A number of significant changes have occurred in our public schools in recent years. These changes include shifting federal program priorities, adoption of state curriculum standards, and the implementation of site-based decision-making. These changes come at a time when schools are experiencing significant changes in the ethnic and socioeconomic composition of their student body and when many families are struggling to meet challenges arising from poverty or job requirements. Attention has been given to the impact these changes are having on teachers, parents, and students. Little attention has been given, however, to the impact these changes are having on principals. The purpose of this study was to increase understanding of a principal's worklife in an achieving urban elementary school with a large number of at-risk students. The study examined one principal's methods of dealing with everyday problems associated with leading in a school that serves children of color and 98% of the students meet low-income criteria (i.e., they qualify for free or reduced-price lunch). Over the past five years, second grade students showed increases in reading beyond those achieved by minority students in the school division. Attendance rates over the past five years show improvement. Interviews, observations, and the Multifactor Leadership Questionnaire (Bass & Avolio, 1995) were used to collect data. From these data, a case study was written. The report of case study findings describes the worklife of the principal, school characteristics, and school outcomes. Conclusions drawn from the case study indicate that the worklife of the principal has similarities to the worklife of other elementary principals. However, due to school characteristics and external factors elementary principals serving in urban schools with a large number of at-risk students can expect an escalated level of intensity and demand on a daily basis. Findings of this study have relevance for urban elementary school principals desiring to increase achievement. Further, findings suggest that urban elementary schools serving a large number of at-risk students can achieve successful outcomes. / Ed. D.

The purpose of this study was to investigate relationships between facility conditions and student achievement, attendance, and behavior in an urban elementary school in southeastern Virginia. Most United States schools were constructed prior to 1960 (Phillips, 1997). As public school buildings aged and deteriorated, researchers became interested in determining links between facilities and student achievement (Lewis, 1983; Cash, 1993; Phillips, 1997; NCES, 1999). Research suggests links between specific facility conditions and student achievement, attendance, and behavior. This study examined student achievement, attendance, and the behavior of students in an eighty year-old facility and compared the same students as they transitioned into a new facility. The literature review examined existing literature and discussed major concepts relating to specific building conditions, and findings of empirical studies from across the United States and abroad. Few of these studies looked at schools that transitioned from an old building to a new building. This study employed a mixed-methods approach allowing the researcher to examine effects of facility conditions on attendance, behavior, and achievement in reading and mathematics as evidenced by standardized test scores using Virginia Standards of Learning Tests. The researcher used focus groups with students, parents, and teachers to qualitatively document the relationship between facility condition and behavior of urban students who transitioned from an eighty year-old facility to a new facility in southeastern Virginia. The findings of this study were varied. Paired t-tests were run to determine whether there were differences in achievement, attendance, and behavior when students transitioned from an old facility to a newly-constructed facility. When student cohorts were combined, students performed significantly better in reading and mathematics. However, when students were separated by cohort, results varied. Paired t-tests were conducted to examine gender differences for each cohort. Gender did play a role in the improvement of female students. Three themes emerged from focus groups: (1) the significance of technology in enhancing student achievement and instructional quality, (2) the feeling of pride as a catalyst for positive behavior; and (3) the impact of space, cleanliness, and lighting on behavior and achievement. / Ph. D.

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