AN ANALYSIS OF THE IMPACT OF mCLASS: READING 3D ON STUDENTS’ READING ACHIEVEMENT IN SECOND GRADE

Abstract

The purpose of this program evaluation was to research North Carolina’s adoption of mClass: Reading 3D to determine program effectiveness, how teachers use student data from the program to improve instructional practices, and the extent, if any, mClass: Reading 3D has impacted students’ reading achievement in second grade. Additionally, the researcher analyzed data to report if and how continuous and ongoing professional development associated with mClass: Reading 3D provided teachers with the necessary skills to effectively impact students’ reading achievement. Data from this study will be used to inform the implementation process of mClass: Reading 3D that may have a positive impact on students’ reading achievement. A descriptive study using both qualitative and quantitative data was used to address the research questions. Data were collected from teacher surveys, educational administrators, transformational/instructional coaches, and student test scores to determine the impact of mClass: Reading 3D on student reading achievement in second grade. The findings for this study indicated that mClass: Reading 3D had a somewhat positive impact on students’ reading achievement in grades K-3. The K-3 teachers are using mClass: Reading 3D data to drive instruction. Although the findings of this study were somewhat positive, the data are not being utilized to the fullest potential to improve student reading achievement. The findings suggested there is a need for specific and ongoing professional development to improve the overall effectiveness and implementation of the program.