Statistical Analysis of the Relationship Between Literacy Programs and Third-Grade ELA State Assessment Scores in Tennessee

Abstract

This thesis sought to understand the relationship between literacy programs and the ELA test scores of third-grade students in Tennessee. Using data from Tennessee Comprehensive Assessment Data (TCAP) and programs made public by Tennessee Foundational Literacy Skills Plans, a quantitative analysis is performed. Using a multiple linear regression model, including data from per pupil expenditures of each district, no statistically significant relationship was found between the observed test scores and literacy programs.