Peer Assessment ED 504 Rubric

· Peer Assessment ED 504 SP20 OL1 Rubric
· Your Name:
· Name of Classmate Who Wrote This Signature Project Stage
1:
· Date:
· Directions: Submit your Signature Project Stage 1 Chapters 1,
2, 3, and Reference list in Discussion Board. In Discussion
Board locate the Signature Project Stage 1 you have been
assigned to assess. Your professor will make the assignment.
Use the attached rubric to complete your Peer Assessment.
Upload the completed Peer Assessment in the tab named Peer
Assessment. This assignment is worth 20 points.
Criteria
Unacceptable
Revisions Required
Target
Your Feedback

1. Signature Project Stage 1: Are the focus and purpose clear?
1 Points
Missing thesis; confusion about or misunderstanding of topic;
no sense of purpose
2 Points
Simplistic and unfocused ideas; limited sense of purpose
3 Points
Developed thesis; represents sound understanding of the
assigned topic; focused
2. Signature Project Stage 1: Are ideas clear and well
supported?
1 Points
Absence of support for main points
2 Points
Support is provided, but is not specific; support is only loosely
relevant to the main points
3 Points
Ideas sufficiently supported; support is sound, valid, and logical
3. Signature Project Stage 1: Is the writing structured and well
organized?
1 Points
No paragraph structure; or single, rambling paragraph; or series
of isolated paragraphs
2 Points
Organization is confusing or disjointed; weak paragraph
structure; transitions are missing or inappropriate
3 Points
Clear organizational structure; easily followed; includes
transitions; structured format
4. Signature Project Stage 1: Did the writer consider audience
and tone?
1 Points

No awareness of appropriate audience for assignment; tone is
inappropriate
2 Points
Lacks awareness of appropriate audience for the assignment;
tone is inconsistent
3 Points
Effective and accurate awareness of audience; tone is
appropriate for audience and assignment
5. Signature Project Stage 1: Do appendices include necessary
documentation?
1 Points
Most items required in the appendices are not presented in the
appendices; the plan and necessary steps to protect human
subjects in research are not clear.
2 Points
Most required items are presented in the appendices; items and
a plan somewhat demonstrate ethical practices in protection of
human subjects.
3 Points
All required items are presented in the appendices; items clearly
demonstrate ethical practices in protection of human subjects.
6. Signature Project Stage 1: Are proper mechanics utilized? Is
correct sentence structure utilized?
1 Points
Frequent errors in spelling and capitalization; intrusive and/or
inaccurate punctuation; communication is hindered. Contains
multiple and serious errors of sentence structure: i.e. fragments,
run-ons. Unable to write simple sentences.
2 Points
Contains several punctuation, spelling, and/or capitalization
errors (up to 6); errors interfere with meaning; formulaic
sentence patterns or overuse of simple sentences; errors in
sentence structure.
3 Points

Virtually free of punctuation, spelling, capitalization errors (no
more than 3); errors do not interfere with meaning; effective
and varied sentences; errors (if present) due to lack of careful
proofreading; complex sentences are written correctly.
7. Signature Project Stage 1: Are vocabulary and word usage
varied and appropriate?
1 Points
Vocabulary is unsophisticated; or subject specific vocabulary or
sophisticated vocabulary used incorrectly
2 Points
Proper, but simple vocabulary used; subject specific vocabulary
used infrequently
3 Points
Vocabulary is varied, specific and appropriate; uses subject
specific vocabulary correctly
8. Signature Project Stage 1: Is proper evidence and support of
original work provided in body of the review?
1 Points
Turnitin or Safe Assign report indicates match percentage of
greater than 25 percent.
2 Points
Turnitin or Safe Assign report indicates match percentage of 15
to 25 percent.
3 Points
Turnitin or Safe Assign report indicates a match percentage of
less than 15 percent.
9. Signature Project Stage 1: Is APA format followed?
1 Points
There are significant format errors present ; multiple (more than
6) of APA formatting errors; in the reference list and/or in-text
citations;
2 Points
Fewer than 6 APA format errors are present in the reference list

in-text; citations; header; headings; page numbers; etc.
3 Points
There are virtually no APA format errors present in either
reference list in-text; citations; header; headings; page numbers;
etc.
10. Signature Project Stage 1: Source of data is credible and
data is representative of the scope requirements for the
advanced degree being sought. (InTASC 6, 9; CAEP A1.1)
1 Points
The source of the data is ambiguous or lacks credibility; data
does not allow for problem/weakness identification appropriate
for required project scope
2 Points
The source of the data is clear and credible; data does not allow
for problem/weakness identification appropriate for required
project scope
3 Points
The source of the data is clear and credible; data allows for
identification of an of a classroom, multi-classroom, school or
district level problem/weakness appropriate to the required
project scope
11. Signature Project Stage 1: Graphical representation of
compiled data allows for easy analysis. (CAEP A1.1)
1 Points
Graphical format does not present the data in a clear manner;
data is only partially presented
2 Points
Graphical format(s) is appropriate and clearly presents all the
collected data
3 Points
Graphical format(s) is appropriate; clearly presents all the
collected data; highlights visible patterns or trends
12. Signature Project Stage 1: Identified problem/weakness is

supported by trends or patterns seen in the data. (InTASC 6, 9,
10; CAEP A1.1)
1 Points
Problem/weakness is not clearly identified or does not align
with the trends and patterns identified in the data
2 Points
Problem/weakness is clearly identified; aligns with the type of
data collected, but connections between the trends/patterns in
the data are not clearly described in the narrative
3 Points
Problem/weakness is clearly identified; aligns with the type of
data collected; clear connections between the trends/patterns are
drawn in the narrative
13. Signature Project Stage 1: Best practices are identified and
supported by the literature as viable responses to weaknesses
and problems represented by the data. (InTASC 8, 9, 10; CAEP
A1.1)
1 Points
Best practice(s) are not clearly identified; literature reviewed
does not support the identified best practice(s) as a viable
option to improve achievement
2 Points
Best practice(s) are clearly identified; literature reviewed does
not support the identified best practice(s) as a viable option to
improve achievement
3 Points
Best practice(s) are clearly identified; literature reviewed
supports the identified best practices as viable responses to the
problem/weakness identified
14. Signature Project Stage 1: Theories and/or trends are
identified and connected with best practices in literature.
(InTASC 8, 9, 10; CAEP A1.1)
1 Points
Theory or trend is not identified; theory/trend identified are not

