Thesis (MPA.) -- University of Limpopo, 2016 / This study is an investigation of effective management of high failure rates in grade nine classes in selected schools of the Mamabolo circuit. The study was prompted by several factors such as repetition rate, overcrowding and over-aged learners experienced in grade nine classes. The problem statement provides the foundation within which the aim and objectives are described. The causal factors of grade nine failure rates and how the management of schools was affected were not overlooked. The main targets were the School Management Teams of selected schools in the Mamabolo circuit. A qualitative research method was used. Various methods of data collection were used such as face-to-face interview, observation and document analysis whereby the summary of learner performance, collected from the circuit office, was analysed. Key findings of this research suggest that the School Management Teams are faced with great challenges that emanate from high failure rates in grade nine classes. The majority of the schools in the Mamabolo circuit are characterised by very low school enrolment which affects the post establishment and results in management overload. Congestion in the classrooms is experienced in grade nine classes (see figure 4.5). Most of the School Management Teams consist of one principal and one HOD, while other members are post level one educators who are senior educators (see table 3.1). This situation, in some instances leads to reluctance in performing management duties as compared to the schools where the School Management Teams are constituted by appointed principal, deputy principal/s and HODs only. Grade nine classes are not effectively managed due to various challenges such as overcrowding, lack of furniture, shortage of Learner Teacher Support Material, over-aged learners, low morale, discipline problems, poor involvement of parents, teenage pregnancies and drop-outs. Furthermore, the study revealed that very few School Management Teams seem to acknowledge that they also contribute to the failure rate in grade nine. This was clearly indicated when the School Management Teams were responding to the question on the causes of poor academic performance in grade nine classes. Learners, parents, educators, some departmental policies and the Department of Education itself were mentioned as contributing factors to poor performance. The following conclusions were drawn from the study findings: There are serious challenges facing the School Management Teams in the Mamabolo circuit, which are emanating from high failure rates in grade nine classes. The School Management Teams find it difficult to effectively manage high failure rates. High failure rates have a negative impact on the management of schools and affect the functionality of the school as an institution of learning. Finally, although the School Management Teams in the Mamabolo circuit fail to effectively manage high failure rates in grade nine, this investigation indicates that they are very aware of their responsibilities as members of the School Management Teams. In order to improve the effective management of the School Management Teams, to eliminate the challenges experienced and to increase learner attainment in grade nine classes, the following recommendations should be considered: skills development workshops, planning, implementation and monitoring of curriculum activities, provision of human and physical resources and parental involvement.

During transformation (1994 onwards), different interventions were instituted within Education as an attempt to redress learner achievement and throughput. By so doing, the South African government believed that by investing in education a return would be attained which would be beneficial to stabilising its economy — nationally and internationally. However, expected outcomes of these interventions have not been achieved and various researchers and opinion leaders still view the quality of education in South Africa as disparaging and deficient as well as characterised by an increasing prevalence of dysfunctional schooling systems. Therefore, this research aimed to design a generic mentoring framework through which transformation within dysfunctional schooling systems can be facilitated; this is to enable whole school development to achieve best educational practice. In order to achieve this, a micro-level analysis of schooling systems, using the functionalist perspective, specifically enabled through the contributions of Parsons and Merton was undertaken. In addition, insight gained from a broad range of literature and other secondary resources on mentoring, best practice and quality education was used to develop a number of premises. These premises were used to suggest how the generic mentoring framework can be adapted to enable a fit-for-purpose mentoring system which allows facilitation of a process of sustained transformation which gravitates towards a whole school culture that envisions quality education for all. It is recommended that further research be undertaken to ascertain the strength of the generic mentoring framework and operationalising it as a fit-for-purpose mentoring system within a school in the form of a pilot study. Aligned with this, to undertake assessment research, amongst other things, to systematically and with greater depth explore the notions of intended and unintended consequences that manifest during operationalisation of a fit-for-purpose mentoring system and how these can and should be measured.

