ERIC Number: ED244348
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Effects of Administrative Leadership on Student Achievement.
Biester, Thomas W.; And Others
This paper presents the results of an Achievement Directed Leadership (ADL) field test conducted at eight elementary schools and a middle school in an urban school district in New Jersey during the 1981-82 school year. The stated purpose of the field test was only secondarily to assess student outcomes; its major objective was to help principals and teachers establish school and classroom conditions facilitating improvement in student learning. Following brief sections on the field test's theoretical framework, study procedures and data sources, the results of ADL implementation and its impact are discussed at each of the five field test levels: (1) external agent; (2) central office staff/district; (3) principal/school; (4) teacher/classroom; and (5) student. Findings demonstrate a positive correlation between the level of program implementation and student achievement in reading and mathematics. Results showing that achievement gains were greater for those schools with higher levels of implementation lend support to the study's hypothesis that ADL has a considerable positive impact on student achievement and illustrate one way effective schools research can be put into practice. Comprehensive tables covering all field-test levels conclude the document. (JBM)
Descriptors: Academic Achievement, Administrator Role, Educational Assessment, Educational Research, Elementary Education, Elementary Schools, Field Tests, Leadership, Middle Schools, Principals, Program Effectiveness, School Effectiveness, Tables (Data), Teacher Role, Technical Assistance, Urban Schools
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers; Practitioners
Authoring Institution: Research for Better Schools, Inc., Philadelphia, PA.
Identifiers: Achievement Directed Leadership Program; New Jersey
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 23-27, 1984). For a more comprehensive report, see ED 231 059.