The purpose of this research study was to examine the strategies and techniques facilitated by urban middle school administrators to increase student achievement in low performing schools and to meet the Accountability Performance Index growth requirements. Literature concerning the methods used by educational administrators in facilitating academic change in urban education for school improvement was examined. The researcher collected and analyzed three kinds of data: (a) from interviews, (b) from direct observation, and (c) from written documents to better understand how strategies and techniques were implemented. For the purposes of this study, five schools were selected that (a) had similar demographics and student populations, (b) were low performing as outlined by the Academic Performance Index (API) for the State of California, and (c) were required to improve student achievement. All schools implemented a variety of new strategies and techniques that were effective in producing positive results for school improvement. Teachers received additional training in new methods of standards-based instruction. The respondents purchased and utilized a variety of programs that specifically addressed improvement in math, reading, and discipline. Emphasis was also placed on increasing attendance. Suggestions for future research and recommendations for school improvement are included in this dissertation.
| Identifer | oai:union.ndltd.org:pacific.edu/oai:scholarlycommons.pacific.edu:uop_etds-3541 |
| Date | 01 January 2002 |
| Creators | Gayles, Vivian Angelita |
| Publisher | Scholarly Commons |
| Source Sets | University of the Pacific |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | University of the Pacific Theses and Dissertations |
Page generated in 0.0023 seconds