According to the findings of the 2019 Trends in International Mathematics and Science Study (TIMSS), fourth-grade students from Gulf Cooperation Council (GCC) countries—consisting of Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, and the United Arab Emirates—performed below average compared to other countries on mathematics and science assessments. Despite this, little organizational research has examined potential factors that might have contributed to these results or sought to quantify the variability in school effectiveness in GCC countries. Hence, the present study sought to address this gap by quantifying the variability in school effectiveness in these countries. Using TIMSS 2019 data and multilevel analysis within each GCC member state, the study found school effectiveness varied significantly, ranging between 17% and 60%, considerably more than the variation typically seen in Western countries. In addition, several school-level organizational factors showed a significant impact on school effectiveness. Schools with more adequate resources, higher-quality teachers, greater parental involvement at the school level, and a safer and more orderly environment tended to display higher effectiveness as measured by average mathematics achievement. This finding should encourage researchers and policymakers to have more informed discussions about school effectiveness in the region. / Doctor of Philosophy / Fourth-grade students in Gulf Cooperation Council (GCC) countries (i.e., Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, and the United Arab Emirates) performed below average on the 2019 mathematics assessments conducted by the Trends in International Mathematics and Science Study (TIMSS). Furthermore, it is unclear how much school effectiveness varies within or between these countries, and few studies have explored potential school-related reasons for such poor test results. The purpose of this study was thus to examine the variability in schools' effectiveness in GCC countries. Using TIMSS 2019 data and multilevel analysis within each country, the study found school effectiveness varied significantly, ranging from 17% to 60%, much more than in typical Western countries. In addition, several school characteristics significantly influenced a school's effectiveness. Schools with better resources, higher-quality teachers, more parental involvement in school, and a safer and more orderly environment tended to have higher average math scores. This finding should encourage researchers and policymakers to take a closer look at school effectiveness in the region.

In 2015, Congress reauthorized the latest version of the Elementary Secondary Education Act through the Every Student Succeeds Act (ESSA, 2015). In addition to the requirements for all students, this document includes provisions for English Language Learners (ELLs) and immigrant students. ESSA (2015) not only required annual assessments to ensure high level learning but also requires annual assessments for assessing ELL language acquisition. School divisions are required to monitor and report on how many ELLs made language acquisition growth and how many successfully met English language proficiency. The benefit of both ESSA (2015) and the resulting state policies is to ensure ELLs are afforded the appropriate supports to learn and achieve at the same high levels as their native English speaking peers. The purpose of this study was to identify a possible relationship between elementary school enrollment size and the academic success for ELLs in high ELL and low ELL population schools. This quantitative study examined existing data from a large suburban school district on Standards of Learning assessment achievement for ELLs over three academic years (2016-2017, 2017-2018, 2018-2019). Findings suggest total enrollment size and ELL population size impact academic achievement for ELLs. The researcher used two way ANOVA to determine if a difference exists in academic success for ELLs based on elementary school enrollment size and ELL population size. This study adds to research on conditions for high achievement for all students. / Doctor of Education / In 2015, Congress reauthorized the latest version of the Elementary Secondary Education Act through the Every Student Succeeds Act (ESSA, 2015). In addition to the requirements for all students, this document includes provisions for English Language Learners (ELLs) and immigrant students. ESSA (2015) not only required annual assessments to ensure high level learning but also requires annual assessments for assessing ELL language acquisition. The benefit of both ESSA (2015) and the resulting state policies is to ensure ELLs are afforded the appropriate supports to learn and achieve at the same high levels as their native English speaking peers. The purpose of this study is to identify a possible relationship between elementary school enrollment size and the academic success for ELLs in high ELL and low ELL population schools. This study examined existing data from a large suburban school district on Standards of Learning assessment achievement for ELLs over three academic years (2016-2017, 2017-2018, 2018-2019). These data showed academic achievement for different enrollment sizes and for different ELL population sizes. This study adds to research on conditions for high achievement for all students.

