| An abundance of research exists related to student and school factors that influence student achievement; however, due to the increase in value-added assessment models and the number of states that are instituting such models, there is a significant need to investigate school characteristics and programs that promote academic growth as measured through value-added analysis. The research study was an effort to explore programs and characteristics common among high schools in Pennsylvania that issue reading growth projections provided by the Pennsylvania Value-Added Assessment System. High growth reading high schools were identified using Average Growth Index (AGI) scores. Sixty-five high school principals working in these high reading growth schools completed a survey and provided insight into those characteristics and programs in their schools that promoted reading development. Six onsite visits were completed and personal interviews were conducted with principals of these high growth schools to develop information regarding what these schools did to attain such positive results. Additionally, a multiple regression analysis was conducted to determine if there was a relationship between a school's three-year mean AGI score and several variables. Results of the study concluded that high schools that exceed PVAAS reading projections contained the following characteristics and/or programs: (a) had remediation and/or tutoring programs in place for students who are not meeting the prescribed academic standards, (b) obtained, reviewed, and utilized student data to maximize the learning potential, (c) utilized a focused approach to staff development, and (d) had high expectations for student achievement as shared by the community, parents, staff, and students. Regression analyses showed that Graduation Rate, "Other" Race, Percentage of Low Income Students, Number of Students, and Math Growth Indexes demonstrated a relationship to the reading growth scores in Pennsylvania high schools. |
