Semester of Graduation
Spring 2026
Degree Type
Dissertation
Degree Name
Secondary and Middle Grades Education
Department
English
Committee Chair/First Advisor
Mei-Lin Chang
Second Advisor
Anete Vasquez
Third Advisor
Robert Montgomery
Abstract
Many middle school students enter secondary education with below grade-level reading skills and are unable to demonstrate measurable growth without structured intervention. This study examined relationship between participation in a targeted Remedial Education Program (REP) English Language Arts (ELA) course and reading growth, as measured by the Northwestern Evaluation Association’s Measures of Academic Progress (NWEA MAP) Reading assessment. A quasi-experimental design compared fall-to-winter MAP Reading RIT growth between students enrolled in REP and academically similar students receiving special education services but not enrolled in REP. This study also investigated whether the effects of the intervention varied based on gender or grade level.
Students who were enrolled in REP ELA demonstrated statistically significant growth across the semester, whereas growth among control group students was smaller and less consistent. Mixed-model analyses indicated that the effect of REP participation on reading growth was not substantially moderated by grade level or gender, and growth was observed across grade levels and genders.
The findings suggest that planned, assessment-aligned remediation built into the school day may promote quantifiable short-term reading growth for middle school students who are struggling to meet grade level expectations. These findings offer practical implications for school-based remediation planning and adolescent literacy intervention.
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Gender Equity in Education Commons