Abstract
Purpose. The purpose of this study was to identify what are the best perceived instructional strategies used to increase student success rates on the English-Language Arts and Mathematics sections of the California High School Exit Examination (CAHSEE). Theoretical Framework. There were two theories used to operationalize this study: Instructional Design Theory and Instructional Strategy Theory. Instructional Design Theory was used to provide a framework of understanding instruction to improve the instruction of education. Instructional Strategy Theory provided an understanding of the development of instructional strategies that are used by educators to assist students with the acquisition of knowledge. Methodology. The methodology of this study employed primary data gathered from a panel of sixteen targeted subject-matter experts. The study was exploratory as well as descriptive, containing a three-round Delphi analysis that generated comprehensive information and a consensus of the instructional strategies that could be used to assist students to pass the CAHSEE. Significant Findings. Forty-seven instructional strategies were identified as being effective to assist students to pass the CAHSEE. The best instructional strategies that can be used to assist students pass the CAHSEE can be summarized in the following areas: (a) implementing a standards-based curriculum, (b) monitoring student progress to master targeted skills, (c) an intervention class, (d) diagnostic student assessment, and (e) teaching of targeted skills for teachers. Out of the 47 instructional strategies, there were five emerging themes. In comparing the instructional strategies, there were no distinct differences between the instructional strategies used for the English-Language Arts and Mathematics sections of the CAHSEE. Conclusion and Recommendations. This study was intended to provide a foundation for instructional strategies that are being used in Riverside County school districts to assist students to pass the CAHSEE. There were seven recommendations, but most focused on looking at additional studies as a comparison of the instruction created by administration and what is actually used by teachers, an analysis of strategies used for English Language Learners and disability students and a correlation of instructional strategies and student test scores.