Date of Award

Spring 5-7-2026

Document Type

Thesis

Degree Name

Doctor of Education in School Leadership

Department

Teaching & Educational Leadership

College

College of Education and Health

Committee Chair

Dr. Steve Bounds

Second Committee Member

Dr. John Freeman

Third Committee Member

Dr. Rebecca Cook

Abstract

This study examines changes in reading achievement among rural elementary students in Arkansas following the statewide implementation of the Science of Reading initiative. Beginning in 2019, Arkansas required educators in kindergarten through sixth grade to receive training in evidence‑based literacy practices emphasizing phonemic awareness, phonics, fluency, vocabulary, and comprehension. Despite these efforts, rural districts continue to face challenges related to staffing, access to professional development, and instructional resources, raising questions about whether statewide reforms have produced measurable improvements in reading outcomes.

Using a quantitative, longitudinal, quasi‑experimental design, this study analyzes ACT Aspire reading assessment data collected from rural Arkansas schools between 2016 and 2024. Guided by Cognitive Learning Theory, the analysis compares pre‑implementation and post‑implementation reading performance while examining variation across grade levels and student demographic subgroups. Statistical procedures include paired-samples t-tests, repeated-measures analyses, and regression models to identify patterns of change over time.

The findings provide insight into reading achievement trends during a period marked by instructional reform, pandemic disruption, and overlapping policy initiatives. Results are intended to inform educational leaders and policymakers about the complexities of implementing structured literacy reforms in rural contexts and to highlight considerations for improving literacy outcomes and addressing persistent achievement gaps.

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