Abstract
This paper covers literature on aspects that can help improve standardized test scores and boost elementary school English Language Arts (ELA) scores. The report begins by highlighting the history and characteristics of standardized tests. Markedly, all the incorporated sources are current and relevant to the study. The study aims to improve ELA performances in the Wrens elementary school in Georgia after continued poor performances. Some identified mechanisms to improve standardized test scores include analyzing available data, parental involvement in school matters, and timely monitoring of school programs. Student motivation is crucial in improving performance and may entail offering grants to learners. Besides, schools must focus on teacher competency and discipline to ensure better school results. School principals can improve their staff’s competency through training programs and by facilitating interaction with other tutors in different learning institutions. Moreover, this paper further covers instructional resources that can help improve ELA performances in elementary schools. Therefore, this article conveys that valid and reliable data critical in solving the current research problem and boosting learners’ capabilities.
Overview
This study aims to provide recommendations to solve the low score on the Georgia Milestones Assessment for English Language Arts at Wrens Elementary School in Georgia. The problem was that 48% of the students at Wrens Elementary failed to meet the state’s English Language Arts (ELA) Milestone End of Grade Assessment (GADOE,2021). This section of the report analyzes the literature associated with the research problem. The literature review aims to identify the existing knowledge base to aid in eradicating the identified issue ta Wrens elementary school.
Narrative Review
The narrative review of the literature examines information found in numerous studies of scholarly literature. This narrative review represents valuable information on the history of standardized testing, the impact strategies have on standardized test scores in elementary school, and an overview of the educational environment on standardized test scores. Besides, this paper explains the strategies that can help improve standardized test scores and boost students’ morale. The narrative further covers the instructional resources required to achieve the mentioned objectives. Hence, this literature review offers a critical base to meet the core objective of solving low scores on the GMA for ELA. The sources incorporated in this literature review are current and scholarly, marking the relevance of the entire piece. Therefore, this article will identify crucial mechanisms that can help solve the research problem by critiquing the existing knowledge base.
History of Standardized Testing
Standardized testing in the United States officially began in the early 19th century and entailed intelligence and scholar aptitude tests. Since then, almost all school systems in the U.S have followed standardized testing. Markedly, several colleges and universities depend on standardized testing to rank learners. In Georgia, many schools, including the Wrens elementary school, utilize standardized testing. Before the actual implementation of this program, analysts carried out preliminary work from the seventeenth century at Howard University. Back then, schools used standardized testing to admit students into the University, have remedial course placements, and identify and select the best major for students (Nettles, 2019). Nevertheless, during the seventeenth and eighteenth centuries, many local communities conducted their own school’s standardized testing based on their priorities and values. States evaluate existing literature as they become responsible for providing public education and making operational decisions regarding class size, content standards, teacher licensure, and graduation requirements (Loeb & Byun, 2019). Standardized testing ended the annual oral tests that dominated the school systems in the past. Consequently, the start of standardized tests improved the ranking systems for students as former evaluations provided lower standards.
Characteristics of Standardized Tests
Standardized tests have several distinctive features from the previous assessment methods. Arguably, standardized testing is among the most widely used assessments in the education system worldwide. Verger et al., 2020 argued that this evaluation system offers sophisticated evaluation technologies of student learning that help hold schools accountable. Hence, learning facilities incorporating standardized testing boost students’ competency in various fields, aiding societal empowerment. Markedly, all public schools use these assessments within the United States, where students are enrolled in grades K–12 every year. Additionally, standardized assessments are a monitoring tool to compare the average performance of students living in different states or belonging to other subgroups and to track their progress over time (Fahle et al., 2019). Hence, these tests help compare the capabilities of learners in different schools and states within the United States. School districts hold teachers and principals accountable for students to be more open and responsive to the peripheral judgment about their work and results. This trait makes standardized testing more effective than the classical methods of ranking students’ proficiencies.
Standardized testing is becoming a key instrument in the early childhood education sector. This evaluation mode is essential in reading achievement and ensuring proficiency in grammar and language. A recent review of the literature on data from an early Childhood Longitudinal Study-Kindergarten Cohort collected by the National Center for Education Statistics ascertained the mentioned feature. The database entailed a sample of approximately 20,000 U.S. children who attended kindergarten from 2010-2011 (Fahle et al., 2019). This study had a two-level nested structure entailing the student-level and the school-level. The student level represents the characteristics of the kindergarten children, while the school level characterizes kindergarten as a whole in the analyses (Fahle et al., 2019). The results showed children reading scores in kindergarten were positively associated with their age. Hence, standardized testing should consider such an aspect when ranking students since age and growth rate are relatively equivalent.