connected with the best practice(s) via literature
2 Points
Theory or trend is clearly identified; literature reviewed does
not connect the identified theory/trend with the identified best
practice
3 Points
Theory or trend is clearly identified; literature reviewed
connects the identified theory/trend with all identified best
practices
15. Signature Project Stage 1: Proper level of synthesis is
achieved in the literature review. (InTASC 9, 10; CAEP A1.1)
1 Points
Summaries were given; are not clear or fail to make clear
connections with best practice(s) and/or theory/trend(s)
identified as viable responses to problem/weakness
2 Points
Summaries are clear and concise; clear connections with best
practice and/or theory/trend identified as viable response to
problem/weakness may or may not be present
3 Points
Synthesis rather than summaries of content presented in the
collection of sources is present, clear connections with best
practice and/or theory/trend identified as viable response to
problem/weakness present
16. Signature Project Stage 1: Proper number of sources
requirement is met.
1 Points
Source requirements for the appropriate level was not met
2 Points
Meets minimum requirements for degree level: Master’s-A
minimum of 10 sources were utilized;; Specialist’s- A minimum
of 15 sources were utilized.
3 Points
Five (5) sources beyond minimum requirements were utilized

17. Signature Project Stage 1: Collaborative resources are
identified, explained and supported. (InTASC 1, 5, 10; CAEP
A1.1)
1 Points
Collaborative resources are ambiguous or not identified;
resources may be identified, but no explanation related to their
value or role is provided; the connection between the
collaborative resource and the identified problem is not clear
2 Points
Collaborative resource(s) is identified; explanation of value and
role is provided, but the connection between the collaborative
resource(s) and the identified problem is not clear
3 Points
Collaborative resource(s) is identified; explanation of value and
role is provided; connection between the collaborative
resource(s) and the identified problem is clear
18. Signature Project Stage 1: Description of plan is clear and
easy to follow. (InTASC 7, 9, 10; CAEP A1.1)
1 Points
Action plan is not described; description is not clear; steps in
plan are not in a logical order
2 Points
Action plan description is provided, but additional detail may
be warranted; steps in plan are outlined, but additional steps
may be needed or the order could be altered for better efficiency
3 Points
Action plan description is provided, and sufficient detail is
included; steps in plan are outlined; exhaustive list of steps and
sequence of steps allows for optimal efficiency and outcome
19. Signature Project Stage 1: Project timeline accounts for all
elements in the plan and allocates appropriate amounts of time
for each element. (InTASC 7, 10; CAEP A1.1)
1 Points

Project timeline is missing or incomplete; time allocation is
inadequate or too extensive for one or more elements included
in the plan
2 Points
Project timeline is provided; all elements identified in the plan
are included, but additional elements might be needed for an
improved outcome; timing and/or time allocation could be
improved
3 Points
Project timeline is provided; all necessary elements are included
for optimal outcome
20. Signature Project Stage 1: Variables are identified and
defined. (CAEP A1.1)
1 Points
Variables are misidentified
2 Points
Variables are identified correctly, but with no clear definitions
or explanations as to how they will be measured
3 Points
Variables are identified correctly, with clear definitions and
explanations as to how they will be measured
21. Signature Project Stage 1: Required data needs are
identified and plans for retrieving and protecting that data are
clear. (i.e. methods) (InTASC 6, 9; CAEP A1.1)
1 Points
Data needs are not identified or do not align with the problem;
data retrieval plans are missing or inappropriate
2 Points
Data needs are identified; data retrieval plans are included, but
plans for protecting the data and/or student confidentiality are
not provided or are inadequate
3 Points
Data needs are identified; data retrieval plans are included;
adequate plans for protecting student confidentiality and/or data

are provided
22. Signature Project Stage 1: Description of the sample and
sampling techniques are provided. (CAEP A1.1)
1 Points
Detailed descriptions of the participants are not given and/or
sampling technique is not provided
2 Points
Brief overview of the sample is given and sampling technique
may or may not be included
3 Points
Full descriptions of the participant sample, sampling technique
and justifications for both the sample chosen and the sampling
technique are given
23. Signature Project Stage 1: Needed resources are identified,
justified, and a leverage plan for acquiring resources is clear
and supported. (InTASC 5, 9, 10; CAEP A1.1)
1 Points
Resources are not identified or are inadequate; no justification
for the resources is provided; unclear how identified resources
might be acquired; plan for acquiring resources is inadequate or
ill-conceived
2 Points
Resources are identified, but additional resources may be
needed; justification for the resources is provided, but leverage
plan for acquiring resources is not clear
3 Points
Exhaustive list of resources is identified; justification for the
resources is provided; leverage plan for acquiring resources is
outlined
24. Signature Project Stage 1: Justification for how the action
plan will address the identified problem is clear: (InTASC 9,
10; CAEP A1.1)
1 Points

No connection between the action plan and the identified
problem is provided
2 Points
Connection between the action plan and the identified problem
is provided
3 Points
Connection between the action plan and the identified problem
is provided; justification of that connection is included
25. Signature Project Stage 1: Connection between action plan
and impact on student achievement is clear. (InTASC 9, 10;
CAEP A1.1)
1 Points
No connection between action plan outcome and student
achievement is provided
2 Points
Connection between action plan outcome and student
achievement is provided; justification of that connection may or
may not be included
3 Points
Connection between action plan outcome and student
achievement is provided; justification of that connection is
included; limitations or outside interferences to improved
student achievement are identified
Criteria
Unacceptable
Revisions Required
Target

${isNumericStr}
Running head: LACK OF PARENT INVOLVEMENT ON
STUDENT ACHIEVEMENT GAPS 1
Parent Involvement and Its Impact on Student Achievement
Gaps 30
Parent Involvement and Its Impact on Student Achievement
Gaps between American Indian Students and White, non-
Hispanic Students
Becky Baggett
University of West Alabama

Author Note
Becky Baggett, School of Graduate Studies, Student in Master’s
Degree in Education: English/Language Arts, University of
West Alabama
This proposal was written as part of the graduate course ED
504, Techniques of Educational Research, under the guidance of
Dr. Chris Moersch
Abstract
Lack of parent involvement, particularly in high school, is a
major challenge in public education. Parent accountability is a
vital factor in improving public education and narrowing
achievement gaps among diverse racial/ethnic backgrounds.
Unfortunately, many parents are choosing to be unsupportive
and uninvolved in their children’s education. This proposal
hopes to effectively demonstrate the importance and influence
of parental involvement on student achievement within the high
school level of education. This project will include collecting
and reviewing state assessment results, students’ GPAs and
grades in CORE classes, and students’ attendance reports to
help support and show the achievement gap between J. U.

