| This research examined the effects of the new English/Language Arts standards, brought about by the Tennessee Diploma Project, on the ACT Reading test scores of high school seniors. The effects on student achievement, perceptions of secondary and postsecondary educators, as well as the effects on the test scores of at-risk students were measured. The research revealed there was no significant difference between students' ACT Reading test scores when comparing those who were taught the new standards, which began in 2009, to those who were not. No significant difference was found between at-risk students who were taught the new standards. Survey responses from secondary and postsecondary educators indicated significant differences between what each group considered more college and career ready standards. |
