ERIC Number: ED236067
Record Type: Non-Journal
Publication Date: 1982-Apr
Reference Count: N/A
Organizational Evaluation Systems and Student Disengagement in Secondary Schools. Final Report.
This report details the findings of a study to determine the impact of school authority systems on student disengagement from high school. The study, guided by Dornbusch and Scott's theory of evaluation and authority, examined the impact of four types of incompatibilities in the system for the evaluation of student performance on three forms of student disengagement: low level engagement, engagement in negative activities, and withdrawal from school tasks. Data for the study come from 80 teachers and administrators and 293 students in 4 high schools in a suburban mid-western school district. Teachers and administrators were interviewed to determine the practices used in the schools for the evaluation of student academic performance, social behavior, and extracurricular activities. The students completed a survey designed to collect information on the levels of incompatibilities they experienced in the evaluations systems for these three areas. In addition, the students provided information on the levels of the three forms of disengagement. Results showed that students who experienced higher levels of incompatibilities in the evaluation systems would also report higher levels of disengagement from school. Implications are presented in the final chapter. (Author)
Descriptors: Academic Achievement, Conflict, Educational Research, Evaluation Criteria, Evaluation Methods, Evaluators, High Schools, Organizational Climate, Organizational Development, Organizational Effectiveness, Power Structure, Secondary Education, Student Alienation, Student Attitudes, Student Behavior, Student Evaluation, Student Motivation, Student Participation, Student Reaction, Student School Relationship, Student Teacher Relationship
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Washington Univ., St. Louis, MO.