In this (Part 3 of the Action Research Proposal) draft, I introduced one research question (the “how” question from Table 1, Module 1), a research methodology, the target population impacted, and the professional practice/workplace setting (pseudonym). I also developed a data collection plan appropriate to the selected methodology.

1. Action Research Proposal: Research Procedures
American College of Education
RES5153 Research Methods
By J’Nai Whitehead, MSHRM
Dr. Harold Fisher
Due April 30th, 2023

2. 1
Introduction
The problem is that special education (SPED) students are administered the same test as
students in general education. The area of focus for data collection will be on the test data to
determine if modified or alternative tests will provide more academic achievement levels for
students. I believe the root of the disparities shown in test scores is a direct result of SPED/ELL
student’s requirements to take the same state tests as other students. The purpose of this study
will be to narrow the achievement gap in groups previously mentioned by administering a
modified test to identified SPED/Resource students in the Richland TWO school district.
Research Question
The research question proposed is to help improve the achievement gap between students
that are not meeting grade level expectations and those that are meeting grade level expectations
on standardized tests in the Richland TWO school district. This will include the importance of
modifying tests for classified SPED and ELL students. The following question will guide an
exploration of data collection:
1. How will the achievement gap in test data improve among students if modified tests are
administered?
Methodology and Design
The different methodologies that are recommended for the purpose of research are
qualitative, quantitative, and mixed methods (American College of Education, Module 3, 2021).
My research will contain three methods; an analysis of previous SC Ready test data, face-to-face
interviews, and a teacher survey. Qualitative research investigates relationships through
observations, informal/formal interviews, and surveys. Quantitative research relies on numerical

3. 2
data like test scores, report cards, or any other form of measurement/numerical data. Although I
love to analyze numerical data, I will utilize a mixed-method research design. This way I can
utilize both quantitative and qualitative data for more valid and reliable research. The process of
using multiple sources for data collection is called triangulation. Triangulating the data will add
to the credibility of the action research proposal and helps to minimize bias by using just one
source (ACE, 2021). According to an article written by Saira Naeem (2019), the basic idea of
data triangulation is that the researcher can be more confident credibility and validity of their
findings when different methods have the same results.
Quantitative Research
After conducting the literature review, I found that there is a significant achievement gap
shown in test scores between sub-groups of SPED and ELLs and those students of the general
education population. The literature shared my sentiment about possibly separating the test data
in order to have a more accurate account of student achievement. This previous test data will be
used as quantitative research. Quantitative research is often utilized in educational research
studies. Although quantitative research can overlook the student’s experiences and perspectives
in highly controlled test settings (Ary, D., et al., 2013), it can lack a direct connection between
researchers and the participants when collecting data. The quantitative research method is still
considered the most powerful in regard to testing and assessment research (Rahman, M. S.
(2017).
Qualitative Research
Other forms of data collection I plan to use are teacher surveys, informal interviews, and
formal face-to-face interviews with other teachers. This type of data collection is identified as
being qualitative because it is not statistical in nature. Instead, it utilizes different types of

4. 3
subjective, unstandardized data, in which people can describe how they interpret a situation.
Vann Maanan (1979, p. 520) describes qualitative research as concerned with multiple
perspectives. Qualitative surveys can consist of open-ended questions that are crafted by a
researcher and are centered on a focus topic. These surveys can be self-administered, with
questions that are presented in a fixed or standard order to participants. Responses are recorded
in their own words, instead of selecting from a pre-determined response option. According to
Virginia Braun et al. (2013), fully qualitative surveys can produce rich and complex accounts of
the type of sense-making typically of interest to qualitative researchers – such as participants’
subjective experiences, narratives, practices, positionings, and discourses.
Population, Sample, and Professional Practice/Workplace Setting
According to the 2022 SC Ready Math scores, of the 2,226 eighth graders in the Richland
TWO school district; 31.3% has met or exceeded grade level expectation and 68.8% did not meet
grade level expectation. An achievement gap is considered when the difference in test scores is
statistically significant and is larger than the margin of error (NAEP, 2023). This is especially
true for students that are in special education (SPED) as well as English Language Learners
(ELL), that are still required to take the same test as students in general education. The Richland
TWO School District is too large to sample. Instead, I will focus on test data from one school,
Jackson Creek Elementary. According to the SC School Report Card data (2021-2022) there
were 520 students at this particular school and 100 staff members, including 49 teachers, 12 of
whom teach third through fifth grade.

