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A Delphi Study Of An Effective State Assessment Method For Continuation High Schools, Edison L. Kelly

Dissertations

Since the No Child Left Behind Act of 2001, there has been an urgency in the overall academic accountability for all students nationwide. Since then the state leadership and experts in the state of California have made it a priority to educate and hold schools and students accountable through standards based instruction and assessments. To date this has not been the case for continuation high schools in the state of California.

The purpose of this mixed methods Delphi study was to identify appropriate assessment methods for California continuation high schools, to rate the respective effectiveness of the identified methods, and …

A Mixed-Methods (Quantitative-Qualitative) Study To Identify The Perceived Level Of, Zeky Zardo

Dissertations

Different approaches to developing leaders have been established through various forms of self-assessment, action learning, and education and training activities (Smither et al., 2005). The existing body of research on the impact and success of college and university leadership development programs focuses heavily on undergraduate leadership programs and not graduate-level programs such as the Master of Business Administration (MBA) or the doctorate. The purpose of this mixed-methods (quantitative–qualitative) study was to identify the perceived level of transformational leadership skill development by students enrolled in a doctoral program in organizational leadership. In addition, it was the purpose of this study to …

“Meeting Proficiency – Can Elementary Schools, With Subgroup Of Students With Disabilities, Exit Program Improvement After 2014?” “A Study To Determine If Instructional Strategies And/Or Inclusionary Practices, And Principal Support Of These Practices, Contributed To Schools Reaching Safe Harbor, Meeting Ayp Benchmarks Or Exiting Program Improvement In The 2012-2013 School Year.", Carolyn Lindstrom

Dissertations

In 2002, President Bush signed into law the No Child Left Behind Act, which required all students to be proficient in English and Math by 2014. (Congress, 2002), including all subgroups. Students with disabilities were expected to meet the proficiency criteria along with all other subgroups. NCLB also required schools to report assessment scores to reflect the achievement of students as well as demonstrate all students were meeting, or at least making gains to achieve, proficiency. If students did not reach the expected benchmark the school was identified as failing and placed in Program Improvement. (CDE, 2011) Each school year, …

Accountability Model For Alternative Education Settings, Victoria Ford

Dissertations

Since 2001 professionals have worked to assist alternative education and juvenile court schools in navigating accountability connected to the 2001 reauthorization of the Elementary and Secondary Education Act, otherwise known as the No Child Left Behind Act. As alternative education programs struggle through the process of program improvement it seems as if there has to be a more accurate model to measure program effectiveness and student achievement in these settings. Under the current federal model, which is still aligned to the NCLB goals, a school could enter program improvement based on the proficiency of less than 15 students, out of …