Does ethnicity of the student prevent equal levels of learning at an equal pace? Are schools required to teach all children effectively, no matter what their socio-economic status, gender, or ethnicity? Educators and researchers have longed for the answers to these questions. For years, educators have been looking for ways to teach children in schools that are racially identifiable and have the highest percentages of children on free and reduced lunch. School districts that have choice as a way of assigning students are increasing the number of racially identifiable schools. In Charlotte-Mecklenburg Schools, a choice plan was implemented in June 2001. That plan created more schools of poverty within the district. The district also offered additional resources, teacher incentives, and financial assistance as a way to leverage the student make-up of the school district and the individual schools at all levels. / Ed. D.

School leaders face increasing demands related to student achievement. These demands involve annual data reporting related to overall student, school, and district success. In Florida, this accountability and transparency requirement is addressed through an annual school grading system. It is essential that leaders utilize successful programs that directly influence positive student outcomes and demonstrate high quality education. The purpose of this study was to examine the influence of a youth leadership development program, specifically The Leader in Me (TLIM) program, on school grades. Based on data obtained from 16 public elementary schools across Florida, a repeated measures ANCOVA analysis revealed that no statistically significant differences in the mean school grade percentages were observed between schools that implemented TLIM and schools that did not utilize the program. In addition, no significant differences were noted in the mean school-wide achievement scores on state mandated assessments in the areas of English/Language arts, mathematics, and science. Furthermore,regression analysis revealed that the percentage of students identified as minority, the percentage of students qualifying for free and reduced lunch, and the percentage of students reported as chronically absent significantly influence school grades. A review of the existing literature related to The Leader in Me, staff and student leadership, and the study variables follows, as well as a discussion of the findings and implications for future practice and research.

This study was designed to examine the associations and differences that exist in the NCE scores of students on the TerraNova portion of the Tennessee Comprehensive Exam, as well as the possible influence of variables such as initial scores, grade level, gender, and free or reduced lunch status. The population consisted of a stable group of 49 students enrolled in a rural Tennessee school district reported to have taken the annual assessment at the same school as they progressed from 3rd to 8th grade during the 1999 to 2004 school years. The study focused on the performance of students over a six-year period. The analysis focused on eight research questions. The independent variables for the study were gender, socioeconomic status and grade level (test score reporting year). The dependent variables consisted of TerraNova value-added scores (NRT) and proficiency scores (CRT) translated to Normal Curve Equivalent (NCE) scores on the Reading / Language Arts and Mathematics portion of the TCAP. A combination of t test for independent samples, examination of effect size utilizing eta square (η2), and an analysis of data to determine correlation coefficient using Pearson's product moment coefficients (r) were used in 50 hypotheses. Statistically significant results were discovered in the following instances: students' 3rd grade Math scores and the same students' 4th, 5th, 6th, 7th, and 8th grade Math scores; 5th, 6th, 7th and 8th grade Reading/Language Arts scores and free/reduced lunch status; 3rd, 4th, 5th, and 6th grade Math scores and free/reduced lunch status; 3rd grade Reading/Language Arts scores and the same students' 3rd, 4th, 5th, 6th, 7th, and 8th grade Math scores; 3rd, 5th, 6th, 7th, and 8th grade Reading/Language Arts scores and student gender; 5th and 6th grade Math scores and student gender; 2002 and 2003 mean gain scores and student gender.