A cohort-sequential design is another longitudinal design examining growth in reading and math across Grades 1-5. This assessment and demographic data were from approximately 6,800 students. Most students were of White (53%) or Hispanic (40%) ethnicity (Scammacca et al., 2020). The Renaissance STAR assessments are norm-referenced assessments designed to identify students needing reading or math intervention and monitor the progress of all students. However, education heads must pay careful attention to the achievement gaps between students of higher and lower Socioeconomic Status (SES). Such gaps play a critical role in the differences in achievements and account for the low grades in ELA scores. Furthermore, students who enter elementary grades with low achievement remain behind typical and high-achieving students despite learning faster, especially in upper elementary grades (Scammacca et al., 2020, 2019). Hence, this aspect explains the role of a student’s background in the overall ELA milestone end-of-grade assessment.
Standardized testing follows a specific procedure that all evaluators follow to conclude the result. All schools following the standardized tests must observe the set guidelines to ensure effective implementation of the process (Fahle et al., 2019). The procedures describe the categories and behavior for evaluation and clearly state the rules and regulations that tutors must follow during the assessment process. Fundamentally, the education heads formulate these procedures after proper research, experiments, and tests to see their effectiveness (Fahle et al., 2019). This aspect optimizes standardized tests, aiding in achieving better evaluation than when using traditional evaluation methodologies. Markedly, standardized tests rarely depend on theories unless scientifically proven. These tests rank learners’ abilities as either low, average, or high, providing a chance for teachers to advise learners accordingly. This trait explains why standardized tests are suitable and effective in determining the students’ capabilities. Hence, the discussed attributes describe standardized testing using multiple previous studies on the topic.
Strategies to Improve Standardized Test Scores
Many studies have found that reading interventions are necessary for struggling readers. Standardized tests have proved to be effective, particularly in elementary schools. For example, Donegan & Wanzek (2021) developed novel evidence that proved the relevance of standardized testing for upper elementary struggling learners. The research updated statistical analysis of the effects of an intervention on reading outcomes, examining how intercession areas and intensity may have moderated effects (Donegan & Wanzek, 2021). Several researchers have continued investigating the positive impacts of this assessment approach for upper elementary students and have shown some results for standardized foundational reading outcomes. Such scholars are providing critical insights into the strategies that can help improve standardized test scores.
Technology can help students improve reading fluency, a prerequisite for elementary students on standardized tests. Technology has been critical in advancing results in multiple sectors, and education is one of the core beneficiaries of the novel advancements. For example, the Fluency Tutor program aids in repeatedly reading the exact text aloud, listening to recorded passages, and getting feedback from the educator (Lange, 2019). Moreover, the tool evaluates multiple aspects of comprehension, such as essay and report writing. Hence, such a strategy is critical in achieving better ELA performances and reducing the observed poor results. This intervention is part of the complete ELA curriculum at the end of grade assessment. The results have been promising since most students enjoy hearing their recorded voices and getting feedback for future improvement (Lange, 2019). Hence, such technology aids in improving standardized test scores since students are motivated to engage in current approaches that aid learning.
Benchmarking is a critical mode to help improve standardized test scores. This strategy involves taking students to other learning facilities with similar evaluation modes to help them interact with students in such schools. Benchmarking is crucial since students share essential aspects that help improve test scores (Donegan & Wanzek, 2021). Hence, benchmarking can guarantee improved GMA scores in ELA assessment. Furthermore, benchmarks allow learners to discuss multiple topics likely to be tested in the evaluations. Such an aspect ensures learners know all issues to be covered and how to respond to particular questions. Hence, benchmarking is a critical strategy that several scholars have established as a core factor for improving standardized test scores.
Tutors should sufficiently prepare students for standardized tests by undertaking multiple classroom and outdoor activities. For instance, trainers should notify learners of new advancements in the examination and grading system to minimize panic during the evaluations (Donegan & Wanzek, 2021). During class, tutors should train learners on using novel technologies such as the fluency tutor program. Such a move boosts preparedness and is critical to improving standardized test scores. Teachers should ensure students sufficiently train before the final examination to enhance confidence during the final tests. Such prior demonstrations may be in the form of comprehension writing, report drafting, and pronunciation practices (Donegan & Wanzek, 2021). Besides, according to Donegan & Wanzek (2021), trainers should offer motivation to learners through incentives, seminars, and rewarding improvements. Such intrinsic motivation improves the morale of learners and keeps them focused on the final assessment, aiding in high results.
