The purpose of this study was to compare the achievement of students in reading-language arts and math, who participated in the Scholastic READ 180 program within self-contained classroom organizations with the achievement of READ 180 students within departmentalized classrooms and with students not enrolled in READ 180. Classroom organizational structure at the intermediate grade is a highly debated issue. The READ 180 program is a highly structured model of the reading-language arts block. However, past research has provided few recommendations on how to schedule classes for at-risk students. Teachers and administrators of intermediate school students will benefit from a quantitative study that evaluates the relationship between classroom organizational structures and the success of READ 180 students. Eight research questions guided the study. One-way and two-way ANOVAS were used to evaluate the relationships between the variables. Tennessee Comprehensive Assessment Program (TCAP Reading-language arts and TCAP Math), Discovery Education (DE Reading-language arts and DE math), and Scholastic Reading Inventory (SRI) test scores were compared with regard to gender. The results of the data analyses indicated no significant difference in DE reading and SRI test scores among the 3 classroom organizations. However, there was a significant difference in DE Math, TCAP reading, and TCAP math scores with regard to classroom organization. Non READ 180 students tended to have higher means than either READ 180 self-contained or READ 180 departmentalized students. When the analyses included only READ 180 students, no significant interaction was found between classroom organization and gender. Also no significant differences were found between male and female students and no significant difference was found between self-contained and departmentalized classrooms.
","abstract_html":"<p>The purpose of this study was to compare the achievement of students in reading-language arts and math, who participated in the Scholastic READ 180 program within self-contained classroom organizations with the achievement of READ 180 students within departmentalized classrooms and with students not enrolled in READ 180. Classroom organizational structure at the intermediate grade is a highly debated issue. The READ 180 program is a highly structured model of the reading-language arts block. However, past research has provided few recommendations on how to schedule classes for at-risk students. Teachers and administrators of intermediate school students will benefit from a quantitative study that evaluates the relationship between classroom organizational structures and the success of READ 180 students. Eight research questions guided the study. One-way and two-way ANOVAS were used to evaluate the relationships between the variables. Tennessee Comprehensive Assessment Program (TCAP Reading-language arts and TCAP Math), Discovery Education (DE Reading-language arts and DE math), and Scholastic Reading Inventory (SRI) test scores were compared with regard to gender. The results of the data analyses indicated no significant difference in DE reading and SRI test scores among the 3 classroom organizations. However, there was a significant difference in DE Math, TCAP reading, and TCAP math scores with regard to classroom organization. Non READ 180 students tended to have higher means than either READ 180 self-contained or READ 180 departmentalized students. When the analyses included only READ 180 students, no significant interaction was found between classroom organization and gender. Also no significant differences were found between male and female students and no significant difference was found between self-contained and departmentalized classrooms.</p>","abstract_has_math":false,"creators":["Cannon, Amanda C"],"institution":null,"degree_name":"EdD (Doctor of Education)","degree_level":"Dissertation - unrestricted","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T07:00:00Z","date_published":"2011-05-07T07:00:00Z","updated_at":"2026-07-24T02:20:06Z","subjects":["reading","organizaiton","structure","gender","READ 180","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/1252","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Cannon, Amanda C"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1990-01-01T08:00:00Z"]},{"key":"dc:date.issued","label":"Date","values":["2011-05-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD (Doctor of Education)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["reading","organizaiton","structure","gender","READ 180","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/2443/viewcontent/CannonA040611f.pdf","https://dc.etsu.edu/etd/1252"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to compare the achievement of students in reading-language arts and math, who participated in the Scholastic READ 180 program within self-contained classroom organizations with the achievement of READ 180 students within departmentalized classrooms and with students not enrolled in READ 180. Classroom organizational structure at the intermediate grade is a highly debated issue. The READ 180 program is a highly structured model of the reading-language arts block. However, past research has provided few recommendations on how to schedule classes for at-risk students. Teachers and administrators of intermediate school students will benefit from a quantitative study that evaluates the relationship between classroom organizational structures and the success of READ 180 students. Eight research questions guided the study. One-way and two-way ANOVAS were used to evaluate the relationships between the variables. Tennessee Comprehensive Assessment Program (TCAP Reading-language arts and TCAP Math), Discovery Education (DE Reading-language arts and DE math), and Scholastic Reading Inventory (SRI) test scores were compared with regard to gender. The results of the data analyses indicated no significant difference in DE reading and SRI test scores among the 3 classroom organizations. However, there was a significant difference in DE Math, TCAP reading, and TCAP math scores with regard to classroom organization. Non READ 180 students tended to have higher means than either READ 180 self-contained or READ 180 departmentalized students. When the analyses included only READ 180 students, no significant interaction was found between classroom organization and gender. Also no significant differences were found between male and female students and no significant difference was found between self-contained and departmentalized classrooms.
"]},{"key":"dc:title","label":"Title","values":["A Comparison between READ 180 Students and Non-READ 180 Students Reading and Math Scores by Classroom Structure."]}]}],"canonical_facts":{"dc:creator":["Cannon, Amanda C"],"dc:date.available":["1990-01-01T08:00:00Z"],"dc:date.issued":["2011-05-07T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to compare the achievement of students in reading-language arts and math, who participated in the Scholastic READ 180 program within self-contained classroom organizations with the achievement of READ 180 students within departmentalized classrooms and with students not enrolled in READ 180. Classroom organizational structure at the intermediate grade is a highly debated issue. The READ 180 program is a highly structured model of the reading-language arts block. However, past research has provided few recommendations on how to schedule classes for at-risk students. Teachers and administrators of intermediate school students will benefit from a quantitative study that evaluates the relationship between classroom organizational structures and the success of READ 180 students. Eight research questions guided the study. One-way and two-way ANOVAS were used to evaluate the relationships between the variables. Tennessee Comprehensive Assessment Program (TCAP Reading-language arts and TCAP Math), Discovery Education (DE Reading-language arts and DE math), and Scholastic Reading Inventory (SRI) test scores were compared with regard to gender. The results of the data analyses indicated no significant difference in DE reading and SRI test scores among the 3 classroom organizations. However, there was a significant difference in DE Math, TCAP reading, and TCAP math scores with regard to classroom organization. Non READ 180 students tended to have higher means than either READ 180 self-contained or READ 180 departmentalized students. When the analyses included only READ 180 students, no significant interaction was found between classroom organization and gender. Also no significant differences were found between male and female students and no significant difference was found between self-contained and departmentalized classrooms.
"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/2443/viewcontent/CannonA040611f.pdf","https://dc.etsu.edu/etd/1252"],"dc:rights":["Copyright by the authors."],"dc:subject":["reading","organizaiton","structure","gender","READ 180","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research"],"dc:title":["A Comparison between READ 180 Students and Non-READ 180 Students Reading and Math Scores by Classroom Structure."],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - unrestricted"],"thesis:degree_name":["EdD (Doctor of Education)"]},"updated_at":"2026-07-24T02:20:06Z"}