Abstract
The Common Core State Standards initiative was released in 2010 in several states to replace the common core individual state standards that have reflected on the instructional adaptations as well. The purpose of this study is was to determine if there is a difference in reading and language arts achievement between fourth grade students receiving state-mandated common core instruction versus traditional state based standards instructional methods, and to determine if any differences, between the two approaches are were similar for students of different ability levels. This study utilizes utilized a causal comparative design.A significant difference was found in favor of Common Core Standards.
mohamed Almgren, A. (2018). Reading and Language Arts Achievement for Traditional Versus State-Mandated Common Core fourth grade Instruction across Student Ability Levels. Journal of Scientific Research in Education, 19(Issue 13), 693-711. doi: 10.21608/jsre.2019.28363
MLA
Asma mohamed Almgren. "Reading and Language Arts Achievement for Traditional Versus State-Mandated Common Core fourth grade Instruction across Student Ability Levels", Journal of Scientific Research in Education, 19, Issue 13, 2018, 693-711. doi: 10.21608/jsre.2019.28363
HARVARD
mohamed Almgren, A. (2018). 'Reading and Language Arts Achievement for Traditional Versus State-Mandated Common Core fourth grade Instruction across Student Ability Levels', Journal of Scientific Research in Education, 19(Issue 13), pp. 693-711. doi: 10.21608/jsre.2019.28363
VANCOUVER
mohamed Almgren, A. Reading and Language Arts Achievement for Traditional Versus State-Mandated Common Core fourth grade Instruction across Student Ability Levels. Journal of Scientific Research in Education, 2018; 19(Issue 13): 693-711. doi: 10.21608/jsre.2019.28363
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