The present study investigated the processes and factors which led to increased student achievement at a rural, high poverty, elementary school in 2014-2019. Student academic achievement was measured through the pass rates of students in third, fourth, and fifth grades on the Virginia SOL assessments in English and mathematics. In English, student pass rates increased by 22 percentage points from 2015-2019, and in mathematics, they increased 16 points for the same time period. Due to this growth, the school was recognized as one of the National Distinguished Title I Schools in 2019. Utilizing a case study methodology, interviews were conducted with building level and division level school personnel for a total of 11 participants. Other data were also analyzed such as school improvement plans, student progress monitoring data, and personnel changes at the school. Participants indicated high quality leadership, the creation and cultivation of positive relationships among faculty, staff, and students, and the implementation of the Responsive Classroom program as factors contributing to increased student academic achievement. Furthermore, 50% teacher turnover and subsequent hiring of new teachers or the transferring in of teachers new to the school was identified as a change within the school during the five years being studied. / Doctor of Education / Students in third, fourth, and fifth grades in Virginia public schools take assessments in English, mathematics, science and history, depending on grade level, at the end of each school year to determine their academic success based on common grade level standards. This study focused on a school that improved student pass rates on the English assessment by 22 percentage points and 16 percentage points on the mathematics assessment from 2014-2019. This study examined the processes and factors that went into the increased student achievement through interviews of 11 school level and division level personnel. These interviews provided administrator, teacher, and school staff perceptions of why student achievement increased, and led to the examination of other data such as school improvement plans from 2014-2016, student progress monitoring data, and school staffing changes from 2014-2019. The study found the analysis of student progress monitoring data and subsequent meetings between the teachers and literacy coaches to address student academic needs as having an impact on student achievement. Additionally, the creation and cultivation of positive relationships between faculty, staff, and students, purposeful and high-quality leadership, and the implementation of the Responsive Classroom program were identified as factors increasing student achievement. The school also experienced 50% teacher turnover from 2014-2019. In 2014, the school had 14 teachers and by the end of the study in 2019, seven of those teachers had left for various reason, allowing the building principal to hire or transfer teachers in from other schools who better fit the needs of the school and its students.

The literature review for this study suggests that socioeconomic status is a factor in student achievement results. Over the decades the variety of factors contributing to the changes in the achievement gap among subgroups of students has consistently included such elements as educational attainment, employment and earnings, and neighborhoods affected by concentrated poverty. As the income gap has widened, so has the achievement gap between children in high- and low-income families (Reardon, 2011). The purpose of this study was to identify the perceptions of school leaders in one Virginia school division regarding the relationship among SES, leadership practices, and student achievement. Using a survey design that included qualitative analysis of free response questions allowed the researcher to examine K-12 administrators' perceptions of the relationship between SES and student achievement and the leadership practices they use to balance any effects of low SES on student achievement. This study was conducted through a survey of elementary, middle, and high school leaders. The survey participants were building level administrators within one diverse, school division. The administrators were at various stages of their career with a wide range of service years. The findings of this study identify school leaders' perceptions of the practices they should employ to mitigate the impact of SES on student achievement. School leaders perceive SES to have an impact on student achievement based on available resources, environmental experiences, and developmental skills students bring to school with them. The collective responses are important in helping school divisions make informed decisions to mitigate any negative impact low SES has on student achievement by understanding the community demographics and having the resources to help balance the impact of income-deprived communities. The variables mentioned in the qualitative data responses regarding the relationship among SES, leadership practices, and student achievement indicated that school leaders perceive their understanding of student and community culture, relationships, and high academic expectations as factors that can help mitigate the negative impact of low SES on student achievement. The identified leadership practices include building relationships, understanding community culture, and being visible. / Doctor of Education / Over the decades the variety of factors contributing to the changes in the achievement gap have consistently included such elements as educational attainment, employment and earnings, and neighborhoods affected by concentrated poverty. The literature review for this study suggests that socioeconomic status is a factor in student achievement results. As the income gap has widened, so has the achievement gap between children in high- and low-income families (Reardon, 2011). The purpose of this study was to explore administrative perceptions of the relationship between socioeconomic status (SES) and student achievement and to identify what leadership practices administrators use to mitigate the impact of socioeconomic status on student achievement in one Virginia school division. Using a survey with both qualitative and quantitative data allowed the researcher to investigate K-12 administrators' perceptions of the relationship between SES and student achievement and the leadership practices they use to balance any effects of low SES on student achievement. This study was conducted through a survey of elementary, middle, and high school leaders. The survey participants were building level administrators within one diverse, school division at various stages of their career with a wide range of service years. School leaders in the participating school division perceived SES and leadership practices to impact student achievement. They perceived leadership practices, including building relationships, understanding community culture, and being visible to have a mitigating effect on student achievement as long as school leaders have an understanding of the school and community cultural demographics and the resources to support student academic needs.

