Date of Graduation


Document Type


Degree Name

Doctor of Education in Educational Leadership (EdD)

Degree Level



Curriculum and Instruction


John Pijanowski

Committee Member

Ed Bengtson

Second Committee Member

Kara Lasater


Longitudinal Assessment System, Progress Monitoring, Teacher Perception


The purpose of this qualitative study was to examine the phenomenon of teacher perception and their understanding of progress monitoring throughout a longitudinal assessment system. This monitoring of student progress is to enhance their academic skills in mathematics and provide necessary interventions for growth as measured on a longitudinal assessment system through fidelity of implementation of interventions processed through progress monitoring. Data was collected from participant responses through interviews, a demographic survey, and focus groups. Interview respondents participated in a closed-door, face-to-face interview. The survey was used to collect specific demographic data to provide a concise snapshot of each individual teacher. From the interviews, four major themes and 13 sub-themes emerged from 302 codes. Focus group respondents participated in a closed door, small group setting that concentrated on a single, open-ended question. From the focus groups, three major themes and nine sub-themes emerged from an average of 26 codes per group. Analysis of the themes captured a collage of personal responses from participants. Participants’ shared perceptions of progress monitoring that varied from each other to the extent that some believed it was synonymous with grading assignments and not actually monitoring the progress of academic growth and skill mastery. Moreover, this led to the teacher belief that there was a need for professional development, training and open communication with other math teachers and educational support staff. Participants also identified a gap in student understanding of progress monitoring and the root purpose for longitudinal assessments. Participants also believed students should be a part of their own learning and progress monitoring. A web of connections recognized need and want for progress monitoring. Finally, the shared perceptions in this study presented an avenue for continued conversation within the district of study and other educational communities - conversations that must continue until students are making adequate growth.