Call number: LD2668 .T4 1952 E9 / Master of Science

<p> This research was based on a multi-case study design focused on the leadership practice of high school principals and assistant principals and their roles in improving graduation rates. The study sought to answer one overarching research questions: In schools that demonstrate an increase in graduation rates what leadership practices are evidenced in principals and assistant principals and teacher leaders. One sub-question addressed the tools and interventions that the leadership team practices in relation to improving graduation rates and the second sub-question addressed the accountability of changing standards with respect to graduation rates. A third sub-question sought to answer how interactions of principals and assistant principals relevant to improvement in student performance are interpreted by faculty and staff. The purposeful sample from each of the three high schools consisted of one principal, four assistant principals and one teacher leader. Data collection methods included interviews, observations and qualitative document review of high school graduation rates. </p><p> The study reveals six major findings: (a) school leaders establish a clear vision, mission or goal to increase graduation rates, (b) identification, management and evaluation of academic enrichment programs are necessary interventions for student success, (c) school leaders build a culture of student learning and achievement through a system of processes, programs and support initiatives, (d) the leadership team is knowledgeable, strongly motivated and devoted to their role as leaders in serving all students, (e) school leaders use data as guiding variables in making decisions regarding at-risk student achievement and success, and (f) school leaders develop and foster positive relationships with students and teachers.</p>

Data concerning the Classes of 1978, 1979 and 1980 from North Bullitt High School, the Bullitt County School System and the State of Kentucky were compared to determine the holding power, survival rates and whereabouts of graduates. The comparison of data concerning holding power and survival rates showed that North Bullitt High School compared favorably with both the Bullitt County School System and the State of Kentucky. The data showed that for the three year period from 1978 to 1980 the holding power of North Bullitt High School increased while the holding power of both the Bullitt County School System and the State of Kentucky decreased. The comparison of data concerning the whereabouts of graduates showed that North Bullitt High School compared favorably with the Bullitt County School System and the State of Kentucky in all but one area. The data showed that the State of Kentucky had a significantly higher percentage of graduates who planned to attend college than either North Bullitt High School or the Bullitt County School System. The comparison of data concerning the whereabouts of North Bullitt High School’s 1978, 1979 and 1980 graduates showed a significant differences between what the graduates anticipated doing after leaving school and what the graduates are actually doing.

<p> The distribution of funds is critical to support quality education and represents large portions of school district's overall budget. With the increase of expenditures in education in the United States, the changes are not evident with increased student achievement. The problem that this study addressed is the spending of districts and student achievement growth. There has been mixed research evidence from the research regarding the relation between the size of a district&rsquo;s educational budget and students&rsquo; level of educational achievement. Based upon the mixed results established by previous research, this study has determined, within the state of Illinois, if a relationship between the funding and student achievement growth exists. In particular, the study assesses the relation between expenditures in the instructional expenditures of school districts and student achievement growth. This study adds to the body of evidence on utilization of resources with particular emphasis on the budget spent for instruction and student achievement growth. In particular, the study assesses if there was a correlation between the instructional expenditures and academic achievement growth for public school districts in Illinois.</p><p> This quantitative longitudinal, causal comparative study of extant data investigated the relationship of the independent variables of instructional expenditures, district size, teacher experience level, and teacher salary level as they relate to student achievement growth. The determination of student achievement growth was measured by examining American College Testing (ACT) composite scores from one year to the next. A final analysis was completed to determine the evidence of a relationship over two years of study.</p><p> A further discussion of research results, their role in the larger field of student growth research, and suggestions for future research were provided. The summary of the research findings was shared regarding student achievement growth in relation to the proportion of the district's budget for the instructional expenditures, size of the district, type of district, income level of student families, teacher experience level, and teacher salary level. </p>

<p> This mixed methods study of teachers&rsquo; beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that has received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students&rsquo; prospects for social advancement. These policies have resulted in a more diverse classroom experience through nontraditional student participation in AP courses. </p><p> The purpose of this embedded case study was to examine the relationship between beliefs held by AP teachers in regard to the implementation of equity and access policies, as well as to what extent these beliefs may support or hinder the execution of such policies and procedures. The study occurred in three phases and consisted of document analysis, a survey, and interviews. Surveys collected from 176 AP teachers in the district yielded quantitative data on AP teachers&rsquo; beliefs regarding equity and access and the subsequent implementation of equity and access policies. Qualitative data regarding beliefs surrounding equity and access policies and the potential challenges these policies may pose were collected through open-ended survey questions, document analysis, and interviews with eight teachers at two selected high schools representing the highest and the lowest access rates to AP in the district. </p><p> The findings indicated that AP teachers support equity and access policies in AP. Despite these beliefs, there is evidence that such policies are not implemented consistently across schools and particularly in science, technology, engineering and mathematics (STEM) related content areas. The analysis of both quantitative and qualitative data led to the conclusion that the historic tension between elitism and equity that surrounds the AP program currently is fueled primarily through state accountability measures. Implications and suggestions for future research are related to policy changes regarding the revision of the state of Florida grading system and district-level procedural changes in relation to the design of school-based professional development and development of clear AP pathways that support access among underrepresented students.</p>