Blacksher High School’s American Indian students and white,
non-Hispanic students. Interviews with J. U. Blacksher High
School’s administrators, counselor, high school CORE teachers,
and the on-site full-time tutors provided by Poarch Band of
Creek Indians will be conducted to collect data on parent
involvement, attendance, and classroom performance among our
American Indian students in comparison to the white, non-
Hispanic students. This project predicts that with more parent
involvement, the achievement gap between J. U. Blacksher High
School’s American Indian students and white, non-Hispanic will
begin to narrow.
Chapter 1: Research Problem
Introduction
Ways to improve public education is a continual debate.
The goal of improving public education is to improve student
achievement. One vital factor in improving student
achievement is parent involvement. Lack of parent
involvement, particularly in high school, is a major challenge in
public education. According to the Alabama State Department
of Education (2019), over thirty years’ worth of research
supports the importance of parent involvement in student
achievement: “When parents are involved in their students’
education, those students have higher grades and test scores,
better attendance, and complete homework more consistently
regardless of socioeconomic status, ethnic/racial background, or
the parents’ education level.” This study hopes to effectively
demonstrate the importance and influence of parental
involvement on student achievement within the high school
level of education.
Statement of the Research Problem

Roughly 5% of J. U. Blacksher High School’s student body
is American Indian, and our American Indian enrollment
increases each year. Currently, the high school student body
includes 244 students in grades 9-12 with 43 of those students
being American Indian. Those 43 American Indian students
account for more than 20% of the school’s chronic absenteeism
and tardies. Not only are these students identified as truants;
they are also identified as at-risk due to low academic
performance, along with chronic absenteeism. At J. U.
Blacksher High School, there are more American Indian high
school students identified as at-risk than white, non-Hispanic
students identified as at-risk. In the spring of 2019, the Poarch
Band of Creek Indians (PCI) Education Committee took a more
serious look into the lack of parent involvement and chronic
absenteeism among our American Indian students. Phone calls
were made, emails and texts were sent, and certified letters
were mailed in attempts to schedule meetings with
parents/guardians of these students to discuss academic
performance and chronic absenteeism. PCI Education
Committee and J. U. Blacksher High School’s guidance
counselor’s records indicated most of the attempts to schedule
these meetings were ignored. According to sign-in sheets kept
on file by J. U. Blacksher High School’s administrators and
counselor, when the school hosts open-house at the beginning of
the school year, has monthly PTO meetings, and schedules
Parent-Teacher Conference day after the first quarter, there is
very little or no participation/attendance from the parents of J.
U. Blacksher High School’s American Indian students. Lack of
parent involvement is a major determinant of a student
becoming an at-risk student. The purpose of this study is to
evaluate the connection between lack of parent involvement and
its influence on the student achievement gap between American
Indian high school students and white non-Hispanic high school
students.

Data and Identification of the Problem
J. U. Blacksher High School Chronic Absenteeism
Alabama State Department of Education Report Card 2018-2019
Subpopulations
All Sub Population
18.18%
American Indian/Alaskan Native
25.49%
Asian
No Data
Black or African American
9.21%
Native Hawaiian/Pacific Islander
No Data
White
18.44%
Two or More Races
No Data
Hispanic/Latino
No Data
Students with Limited English Proficiency
No Data
Students with Disabilities
14.82%
Economically Disadvantaged

24.11%
J. U. Blacksher High School 2018-2019 Report Card
______________________
Figureꞏ1. J. U. Blacksher High School Chronic Absenteeism.
Alabama State Department of Education (2019). ALSDE report
card: Monroe county public school system, J. U. Blacksher
High School [Graph]. Retrieved from
http://reportcard.alsde.edu/Alsde/OverallScorePage?schoolcode
=0060&systemcode=050&year=2019
Differences Among J. U. Blacksher High School Grade 10
Students’ PreACT Scores 2019
2020
2019-2020 PreACT TM Educator Reports
STATE: AL
SCHOOL: J.U. BLACKSHER HIGH SCHOOL (012748)
School Report-Grade 10
National Norm Group: Fall 10
Do our students’ PreACT scores differ
by ethnic and gender groups?
The table below provides average PreACT scores by ethnic and
gender groups. Averages that are based on only a small number

of students provide less stable results. The last column (% taken
or taking) refers to the percent of students in each row who
have or are currently taking a core set of classes: English 10,
Algebra 1 and one other math course, any social studies course,
and biology.
Tableꞏ1. Average Scores by Ethnicity and Gender
Group
Number of Students
Composite
Math
Science
STEM
English
Reading
% Taken or Taking
Total Group
3

13.3
14.3
12.7
13.7
12.3
13.3
0
White
33
16.7
15.6
16.6
16.4
15.4
18.8
45
Males

1
12.0
13.0
13.0
13.0
9.0
11.0
0
White
12
14.1
15.0
14.6
15.1

12.2
14.3
17
Females
2
14.0
15.0
12.5
14.0
14.0
14.5
0
White
21

18.2
16.0
17.8
17.2
17.2
21.3
62
Tableꞏ1. ACT, Inc. (2019). Do our students’ PreACT scores
differ by ethnic and gender groups? J. U. Blacksher High
School: 2019-2020 PreACT educator reports [Table]. Monroe
County Public School System.
ACT PROFILE REPORT- High School: SECTION 1,
EXECUTIVE SUMMARY
Graduating Class 2019

Uriah, AL
AL
Table 2. Five Year Trends
Percent and Average Composite Score by Race/Ethnicity
2018
2015
2017
2016
2019
Tableꞏ2. ACT, Inc. (2019). Five year trends: Percent and
average composite score by
race/ethnicity. J. U. Blacksher High School: 2019 ACT Profile
Report: Section I: Executive
Summary [Table]. Monroe County Public School System.
Race/Ethnicity
N

%
Avg
N
%
Avg
N
%
Avg
N
%
Avg
N
%
Avg
American Indian/Alaska Native
3
7

16.3
3
6
15.0
4
9
18.0
0
0
4
8
16.0
White
27
64
18.4
37

73
19.4
34
77
18.0
51
84
19.0
41
82
17.7

ACT PROFILE REPORT- High School: SECTION II,
ACADEMIC ACHIEVEMENT Graduating Class 2019
URIAH, AL
AL
Tableꞏ3. Average ACT Composite Scores for Race /Ethnicity
by Level of Preparation
Race/Ethnicity
(School)
Number of Students Tested
Percent Taking Core or More
Average ACT Composite Score
Core or More Less Than Core
4

