skills, mentors, middle level education, peer mediation, portfolios, reading achievement, school promotion, seminars, sixth grade students, standardized achievement, State Bar Association, student enthusiasm, student monitoring, teacher education, urban schools, younger student mentoring
Abstract
This applied dissertation was designed to incorporate intervention strategies with 6th graders in the elementary school setting. The goal was to have each individual student increase standardized academic achievement in the area of reading, which automatically results in an increase of standardized academic achievement for the entire group. Students were involved in a number of intervention activities during school, before and after school, and on Saturdays. Activities included State Bar Association training for students, which certified active participants as peer mediators, and field trips and seminars. Activities incorporated proponents of education from the community, who hosted community functions and media presentations. Students’ progress was continuously monitored with the Iowa Test of Basic Skills, by state and district academic standards, and through Dr. L. Jenkin’s Class Action graphs and charts. Student portfolios were maintained. Students became involved with mentors and also became mentors to younger students before, after, and during the regular school day.
The intervention group consisted of 21 6th-grade students in an urban elementary school. These 21 6th graders were the only 6th graders at this elementary school.
An analysis of the data revealed that students increased academic achievement in the area of reading, increased enthusiasm for school and learning, increased attendance, and reduced disciplinary referrals. The implementation time line of the intervention was September 2002 through April 2003. All students successfully completed the program and were promoted to the feeder middle school as 7th graders for the 2003-2004 school year. Two students applied for and were granted acceptance into a specialty school in the district.