Effect of Coaching a Scholar on Middle School Students' Measures of Academic Progress Achievement

• In Event: 75.035 - Examining Middle School Organization, Teaching Practices, and Teacher Education in the 21st Century

Abstract

The significance of a positive student-teacher relationship to the academic achievement of students is well-documented and dependent upon teachers’ ability and commitment to create an environment that provides the social and emotional support students need, while challenging them intellectually. The hypothesis of this study was to correlate changing MAP percentile scores of students who were below the 40th percentile with coaching interventions received between the fall and winter administrations. The results of the study showed a narrowing of the achievement gap between those students starting below the 40th percentile and students starting at a higher level in mathematics but not in reading.

Author

• Michele Doyle-Wetzelberger, Howard County Public School System