A review of the available research indicates that relatively little is known about how districts employ Academic Achievement Teams or similar mechanisms to reduce declines in student achievement and sustain increased student achievement at the elementary school level (Kutash, Nico, Gorin, Rahmatullah, & Tallant, 2010).   Turning around chronically low-performing schools is challenging work requiring a systemic rather than school-by-school approach (Robinson & Buntrock, 2011). The most successful turnaround efforts have both high-impact leaders and the district capacity to initiate, support, and enhance transformational change through the use of data. Educational leaders on all levels are realizing meaningful information can only be acquired through a proper analysis of data and good decisions are based on this thoughtful process of inquiry and analysis (Creighton, 2007).  The intent of this study was to identify practices of Academic Achievement Teams that facilitated student achievement.  Interviews were conducted with principals, directors of elementary education, a teacher, and district liaison representing the Virginia Department of Education\'s Office of School Improvement to gain insight into the operational and organizational structures of the Academic Achievement Teams. A qualitative design was selected to conduct this descriptive cross case study. In addition to the one-on-one interviews, observations of the Academic Achievement Team meetings and review of documents from each of the two study schools were examined to gain additional perspective regarding how the Academic Achievement Team operated to increase student achievement.  The interviews, observations, and document reviews were analyzed using the Constant Comparative Method to understand the specific practices employed by Academic Achievement Teams that increased student achievement at two elementary schools (Maykut & Morehouse, 1994). / Ed. D.

This dissertation investigated and examined disparities among selected variables between high- performing and low-performing high schools in Virginia. Overall, student academic performance is the major difference between the two categories of schools, but there may be other differences within the school dynamic that can rationalize the categorization of schools. These potential differences demonstrate the need to examine other variables and the disparities within these certain variables. Seven possible variables that may have such an influence are: the student achievement scores, teacher quality, racial composition, socioeconomic status, student attendance, financial commitment, and condition of the building. Understanding these differences can provide valuable insight into the various factors that contribute to the academic success or failure of a school. Data from the study indicated that for the most part, the variables selected for comparison did indicate a significant difference in the variables. The only exception was in Teacher Quality. Since Student Achievement, Student Attendance, and Teacher Quality pertained directly to the student, and Racial Composition and Socioeconomic Status, pertained to the student body, meaning the enrollment of these three variables were demographically controlled, this indicated to this researcher that financial commitment data and building conditions data were the most important variables to this study. The basis for this is that Racial Composition, SES, Student Attendance, and Teacher Quality influenced one variable and that is Student Achievement. This reduced the importance of Teacher Quality because not all low and high-performing schools will have the same quality of teachers in the classroom. If this was the case, every student would perform equally. This, of course, was not true. Therefore, other variables played an especially important part in the disparities between the two categories of schools. This rationale would give credence to the importance of Financial Commitment and School Building Conditions. These latter two variables then influenced the educational process of students and are things the School Board can control or at least have control over. / Doctor of Education / This dissertation investigated and examined disparities in selected variables between high- performing and low-performing high schools in Virginia. Overall, student academic performance is the major difference between the two categories of schools, but there may be other differences within the school dynamic that can rationalize the categorization of schools. These potential differences demonstrate the need to examine other variables and the disparities within these certain variables. Seven possible variables that may have such an influence are: student achievement scores, teacher quality, racial composition, socioeconomic status, student attendance, financial commitment, and condition of the building. Understanding these differences can provide valuable insight into the various factors that contribute to the academic success or failure of a school. Data from the study indicated that for the most part the variables selected for comparison did indicate a significant difference in the variables. The only exception was in Teacher Quality. Since Student Achievement, Student Attendance, and Teacher Quality pertained directly to the student, and Racial Composition and Socioeconomic Status, pertained to the student body, meaning the enrollment of these three variables were demographically controlled, this indicated to this researcher that financial commitment data and building conditions data were the most important variables to this study. The basis for this is that Racial Composition, SES, Student Attendance, and Teacher Quality influenced one variable and that is Student Achievement. This reduced the importance of Teacher Quality because not all low and high-performing schools will have the same quality of teachers in the classroom. If this was the case, every student would perform equally. This, of course, was not true. Therefore, other variables played an especially important part in the disparities between the two categories of schools. This rationale would give credence to the importance of Financial Commitment and School Building Conditions. These latter two variables then influenced the educational process of students and are things the School Board can control or at least have control over.

