When George W. Bush signed the No Child Left Behind (NCLB) legislation in 2002, each state sought to individually address the challenges of higher standards and more stringent accountability measures. While NCLB and state accountability programs are clear about the student performance results that schools are expected to achieve, they often do not provide schools with much guidance in terms of how to accomplish these objectives. Schools that fail to meet NCLB accountability standards in Virginia are at risk of a plethora of interventions. One of these sanctions is the installment of a turnaround principal to a low-performing school. The context of turnaround schools is a relatively new area of research and, as such, contains little by way of additive data on the subject. The purpose of this descriptive case study was to determine through principal interviews, teacher focus group interviews, observations and document review, whether the major instructional leadership practices identified in the research as impacting student achievement (setting direction, communication, curriculum and instruction, collaboration and shared leadership, family and community connections, and organizational structure) were evident in the practices of the turnaround principal. Findings of the study revealed that all of the major instructional practices identified in the research as impacting student achievement were evident in the practices of the turnaround principal. Two additional leadership practices were identified as a result of this study's findings. / Ph. D.

In the new federal legislation, No Child Left Behind, two of the main themes direct attention to accountability and achievement gaps within subgroup populations. Early intervention may address both of these issues. Specifically, this means quality preschool education. While many agree that preschool education offers much to young children, school leaders have a responsibility to present data to support the effectiveness of preschool programs. This is a report of an evaluation of the effects of a state-funded preschool program on students' language acquisition measured with the Phonological Awareness Literacy Screening-Kindergarten at the end of the program; total English, word analysis, understanding elements of literature, and understanding a variety of resource materials measured with Virginia's Standards of Learning test in grade three; and instructional reading level measured with the STAR Reading Assessment in grade four. The performance of students who attended the Early Start Preschool Program in Suffolk Public Schools was compared with the performance of students who were eligible to attend but did not attend the program. Two-way ANOVAs with analyses of simple main effects following significant interactions were applied to the data from ten samples of preschool children (five samples that attended the Suffolk, Virginia, preschool program and five samples that did not attend) for each year between1998 and 2002. There were few significant findings in this evaluation, and they were scattered across cohorts and dependent measures in no systematic order. Attending Early Start may have an effect on the literacy learning of children; however, this study did not provide the evidence that one would like to see in support of those effects. There are some findings, however, that point to some effects of attendance, particularly on rhyme awareness, concept of word, grade three total English, and grade three understanding elements of literature. These are tentative findings, at best, because they were not found consistently across cohorts. / Ed. D.

This quantitative research has been designed to investigate fiscal equity for at-risk students in the State of New Mexico. This empirical data analysis compared equity indices before the At-Risk Index was implemented in the New Mexico public school funding formula in FY 1996-97 and after the At-Risk Index was included for FY 1997-98. Formula options based on the premise of vertical equity were reviewed. This research was selected as the 2001 New Scholars Program Award sponsored by the American Education Finance Association and the National Center for Education Statistics. The research model was presented at the 2002 AEFA National conference in Albuquerque, New Mexico. In brief, the results of the analyses showed that very modest fiscal equity gains occurred following the implementation of the At-Risk Index. However, the ability to achieve significant gains in equity scores were restricted due to a lack of state revenue growth. / Ed. D.

Jackson and Davis noted in Turning Points 2000, "Changes in middle grades practices have least often occurred where they are needed most: in high poverty urban and rural communities where unacceptably poor student achievement is rampant" (2000, p.5). Virginia has many school districts that fall into these categories. Even though they fall into these categories, middle schools across the state are still expected to have their students pass assessments at a high rate and meet state standards. The purpose of the study was to investigate and describe how one middle school went from being accredited with warning to making AYP and meeting high standards of academic achievement with at-risk students. Poor academic achievement is one of the most consistent predictors of dropout, whether measured through grades, test scores, or course failure (Alexander, Entwisle, & Kabbani, 2001). Investigating test scores and the research-based practices that may have influenced scores to improve in this particular middle school were the primary areas of study. The researcher utilized qualitative research methods to investigate a middle school that has been successful in improving the academic success rate for its at-risk students. The overarching research question for the study was What practices were used in this middle school to ensure the academic success of at-risk students? Research-based practices found in the literature to have influenced at-risk middle school students' achievement are (a) strong principal leadership, (b) focused curriculum and reading intervention, and (c) positive teacher-student relationships. The study attempted to determine which, if any of the practices were used by the school and if factors other than the practices identified for investigation may have contributed to the success of at-risk students in the school. / Ed. D.

