Date of Award
Doctor of Public Administration (DPA)
Public Policy and Administration
Kristen B. Crossney, Ph.D.
Allison H. Turner, Ph.D.
Francis Atuahene, Ph.D.
This study explores reading proficiency as a public policy agenda indicator and hypothesizes that reading achievement scores among phonics-based, Reading First, literacy curriculum participants will significantly increase when a neuroscience-based intervention model is integrated into the instructional program. Using a deductive approach, English Language Arts (ELA) achievement percentages from 31 school districts in Maine were analyzed and compared to the Maine state average across 3 groups: All students, Economically Disadvantaged students, and Students with Disabilities. Secondary data was obtained from the Every Student Succeeds Acts (ESSA) Dashboard available on the Maine state government website. One-sample case t-test results indicate that the sample school districts scored significantly higher relative to all 3 groups, and that the possible effect of the ABC neuroscience-based intervention on reading achievement ranged from higher than small to slightly below moderate. Applications for the use of these findings as a policy stream indicator for agenda setting are discussed in addition to recommendations for educational practice and future research.
Jaronczyk, Mark, "Reading Proficiency As A Public Policy Agenda Indicator: The Importance Of Reading Ability On The Educational Outcomes Of Students And The Collateral Effects To Society" (2023). West Chester University Doctoral Projects. 221.