This case study addressed the factors that enhanced or constrained the success of one Promise Academy at an elementary school in the northeastern United States. A large number of schools in an urban district have continuously failed to make adequate yearly progress (AYP). The study school implemented the Promise Academy model in September 2010, to dramatically improve and transform the learning environment in this underperforming school. Promise Academies, the district turnaround model, was implemented in 11 schools, all of which have failed to produce increases in student outcomes. The theoretical framework supporting this study was Michael Fullan's theory of educational change. Using a qualitative goals based program evaluation, the research questions explored the stakeholders' perspectives on the implementation of one Promise Academy. For this qualitative study, interview data were collected and analyzed by using open coding and analytical coding. The common themes identified helped to examine and understand the factors that participants' reported as having constrained and enhanced the implementation of the Promise Academy model and student achievement. The key stakeholders in this case study included 10 teachers, 3 parents and 2 administrators. The results included in the evaluation report reflected that the implementation of the Promise Academy had a positive impact on student learning during the first 2 years of the model, however, this was followed by a decline in student achievement during the third year and beyond. The recommendations included a continued plan of action throughout the intended duration of the reform model. Positive school turnaround can lead to higher graduation rates which can positively affect the quality of the community, which will ultimately lead to positive social change.

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / Limpopo Province comprises five districts namely Capricorn, Vhembe, Sekhukhune, Waterberg and Mopani. Furthermore, Limpopo Province has been amongst the bottom three provinces concerning Grade 12 results for the past years specifically since the introduction of the Curriculum and Assessment Policy Statement (CAPS) in 2014. The Capricorn District of Limpopo Province has shown a decline in Grade 12 results from 71.6% to 69.9% in 2016. However, there are certain schools in this district that are high performers while some are low performers. Also, the Sekhukhune District has shown a decline in Grade 12 resulted from 63.9% in 2014 to 51.1% in 2016. The purpose of this research study was to investigate and analyse the factors influencing Grade 12 results in low performing and high performing secondary schools in the Capricorn District, Limpopo Province. The objectives of this research study were to identify factors contributing to the high performance and low performance of grade 12 learners in the Capricorn district and investigate the perceptions of teachers and principals with regards to the school’s academic performance. Besides, the objectives include assessing the culture of teaching and learning in the participating low and high performing secondary schools and its influence on academic performance and assessing the roles of the school management team in the schools. This study employed a qualitative research approach in examining the factors that contribute to the academic performance of Grade 12 results of high and low performing schools in Capricorn District of Limpopo province. In addition, a case study was utilised to collect data of this study through interviews, observations and field notes. The sampled population of this study is as follows: Two school principals from the selected two secondary schools, thus one from poor performing school and one from high performing, four grade12 teachers from the two secondary schools, thus two grade 12 teachers from high performing secondary school and two teachers from low performing secondary schools. The data was thematically analysed by highlighting phrases that presented the respondents’ attitudes and thoughts, repeating the interview transcripts, reading to ensure accuracy, highlighting important statements and organising the themes that emerge from the interview. . vi The following themes emerged from the thematic analysis of data in this study (i) Physical resources, (ii) parental involvement, (iii) learner discipline, (iv)school community and (v) senior support. The findings of this study revealed that for the schools to achieve high performance and obtain excellent results, both teachers and learners must be distinctly committed to the teaching and learning process.

This dissertation examines how 17 school leaders from six at-risk schools in the Golden Triangle of Thailand perceived the development of their leadership qualities through an Action Learning (AL) leadership development program and what factors in the AL program enabled that development. The Golden Triangle is the border area between Thailand, Myanmar, and Laos. This area in Thailand is considered one of the largest human and drug trafficking destinations, sources, and transit countries. The schools here regularly encounter leadership and administrative problems, as well as limited resources, while trying to deliver a quality education to at-risk students. The Ministry of Education, Thailand (MOE) uses the National Institute of Development of Teachers, Faculty Staff, and Educational Personnel to provide professional development programs for pre-service and in-service school administrators. These programs have not proven effective. To provide a more effective development method for leadership behavior, the researcher recommended an AL program to MOE. AL is an approach to working with and developing people through the real work of the school/organization. The recommendation was accepted by MOE, and the researcher co-designed an AL program with AL designers and practitioners and local experts and leaders. The researcher then designed a qualitative case study to determine if participants perceived a change in their leadership behaviors and characteristics and what factors in the AL program may have supported that change. The study employed five research methods: a survey with an expert panel, self-administered surveys, critical incident questionnaire (CIQ) interviews, debriefing sessions with the program coaches, and document analysis. The findings from the study showed the school context had a strong influence on the results. The design of Critical Success Factors in the AL program helped support the development of some leadership qualities and the transfer of that learning back to the schools. Results/conclusions indicated participants perceived some improvement in nine leadership qualities with strongest results in Communication Leadership, Caring Leadership, Collaboration, and Confident Leadership. Recommendations were suggested for AL designers and practitioners, MOE administrators, and future research.

