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Efficacy in Texas Charter Schools Compared to Traditional Public SchoolsKeller, Karlyn 08 1900 (has links)
The need to spur innovation and improve student performance initiated the formation of, under different legislative acts, charter schools that include variations of traditional public schools. With the enthusiasm and level of investment going into the formation of charter schools, it is necessary to explore whether these schools have achieved their objectives. This study explored whether Texas open enrollment charter schools perform bettered compared to Texas public schools. The study applied a causal comparative quantitative research design. School data on graduation and dropout rates, college preparation, attendance rates, and overall performance were analyzed quantitatively. Student achievement data available for statistical analysis includes student performance on the Texas Assessment of Knowledge and Skills (TAKS) state assessment from 2007 to 2011. Data analysis for race, special programs, at risk, economically disadvantaged, and limited English proficiency was incorporated. Descriptive statistics and analysis of variance techniques were included in the data analysis. The analysis extended to post hoc tests to determine variables that caused variation. The study found Texas open-enrollment charter schools had more African American students but fewer Whites compared to public schools. Students in public schools performed better than those in charter schools, and Whites yielded the best performance. Charter schools had high dropout rates, low attendance, and low graduation rates, while public schools had low dropout rates, high attendance, and high graduation rates. Finally, public schools had more students ready for college than charter schools.
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Resource Allocation Efficiency at the Elementary and Middle School Levels in a Texas School DistrictHamlin, Lance 05 1900 (has links)
In recent years much attention has gone to school efficiency, as determined by assessing student achievement relative to expenditures at the school district level. The present study built on prior work in school efficiency with a focus on the school campus level instead of the district level. Included in the study were 28 elementary and middle school campuses in a selected school district in Texas. The approach taken in the investigation was data envelopment analysis (DEA), which provided scores for efficiency and was intended to provide clarity on efficiency research at the campus level. Past studies using the DEA model have involved business and private institutions, but not public schools. The DEA model calculated and assigned efficiency scores for each campuses. The two variable categories used to determine campus efficiency were student demographics and resource allocation. The total enrollment numbers included the number of White, economically disadvantaged, at-risk, and limited English proficiency students. The resource allocation variables included the total expenditures in instruction, instructional related services, instructional leadership, campus leadership, and student support services. The efficiency scores paired with student achievement scores determined campus efficiency and effectiveness. An effective and efficiency framework was used to represent the data with student achievement on the y-axis and campus efficiency scores on the x-axis. I applied Pearson product moment and regression analyses using the same variables as previous studies. The Pearson product moment assessed the correlation between student demographic variables, function code variables, and campus efficiency. The Pearson product showed a weak positive relationship between the number of White students and the number of LEP students enrolled in the district. The analysis also showed moderate and strong negative relationships between efficiency and instructional leadership and student support services. The regression analysis identified the student demographic and function code variables that affected the level of efficiency of each school campus. School leadership and student support services had strong negative relationships with campus efficiency. Instructional related services had a strong positive relationship, and total enrollment and White students had weak positive relationships with efficiency. Additionally, non-White, economically disadvantaged, and at-risk students yielded weak to moderate negative relationships. The use of the DEA model allows school districts to analyze the spending patterns, specifically at the campus level. This analysis also allows districts and campuses to make meaningful decisions related to classroom instruction, instructional leadership, campus leadership, and counseling services.
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Correlates of Texas Standard AP Charter Campuses and How They Compare with Standard AP Traditional Public CampusesGomez, Jason Diego 08 1900 (has links)
The research sought to objectively evaluate the effectiveness of Texas standard AP open-enrollment charter school campuses and to discover independent variables that may be utilized to predict effective charter school campuses. The literature review was designed to enhance the current understanding of charter schools and therefore facilitate a more effective evaluation of them. A basic knowledge and understanding of the origins, characteristics and purposes of charters allow for a more objective analysis. The literature review covered the history of charters including their founders, characteristics, and growth patterns. The data items used in the analyses were downloaded from the 2007-2008 Academic Excellence Indicator System (AEIS), which contains a variety of data from all Texas public schools. Multiple statistical analyses were utilized including chi-square, ANOVA, multiple regression and discriminate analysis. In order to evaluate Texas standard AP open enrollment charter campuses, their accountability ratings were compared with those of standard AP traditional public school campuses. The research evaluated twelve independent variables for charter schools to determine their relationship to accountability ratings, thereby providing charter operators indicators or predictors of accountability ratings to facilitate better academic quality. By analyzing the same variables for traditional public schools as charter schools, a baseline model was developed to compare the similarities and differences with the results of the charter school analyses.
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The Five Dimensions of Professional Learning Communities in Improving Exemplary Texas Elementary Schools: A Descriptive StudyBlacklock, Phillip Jeffrey 12 1900 (has links)
This descriptive study investigated the development of the 5 dimensions of the professional learning community model in 5 economically disadvantaged and diverse Texas elementary schools, which demonstrated improvement in student achievement on the Texas Assessment of Knowledge and Skills (TAKS) over a 5-year period. Each of the schools were given the highest performance rating of Exemplary during the 2008 school year according to criteria developed by the Texas accountability system and had changed from an Acceptable rating in 2004. The purpose of this study was to determine the level of the development of the 5 dimensions of the professional learning community model in improving exemplary Texas elementary schools and to identify and compare the possible commonalities and differences existing between the schools on the 5 dimensions of professional learning communities. The 5 dimensions of the professional learning community model investigated in this study include: 1) shared and supportive leadership, 2) shared values and vision, 3) collective learning and the application of learning, 4) shared personal practice and 5) supportive conditions (collegial relationships and structures). The method used in this study was a mixed method approach that employed a questionnaire, individual principal and teacher interviews and school performance documents to collect data. The questionnaire data was analyzed through descriptive and analytical statistics while the interviews were investigated by identifying and documenting emergent patterns and themes. The findings from this study suggest that sustainable professional learning communities are evident in the high performing schools selected for this study. The study implies the culture of these schools is supported by relationships fostered by trust and mutual respect and their success is attributed to the collaborative, collegial and collective learning of the staff. Staff members from these schools are focused on student learning while campus leadership, grade level and vertical teams provide the structures for sharing leadership and collective learning. The principals in these schools engage in supportive behaviors that facilitate professional community while districts assist schools as professional learning communities in part through organized data and resource personnel.
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How African American parents select and evaluate charter school services for their fourth and fifth grade sonsSimmons, Juanita Marie 28 August 2008 (has links)
Not available / text
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An Evaluation of the Chico, Texas, Secondary SchoolRann, George Cleo 08 1900 (has links)
A complete evaluation of the secondary school in Chico, Texas
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An Evaluation of the Chico Elementary School and Some Recommendations for Improvement.Teague, B. E. 08 1900 (has links)
A study to determine the status of the Chico Elementary School and compare it to established norms and standards.
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An Evaluation of the Collinsville High School, Collinsville, TexasPearce, Milton 08 1900 (has links)
An evaluation of Collinsville High School, Collinsville, Texas, examining the philosophy of education and rating the school according to published standards.
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An Evaluation of the Burleson High School, Burleson, TexasStubbs, Bill C. 08 1900 (has links)
This study is an evaluation of the Burleson Secondary School of Burleson, Texas. Its purpose is to determine how well this school has measured up to the criteria developed by the Cooperative Study of Secondary School Standards.
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A comparison of statistical models used to rank schools for accountability purposesJennings, Judith Ann 28 August 2008 (has links)
Not available / text
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