25
17.0
15.7
White
41
46
19.8
15.6
Race/Ethnicity
(State)
450
58
19.1
16.0
White

30,778
63
21.8
16.2
Tableꞏ4. Average ACT Scores by Race /Ethnicity
Race/Ethnicity
(School)
N
Percent
English
Mathematics
Reading
Science
Composite
STEM

4
8
16.0
14.3
16.5
16.8
16.0
15.5
White
41
82
17.9
17.2
17.9
17.4
17.7

17.5
Race/Ethnicity
(State)
450
1
17.2
17.4
18.3
17.7
17.8
17.8
White
30,778

54
20.6
19.3
21.2
20.2
20.5
20.0
Tableꞏ3. ACT, Inc. (2019). Average ACT composite scores for
race/ethnicity by level of preparation. J. U. Blacksher High
School: 2019 ACT Profile Report: Section II: Academic
Achievement [Table]. Monroe County Public School System.
Tableꞏ4. ACT, Inc. (2019). Average ACT scores by
race/ethnicity. J. U. Blacksher High School: 2019 ACT Profile
Report: Section II: Academic Achievement [Table]. Monroe
County Public School System.
Tableꞏ5. Meetings Planned by Teachers, Counselors, and
Administrators for At-Risk Students
Tableꞏ5. J. U. Blacksher High School (2019). Meetings
planned by teachers, counselors, and
administrators for at-risk students (white non, Hispanic and
American Indian): mid-
quarter and end of first semester [Table]. Monroe County
Public School System.

Figureꞏ2. J. U. Blacksher High School Parental Involvement
Levels by Ethnicity (White, non-Hispanic and American Indian)
and Activities
Figureꞏ2. J. U. Blacksher High School (2019). Parental
Involvement Levels by Ethnicity (White, non-Hispanic and
American Indian) and Activities [Table]. Monroe County
J. U. Blacksher High School’s 2018-2019 state report card
showed a chronic absenteeism percentage of 18.18% with our
American Indian students having a 25.49% chronic absenteeism
rate (Figure 1). J. U. Blacksher High School’s iNOW
attendance reports, along with the state report card (Figure 1),
show that American Indian students miss more school than J. U.
Blacksher High School’s black/African American and white,

non-Hispanic students.
ACT and PreACT summary reports (2019) provide
information on how J. U. Blacksher High School’s ACT and
PreACT scores differ by ethnic and gender groups. Table 1
reflects J. U. Blacksher High School’s American Indian students
are scoring lower than the white, non-Hispanic students.
Significant differences are identified among scores on the Math,
Science, English, and Reading subtests. Tables 3 and 4 show
state average ACT scores by race and ethnicity and indicate an
achievement gap between American Indian students and white,
non-Hispanic students. According to Table 1, PreACT results
reflect a significant difference in reading scores between our
American Indian students and white students.
J. U. Blacksher High School’s five year trends by average
ACT scores and level of preparation, along with five year trends
based on percent and average composite scores by race and
ethnicity (2019), show white, non-Hispanic students scoring
relatively higher than American Indian students (Table 2). The
greatest difference in composite scores between American
Indian and white, non-Hispanic students is a 4.4 difference
noted in 2016 with the average composite score for American
Indians being 15.0 and 19.4 for white, non-Hispanic students
(Table 2).
J. U. Blacksher High School’s average ACT scores by
race/ethinicity for the class of 2019 (2019) shows a 1.7
difference between American Indian students’ and white, non-
Hispanic students’average composite scores (Table 4). Table 4
also shows American Indian students’ average score on the
English subtest was 16.0 with white, non-Hispanics scoring an
average of 17.9. The mathmatics subtest average scores reflect
the greatest difference among the subtests. According to Table
4, white, non-Hispanic students’ average math score was 17.2
while American Indian students’ average math score was 14.3
for an average difference of 2.9. State average ACT scores by
race/ethnicity also reflect significant differences in average
scores. Table 4 identified the state average composite score for

American Indians students as17.8 and 20.5 for white, non-
Hispanic students; the difference between the two
races/ethnicities is 2.7. It is important to understand the ACT
and Pre-ACT measure what a student already knows or should
have learned in high school. Both ACT and PreACT scores
support the need for remediation and parent involvement to help
close the achievement gap between these two ethnic groups
(Tables 3 & 4).
At mid-quarter and end of first semester, teachers,
counselors, and administrators schedule
meetings at J. U. Blacksher High School with white, non-
Hispanic and American Indian at-risk
students and their parents. Figure 2 reflects the lack of parent
involvement among American in
Indian at-risk students. These students are identified as at-risk
based on poor grades, failures, and excessive absences.
Students identified as at-risk at J. U. Blacksher High School in
Grades 9-12 include 22 white, non-Hispanic students and 30
American Indian students. Of the 22 meetings scheduled for
white, non-Hispanic at-risk students and their parents, 16
parents attended. However, for the 30 meetings scheduled for
American Indian at-risk students, only 3 of these at-risk
students had parents to attend. There is little to no parental
involvement to support and encourage American Indian
students. No American Indian parents attended parent-teacher
conference day or monthly PTO meetings (August 2019-
December 2019). Two American Indian parents attended open
house in August 2019.
Data from Figures 1 and 2, as well as Tables 1-5, does show
an achievement gap between American Indian students and
white, non-Hispanic students, while indicating that lack of
parent involvement does have an influence on the student
achievement gap between American Indian high school students
and white non-Hispanic high school students. Chronic
absenteeism, lack of parent involvement and interest, low Pre-
ACT and ACT scores, and poor classroom performance are

