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Qualitative Data for Decreasing Reading and Writing Scores

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Scenario: As a new CIA district leader, one of your first tasks might be to review quantitative district data on student achievement. There has been a significant drop in reading and writing scores in the district in the past 5 years. What qualitative data do you need to better understand the gaps in student achievement? Support your recommendations by citing sources in your response

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When I first saw CIA, I thought this was going to be a top secret government question.

If reading and writing scores have decreased over time, the first thing I would want to do is evaluate the curricula that teach these skills. I would ask if there have been new standards released in these areas and when the last time was the curricula had been updated. It is possible that the tests given to the students are aligned with new frameworks but the teachers are still teaching old stuff. If in fact this were the case, I would try to implement a curriculum writing session to update what the schools teach.

The next thing I would do is take several days and visit all of the classrooms. You do not say whether these drops in test scores are in elementary school, but I am going to go on that assumption here. I would go into each of the classrooms in the elementary schools and see how ...

Solution Summary

This response discusses possible qualitative data that can be collected by a new director of Curriculum in an effort to examine decreasing reading and writing scores on standardized tests.

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I need to use the following articles, to answer the following questions so, that I can finish incorporating the answers to my final draft. I only need 2-3 paragraphs for each question.


Zwahr-Castro, J., & Dicke-Bohmann, A. K. (2014). Who can be friends? Characteristics of those who remain friends after dissolution of a romantic relationship. Individual Differences Research, 12(4-A), 142-152.

1. One research hypothesis (many articles have more than one; pick the one that is the focus, or is of most interest to you). Given the research hypothesis, what is the null hypothesis? Remember, depending on the article you are reading, the hypothesis may be implied.

2. In the context of this research study and the research hypothesis you stated in #1, assess Type I and Type II errors. What does it mean to commit each type of error for this research hypothesis? In the context of this study, is one error more "serious" or "harmful" than the other?

3. What is the probability of making a Type I error? How did you determine this?

4. Did the author conduct a power analysis to determine optimal sample size? If so, what is the target? If not, do you believe the study contained enough participants to drawn meaningful results? Why or why not?

5. Do the results support or refute the stated research hypothesis Do you agree with the conclusions? Why or why not?

6. Discuss (in your own words) this study's limitations. Are there any that you can identify that are not mentioned?


Sailor, J. L. (2013). A phenomenological study of falling out of romantic love. The Qualitative Report, 18, 1-22.

1. Identify the Research Question (if no question is stated, then determine what the authors are trying to answer based on the stated aims or goals of the study)

2. Determine how did the authors arrived at the optimal sample size. If they did not discuss how they determined their sample size, what was the number of participants? Do you believe the study contained enough participants to drawn meaningful results? Why or why not?

3. Discuss how the authors analyzed their data. In other words, how did the authors organize the data obtained from participants?

4. Determine any answers to the results for the Research Question. Do you agree with the authors' conclusions? Why or why not?

5. Indicate if this study demonstrates credibility, transferability, dependability, and confirmability. Why or why not?

6. Discuss (in your own words) the study's limitations. Are there any limitations that you can identify that are not mentioned?

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