An Introduction to Optimal Resource Theory: A Framework for Enhancing Student Achievement

• Published in: The Journal of Negro education Vol. 84; no. 1; pp. 25 - 39
• Main Author: Anderson, Kenneth Alonzo
• Format: Journal Article
• Language: English
• Published: Washington The Journal of Negro Publication 2015; Journal of Negro Education; Howard University School of Education; Howard University, School of Divinity
• Subjects: Academic Achievement; African American Students; Black people; Cultural heritage; Disabilities; Disorders; Education reform; Educational Change; Educational Testing; Elementary education; Individualized instruction; Learning; Literacy; Longitudinal studies; Males; Middle School Teachers; Narratives; Outcomes of Education; Phonics; Racial identity; Racism; Reading; Reading achievement; Reading instruction; Researchers; Social sciences; Special Education; Special needs students; Students with Disabilities; Studies; Teaching; Teaching Methods; Theory
• ISSN: 0022-2984; 2167-6437
• DOI: 10.7709/jnegroeducation.84.1.0025

In this article, optimal resource theory (ORT) is introduced as a research framework to enhance student outcomes and inform best-practices in schools. ORT uses historical research perspectives and limitations from existing theories to inform its development. ORT principles are described and a national dataset is used to demonstrate the efficacy of ORT. Specifically, data from the Special Educational Elementary Longitudinal Study are used to examine the predictive power of literacy-related teaching decisions on reading achievement for average to above-average Black males with disabilities. Results highlight the importance of making strategic instructional decisions and the need to carefully examine common classroom-based teaching strategies for assumed versus actual contributions to Black male achievement for students with disabilities.