This study examines the historical evolution and legislative valuation of the National Teacher Certification Incentive Reward Program and Fund in the Commonwealth of Virginia. This fund offers stipends to teachers who earn National Board Certification from the National Board of Professional Teaching Standards. This research project included three steps of data collection. First, the legislative history of Virginia's National Teacher Certification Incentive Reward Program and Fund, which covered the General Assembly Session in 1999, was reviewed. The second step was open-ended interviews with legislators and a representative from the Virginia Education Association who participated in the creation of the "Fund." The third step was to collect and report the incentives that are offered by the local education agencies for teachers who earn National Board Certification. The study reported that the initial plan devised by the Carnegie Forum on Education and the Economy in the report, A Nation Prepared (1986) that National Board Certification was not implemented with fidelity in the Commonwealth of Virginia, according to the intended design when it pertained to both how to strategically use the skills of NBCTs and how to ensure NBCTs are working with the students most in need of help. As supported by the interview data, the study shows those interviewed value great teachers and are willing to support them with financial incentives. / Ed. D.

School districts and states have increasingly abandoned traditional school reform efforts in favor of simply closing low-performing schools. This movement reflects growing frustration among policymakers with the disappointing effects of previous school improvement policies, and the view that some schools may simply lack the capacity to undertake meaningful improvements. This paper focuses on arguably the most aggressive school closure policies in the nation--those in New York City. Over the past decade, New York City has closed over 100 schools. Using a longitudinal database of students and schools, I explore the implementation and effects of closure and reconstitution of middle schools in New York City, and assess the links between school closure and student academic development and behavior. My descriptive findings indicate that schools selected for closure have significantly lower school-average state test score exams and lower attendance rates compared to other middle schools for several years prior to closure, and that students who attend these schools are almost exclusively Hispanic and Black, more likely to come from low-income families, and more mobile than other middle school students in the district. I also find that students enter these middle schools already at a significant academic disadvantage. I examine characteristics of the reconstituted schools that replace the closed schools, and find that in terms of demographics, reconstituted schools enroll students similar to those served by the closed schools that they replaced. However, the reconstituted schools serve higher performing students with fewer absences and tardies in the year prior to enrolling in middle school. To assess the impact of school closure on student academic outcomes, I use propensity-score matching within a difference-in-differences framework. I find a small, positive effect of school closure on student test scores and rates of absences. As a robustness check, I conduct a second set of analyses using student fixed-effects models that produced similar results: students learn slightly less at chronically underperforming schools, compared to what would have happened had they attended an alternate school. School closure appears to be a somewhat effective in improving student academic outcomes. It is not clear, however, whether the policy is efficient given the small effects and the considerable disruption associated with the policy. Future research should examine the fiscal costs associated with closure, compared to costs of other policies with similar effects.

Decades of research have noted the importance of parent involvement in students' academic success. Less is known about parent engagement models that aim to increase Latino students' reading achievement. This project study examined the effectiveness of a 2-year parent engagement program implemented to address poor reading achievement of Latino elementary school students in a small urban district. The purpose of this study was to determine disparities in student scores between those parents who participated in the program and those parents who did not participate. The research questions examined parent engagement levels in comparison to increased summative reading scores. Based on 3 foundational theories: cultural capital, deprivation, and social reproduction theories, concerted cultivation and accomplishment of natural growth theories, and funds of knowledge theory, this causal-comparative study used preexisting test score data to analyze the differences between pretest and posttest reading scores. The findings from the dependent- and independent-samples t tests suggested that there was limited evidence to support the claim that Latino 3rd grade students whose parents participated in the parent engagement framework showed a statistically significant greater gain in reading proficiency levels than Latino 3rd grade students whose parents did not participate. The conclusions of this study can be used to inform leadership and teacher professional learning initiatives for low-performing districts planning to implement parent engagement programs intended to raise Latino elementary student reading achievement. Results from this study may positively impact social change by providing culturally relevant parent engagement strategies and thus contributes to the overall reading attainment of districts' Latino students.