Educators have a responsibility to foster a positive school climate while also ensuring that all students meet established educational benchmarks and make adequate growth. The relationship between school climate and student achievement is well-documented, but there is a gap in the literature examining the relationships among school climate, academic growth, and benchmark achievement. Accordingly, the purpose of this study was to investigate relationships among school climate, academic growth, and benchmark achievement at the elementary school level in Virginia. A nonexperimental, correlational design was used to address this research question: What are the relationships, if any, among school climate, academic growth, and benchmark achievement among fourth grade students in three school divisions in Virginia for the 2022-2023 school year? Existing data sets from 73 schools within 3 school divisions in Virginia were used: (a) the 2023 Virginia Survey of School Climate and Working Conditions, (b) fourth graders' Fall 2022 to Spring 2023 growth in reading and mathematics on the Northwest Evaluation Association Measures of Academic Progress assessment, and (c) fourth graders' mean performance on the 2023 Virginia Standards of Learning assessments in reading and mathematics. A correlational analysis was conducted to examine the relationships among these variables. Results were analyzed, and there were 12 findings. The most significant finding was a stronger positive relationship between school climate and benchmark achievement in reading and mathematics than between school climate and academic growth in either subject. This study contributes to the body of research on school climate and benchmark achievement by addressing relationships among school climate, academic growth, and benchmark achievement. / Doctor of Education / Educators have a responsibility to foster a positive school climate while also ensuring that all students meet established educational benchmarks and make adequate growth. The relationship between school climate and student achievement is well-documented, but there is a gap in the literature examining the relationships among school climate, academic growth, and benchmark achievement. Accordingly, the purpose of this study was to investigate relationships among school climate, academic growth, and benchmark achievement at the elementary school level in Virginia. A nonexperimental, correlational design was used to address this research question: What are the relationships, if any, among school climate, academic growth, and benchmark achievement among fourth grade students in three school divisions in Virginia for the 2022-2023 school year? Existing data sets from 73 schools within 3 school divisions in Virginia were used: (a) the 2023 Virginia Survey of School Climate and Working Conditions, (b) fourth graders' Fall 2022 to Spring 2023 growth in reading and mathematics on the Northwest Evaluation Association Measures of Academic Progress assessment, and (c) fourth graders' mean performance on the 2023 Virginia Standards of Learning assessments in reading and mathematics. A correlational analysis was conducted to examine the relationships among these variables. Results were analyzed, and there were 12 findings. The most significant finding was a stronger positive relationship between school climate and benchmark achievement in reading and mathematics than between school climate and academic growth in either subject.

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The purpose of this study is to determine the impact on student achievement of elementary school teachers who participated in professional development in the content area of mathematics. Teachers participated in professional development courses and have accumulated a range from three to eighteen total credits from the summers of 1998 through 2007. The impact is measured by student achievement data collected on standardized tests.

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After nearly a century of research, scholars are still unable to concretely define the personal and professional characteristics that predict effective teachers. This dissertation contributes to the research base by using a unique dataset that allows the estimation of unbiased effects of teacher characteristics and preparation program on student gains. These estimates provide new evidence that, with quality data, teacher characteristics can predict student gains. The effects of teacher characteristics on student gains are analyzed using data from a Kentucky school district that links teachers to individual students over time. A series of fixed- and between-effects models are used to arrive at unbiased estimates of GPA, math content hours, and math education hours. A similar model is used to estimate the effects of teacher preparation programs on student gains. Results from the empirical models suggest that teachers’ overall GPA is highly predictive of students’ academic gains, although the effects decline as teachers gain experience. The positive effect of math content hours is noteworthy because it does not decrease over time, suggesting the importance of gaining content knowledge during teacher preparation. The data do not permit conclusive results to be drawn regarding the impact of specific teacher preparation programs on student gains, although additional data are being collected in the district that will allow the successful completion of this study in the future. A nationally representative dataset is used to analyze the effects of school workplace conditions on teacher turnover. Results from the logit and multinomial logit models suggest that workplace conditions affect the transition decisions of teachers who switch schools, but not those of teachers who leave the workforce entirely. The findings of this dissertation inform ongoing policy debates that are relevant to stakeholders at all levels of the educational system. The empirical chapter on teacher turnover focused on policy levers that can be influenced at a more local level – workplace conditions. This study also informs the policy debate on pathways to teacher certification.The results of the teacher characteristics demonstrate the value of both content and pedagogical knowledge on student gains.

Over the past twenty years, classrooms throughout the United States have becomes more ethnically and linguistically diverse with the influx of immigrant residents. The impact of this demographic change has directly affected the makeup of the mainstream classroom. One response to this rapid growth in diversity demographics has been the requirement of additional teacher preparation for instruction of English language learners. The study focuses on the impact of English as a Second Language endorsement (ESL) on the English language acquisition and academic achievement of elementary English language learners (ELL) over a two year period in a large mountain west urbansuburban school district. The rationale for the study was to examine the impact of ESL endorsement as required for continued service in this school district. Data were collected from 1,838 English language learners and their 276 mainstream elementary classroom teachers in grades two through six over a two-year period. A one-way Analysis of Covariance (ANCOVA) was conducted to compare the mean change in language levels during a two year period as measured on the IDEA Proficiency Test (IPT), including the oral, reading and writing scores, between ELL students taught by mainstream classroom teachers with ESL endorsement and those taught by teachers without ESL endorsement. A one-way Analysis of Covariance (ANCOVA) was also used to compare elementary ELL students’, taught by teachers with and without ESL endorsement, mean Language Arts and mathematics Criterion Referenced Tests score gains using the state’s Neutral Value Table point assignment. Covariates included student gender, socio-economic status, minority status, language level, and teacher’s years of experience. The results of this analysis indicate that teacher endorsement did not account for a significant amount of variance in the dependent measure of change in English language acquisition nor the dependent measure of change in academic achievement in Language Arts and mathematics. The findings raise further questions about the quality of professional development of mainstream teachers of English language learners and the accountability standards required for elementary English language learners. The study concludes with implications and recommendations for policies and practices applicable to teacher preparation for English as a Second Language and accountability levels for English language learners.