The Effectiveness of Differentiated Instruction on 9th Graders’ Achievement on Standardized Tests

Abstract

The purpose of this study was to determine if differentiated instruction will help increase achievement by students in ninth grade high school English classes. Using an experimental quantitative design, this study followed the 108 ninth grade students over a span of three months. At the end of three months, students were reassessed to determine the impact differentiated instruction had on their achievement on standardized tests. The tool students were assessed with was the Anne Arundel County Public Schools benchmark exam for the second and third marking periods. Overall, the findings support the use of differentiated instruction as a teaching strategy, as student achievement on previously missed indicators on the benchmark exam increased; however, in future studies, the study should be continued for a longer period of time.