The 2002 10th grade KCCT Reading scores were first stratified by Western and Eastern Kentucky.
Independent sample t-tests were used to test for statistically significant (p<.05) differences between the measures for the High Scoring High Schools and Low Scoring Schools (defined by scores on the 2002 KCCT Reading tests).
The teachers in the schools with higher scores on the KCCT 2002 10th grade reading test reported statistically significantly (p.<.05) more frequent use of three research-based teaching strategies:
The teachers in the schools with lower scores on the KCCT 10th grade reading test reported statistically significantly (p.<.05) more frequent use of one research-based teaching strategy:
As the final report for this study was being written, the researchers decided to look at the individual "High Scoring" and "Low Scoring" (determined by the 2002 KCCT 10th Grade Reading scores) high school scores on the KCCT 2003 10th Grade Reading test.