Abstract
The purpose of this study was twofold: to investigate the difference between paraprofessional utilization and third grade student achievement in reading, and secondly, to determine the level of difference between paraprofessional utilization and student engagement rate during reading instruction. Paraprofessional utilization was limited to three categories: (1) paraprofessionals used as instructional aides, (2) paraprofessionals used as clerical aides, and (3) classrooms without paraprofessional assistance. Procedure. The study involved 114 elementary schools in 44 school districts throughout Kern County, California. The study used four instruments. Two instruments, the 1984 California Achievement Test and the 1981 Comprehensive Test of Basic Skills, were used to measure academic achievement in reading. The third instrument was the Paraprofessional Utilization Survey developed by the researcher. The fourth instrument was the Student Engagement Rate Observation Instrument developed by the Northwest Regional Educational Laboratory. The One-Way ANOVA was used to determine significant differences. The Tukey HSD Test was performed to indicate the direction of the difference. Findings. The two major findings of the study were: (1) that paraprofessional utilization had no significant effect on student achievement in reading, and (2) the engagement rates of students in classrooms with paraprofessionals used as instructional aides were significantly higher than the engagement rates of students in classrooms with paraprofessionals used as clerical aides. Conclusions. The study indicated that: (1) there was a need to match the skills of the aides to the needs of the teacher, (2) there was a lack of teacher awareness on how to incorporate the aide into the instructional program, (3) there was a need to design and implement a more effective process of recruiting, screening and selecting classroom aides, and (4) in order for the teacher to maximize the effectiveness of the aide, the teacher needs to be trained in supervisory and management skills. Further research on the effects of paraprofessional utilization and student performance is recommended.