Analyzing Test Data
Gadke & Drevon (2020) note the importance of analyzing test data to highlight the strategies that can help improve test results. According to these scholars, brief experimental analysis is critical in driving interventions for learners with fluent reading challenges. Hence, such data analysis helps tutors identify learners facing challenges in various fields, aiding in developing proper countermeasures to help improve test scores. Furthermore, Gadke & Drevon (2020) note analyzing data help reveal potential measurement errors in the curriculum. Such perspectives aid in developing essential interventions to the curriculum and ending loopholes in the learning prospectus. Solving such challenges helps improve test results and boost students’ capabilities in ELA (Gadke & Drevon, 2020). Gadke & Drevon (2020) examined the relationship between the efficiency of an intervention and its effectiveness in improving the overall test scores. Such a relationship is crucial in identifying the most suitable strategy to meet the intended goal.
Parental Involvement
Shuffelton (2020) discusses critical issues that can help improve school test scores. The scholar identifies parental role in eliminating multiple risks hamper school performance, leading to poor results in different subjects. For instance, Shuffelton explores the responses of two Chicago parents on parental responsibilities in public schools. The parents identified multiple challenges in public schooling, including parental ignorance of child development. Most parents believed that teachers had the overall role in ensuring good school performance. Such a response revealed a critical risk that accounts for deteriorating school achievements. Hence, Shuffelton (2020) offers a crucial base to identify suitable interventions to ensure improved school results. Parental involvement is critical to achieving better results during the end evaluation. Thus, if parents in Wrens Elementary school actively monitor their children’s behavior, there is an increased chance of achieving better results in ELA. Furthermore, Shuffelton (2020) notes that parents must participate in school policy evaluation since they can help identify gaps that hinder good results. Thus, this article is critical in meeting the current research objectives.
Monitoring Progress
Gesel & Lemons (2020) discuss the relevancy of curriculum-based measurement in monitoring the progress in standardized testing. Monitoring is crucial since it helps identify students’ behavior and progress and classify core adaptions that can help optimize the standardized test program. According to these researchers, the monitoring process is essential since it reveals the accuracy and timeliness of particular schedules involved in the curriculum. Such plans may include the modern technology techniques engaged in examining and grading results as either low, moderate, or high. Effective and timely monitoring help identify the efficiency of current methods, aiding in achieving optimal rankings (Gesel & Lemons, 2020). Fundamentally, Gesel & Lemons (2020) consider a variety of students, including those living with disabilities. The scholars identified that advanced monitoring reveals student growth rate, making progress effective. Hence, the monitoring process is crucial in determining annual improvement and a vital tool for determining proper interventions. Besides, the monitoring process proves the likelihood of students achieving their yearly goals (Gesel & Lemons, 2020). Therefore, monitoring is essential for ensuring improved standardized test schools, particularly in upper-level elementary learning facilities.
Instructional Practices
Instructional practices play a critical role in improving standardized test scores. Aiken et al. (2021) discuss vital principles that accelerate student improvement, particularly for those learners not meeting the average requirement. These scholars argued that the anticipated average achievement for standardized testing is 60%, arguing that most students should complete the above expectations (Aiken et al., 2021). According to Aiken et al. (2021), the four core principles to achieve performance improvement include targeted reading instruction, evidence-based early reading interventions, and a professional development program. These interventions aim at improving student performances in various subjects. Hence, the article is a critical base for boosting the GMA results for ELA in the Wrens elementary school. Arguably, Aiken et al. (2021) argue that the above strategies improve language fluency, phonics know-how, and decoding. Besides, the instructional practices are a crucial base for learning vocabulary and comprehension writing (Aiken et al., 2021). Therefore, these interventions are essential for meeting the research objective and solving the existing problem at the Wrens elementary school in Georgia.
Student Motivation
Student motivation is a critical tool in ensuring improved results in learning institutions. Toste et al. (2020) critiqued the relationship between motivation and reading to determine the reasons for individual performances in K-12 classes. According to these scholars, motivation and reading are directly proportional, marking a crucial base for intervention. Toste et al.’s article provide an excellent base to derive essential strategies that can help improve performances of ELA in the Wrens elementary school. According to these scholars, teachers can motivate learners in various ways. For instance, tutors can initiate incentive programs for top students (Toste et al., 2020). Such an approach is crucial in boosting performances since students will work extra hard to achieve the incentives and be top scorers. Besides, tutors can organize seminars where students interact outside the school compound and network with the outside world. Such a move is crucial since students learn novel aspects critical to achieving better results. Consequently, Toste et al. (2020) note that motivation may incorporate benchmarking. Benchmarks are critical since students interact with learners from different education centers and discuss critical elements they may not have reviewed in their schools. Hence, Toste et al.’s. (2020) article is a critical knowledge base since it offers essential materials that help improve students’ performances in the Wrens elementary school.
