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The Relationship between the Boehm and AIMSweb on Kindergarten Student Achievement in One Northern Michigan Intermediate School District

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Title: The Relationship between the Boehm and AIMSweb on Kindergarten Student Achievement in One Northern Michigan Intermediate School District
Language: English
Authors: O'Hearn, Emily
Source: ProQuest LLC. 2013Ed.D. Dissertation, Eastern Michigan University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 135
Publication Date: 2013
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Kindergarten
Primary Education
Early Childhood Education
Descriptors: Kindergarten, Young Children, Reading Tests, Statistical Analysis, Pretests Posttests, Scores, Comparative Analysis, Reading Achievement, Gender Differences
Geographic Terms: Michigan
Assessment and Survey Identifiers: Boehm Test of Basic Concepts
ISBN: 978-1-303-11894-4
Abstract: Kindergarten students are asked to perform at a level formerly expected of first grade students and are expected to be well on their way to reading (Bassard & Boehm, 2007). With tight school budgets, site leaders must choose wisely about allocation of resources and determine the most effective means of helping students, especially those struggling in the area of reading. The purpose of this quantitative study was to determine what relationship, if any, exists between the Boehm test and AIMSweb Test of Early Literacy (TEL) administered to kindergarten students during the 2010-2011 school year. Data in this research were collected and stored by the local ISD and were analyzed ex post facto. Boehm data were collected during kindergarten round-up. All students selected for this research scored at the lowest achievement level on the Boehm (Level 3). These students were re-assessed using the identical Boehm test in February 2011, giving a posttest data point. Additionally, some schools participated in AIMSweb TEL screenings twice during the kindergarten year, while students in other schools did not. Student Boehm scores were compared with students who received AIMSweb TEL and students who did not receive AIMSweb TEL to determine the relationship. Statistics based on Boehm posttest scores for students at Level 3 indicated no difference in student growth between students who received the AIMSweb TEL assessments and those who did not. Gender did not have an impact on achievement, and students who scored low on the Boehm also scored low on the AIMSweb TEL assessments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2015
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3563541
Accession Number: ED553893
Database: ERIC
FullText Text:
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PubType: Dissertation/ Thesis
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  Data: The Relationship between the Boehm and AIMSweb on Kindergarten Student Achievement in One Northern Michigan Intermediate School District
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  Data: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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  Data: 135
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  Data: Dissertations/Theses - Doctoral Dissertations
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  Data: <searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Boehm+Test+of+Basic+Concepts%22">Boehm Test of Basic Concepts</searchLink>
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  Data: Kindergarten students are asked to perform at a level formerly expected of first grade students and are expected to be well on their way to reading (Bassard & Boehm, 2007). With tight school budgets, site leaders must choose wisely about allocation of resources and determine the most effective means of helping students, especially those struggling in the area of reading. The purpose of this quantitative study was to determine what relationship, if any, exists between the Boehm test and AIMSweb Test of Early Literacy (TEL) administered to kindergarten students during the 2010-2011 school year. Data in this research were collected and stored by the local ISD and were analyzed ex post facto. Boehm data were collected during kindergarten round-up. All students selected for this research scored at the lowest achievement level on the Boehm (Level 3). These students were re-assessed using the identical Boehm test in February 2011, giving a posttest data point. Additionally, some schools participated in AIMSweb TEL screenings twice during the kindergarten year, while students in other schools did not. Student Boehm scores were compared with students who received AIMSweb TEL and students who did not receive AIMSweb TEL to determine the relationship. Statistics based on Boehm posttest scores for students at Level 3 indicated no difference in student growth between students who received the AIMSweb TEL assessments and those who did not. Gender did not have an impact on achievement, and students who scored low on the Boehm also scored low on the AIMSweb TEL assessments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 135
    Subjects:
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Michigan
        Type: general
      – SubjectFull: Boehm Test of Basic Concepts
        Type: general
    Titles:
      – TitleFull: The Relationship between the Boehm and AIMSweb on Kindergarten Student Achievement in One Northern Michigan Intermediate School District
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