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Mississippi School Accountability, Instructional Leadership, And Data Use; A Formula For Success, Teresa Duke

Dissertations

The following quantitative research study was conducted to determine if differences exist between “A-rated” and “F-rated” districts in Mississippi when it comes to how data are used for preparation of student academic achievement, how that data is used to influence instruction, and what beliefs school leaders have concerning the development of a data-based decision-making culture. Mississippi was chosen based on its unique accountability model.

The survey method was used for this study. Over 100 school leaders from across the state participated from 12 different school districts. Their responses provided some indication of the differences that exist between “A” and “F” …

Fundamental Attribution Error: Perspectives Of Principal, Teacher, And Parent Influence On Student Growth, Sonja Rayner

Dissertations

The primary purpose of this study was to determine principals’, teachers’, and parents’ attributions of their own and the other groups’ relative influence on student academic outcomes measured by standardized tests. The secondary purpose was to determine whether and how fundamental attribution error and self-serving bias predicts or explains the responses of each group. Descriptive analyses were conducted to compare responses from these three constituent groups. Additionally, repeated measures MANOVA was conducted in order to explain the effect the moderator variable, school performance level, had on the strength of the relationship between the independent (school rating and group) and dependent …

Determining The Academic Achievement Of English Language Learners (Ells) By Using Additional Measures Of Growth, Adriana Maria Marin

Dissertations

Accountability measures employed in the country to determine the academic achievement of all the student population rely solely on the results obtained on the standardized tests. Such measures have often placed English language learners’ (ELLs) at risk of academic failure despite the fact that research on second language acquisition (SLA) has stated the complexity involved in the learning/acquisition process of a target language. Scholars have also discussed the influence accountability measures and the issues with the validity of the tests implemented to assess ELLs may have on such results. Therefore, in an effort to obtain a more comprehensive idea of …

The Relationship Between Student Achievement Of At-Risk Students And The Georgia Performance Standards In Mathematics, Loralee Ann Hill

Dissertations

Educational leaders continue to be challenged in terms of accountability measures for increased student achievement, as mandated by the No Child Left Behind Act of 2001 (NCLB). In particular, schools must show adequate yearly progress (AYP) reaching 100 % proficiency levels for all students in the areas of English language arts and mathematics by 2014. In 2008, the Georgia Performance Standards (GPS) in mathematics were implemented at the high school level. Coupled with this new curriculum, a newly developed Georgia High School Graduation Test (GHSGT) in mathematics was administered in March 2011. The purpose of this study was to add …

Leadership Practices That Promote Increased Student Achievement In Secondary Schools, Billy Ray Jones

Dissertations

The purpose of the following study was to determine the degree to which the perceptions of teachers and school level administrators may differ, and the effects of these perceptions on student achievement as measured at the school level by the school’s accountability score reported in the form of the Quality Distribution Index (QDI). This index ranges from 0 to 300 and is used in the state of Mississippi to assign schools to one of seven accountability labels. Schools may be classified as one of the following depending on their QDI score: star, high performing, successful, academic watch, at risk of …

Student's Attitudes Toward High-Stakes Testing And Its Effect On Educational Decisions, Aldo Alfredo Moran

Dissertations

With the recent increase in accountability due to No Child Left Behind, graduation rates and drop-out rates are important indicators of how well a school district is performing. High-stakes testing scores are at the forefront of a school's success and recognition as a school that is preparing and graduating students to meet society's challenging demands.

*please download the dissertation to see the full Abstract.

A Longitudinal Study Of Block Scheduling Versus Traditional Scheduling In Mississippi Schools: Utilizing The Mississippi Student Assessment System And Administrators’ Perceptions, Linda Oettiker Smith

Dissertations

Accountability has become increasingly important in an era of financial stress coupled with the demand for continuous improvement, demonstrated through state mandated tests. In order to address the accountability issues associated with No Child Left Behind and in all probability the future Elementary and Secondary Education Act, it is critical to have current data regarding issues related to student achievement. For over a decade, school leaders have been encouraged to examine instructional time, or the use of scheduling formats, such as block scheduling.

This study was intended to provide school and district-level administrators with additional data relevant to the effect …

Middle-Level Leaders Perceptions Of Accountability, Deena Cousar Brown

Dissertations

The purpose of this study was to identify the perceptions of middle-level principals personal and school accountability, their perceptions of beliefs and competencies that influence improvement in student achievement and accomplishment of accountability, and their perceptions regarding the adequacy of professional development and preparation for middle-level principals that affect their ability to improve student achievement and perform their leadership role in an increased accountability environment. This study specifically examined differences in the perceptions of middle-level principals' accountability based on the socioeconomics of the school, the number of years of administrative experience, and previous middle-school teaching experience.