Consequently, Erickson et al. (2021) agree with Toste et al. (2020) on the role of motivation in boosting school performances. Erickson et al. (2021) examine the relationship between the foundational abilities of k2 readers and their morale towards reading and comprehension writing tasks. According to Erickson et al. (2021), highly motivated individuals achieve better results in the anticipated outcomes, marking the role of motivation in achieving improved performances. One of the principles to nurture motivation is the orthographic mapping process, which argues that foundational reading skills are critical for fluency in reading (Erickson et al., 2021). Hence, such consideration is vital to ensuring better performances in English language art in Wrens elementary school. Furthermore, Erickson et al. (2021) discuss the prominent three elements of boosting performances in ELA. These significant three perspectives include phonemic awareness, word study, and understanding the relationship between letters and sounds (Erickson et al., 2021). Phonemic awareness exemplifies the demonstrations of spoken words and the pronouncement of sounds accordingly. Hence, such aspects play a crucial role in improving the rates of standardized testing in various schools.
Erickson et al. (2021) further identify the elements of boosting scores in English language art. The scholars discuss the role of encoding and decoding words based on learners’ reading development. This aspect help students understand simple vowel words, making them good in ELA. Hence, Erickson et al. (2021) explain the modes of student motivation and their relevancy in achieving good overall results. Besides, scholars note that student motivation is crucial since it boosts interactions between learners of various backgrounds. This aspect enables students to identify rhyming words, an element that marks success in the English language. Moreover, motivated students engage in the collaborative word-building experience, improving the efficiency of English language art. Hence, such consideration is critical in enhancing the GMA scores in ELA in the Wrens elementary school.
Teacher Effectiveness
Teachers play a critical role in student motivation. According to Aiken et al. (2020), researchers, educators, and district-level partners engaged in targeted reading intervention in a rural schools. The targeted reading motivation aimed to identify the role of student motivation in achieving better performances in schools. Markedly, the scholars noted that student and teacher growths were core motivators for students to achieve better results (Aiken et al., 2020). These scholars identify the critical aspects that necessitate student motivations. Learners face various challenges in academic and non-academic work in schools. For instance, Aiken et al. (2020) identify the technological challenges that many learners face during their educational journeys. As noted, current curriculums adhere to advanced mechanisms in evaluating and ranking students, creating a barrier to learners not conversing with the new technology. Aiken et al. (2020) argue that tutors should prepare learners sufficiently to ensure they understand all elements they meet in the final exams. Hence, according to these scholars, targeted reading intervention is a crucial strategy to meet the intended goals in the educational sector.
Moreover, Clark (2020) discusses the roles of teachers in tackling diversity issues in elementary schools. Clark notes that the current student population in the U.S is diverse, and many times, the tutor teaches a student of a different race, ethnicity, or nationality. Such an aspect creates a barrier in the education system and may cause poor results in particular subjects. Fundamentally, the current research discusses poor ELA performance results in the Wrens elementary school. This consideration marks the relevancy of Clark’s (2020) article to the research topic. Notably, Clark (2020) disclosed that first-year teachers had efficacy challenges when teaching students of diverse backgrounds. However, the observed differences disappeared after a teacher attained one year of experience (Clark, 2020). Hence, according to this observation, experience is crucial to ensure improved performances, mainly when teachers and students are from diverse backgrounds. Teachers should undertake all necessary procedures to ensure equality in school and boost the morale of all learners regardless of race, nationality, or ethnicity. Such an aspect will guarantee optimal results at the end of the course and may aid in improving ELA performances in the Wrens elementary school.
Teacher Credentials
Fowler’s (2020) article further offers critical material that can help solve the current research problem. The piece focuses on the credentials of elementary school teachers for grades K, 1, 2, and 3 (Fowler, 2020). Fowler (2020) notes license overlap in several schools, with elementary school teachers deployed in lower grades. According to this article, such an aspect is a critical cause for failure in ELA since developmental studies deteriorate. Markedly, 77% of kindergarten teachers hold elementary school licenses in several states (Fowler, 2020). Such a factor may create challenges in early development, prompting the scholar to advise a restriction of elementary school licenses for such classes. Schools should focus on developmental science when credentialing teachers to engage lower grades. Therefore, this article is critical in solving the current research problem since the Wrens elementary school will incorporate the recommendations. The school will efficiently adhere to credentialing suggestions when hiring teachers for various grades.
