The purpose of this study was to explore the impact literacy coaches had on Mississippi’s lower-performing schools. To guide the study, the researcher developed four research questions and four null hypotheses. The population of this study was derived from a sample of Mississippi students in Grades K-3 who were administered the Early Literacy STAR assessment for kindergartners and the STAR assessment for first through third-graders. This assessment was administered twice during the 2015-2016 school year. The pretest was given in August; the posttest was given in April/May. These students came from four different schools; two schools had literacy coaches and two schools did not have literacy coaches. The results demonstrated that schools that have literacy coaches had kindergarten students who demonstrated significant growth in reading when compared to their counterparts in schools that did not have literacy coaches. However, the results also suggested that schools that have literacy coaches working with second through third-grade students did not demonstrate significant growth in reading compared to their counterparts in schools that did not have literacy coaches; whereas, students’ literacy growth was actually harmed in first grade if literacy coaches were present.
","abstract_html":"<p>The purpose of this study was to explore the impact literacy coaches had on Mississippi’s lower-performing schools. To guide the study, the researcher developed four research questions and four null hypotheses. The population of this study was derived from a sample of Mississippi students in Grades K-3 who were administered the Early Literacy STAR assessment for kindergartners and the STAR assessment for first through third-graders. This assessment was administered twice during the 2015-2016 school year. The pretest was given in August; the posttest was given in April/May. These students came from four different schools; two schools had literacy coaches and two schools did not have literacy coaches. The results demonstrated that schools that have literacy coaches had kindergarten students who demonstrated significant growth in reading when compared to their counterparts in schools that did not have literacy coaches. However, the results also suggested that schools that have literacy coaches working with second through third-grade students did not demonstrate significant growth in reading compared to their counterparts in schools that did not have literacy coaches; whereas, students’ literacy growth was actually harmed in first grade if literacy coaches were present.</p>","abstract_has_math":false,"creators":["Trivelli-Bowen, Barbara Ann"],"institution":null,"degree_name":"Ed.S. in Curriculum and Instruction","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Kerry Holmes","Virginia Moore","Jerilou Moore"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-01-01T08:00:00Z","date_published":"2017-01-01T08:00:00Z","updated_at":"2026-07-24T03:05:36Z","subjects":["Kindergarten-3rd Grade","Literacy","Literacy Coaches","Lower-Performing Schools","Elementary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://egrove.olemiss.edu/etd/477","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kerry Holmes","Virginia Moore","Jerilou Moore"]},{"key":"dc:creator","label":"Author","values":["Trivelli-Bowen, Barbara Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-11-26T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.S. in Curriculum and Instruction"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Kindergarten-3rd Grade","Literacy","Literacy Coaches","Lower-Performing Schools","Elementary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://egrove.olemiss.edu/etd/477"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to explore the impact literacy coaches had on Mississippi’s lower-performing schools. To guide the study, the researcher developed four research questions and four null hypotheses. The population of this study was derived from a sample of Mississippi students in Grades K-3 who were administered the Early Literacy STAR assessment for kindergartners and the STAR assessment for first through third-graders. This assessment was administered twice during the 2015-2016 school year. The pretest was given in August; the posttest was given in April/May. These students came from four different schools; two schools had literacy coaches and two schools did not have literacy coaches. The results demonstrated that schools that have literacy coaches had kindergarten students who demonstrated significant growth in reading when compared to their counterparts in schools that did not have literacy coaches. However, the results also suggested that schools that have literacy coaches working with second through third-grade students did not demonstrate significant growth in reading compared to their counterparts in schools that did not have literacy coaches; whereas, students’ literacy growth was actually harmed in first grade if literacy coaches were present.
"]},{"key":"dc:title","label":"Title","values":["The Impact Literacy Coaches Have On Mississippi's Lower-Performing Schools"]}]}],"canonical_facts":{"dc:contributor":["Kerry Holmes","Virginia Moore","Jerilou Moore"],"dc:creator":["Trivelli-Bowen, Barbara Ann"],"dc:date.available":["2018-11-26T08:00:00Z"],"dc:description.abstract":["The purpose of this study was to explore the impact literacy coaches had on Mississippi’s lower-performing schools. To guide the study, the researcher developed four research questions and four null hypotheses. The population of this study was derived from a sample of Mississippi students in Grades K-3 who were administered the Early Literacy STAR assessment for kindergartners and the STAR assessment for first through third-graders. This assessment was administered twice during the 2015-2016 school year. The pretest was given in August; the posttest was given in April/May. These students came from four different schools; two schools had literacy coaches and two schools did not have literacy coaches. The results demonstrated that schools that have literacy coaches had kindergarten students who demonstrated significant growth in reading when compared to their counterparts in schools that did not have literacy coaches. However, the results also suggested that schools that have literacy coaches working with second through third-grade students did not demonstrate significant growth in reading compared to their counterparts in schools that did not have literacy coaches; whereas, students’ literacy growth was actually harmed in first grade if literacy coaches were present.
"],"dc:identifier":["https://egrove.olemiss.edu/etd/477"],"dc:subject":["Kindergarten-3rd Grade","Literacy","Literacy Coaches","Lower-Performing Schools","Elementary Education"],"dc:title":["The Impact Literacy Coaches Have On Mississippi's Lower-Performing Schools"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.S. in Curriculum and Instruction"]},"updated_at":"2026-07-24T03:05:36Z"}