District Support Systems for the Alignment of Curriculum, Instruction, and Assessment: Can We Predict Student Achievement in Reading and Writing for School Turnaround?

The purpose of this quantitative non-experimental predictive study was to determine if CIA alignment factors and related district support systems are associated with student achievement to enable the turnaround of schools in crisis. This study aimed to utilize the District Snapshot Tool to determine if the district systems that support CIA alignment are predictive of student achievement as measured by student reading and writing scores on the State of Texas Assessment of Academic Readiness (STAAR). The relationship between the District Snapshot CIA Alignment foundation scores and student STAAR reading and writing achievement was examined for this purpose. A quantitative method approach with a non-experimental bivariate predictive design was applied in this study. Data from the 2011-2012 Education Service Center (ESC) Region 13 District Snapshots was utilized as a measure of district supports for CIA alignment and compared with reading and writing scores from the Spring 2012 STAAR test. Simple linear regression was utilized to investigate whether or not the alignment score is predictive of student achievement as measured by the percent of students meeting the standard on the STAAR reading and writing tests. The results indicate that a relationship cannot be established between the CIA alignment score on the District Snapshot and the STAAR reading and writing tests. [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.]