The purpose of this study was to examine the difference in the effects of teacher efficacy on student achievement in Title I and Non-Title I schools. With the exception of teacher efficacy, there have been few studies reporting a consistent and significant relationship between teacher characteristics, student behavior, and student achievement (Woolfolk and Hoy, 1990). Utilizing the Teacher Sense of Efficacy Scale, formerly known as the Ohio State Teacher Efficacy Scale, the researcher determined the teacher efficacy levels in Title I and Non-Title I schools within an urban district. A two-way ANOVA was used to examine whether there is a statistically significant main effect between teacher efficacy and student achievement within an urban school district. The main effect of teacher efficacy on student achievement was examined by comparing the student achievement of schools on the Fourth Grade Virginia Standards of Learning Reading and Mathematic Assessment to determine if there was a significant difference in the mean score between these two groups. A t-test was used as a follow-up test of simple significant main effect and interaction effect. The correlation between all schools and overall teacher efficacy indicated a positive relationship between teacher efficacy and math scores and efficacy of instructional strategies and math scores. Moreover, the results indicated a positive relationship between overall teacher efficacy, efficacy of student engagement, and efficacy of instructional strategies and math scores. There was no relationship between efficacy levels and student achievement when just examining Non-title I Schools. The first ANOVA indicated no statistically significant interaction between efficacy level and school type, but significant main effects for efficacy level, and school type. This test indicated the presence of significant differences in reading achievement in Title I schools. The second ANOVA indicated no significant interaction between efficacy level and school type, but significant main effect for efficacy level, and no significant main effect for school type. The t-test revealed no significant differences in top quartile and bottom quartile schools in math achievement for Title I and Non-Title I schools. An independent sample t-test was used in order to determine whether there was a significant difference between the overall efficacy levels and efficacy levels in the three dimensions of teachers in Title I schools and Non-Title I schools. The test indicated there was no significant difference in the mean scores of Title I and Non-Title I teachers on the overall efficacy scale, nor in the three dimensions. Descriptive statistics and pair sample t-test were used to answer questions four and five. The test indicated that Title I and Non-title I teachers scored highest in the dimension labeled efficacy for instructional strategies. There was a statistically significant difference in the mean scores of student engagement / instructional strategies and student engagement / classroom management in both Title I and Non-Title I teachers. High levels of teaching efficacy may serve as a necessary component for teaching students who are difficult “to reach.” Therefore it is imperative that teacher efficacy levels be considered before placing teachers in schools. It may become increasingly important for human resource to gauge a teacher's efficacy level during the hiring process and the placement of new teachers. Principals must be dedicated to finding ways to increase efficacy levels in their teachers. Longitudinal studies that examine teacher efficacy levels in various teaching environments such as urban, suburban, rural, high SES, low SES, and other similar classifications would be useful. / Ph. D.

This study describes the long-term reading achievement of a group of children identified by teachers in 1994 as low-achieving students in reading. Four research questions guided the study, and the 165 participants came from 12 elementary schools in Montgomery County, Virginia. They were selected, because they had participated in Reading Recovery in first grade and had taken the reading portion of the Stanford 9 Achievement Test in the spring of third grade. The literature review covers the history of reading instruction, outlines the Chapter I model, compares and contrasts the New Zealand and American Reading Recovery models, and profiles the impact of Reading Recovery on the research community. Means and standard deviations were analyzed to compare the relative performance of four major populations: Reading Recovery, Reading Recovery/Chapter I, Chapter I, and Waitlisted. The results of the analyses suggest that Reading Recovery students successfully discontinued in any number of lessons had means in the top half of the distribution of means for all populations in the study. With the addition of one to two years of Chapter I instruction after Reading Recovery, some students achieved the highest mean. The scores of Chapter I students with one year of instruction nearly matched the Reading Recovery mean. Two to three years of Chapter I produced lower means. The waitlisted students scored slightly lower than the other three populations. The results of the study confirm the efficacy of Reading Recovery as an early intervention, but indicate that using Chapter I as a transitional step between Reading Recovery and successful independent reading sustains long-term reading achievement. / Ed. D.

There are local and national cries for high school reform, especially in our at-risk high schools; however, close examination of our at-risk high schools shows some are succeeding despite the odds against them. This is a case study of such a successful, at-risk high school. The National Association of Secondary Schools defines an at-risk school as one having a student population of at least 50% minority students, 50 % free and reduced lunch students, and 90 % or better graduating and being accepted into college. Bright Star High School was chosen because it fits these criteria and it was recognized by school officials inside and outside of the school district for its high student performance on a variety of other student achievement indicators. The collection of data took place over a twelve month period between June 2006 and June 2007. This case study answers two questions: (1) What makes Bright Star High School so successful? (2) How did it become this way? In response to the first question, the findings show that there is not one factor that makes the difference but multiple factors that interact with each other. These factors include: (1) common vision and mission; (2) a safe and secure, small, personalized environment; (3) strong, instructional leadership; (4) a faculty that functions as a learning community; (5) rigorous academic programs and intervention and support strategies (6) parent involvement. The factors identified in this case study are similar to those identified in other successful, at-risk schools and to those reported in related literature and research studies. In response to the second question, the findings show: (1) the Bright Star faculty nurtured a culture that supports and encourages the establishment and maintenance of a collaborative learning community; (2) changes at the district, state, and national levels in graduation requirements, accreditation requirements, and the No Child Left Behind Act had a powerful impact; (3) real change takes time, persistence, patience and an understanding that it is messy and not easy. / Ph. D.