factors that are impacting the overall academic performance of
J. U. Blacksher High School’s American Indian students.
Impact on Student Achievement
According to J. U. Blacksher High School’s 2018-2019
report card (Figure 1), chronic absenteeism overall was 18.18%
with American Indian students having an absentee rate of
25.49%. The Alabama State Department of Education (2016)
defines chronic absenteeism as “missing 10 percent or more of
school for any reason” and shares it is “a proven predictor of
lower reading proficiency and course failure and “a leading
indicator of students dropping out of school.” Of the 43
American Indian students in high school (9-12), 30 of those
have been identified as at-risk students due to poor academic
performance and chronic absenteeism and tardies. Poor
attendance contributes to J. U. Blacksher High School’s
American Indian students’ low academic performance because
they are missing valuable instructional time in CORE classes.
Research Methods
The sample technique will be purposive sampling because
the 30 at-risk American Indian and 22 white, non-Hispanic
students have demonstrated a need for remediation, academic
guidance and progress monitoring, and more parental
involvement and support. American Indian and white, non-
Hispanic students who have been identified as at-risk are the
significant contributors to the achievement gap between the
American Indian and white, non-Hispanic high school students.
This is a quasi-experimental study because the student
populations, including Native American students, are not
randomly assigned to the treatment group receiving culturally-
responsive teaching. The statistical analysis of collected data
will involve the use of two paired t-tests: 1) to measure
difference in the attendance rate of at-risk American Indian
students before the use of culturally-responsive teaching, based
on prior data, and after the use of culturally-response teaching
and 2) to measure difference in the student achievement among
at-risk American Indian students before the use of culturally-

responsive teaching, based on prior data, and after the use of
culturally-response teaching. It is presumed culturally
responsive teaching strategies will decrease chronic
absenteeism and increase academic performance among the at-
risk American Indian students.
Summary
The data reflects an achievement gap between American Indian
students and white, non-Hispanic students. This study will
focus on the importance of parental involvement and its impact
on students’ academic success. Parent involvement supports
and encourages academic success while increasing students’
self-efficacy. This study will determine the impact of parental
involvement on student achievement gaps between American
Indian students and white, non-Hispanic high school students.
Chapter 2: Literature Review
Introduction
Lack of parent involvement, particularly in high school, is a
major challenge in public education. According to the Alabama
State Department of Education (2019), over thirty years’ of
research supports the importance of parent involvement in
student achievement: “When parents are involved in their

students’ education, those students have higher grades and test
scores, better attendance, and complete homework more
consistently regardless of socioeconomic status, ethnic/racial
background, or the parents’ education level” (Parental
Involvement Resolution). The Alabama State Department of
Education (2019) asserts parental accountability is a vital factor
in improving public education and narrowing achievement gaps
among diverse racial/ethnic backgrounds.
Best Practices to Increase Parental Involvement and Student
Achievement
Many years of research support parent involvement significantly
contributes to a student’s academic achievement. According to
Elish-Piper (2008), parent involvement contributes to older
students’ academic outcomes, attitudes toward school, and
aspirations about schooling. Middle and high school students
whose parents participate in their education tend to be more
academically successful than their peers whose families are not
involved. More specifically, when parents are involved in
education, teens typically have higher grade point averages,
higher test scores on standardized and classroom assessments,
enrollment in more rigorous academic courses, more classes
passed, more credits earned toward graduation, and higher
graduation rates. Elish-Piper’s research (2008) also asserts
parent involvement is linked to lower rates of retention and
decreased likelihood of dropping out of school; the longer
families stay involved, the more students’ grades increase,
indicating that the effects of parent involvement accrue over
time, a child’s parents are the greatest investors in a child’s
education; and parent involvement improves academic
performance, attendance, motivation, and behavior. The
challenge for educators is to determine the best ways to
encourage parents to get involved. According to Walsh (2016),
there are seven effective ways to motivate parents to become or
stay involved in the school systems: one-on-one communication
between parents, teachers, and others; available access for peers
to call parents; representatives and volunteers; encouragement

and recognition of involvement; providing a warm environment
where parents feel welcome; holding one opportunity a month
for parents to get comfortable within the school; and providing
parents helpful resources to help their children while at home.
Thornton and Sanchez (2010) explain lack of parent
involvement is generally low among American Indian students
and without the proper support, students become overwhelmed,
lose motivation, and ultimately give up on school. Many high
schools struggle to identify and address issues related to student
dropout rates among American Indian students, and culturally
responsive teaching can help encourage parent involvement and
improve academic achievement among American Indian
students (Muniz, 2019).
Cultural Responsive Teaching
According to Muniz (2019), scholar and teacher educator
Gloria Ladson-Billings’ cultural responsive approach, or
cultural responsive teaching, is pertinent in a diverse classroom
or school environment. Ladson-Billings defines cultural
responsive teaching as “a form of teaching that calls for
engaging learners whose experiences and cultures are
traditionally excluded from mainstream settings” (Muniz, 2019,
p.2). Muniz (2019) also asserts because schools have
traditionally privileged the input and collaboration of families
from dominant backgrounds, culturally responsive educators
aim to develop the trust of diverse families to ensure they are
involved at all levels of their child’s education throughout the
year. Morgan (2009) shares “the traditional American school
curriculum is often criticized for alienating minority students by
not including their cultural contributions or respecting their
culture fairly or accurately” (p. 12). Educators must recognize
and understand the role culture plays in a child’s education.
Therefore, educators must communicate with parents in order to
understand their culture and its influence on education.
Chronic Absenteeism
According to Marsh (2019), race and ethnicity are predictors
of absenteeism, and American Indian students are one of the top

ethnic groups to have high absenteeism rates. Reducing
absenteeism is a way to remove inequity in education among
different race/ethnic groups and white students. Attendance
Works (2018) defines chronic absenteeism as “missing 10
percent or more of school days due to absence for any reason.”
Chronic absenteeism negatively impacts academic performance.
Educators, parents, and communities must work together in
order to identify the reasons for chronic absenteeism and
determine the best methods to reduce absenteeism among
American Indian students.
Synthesis of Literature Review
Muniz (2019) shares Gloria Ladson-Billings’ belief that if
teachers become familiar with their students’ home lives and
backgrounds, then teachers will gain insight into the students’
behaviors and attitudes. Knowing and understanding students’
backgrounds can help teachers and parents improve education.
Ladson-Billings asserts culturally responsive teaching will
promote positive perspectives on parents and families,
culturally mediated instruction, and communication of high
expectations, while decreasing absenteeism and improving
academic performance among American Indian students (pp. 1-
6).
Technical Terms and Language
Achievement gap: any significant and particular disparity in
educational performance or
educational attainment between different
groups of students, such as
white students and minorities.
Cultural Responsive Teaching: an educational method that
recognizes the importance of
including students’ cultural
references in all aspects of learning.
Attendance Works: An organization and action research project

