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Author: Courtney Elise Hart
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 153
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Book Description
This case study explores the perspectives of stakeholders at a diverse, suburban elementary school regarding the Texas Educational Accountability Rating system. Specifically, it seeks to understand how they perceive the campus rating of Met Standard to have influenced the daily practices and campus culture of their school, and to understand what factors seem to have influenced the formation of these perceptions. Using the organizational theory of loose coupling as a lens, interviews with 15 participants provide a narrative that demonstrates how the campus rating negatively affects teacher stress levels and teacher morale. Realtor ratings are identified as a primary catalyst for low teacher morale, and punitive student consequences are identified as a primary catalyst for high teacher stress. However, high levels of efficacy and selfdetermination persist, largely due to the campus leader. A potential plan inspired by the work of the Texas Public Education Visioning Institute is set forth as appropriate next steps for creating transformative, positive change at the legislative level.
Author: Courtney Elise Hart
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 153
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Book Description
This case study explores the perspectives of stakeholders at a diverse, suburban elementary school regarding the Texas Educational Accountability Rating system. Specifically, it seeks to understand how they perceive the campus rating of Met Standard to have influenced the daily practices and campus culture of their school, and to understand what factors seem to have influenced the formation of these perceptions. Using the organizational theory of loose coupling as a lens, interviews with 15 participants provide a narrative that demonstrates how the campus rating negatively affects teacher stress levels and teacher morale. Realtor ratings are identified as a primary catalyst for low teacher morale, and punitive student consequences are identified as a primary catalyst for high teacher stress. However, high levels of efficacy and selfdetermination persist, largely due to the campus leader. A potential plan inspired by the work of the Texas Public Education Visioning Institute is set forth as appropriate next steps for creating transformative, positive change at the legislative level.
Author: Lisa Ann McClard Bertrand
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 214
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Book Description
Focusing on classroom teachers in grade three to five classrooms, this book determines, which methods most help students to achieve at the mandated levels.
Author: Efrain Olivo
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
On January 8, 2002, the U.S. Congress passed Public Law 107-110, No Child Left Behind Act (NCLB) of 2001: Improving the Academic Achievement Of the Disadvantaged. The purpose of NCLB is "to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind" (P.L. 107-110, 20 USC 6301, p. 1, Jan. 8, 2002). Over the next 10 years, schools nationwide faced daily challenges of educating children to meet the rigorous standards of NCLB (Le Floch, Martinez, O'Day, Stecher, Taylor & Cook, 2007; Thim, Hassel, & Redding, 2008). Unfortunately, many states had many schools labeled as low-performing and mired in chronic failure as identified in 5000 United States failing schools (National Governors' Association Center for Best Practices, 2011; U.S. Department of Education, 2011). In an effort to address this achievement shortfall, the Obama Administration made "turnaround" a major priority by issuing the School Turnaround Learning Community (STLC) program in July 2011, including school improvement grants, alignment of existing federal resources, and ESEA flexibility (Manwaring, 2010; STLC, 2012). There are many studies on school improvement and the effectiveness of school reform (Dana Center, 2002; Editorial Projects in Education Research Center, 2012; Morrison Institute for Public Policy, 2006; Taylor, 2002); however, there are few studies that have examined the long-term successful turnaround scale up efforts of struggling schools in high poverty, high-minority communities (Calkins, A., Guenther, W.H., Hess, F.M., Kendrick, R.H., 2008). There are some case studies on the turnaround successes of elementary schools, but no major studies on turnaround successes in the secondary schools focusing on the role of the principal as a school turnaround leader. While education has created some academic progress for the low-income, the greatest challenge to literacy in the U.S. is how to educate poor and minority children while closing the achievement gap between high-poverty, high-minority students and majority students (Calkins, A., Guenther, W., Belfiore, G., & Lash, D., 2010; Elmore, 2004; Hill, 2006; Reyes & Rodriguez, 2009). A recent study (Branch, Hanushek, & Rivkin, 2012) on the outcome-based estimates of principal value-added to student achievement revealed a significant variation in principal qualities that appear to be larger for high-poverty schools. The purpose of this quantitative study was to explore the role of accountability on school turnarounds in two major suburban Texas public school districts. It explored the relations between Texas accountability status and race, and economic status for the sample schools using 2010-2011 Texas Academic Excellence Indicator System (AEIS). The relations were explored between state and federal (NCLB) accountability ratings, and economic status and race for the sample schools for 2010-2011. Finally, the study explored relations between principal characteristics and student achievement in two major suburban Texas public school districts. This study addressed correlational research between: 1. Accountability and student characteristics; 2. Accountability and school characteristics; and, 3. Accountability and student achievement. This quantitative study used correlational research to determine the relation between school accountability, the independent variable, and dependent variables of race, and economic status, and student achievement. This study sought to understand which variables relate to turnaround accountability status using Texas Education Agency (TEA) accountability data and the state NCLB Adequate Yearly Progress (AYP) data (TEA, 2011). A survey method was used to gather school and principal data which were analyzed using simple statistics and frequencies (Babbie, 1990; Fink & Koseoff, 1998; Mellenbergh, 2008; Scheaffer, Mendenhall, & Ott, 1990). The survey was used to collect information on principal and school background characteristics. Archival data for Texas accountability and federal accountability were retrieved from the TEA Accountability Rating System (AEIS). Correlational analyses were conducted between two major suburban Texas public school districts. Correlational relations were analyzed for state and federal accountability ratings, and economic status and race for the sample schools for 2010-2011. For this study, the three most significant relations found to the p
Author: Andrea Cruz
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 274
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Book Description
Author: Robin Ann Champagne
Publisher:
ISBN:
Category : Student mobility
Languages : en
Pages : 192
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Book Description
