Diagnostic of reading and mathematics competencies in students at an elementary school in Texas
DOI:
https://doi.org/10.56368/Entrelineas415Keywords:
performance-centered teaching, individualized instruction, reading, math, curriculumAbstract
To assess the reading and mathematics proficiency levels of students in grades 3-5 at the start of the 2023-2024 school year at a Texas elementary school, this study examined the use of systematic planning. The iReady adaptive assessment was used to assess academic proficiency at the beginning of the year, complemented by teacher surveys on perceptions and pedagogical practices. Results showed significant differences in grade 3, where only 3 students demonstrated proficiency in mathematics; in grade 4, only 12 achieved proficiency in reading; and in grade 5, only 13 students achieved proficiency in both areas. The majority of students performed well below their grade level. Teachers positively valued data-driven planning, although they expressed limitations in time, technology training, and differentiated resources. It is concluded that systematic planning and the pedagogical use of data are necessary to address academic deficits, but their effectiveness depends on institutional support and professional teaching development. These results reinforce the need for structured and sustained interventions in contexts with wide educational disparities.
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