Return to search

Analysis of Factors for Successful State-Level Support of Low-Performing Schools

This study provides a qualitative look at Texas' Professional Service Providers' (PSPs) strategies for supporting low-performing schools. Four PSPs were selected for participation based on the number of schools they helped exit the Texas Title I School Improvement Program from 2007-2012. Data collected and analyzed included provider and principal interviews, providers' progress reports documenting services, and principals' evaluations of provider services. Results indicated key support strategies in two of four cases were supporting and mentoring/coaching while communicating and building trust were important in the other two cases. Communicating, reviewing information, and planning were important across all cases. The quality indicators aligning with the PSPs' strategies were fit, comprehensiveness, and coherence. They were also the most common across all cases. Finally, analysis of the evaluation of provider services revealed PSP-1 with the highest ratings, followed by PSP-2, PSP-3, and PSP-4 respectively. The findings suggest, first, that PSP support has a dual nature. Contextual support was provided based on the campus leaderships' skills and requests. PSPs also ensured coherence among the strategies of all stakeholders. Secondly, a hierarchy of quality service indicators aligned to the PSPs' strategies: fit, comprehensiveness, and coherence. Finally relationships are vital to a successful provider-campus relationship. The findings have implications for PSP selection, professional development, and evaluation.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc849605
Date05 1900
CreatorsEwing, Angela R.
ContributorsHuffman, Jane Bumpers, 1950-, Eddy, Colleen M., Otto, Douglas, Stone, Martha
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatix, 164 pages : illustrations, Text
CoverageUnited States - Texas
RightsPublic, Ewing, Angela R., Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved.

Page generated in 0.0021 seconds