Prior research revealed that student mobility may have an effect on student achievement and school accountability ratings. The purpose of this study was to determine the impact of student mobility on the accountability ratings of middle schools in Texas. Student data, including socioeconomic status, at-risk status, and ethnicity, were collected from the 2006-2007 Academic Excellence Indicator System (AEIS), in addition to eighth-grade performance on the Texas Assessment of Knowledge and Skills (TAKS), specifically reading and mathematics. Student mobility data were collected from the Public Education Information Management System (PEIMS). Campus data were collected on campus mobility percentage and campus accountability ratings, with percentage of economically disadvantaged student and percentage of at-risk students serving as control variables. Single-classification analysis of covariance and two-way analysis of covariance were conducted to (a) determine whether a relationship existed between student mobility and school accountability ratings of middle schools in Texas, and (b) determine whether there was a difference in student achievement between mobile and nonmobile students. The test revealed that a relationship existed between student mobility and the accountability ratings of middle schools in Texas. The findings of the study revealed a difference in student achievement for mobile and nonmobile students in both reading and mathematics. Nonmobile students scored higher on TAKS Reading and Mathematics than their mobile counterparts when controlling for socioeconomic and at-risk classifications. This study confirmed that student mobility is an important factor when evaluating student performance and a school's accountability rating. Findings of this study support the exclusion of the student performance data of mobile students from the campus and district accountability standards, regardless of when that move occurred. The findings of this study would also suggest that a more appropriate measure for campus and district performance for highly mobile student populations would provide information about student achievement over time, measuring student performance on one or more assessments from year to year rather than a once-a-year high stakes assessment.
Author: Gerardo G. Cruz
Publisher:
ISBN:
Category :
Languages : en
Pages :
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The purpose of this study was to examine the perceptions of high school principals' regarding the impact of a high stakes accountability system on instructional practices. The study assessed the differences in perception and influencing factors about the impact of a high stakes accountability system between and among high school principals based on campus ratings and selected demographic variables. The data for this quantitative study were obtained from a 59-question survey instrument given to high school principals from 37 school districts selected from Region I of the Texas Education Service Center and 42 school districts selected from Region XX of the Texas Education Service Center. The researcher collected 92 completed surveys, or 72% of the sample. An analysis of the data found that high school principals did indicate perceived changes to some instructional practices. The data showed a perceived increase in the use of problem-solving activities, open response questions, writing assignments, creative/critical thinking questions, peer or cross-age tutoring, interdisciplinary instruction, facilitating/coaching, collaborative/team-teaching, modeling, cooperative learning/group work, computers/educational software, calculators, computers, internet and/or on-line research service, lab equipment, and manipulatives. Principals also indicated a perceived decrease in the use of work sheets, true-false questions; textbook based assignments, lecturing, and the use of textbooks. In addition, the data showed that high school principals' perceived changes to instructional practices were influenced most by two factors: an "interest in avoiding sanctions at my school," and an "interest in helping my students attain TAKS scores that will allow them to graduate." The information obtained from this study can be used by researchers, educators and all stakeholders to ensure implementation of instructional practices leading to student achievement on high-stakes tests.
Author: Raúl Peña (Ed. D.)
Publisher:
ISBN:
Category :
Languages : en
Pages : 230
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The Every Student Succeeds Act (2015) transferred flexibility for accountability rules to states to control following the national accountability era of the No Child Left Behind Act of 2001. The interdependent relationships of structural linkages between state and local school entities need examination for understanding how best to align the systemic linkages for accountability based on the measures of performance. The purpose of the study was to explore and understand school district leaders’ perspectives about school accountability in Texas based on the state’s recent shift towards a shared accountability system. This phenomenological study was explored through discussions with three superintendents and three deputy superintendents. The following three research question guided the study: (a) What are perspectives of district leaders within the shift from a state-imposed accountability system to shared accountability in Texas? (b) How would district leaders of urban districts define the movement toward local control? (c) How do school leaders envision a plan of action for shared accountability? The researcher utilized a purposeful sampling strategy to select three urban school districts. The snowball sampling was used to gain participants. All interviews were semi-structured, tape-recorded, and lasted between 30 and 60 minutes. The perspectives and lived experiences of the participants led the narrative in supporting the creation of three themes. The three themes that evolved through the data relating to how the six district leaders perceive, experience and understand the shift in the accountability system, impact on student performance, effect on policy and governance, and desired shift in curriculum and instruction. Implications for practice evolving from this study extend to researchers, superintendents, trustees, and district stakeholders. Recommendations for further research include: (a) expanding the target population to include a more diverse superintendent demographic and differing types of school districts; (b) examining the interactivity between the state and district leaders to influence policymaking in generating greater shared accountability, responsibility, and autonomy in school districts; and (c) investigating how superintendents understand developing systemic capacity to provide quality resources and effectively organize their school districts as they experience shifts in school accountability system across the multiple channels and among stakeholders. Additional recommendations and implications appear in Chapter 5.
Author: Jennifer S. Brandewie
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 131
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See ProQuest for Summary.
Author: Texas Education Agency. Office of Policy Planning and Research
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 125
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Author: Trinidad San Miguel
Publisher:
ISBN:
Category : Elementary schools
Languages : en
Pages : 634
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Book Description