that uses continuous quality
improvement to evaluate gaps in knowledge
and capacity building among
students and strives to use this knowledge to
determine the best
interventions to reduce chronic absenteeism
in public schools.
Chapter 3: Methodology
Introduction
J. U. Blacksher High School has 30 of 43 American Indian
students in grades 9-12 identified as at-risk students due to poor
academic performance, chronic absenteeism, and tardies,

compared to 22 of 169 white, non-Hispanic students identified
as at-risk. There is little to no
parental involvement in support of these American Indian
students. Lack of parental involvement and interest in the
students’ education is significantly contributing to the
achievement gap between J. U. Blacksher High School’s
American Indian students and white, non-Hispanic students.
Chronic absenteeism, lack of parent involvement and interest,
low Pre-ACT and ACT scores, and poor classroom performance
are factors that are impacting the overall academic performance
of the school’s American Indian students. Parent involvement
can lead to student success and help narrow the achievement
gap between American Indian and white, non-Hispanic high
school students, while improving academic performance,
attendance, motivation, and behavior. J. U. Blacksher High
School’s administrators, teachers, and guidance counselor must
recognize and understand the role culture plays in a child’s
education. Culturally responsive teaching strategies can
promote positive perspectives on parents and families,
culturally mediated instruction, and communication of high
expectations, while decreasing absenteeism and improving
academic performance among American Indian students. The
plan includes teachers being trained on culturally responsive
teaching strategies, the school identifying and implementing the
best ways to improve communication among parents, teachers,
and students; and the school and Poarch Creek Indian Education
committee helping to increase parental involvement and support
in order to narrow the achievement gap between the American
Indian and white, non-Hispanic students.
Population
J. U. Blacksher High School is a K4-12 grade rural school
located in Monroe County. The school’s enrollment and
population have increased over the past five years, resulting in
the school moving from Class 1A to 2A. In grades 9-12, there
are 240 students. Of these 240 students 43 are American Indian
students who live in Poarch or on the Poarch Creek Indian

reservation, and 169 are white, non-Hispanic students who live
in Monroe County. The high school student body also includes
1 Asian student and 27 African American students, all of whom
live in Monroe County. None of the American Indian high
school students live in Monroe County; therefore, they transport
themselves to school each day. J. U. Blacksher High School is
a Title I school, meaning the majority of the students are from
low-income families. Of the 43
high school American Indian students, 30 have been identified
as at-risk due to low academic
performance and chronic absenteeism; whereas, 22 white, non-
Hispanic students have been identified as at-risk out of 169
white, non-Hispanic students, as a result of low academic
performance and chronic absenteeism. There is more parental
involvement and support among white, non-Hispanic students
than there is with American Indian students. The 13 American
Indian students who are not identified as at-risk have a 2.0 or
above GPA, miss 5 days or less of school, and do have parental
support. The achievement gap between American Indian
students and white, non-Hispanic students continues to widen in
CORE classes and on standardized tests.
Sample
The sample includes the 22 white, non-Hispanic at-risk high
school students and the 30 American Indian at-risk high school
students. When meetings were scheduled at mid-quarter of the
first semester and the end of first semester with the parents of
these at-risk students, 16 out of 22 white, non-Hispanic parents
attended in support of their children; whereas, only 3 out of
30 parents of American Indian students attended the meetings.
These white, non-Hispanic and
American Indian students who have been identified as at-risk
and their parents will help determine the impact parental
involvement has on a student’s education, while helping to
narrow
the achievement gap between J. U. Blacksher High School’s
American Indian and white, non-Hispanic students.

Sample Technique
The sample technique will be purposive sampling because
the 30 at-risk American Indian and 22 white, non-Hispanic
students have demonstrated a need for remediation, academic
guidance and progress monitoring, and more parental
involvement and support. American Indian and white, non-
Hispanic students who have been identified as at-risk are the
significant contributors to the achievement gap between the
The at-risk students are struggling to pass their CORE classes
and benchmark on the PreACT and ACT tests. This is a quasi-
experimental study because the student populations, including
Native American students, are not randomly assigned to the
treatment group receiving culturally-responsive teaching. All
CORE classes are going to use culturally-responsive teaching.
The statistical analysis of collected data will involve the use of
two paired t-tests: 1) to measure difference in the attendance
rate of at-risk American Indian students before the use of
culturally-responsive teaching, based on prior data, and after
the use of culturally-response teaching and 2) to measure
difference in the student achievement among at-risk American
Indian students before the use of culturally-responsive teaching,
based on prior data, and after the use of culturally-response
teaching. It is presumed culturally responsive teaching
strategies will decrease chronic absenteeism and increase
academic performance among the at-risk American Indian
students.
Role of Participants and Impact on Participants
The identified at-risk American Indian and white, non-Hispanic
students will be expected to be actively engaged in classes,
attend school regularly during the semester designated for
research, attend on-site tutoring sessions when their grades in
CORE classes drop below a C, attend ACT workshops provided
by the Monroe County Public School System; and parents will
be highly encouraged to attend meetings every two weeks to
help begin to close the achievement gap between American

Indian and white, non-Hispanic students. The participants’ data
collected from teachers, iNOW, and counselors and
administrators will help determine the best ways to encourage
parent involvement, help parents understand how important
parent involvement is, and identify how the lack of parent
involvement is impacting the achievement gap between
The data will also help administrators and teachers understand
the need for culturally responsive teaching in CORE classes,
while identifying the best methods to encourage parent
involvement and improve academic performance among the
identified at-risk students.
Plan for Protection of Human Subjects
As a fundamental responsibility, the researcher will ensure
all participants-both students
and parents of the students-will be protected from harm and
student (research) data will be
kept confidential. Participants and their parents will be
informed of their rights and consent will be received.
Participants and their parents will be advised they can withdraw
themselves as a participant at any point in the study or request
their information not be used in the study. Parents and
students will also be informed of the purpose of the study. The
only identifying information being used will be state issued
student ID numbers; no participant’s name will actually be
used. Chalkable iNOw reports and teacher feedback will be
used to collect data; however, all participant information,
including students’ three weeks’ progress monitoring reports,
teacher feedback sheets, and notes recorded in parent meetings,
will be kept confidential. Once data collection is complete, the
researcher will be the only person who has access to the
information.
Variables
The independent variable in this research study is culturally
responsive teaching strategies for the identified at-risk

