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For the quantitative data a t-test design will be used to see if there will be a statistically significant difference between the pre and post assessment data after the interventions have been done. There will also be tallied measurements to measure the correlation between the variables of SES, school, and sociocultural variables which could negatively impact student growth. For the qualitative data, the information will be categorized by themes and similarities. All data will be charted after being separated.

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Helping students to become better readers can be more helpful if teachers chose to really focus on what students’ needs, and zone in on the method to use or order to help them. Teachers should use assessments and teaching strategies that are in the best interest of the students as they relate to the students needs, and the needs of the school overall. There is not a one size fits all model for teaching students to become better readers. The data from the case study will guide what will be suggested for teaching implications.

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At this moment there are currently not any results because this is only a research proposal.Yet when results become available from an actual dissertation, predicted results will include student pre and post assessments and assignments completed during the case study.

Additonally results of the intervention strategies will hopefully show that they've worked to improve student reading abilities.

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All of the info from the participants has been de-validated for anonymity. The participants will only be known by a number. The researcher will be sure to have permission from parents, the school and the school district, and Kennesaw State University.

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Data collection methods will be completed via surveys,assessments, and interviews. They are beneficial because they are easy for the students, and do not leave any room for the researcher to have any mistakes since they'll all be given electronically.

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The methodology procedure will be a mixed methods case study consisting of interviews, observations, and statistical data measuring.

It is important that there are variations of data collection methods and procedures used to collect information from the participants in order to obtain the most effective and efficient method of data collecting and also to analyze the participant feedback from various viewpoints.

Qualitative research is beneficial and important because it allows the researcher the opportunity to go in-depth with listening to, observing, interviewing, and studying a participant.

Quantitative research is important in this case study because the data that the students will have to provide after they take the assessment will have to calculated

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The partcipants will be selected based on ther prior year's GMAS scored who scored less than proficent. The demographics are  African American students who recieve free lunch that attend Frederick Douglass High School.
The rationale behind this is because there is so large of a gap between those who scored lower on their GMAS test and those who actually passed, that it is necessary to research strategies that may increase them while helping the students.

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The literature review provides a vast array of information regarding the reasons that students may have difficulties with reading. It addresses social, educational, and family reasons which may impact why a child could possibly not read on the appropriate grade level.
There are also strategies that could be applied to help students and schools.

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The following research questions will be answered from the case study:
1. How do the factors of school, family, socioeconomic status, and personal beliefs about reading affect the achievement gap among high school students who are not proficient on the Literature Georgia End of Course Assessment?

2. What is the correlation between the aforementioned factor/ variables, and student scores on the Literature Georgia End of Course Assessment?

3. Will there be differences between student scores based on the type of intervention that a student does, or does not participate in (after school tutorial, remedial classes, out of school programs and no program)?

4. What teaching interventions and strategies had the greatest impact with improving students’ scores?

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At Frederick Douglass High School, an Atlanta Public Schools high school, many of the students struggle with reading on grade level. Data shows that only 55% of African American students were proficient compared to 94% of white students.

Based on their English Georgia Milestone Assessment (GMAS) score, students will be invited to partcipate in the case study.

There is a need for this study because all students need to read on their appripiate grade level and if they struggle, there are ways to help them.