Students in school districts throughout the United States are administered standardized tests in an effort to assess achievement. These annual "academic rites of passage" serve as measures of accountability to the citizenry of every locality served. Many at-risk African-American males score in the lower two quartiles on these tests. Remediation efforts have not significantly raised the achievement of these students. However, there are teachers who are effective with these students. They use both verbal and non-verbal behaviors that facilitate learning. This study was designed to answer the question: What non-verbal behaviors are used by effective teachers of at-risk African-American male middle school students? Data were collected via teacher observations using the Non-verbal Behavior Teacher Observation Form, an instrument developed to record nonverbal behaviors of teachers. The instrument consists of thirteen behaviors that cover seven non-verbal domains. Four teachers were observed three times each for thirty minutes and two teachers were observed one time. The researcher selected a different at-risk male student each observation resulting in a total of fourteen teacher observations and their interactions with fourteen at-risk male students. Descriptive statistics were used to identify most frequently and least frequently used non-verbal behaviors. When effective teachers in this study interacted with the at-risk African-American male middle school students, they frequently were in close proximity, changed their voice inflections, established eye contact, invaded students' territories (were within two feet), and gestured to students. The results of this study may be used as a vehicle or catalyst for the implementation of a school or district-wide training program for teachers of at-risk African-American male students. These results may also be used for teacher preparation programs at the college or university level. / Ed. D.

The purpose of this study was to determine if a transition program had an effect on the academic and social issues that at-risk ninth graders face as they transition to high school. A case study approach based on archival data was used to explore differences in the treatment and control groups. These groups were measured by grade point average (GPA), absences, tardies to school, course failures, discipline referrals, verified credits, and dropouts. Freshman retention, poor attendance, high failure rates, Standards of Learning (SOL) failures, and discipline problems are some of the issues facing at-risk ninth graders as they transition to high school. These issues can contribute to higher dropout rates, therefore making it more difficult to compete in today's workforce. As we prepare our students to compete in today's global economy, it is necessary to examine the current practices that high schools are utilizing to improve student outcomes, and to prepare more effectively for the higher expectations of today's workforce and educational institutions. This quantitative study examined the success of the Academic Careers and Technology (A.C.T.) class at Stuarts Draft High School , a yearlong ninth-grade transition program designed for at-risk students that was first implemented in 2003. The A.C.T. program was designed to provide ninth-grade at-risk students with the skills necessary for making a successful transition from middle school to high school and for continued success in their remaining high school career. The curriculum included extended time on reading comprehension, writing, and organizational and study skills. Additionally, technology integration, conflict resolution, and an adult mentor program were included in the curriculum. / Ed. D.

Ernest Boyer's The Basic School: A Community for Learning (1995) aligns with other important research and programs that encourage parent involvement to maximize each child's educational potential. The purpose of this qualitative study was to understand and to document the first steps undertaken by one school as it began to address Boyer's school as community priority by reaching out to an uninvolved parent population. Meaning was constructed from the perspective of the researcher who was an active participant in the process. Research questions included: 1) What happened when one school began to address the needs of its at-risk population by intentionally reaching out to involve the parents of these students in the life of the school? 2) How was this accomplished within the context of a school beginning to address the priorities of a "Basic School?" 3) What structures were created to facilitate the process and guide its progress? Teachers in the School as Community Family at Kizer Elementary School were the initial focus of this study. Additional groups with related purposes became part of the inquiry as the process unfolded. Transcripts, field notes, and related documents were collected from all relevant group meetings and outreach activities from June of 1997 through January of 1998. The process of data analysis yielded descriptive conceptual models and an interpretive narrative case study that follows a modified chronology of the communicative action steps undertaken by a group of educators readying themselves for outreach to an alienated parent population. This study produced practical implications for schools wishing to begin the steps toward increasing the level of family and community engagement with student learning. A case was made for self-reflective action to create opportunities for authentic conversation that can empower families to take greater initiative in the public education of their children. If schools can learn to build, support and sustain relationships with parents, particularly their at-risk populations, they might expect a greater level of success in educating their children. / Ed. D.