Culturally responsive teaching strategies will be implemented in
the CORE classes of the at-risk students. Culturally responsive
teaching can help increase academic performance, decrease
dropout rates, and improve school attendance rates.
Participants must attend remediation/tutoring sessions if their
grade falls below a C in a CORE class. The dependent variables
are attendance and student
achievement.
Timeline
The course of the research study will take place first
semester, a total of 18 weeks. During the summer, CORE
teachers will attend training to understand what culturally
responsive teaching is and begin to implement culturally
responsive teaching strategies at the beginning of the school
year and continue throughout the study. Participants will be
actively engaged in their learning and be expected to attend
school regularly. Participants grades and attendance in CORE
classes will be progressed monitored every three weeks of a
nine-week grading period. Parent meetings will be held with a
Poarch Creek Indian representative to discuss the grades and
absences of American Indian and white, non-Hispanic at-risk
high school students. American Indian students having below a
C in a CORE class must attend remediation/tutoring sessions
on-campus before or during school or after school at Poarch
Creek Indian Education Center. White non-Hispanic students
having below a C in a CORE class must also attend
remediation/tutoring sessions on-campus before, during, or after
school. Data will be reviewed based on iNOW reports, teacher
feedback, and parent meeting notes. At the end of the semester,
all data will be
analyzed to determine the impact of parental involvement on
student achievement gaps between the at-risk American Indian
students and at-risk white, non-Hispanic high school students.
Constitutive and Operation Definitions
Achievement gap: any significant and particular disparity in
educational performance or

educational attainment between different groups
of students, such as
white students and minorities.
Cultural Responsive Teaching: an educational method that
recognizes the importance of
including students’ cultural
references in all aspects of
learning.
Chronic Absenteeism: missing 10 percent or more of school
days due to absence for any
reason.
At-risk: a term used to describe students or groups of students
who are considered to have a
higher probability of failing academically or dropping
out of school. The term may be
applied to students who face circumstances, such as
lack of parent involvement and
chronic absenteeism, that could jeopardize their ability to
complete school.
CORE class: a core course of study will typically include
specified classes in the four “core”
subject areas—English language arts, math,
science, and social studies—during
each of the four standard years of high school.
GPA: GPA is an abbreviation for grade point average that is
typically calculated by adding all
the numbered grades and dividing that total by the
number of classes. GPA is usually
given on a scale from 0 (an F) to 4.0 (an A). GPA is a
standard way of measuring
academic achievement.

ACT: The ACT test is a curriculum-based education and career
planning tool for high school
students that assesses the mastery of college readiness
standards.
PreACT: A multiple-choice assessment that provides 10th
graders with short practice for the
ACT test; the PreACT simulates the ACT testing
experience within a shorter test
window on all four ACT test subjects: reading,
English, math, and science.
Poarch Creek Indian Education Committee: A committee that
administersvarious education,
employment and training programs. The
function of
the committee is to further develop
and
improve the basic education skills of adult
Tribal
Members; upgrade and improve the
academic
performance of eligible Indian
children;
provide on-site work experience
within
tribal operations; provide support for
academic
and technical training for eligible
participants.

Progress Monitoring: used to assess students’ academic
performance, to quantify a student rate
of improvement or responsiveness to
instruction and to evaluate the
effectiveness of instruction. Progress
monitoring can be implemented
with individual students or an entire
class. In progress monitoring,
attention should focus on fidelity of
implementation and selection
of evidence-based tools, with
consideration for cultural and linguistic
responsiveness and recognition of
student strengths.
Semester: a half-year term in a school or college, typically
lasting fifteen to eighteen weeks.
ChalkableiNOW: a web-based student information program that
keeps track of grades,
attendance, classes and contact methods;
it helps students stay accountable
in the classroom and fosters
communication among parents, students, and
teachers.
Description of Data
Data will be collected from Chalkable iNOW. Collected
data from Chalkable iNOW will include students’ grades and
attendance in CORE classes. If a student has below a C in a
CORE class, the student must attend remediation/tutoring
sessions for the CORE class or classes. Progress monitoring
will be done every three weeks during each nine-weeks grading
period for the duration of the 18-week (semester) study. Once
progress monitoring is complete, parents will be called to attend

a meeting to discuss their child’s grades and absences. Notes
will be taken during the parent meeting and will be shared with
the researcher.
Teacher feedback forms will be used as a resource to collect
data. Teachers will provide information that answers these four
questions: 1) what can the student do? 2) what can the student
not do that is hindering success in the classroom? 3) how does
the student’s work compare to other students’ work? and 4) how
can the student do better? Teachers will provide meaningful
feedback in a timely manner for the researcher to help
determine if remediation/tutoring and culturally responsive
teaching strategies are improving academic performance and
attendance. All data collected will be used to help determine
the impact of parental involvement and culturally responsive
teaching on student achievement gaps and attendance between
American Indian at-risk students and white, non-Hispanic at-
risk students.
Reliability and Validity of Instrument
Chalkable iNOW is a web-based student information
program that keeps track of grades, attendance, classes and
contact methods; it also helps students stay accountable in the
classroom and fosters communication among parents, students,
and teachers. This program records each time a parent or
student logs in to check grades. Teachers and administrators
can record the reason for an absence and why a student failed an
assignment. Chalkable iNOW is noted to be a reliable source
and is used in education systems throughout Alabama for a
safer, faster, and more efficient method to manage student
information. This program will be used in the study to obtain
data on the identified at-risk American Indian and white, non-
Hispanic highschool students.
Teacher feedback forms on student performance will be easy
to understand and quick to complete. All CORE teachers of the
identified at-risk students participating in the study will be
given all the researcher’s contact information in case teachers
have any questions about the feedback forms or the study.

Tutors provided by the Poarch Creek Indian Education
Committee
and the Monroe County Public School System will record
participant’s attendance and performance at tutoring sessions
and share the information with the researcher.
J. U. Blacksher High School’s guidance counselor will
provide the researcher with PreACT and ACT score reports for
the identified at-risk American Indian and white, non-Hispanic
students in grades 10 and 11. ACT, Inc. will provide the score
reports for J. U. Blackhser High School’s counselor. The
counselor will also provide notes recorded during parent
meetings with the researcher.
Teachers will be instructed to implement culturally
responsive teaching strategies learned
during the summer training. Administrators will monitor
classrooms to make sure culturally responsive teaching
strategies are being used. To control any threats to internal
validity, the same instruments and methods used for data
collection will be used on all the participants.
Collaborative Resources
J. U. Blacksher High School CORE teachers, administrators,
and counselor will work with the Poarch Creek Indians (PCI)
Education Committee to help increase parent involvement in
order to improve academic performance, decrease absences, and
lessen the achievement gap between American Indian high
school students and white, non-Hispanic students. The best
practices (Master Plan) that will be used and fully implemented
by the 2020-2021 school year include having a culturally
respectful environment that includes a caring, supportive, and
communicative staff; offering on-site (J. U. Blacksher High
School and Poarch Creek Indian Reservation) tutoring and
remediation before, during, and after school; having an
American Indian advocate/representative at each scheduled
meeting; scheduling meetings at a convenient time for the
parent, instead of during the Monday-Friday school schedule of
7:35 a.m. through 2: 45 p.m.; and Poarch Creek Indians