5. 4
Data Collection Plan
Statistical Data
I plan to utilize previous SC Ready Test scores to determine if my theory is correct. I plan
to look at the number of SPED/Resource students that tested on grade level as well as calculate
what test scores would be if their scores were separated. I also plan to use this data to determine
more accurate gaps in achievement between each group/sub-group. For example, using graphs
and tables like the one below shows that at Jackson Creek Elementary School only 86/204
(42.2%) students that tested for the 2021-2022 SC Ready English Language Arts (Reading and
Writing) were ‘Met or Exceeding’ grade level expectations. I argue that the percentage would be
higher if SPED/Resource students were able to take a modified test.
(SC Report Card, 2023)

6. 5
Surveys
I will create open-ended surveys and questionnaires with Google Forms to send to
teachers at Jackson Creek Elementary. Allowing teachers to complete this survey in a timely
manner, roughly three days. I will analyze their thoughts and perspectives on the matter to derive
themes in relation to achievement gaps in test scores. According to Best Practices on Survey
Design, a peer-reviewed article on creating effective surveys, it is best to have a clear and
attainable goal for the survey. For example, I will use the following statement, “This survey is
designed to understand teacher’s perceptions about SPED/Resource students taking the same
state-wide test as general education students. Responses will be used with quantitative data to
validate that the resulting achievement gap will narrow if a modified test is provided to the
identified sub-group of students.” Prior to sending out the full survey, I will first ask colleagues
to provide me with feedback on the clarity of the questions. It is also recommended to have an
estimated time for completion of the survey. Letting the respondents know their time
commitment of 5 minutes to take the survey will increase the rate of completion (Creating
Effective Surveys, 2021). Example of survey questions from Creating Effective Surveys;

7. 6
Face-To-Face Interview
In conducting the face-to-face interviews, I will ask relevant, pre-determined questions to
participants. The ERIC Development Team (1997) suggests that when composing appropriate
questions for a structured interview, three main criteria exist for writing appropriate questions:
relevance, selection of the proper respondents, and ease of answering. The questions may be
asked and may sometimes be changed to accommodate a more natural conversational flow.
According to a case study conducted by Catherine Snyder of Union Graduate College (2012), the
questions should be purposely redundant to give the participants multiple opportunities to
articulate how they feel about SPED/Resource students taking the same state-wide test as
non-SPED students. I will also keep notes and written records to track participant's answers as
well as my own thoughts throughout the research interviews.
Conclusion
The area of focus for this action research is on the test data and determining if modified
or alternative tests will provide more academic achievement levels for students. Although I love
to analyze numerical data, I will utilize a mixed-method research design. I will use both
quantitative and qualitative data for more valid and reliable research. The following question will
guide an exploration of data collection: How will the achievement gap in test data improve
among students if modified tests are administered? To determine the cause of the achievement
gap shown in test data, I will focus on previous SC Ready test scores. To validate the numerical
data found, I will couple it with qualitative data. By creating open-ended surveys and
questionnaires with Google Forms to send to teachers at Jackson Creek Elementary, I will
analyze their thoughts and perspectives on the matter to derive themes in relation to achievement

8. 7
gaps in test scores. When conducting the face-to-face interviews, I will ask relevant,
pre-determined questions to participants, and keep written records to track participant's answers
as well as my own thoughts throughout the research interviews.

9. 8
References
American College of Education. (2021). RES5153 Research Methods: Module 2 [Part 1
presentation].Data Collection Techniques & Triangulation. Canvas.
https://ace.instructure.com/courses/1898932/external_tools/11842
Ary, D., Jacobs, L., Sorensen, C., & Walker, D. (2013). Introduction to research in education.
Cengage Learning.
Braun, V., Clarke, V., Boulton, E., Davey, L., & McEvoy, C. (2021). The Online Survey as a
“Qualitative” Research Tool. International Journal of Social Research Methodology, 24(6),
641–654.
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research
in Sport, Exercise & Health, 11(4), 589–597.
https://doi.org/10.1080/2159676X.2019.1628806
Creating Effective Surveys: Best Practices in Survey Design. Evidence Use in Education. (2021).
In Regional Educational Laboratory West. Regional Educational Laboratory West.
Designing Structured Interviews for Educational Research. ERIC/AE Digest. (1997).
Naeem, S. (2019, June 13). Data Triangulation in Qualitative Research - Helping Research
Writing for Student & professional researchers. Helping Research writing for student &

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professional researchers Research Writing. Retrieved April 27, 2023, from
http://researcharticles.com/index.php/data-triangulation-in-qualitative-research/
NAEP Achievement Gaps - Understanding Gaps. (2011, June 17). NCES. Retrieved April 16,
2023, from https://nces.ed.gov/nationsreportcard/studies/gaps/understand_gaps.aspx
Rahman, M. S. (2017). The Advantages and Disadvantages of Using Qualitative and
Quantitative Approaches and Methods in Language “Testing and Assessment” Research:
A Literature Review. Journal of Education and Learning, 6(1), 102–112.
SC Report Cards. (n.d.). Overview. SC School Report Card. Retrieved April 30, 2023, from
https://screportcards.com/overview/?q=eT0yMDIyJnQ9RSZzaWQ9NDAwMjEwMw
Snyder, C. (2012). A Case Study of a Case Study: Analysis of a Robust Qualitative Research
Methodology. Qualitative Report, 17.
Van Maanen, J. (1979). Reclaiming qualitative methods for organizational research: A preface.
Administrative Science Quarterly, 24(4), 520-526. http://dx.doi.org/10.2307/2392358