Action Research PP Practicum #3

Impacts of Lacking a Well-Defined ELAR Curriculum

  • Overview

    • The absence of a structured ELAR curriculum at Uplift Elevate affects student learning and staff morale, consequently impacting student achievement.

Problem Statement

  • Many students at Uplift Elevate are not reading at grade level, especially in third grade.

  • STAAR data indicates a significant number of scholars reading below grade level, particularly in foundational ELAR concepts.

Research Context

  • Elevate’s ELA program shows no growth from 2022 to 2023, indicating a need for active interventions to enhance literacy outcomes.

Scholar Demographics

  • Student Body: Approximately 629 students and 80 staff, including 42 teachers (TAPR).

  • Diversity: Predominantly Hispanic with high rates of economic disadvantage and language challenges.

    • 75.7% economically disadvantaged

    • 18.8% English learners

    • 6.7% special education

  • Enrollment by Race/Ethnicity:

    • 26.6% African American

    • 45.2% Hispanic

    • 18.6% White

    • 3.2% Asian

  • Enrollment by Gender:

    • 50.1% Female

    • 49.9% Male

Purpose/Goal Statement

  • This research aims to investigate the impact of an ineffective ELAR curriculum and poor staff culture on academic achievement and to create a data-based intervention plan to support teacher and student growth.

Literature Review

Importance of a Coherent Curriculum

  • Boudett, City, and Murnane (2013): A clear, coherent curriculum is vital for consistency in literacy instruction and alignment with state standards.

  • Cohen and Hill (2000): Quality curriculum access improves teacher efficacy and student outcomes.

Staff Culture

  • Hargreaves and Fullan (2012): Positive staff culture fosters collaboration, enhancing teaching effectiveness and student achievement.

  • Sergiovanni (2005): Supportive environments improve teacher morale and instructional proficiency.

Methods

  • Analyze trends from STAAR data, Mclass assessments, student writing samples, and teacher data.

  • Focus on lowest scoring TEKS to identify needed instructional support.

  • Develop plans for daily lesson integration of TEKS and monitor implementation.

  • Provide regular professional development and collaboration time for teachers.

Findings

  • Needs assessment shows low ELAR scores and teacher attitudes hinder growth.

  • No concrete curriculum aligned with TEKS, and many teachers are new, lacking instructional strategies for targeted support.

Conclusion

  • The lack of a well-defined ELAR curriculum leads to inconsistent literacy skills and teaching methods, exacerbating learning inequities. A structured curriculum is essential for student success and systematic instruction.

  • Research emphasizes the need for cohesive ELAR frameworks to promote equity and aligned teaching practices.

Future Implications

  • This study can guide other educational institutions in understanding the link between a structured curriculum and student achievement.

  • Recommend community involvement and further research on professional development and technology integration in literacy education.