providing transportation if the parent has no means of
transportation to attend meetings. Teachers will also be aware
of each American Indian student’s background to better
understand how to help encourage parent involvement in their
child’s education and to motivate American Indian students in
the classroom. Teachers will continue to update iNOW weekly
in order to progress monitor students in a timely manner. The
collaborated resources include J. U. Blacksher High School’s
administrators, counselor, CORE teachers of theidentified at-
risk students; PCI Education Committee; tutors and advocates
provided by PCI Education Committee; and parents of the
identified American Indian and white, non-Hispanic at-risk
students.
Leverage Plan
Culturally responsive teaching training will be done in the
summer prior to the start of the study. South Alabama Regional
In-service Center (SARIC) will conduct the workshop. Any
teachers who could not attend during the summer will be trained
on teacher workdays prior to the first day of the study. Poarch
Creek Indian Education Committee will pay the on-site tutor to
be available for tutoring from 7:00 a.m. to 4:30 p.m. Monday-
Friday of the semester in which the study will be conducted.
The committee will also be providing a tutor on the Poarch
Creek Indian reservation after 4:30 p.m. Monday-Friday during
the time of the study. Collaboration with CORE teachers is
vital since they will be providing input on each at-risk student’s
progress in class. The goal is the leverage plan is to use as
many resources available at the school, in the community, and
with the Poarch Band of Creek Indians to provide what is
needed for these students without having to purchase anything
for the study.
Limitations
Limitations or outside interferences that might interfere with
improved student achievement include the following: student
absences; CORE teacher absences; teachers not recording
grades in a timely manner; parents of at-risk students refusing

to be involved; at-risk students refusing to attend tutoring
sessions before, during, or after school; teachers not
implementing culturally responsive teaching strategies; teachers
not being available for parent meetings or refusing to attend the
meetings; and parents not attending the meetings. Other
limitations include teachers’ refusal to attend the summer
training session on culturally responsive teaching and
participating students simply being unmotivated and unengaged
during CORE class time and instruction. Since so much data,
such as attendance and grades in CORE classes, will be
collected from Chalkable iNow, it is important to have adequate
internet connections. Inadequate internet connections could
interfere with teachers posting attendance and recording grades
in a timely manner as needed for progress monitoring, as well
as interfere with parents checking their child’s grades. These
limitations could negatively impact the study’s results and data
collection. The study should result in understanding how parent
involvement can lead to student success and help narrow the
achievement gap between American Indian and white, non-
Hispanic high school students, while improving academic
performance, attendance, motivation, and behavior among these
students at J. U. Blacksher High School.

References
ACT, Inc. (2019). Average ACT composite scores for
race/ethnicity by level of preparation. J.U.
Blacksher High School: 2019 ACT Profile Report: Section
II: Academic Achievement
[Table]. Monroe County Public School System.
ACT, Inc. (2019). Average ACT scores by race/ethnicity. J. U.
Blacksher High School: 2019
ACT Profile Report: Section II: Academic Achievement
[Table]. Monroe County Public
School System.
ACT, Inc. (2019). Do our students’ PreACT scores differ by
ethnic and gender groups? J. U.
Blacksher High School: 2019-2020 PreACT educator reports
[Table]. Monroe County Public
School System.
ACT, Inc. (2019). Five year trends: Percent and average
composite score by race/ethnicity. J. U.
Blacksher High School: 2019 ACT Profile Report: Section
I: Executive
Summary [Table]. Monroe County Public School System.
Alabama State Department of Education (2019). Parental
involvement resolution. Retrieved
from
https://www.alsde.edu/sites/boe/_bdc/ALSDEBOE/BOE%20-
%20Resolutions_4.aspx?ID=788

Attendance Works (2019). Chronic absence. Retrieved from
https://www.attendanceworks.org/chronic-absence/the-problem/
Elish-Piper, L. (2008). Parent involvement in reading. Illinois
Reading Council Journal, 36(2),
44-50.
J. U. Blacksher High School Chronic Absenteeism. Alabama
State Department of
Education (2019). ALSDE report card: Monroe county
public school system, J. U.
Blacksher High School [Graph]. Retrieved from
http://reportcard.alsde.edu/Alsde/OverallScorePage?schoolcode
=0060&systemcode=050&year=2019
J. U. Blacksher High School (2019). Meetings planned by
teachers, counselors, and
administrators for at-risk students (white non, Hispanic and
American Indian): mid-
quarter and end of first semester [Table]. Monroe County
J. U. Blacksher High School (2019). Parental Involvement
Levels by Ethnicity (White, non-
Hispanic and American Indian) and Activities [Table].
Monroe County Public School
System.
Marsh, V. (2019). Chronic absenteeism: What research tells us
about poor attendance at school.
American Educator, Winter 2019. Retrieved from
https://www.aft.org/ae/winter2019-

2020/marsh
Morgan, H. (2009). What every teacher needs to know to teach
Native American students.
Multicultural Education, 10-12. Retrieved from
https://files.eric.ed.gov/fulltext/EJ858583.pdf
Muniz, J. (2019). Culturally responsive teaching: A 50-state
survey of teaching standards.
New America Education Policy, 1-51. Retrieved from
https://files.eric.ed.gov/fulltext/ED594599.pdf
Thornton, B. & Sanchez, J. (2010). Promoting resiliency
among Native American students to
prevent dropouts. Education, 131(2), 455-464.
Walsh, N. (2016). What are factors of an effective parent and
family involvement program
within high school? (Thesis). Abilene Christian University.
Retrieved from
https://core.ac.uk/download/pdf/55326122.pdf

Peer Assessment ED 504 Rubric

Recommended

Recommended

More Related Content

Similar to Peer Assessment ED 504 Rubric

Similar to Peer Assessment ED 504 Rubric (20)

More from odiliagilby

More from odiliagilby (20)

Recently uploaded

Recently uploaded (20)

Peer Assessment ED 504 Rubric