Professional Development
Pomerantz & Pierce (2019) discuss professional development’s role in improving elementary school scores and boosting students’ motivation. The scholars examined the deteriorating ELA results in the William school to develop a reliable and valid piece. According to Pomerantz & Pierce (2019), the school had been performing poorly, prompting the administration to administer particular student motivation procedures to boost the results. This institution partnered with several organizations to offer literacy partnership grants to top students (Pomerantz & Pierce, 2019). The incidence motivated students to participate in reading comprehension and English language tests that focused on heightening ELA scores. Moreover, the school undertook teacher professional development through literacy coaching (Pomerantz & Pierce, 2019). Such a step aimed to change instructional modes and create a chance to boost students’ abilities. Markedly, this move revealed an improvement among teachers in offering comprehension guidelines, and students could conveniently read and write English words. Hence, Pomerantz & Pierce’s (2019) article is relevant in solving the problem at the Wrens elementary school in Georgia.
New Teachers
Nguyen (2020) writes about the need to explore the teacher market and hire new teachers to improve ELA results in elementary schools. The author examines the differences between teachers in rural and urban areas. According to this literature source, the author prioritizes hiring rural-based tutors over urban ones. Teachers play the most critical role in student achievement, marking the need for hiring qualified personnel in elementary schools (Nguyen, 2020). Hence, for the Wrens elementary school to achieve better results in ELA, the school’s administration must incur expenses to hire competent teachers. Therefore, Nguyen’s (2020) article is critical in meeting the intended objective of the current research. Markedly, most schools attain poor grades due to the uneven distribution of tutors (Nguyen, 2020). Nguyen (2020) argued that schools must balance between quantity and quality of teachers and incur the related cost of hiring teachers. Therefore, Wrens elementary school should employ newly qualified teachers since they may help improve ELA scores in the institution.
Teacher Attendance
Mawyer & Johnson (2019) review the role of discipline literacy in school performances. These authors note that preservice teachers must undergo thorough training during their courses and learn about appropriate school conduct. As Nguyen (2020) noted, teachers play a significant role in students’ final results. Hence, if the teaching staff exhibits particular disciplinary issues, the students will suffer, and results will be poor. Indiscipline cases amongst teachers may include absenteeism (Mawyer & Johnson, 2019). If teachers miss school without permission, there is an increased chance of not covering the curriculum requirements. This aspect will facilitate poor scores as students meet new questions they have not practiced in class. Furthermore, Mawyer & Johnson (2019) argue that teachers must familiarize themselves with effective reading strategies for particular levels. Failing to understand the proper techniques in each education level may facilitate poor grades, particularly at lower rates. Hence, this article is significant to the current research since it offers crucial information that can help boost ELA scores in the Wrens elementary school.
Instructional Resources
Torphy et al. (2020) critique the professional support instruments and instructional resources needed to boost results. The authors highlight the critical role that social media plays in availing crucial resources to teachers. This study entailed a sample of 100 teachers, whom the researchers linked to 1029 online sources. According to Torphy et al. (2020), teachers can effectively interact and share resources on various online sites. This element allows new teachers to adapt to the teaching environments and boost their competency levels. Besides, online platforms make it convenient to hold benchmarking seminars and enable students to share crucial aspects (Torphy et al., 2020). Such a move helps boost results by enabling learners and teachers to grab important content. Consequently, Trophy et al.’s article are relevant to the current research. The authors advise teachers to focus on online bases to interact and gather important content. Hence, the school head at Wrens elementary should provide proper resources that allow trainers in the facility to interact with other teachers online. Such a move will significantly boost ELA scores and enhance students’ abilities in the English language.
Summary
This study focuses on the strategies that can help boost ELA scores in the Wrens elementary school following poor performances in the subject. The research article examines the existing literature base to reveal crucial steps the school can undertake. Markedly, the critiqued sources are scholarly and current, aiding in solving the research problem. This paper identifies mechanisms to improve standardized test scores to ensure better ELA results. Some means of improving standardized test scores include parental engagement, progress monitoring, and analyzing test scores. This article further examines the impacts of student motivation in achieving better scores in school. Accordingly, teachers play a significant role in determining school performance. Hence, the literature base reveals the need for hiring competent teachers to meet the intended goals. Furthermore, school heads should engage in professional development by training teachers and utilizing online platforms to champion teachers’ interactions. Such interactions and benchmarking play a critical role in improving school performance. The content in this research article is crucial and aids in meeting the intended research purpose. Therefore, Wrens elementary school can incorporate the suggestions to improve ELA scores.
References
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