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<p> Small City School Districts across New York State are becoming increasingly fearful of losing newly hired, highly talented teachers. In the United States, 8% of teachers leave the profession annually and greater than 50% quit teaching before reaching retirement age (Sutcher, 2016). A study done on teacher retention decisions in New York City revealed lack of administrative support as one of the top five reasons for teacher attrition (Boyd, Grossman, Ing, Lankford, Loeb &amp; Wyckoff, 2011). The importance of a teacher&rsquo;s effect on student achievement cannot be overstated. Teachers have more influence on student achievement than any other factor (Carver-Thomas &amp; Darling-Hammond, 2017). </p><p> The purpose of this quantitative study was to investigate the effect that high school principals have on the retention of high school teachers in Small City School Districts in New York State. This research examined the responsibilities of high school principals who are important to teachers&rsquo; decision to remain in their current role; determine which responsibilities exist in their schools; and analyze the correlation between the two. The leadership practices and principles that are defined in The 21 Responsibilities of the School Leader, as outlined by Marzano, Waters and McNulty&rsquo;s book (Marzano, McNulty, &amp; Waters, 2005) <i>School Leadership that Works</i>, are the conceptual frame for this study. </p><p> This study utilized anonymous survey results from 295 respondents currently employed in 13 Small City School Districts located within the Northeastern Regional Information Center of New York State. The findings from the research indicate that while all of the 21 Responsibilities used in this research are existent, respondents were neutral in their perception of whether any of them were important to supporting teacher retention. </p><p> However, when separating the results by demographics, there were significant differences by gender and years of teaching experience. Responses by females and teachers with less than 10 years&rsquo; experience demonstrated statistically significant differences, whereas they perceive a vast majority of the 21 Responsibilities used in this study to be more important than their male and veteran teacher counterparts. </p><p> Also, the Responsibility of Involvement with Curriculum, Instruction, and Assessment ranked last amongst survey results as important to supporting teacher retention and perceived existence by the building principal. </p><p> Finally, all leadership behaviors used in this study demonstrated a moderately positive correlation between what was perceived as important to supporting teacher retention and perceived existence of the behavior by the principal. </p><p>

<p> Dual Language Immersion programs (DLI) were designed as enrichment programs, mostly implemented at the elementary level, that have been proven effective in improving achievement for all participant students. Research and practice review show that effective school leadership is quintessential in improving student. The purpose of this phenomenological study was to explore the perceptions of best leadership practices of Secondary Dual Language Immersion (SDLI) school leaders. Data was elicited using semi-structured face-to-face interviews from nine SDLI school leaders working in four different public school districts in Southern California. These leaders were selected by an expert sampling method, utilizing a double layer of inclusion criteria that ensured both leadership experience and school overall performance. The study employed the transformational leadership theory as a theoretical framework which helped elicit effective leadership practices within educational settings. The study examined SDLI leadership practices through the lens of program coherence, instructional quality, and equity at the secondary level. The findings indicated the emergence of five themes in leading SDLI programs, assembled in five specific roles with 36 leadership practices attached. Additionally, the study found a transversal relationship among all SDLI leadership practices that contributed to a shared program&rsquo;s vision. As a result, dual immersion requires extra layers of leadership to manage secondary programs due to increased levels of diversity and linguistic demands. Because of its challenges and specificities, Dual Language Immersion (DLI) programs may require unique leadership roles. The study resulted in seven conclusions regarding SDLI leadership practices. These include: developing trust and unity among stakeholders to develop a shared vision, implementing the five transformational leadership roles, addressing the complexity of SDLI programs, ensuring academic and linguistic equity, enhancing program coherence, progress monitoring, and engaging stakeholder commitment. All in all, quality SDLI could potentially become exemplary programs nationwide that model equitable policies and practice due to high expectations, commitment, and enhanced achievement for all students in K-12 settings. </p><p>