Improving student performance in America’s chronically underperforming
schools has been a challenge for many decades. Despite various school reforms, little to
no progress has been shown. Schools have continued to fail, and achievement gaps have
widened. The current state of schools has called for a drastic intervention. School
turnaround has emerged as the country’s response to improving persistently-low
performing schools.
This study was designed to determine if the turnaround models outlined in the
federal school improvement grant (SIG) were effective in improving student performance
in low-performing schools in Florida. Specifically, this study investigated the impact of
the transformation and turnaround intervention models on student achievement. This
study also sought to determine if size (school enrollment), socioeconomic status (FRL),
minority enrollment rates (Black and Hispanic), as well as principal gender, race, and
years of experience moderate the relationship between the intervention model used and student achievement. The ultimate objective was to determine if turnaround intervention
models improved student performance in low-performing schools in Florida.
A quantitative method, including three statistical analyses, was employed to
respond to three research questions and test nine corresponding null hypotheses.
Florida’s 69 SIG Cohort I schools were identified for data collection and analysis. A t
test analysis revealed there was not a significant difference in the performance of the
transformation and turnaround model schools as measured by percent of points earned
towards school grade. Further, chi square analysis revealed there was not a relationship
between the model (transformation or turnaround) and school grade. Additionally,
multiple regression analysis revealed none of the moderator variables were statistically
significant. A discussion of the findings, implications for policy and practice, and
recommendations for turnaround are explained in detailed, followed by suggestions for
future research. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_40923 |
| Contributors | Fulton, Angela R. (author), Shockley, Robert (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Educational Leadership and Research Methodology |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 151 p., application/pdf |
| Rights | Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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