impact of reading instructional methodology on student achievement of Black males based on the Florida Comprehensive Assessment Test

For the past 20 years the gap in reading achievement has widened between Black and White students across the United States. The No Child Left Behind Act and the Florida A+ Plan require that all students meet proficiency on state-mandated assessments. As individual schools struggle to meet these guidelines, no student can be left behind. The purpose of this study was to determine the impact of two different reading instructional methodologies on the 2004 fourth-grade FCAT norm-referenced test (NRT) for Black males. The reading instructional methodologies examined in this study, Harcourt Basal Series and SRA Direct Instruction Program, have been used in Broward County Schools for the past several years. After instruction with either program from Grades 2 through 4, the fourth-grade Black males were administered the FCAT NRT Reading Test during the Spring of 2004. ANOVA statistical analysis was utilized to determine if the program had any effect on the students' achievement in reading as measured by the FCAT. For Basal schools (92 students) and Direct Instruction schools (84 students) means were calculated on the overall scores and the four subtests of the FCAT Reading NRT: Initial Understanding, Interpretation, Critical Analysis, and Strategies. A two-way ANOVA was performed to test for moderation of language and/or birth origin and the FCAT Reading NRT. This study found that there was no statistical significance on FCAT total scores or Subtests---Initial Understanding, Interpretation, or Strategies---for Black males using the Basal or Direct Instruction program. However, student achievement increased on the Critical Analysis subtest of the FCAT NRT for Black males who received Basal Instruction. The study also found that students' primary language or birth origin did not moderate the effectiveness of the instructional program. This study suggests that educators must examine other programs to adequately address Black male students' needs in reading. They may use a Basal, however, for instruction with Black males when Critical Analysis is weak.