ERIC Number: ED334148
Record Type: Non-Journal
Publication Date: 1991-Jan-18
Reference Count: N/A
Final Quantitative Assessment of the Arizona Career Ladder Pilot-Test Project: Results of the Perception Assessment Scale; District Responses Reported by Survey Items, Sub-Sections, and Demographics.
Packard, Richard D.; Dereshiwsky, Mary I.
In 1985 the Arizona Legislature established a 5-year pilot-test program for teachers, under the direction of the Joint Legislative Committee on Career Ladders. Its purpose was to implement and evaluate a process of rewarding teachers based on their actual performance levels, rather than solely on years of experience and/or accumulated college credits. As part of the systematic evaluation process, a random sample of teachers in the 14 participating school districts were asked to complete a questionnaire entitled the "Perception Assessment Scale" (PAS) survey. The survey consisted of three types of questions: (l) demographic items; (2) Likert-scaled attitudinal items; and (3) open-ended questions seeking feedback on the Career Ladder program. This document presents the 1989 and 1990 PAS quantitative average responses in a comparative side-by-side columnar format. The 14 tables containing these averages are broken down by district as well as by demographic variables. The introductory pages of the document explain how to read and interpret the quantitative information in each of the tables and how to compare areas of relative increase and/or decrease in perceived attitude by time (1989-1990), as well as by district, sub-section, and demographic variable. Thus, changes in attitudes may be identified and potential explanatory factors isolated. (LL)
Descriptors: Accountability, Career Ladders, Educational Environment, Elementary School Teachers, Elementary Secondary Education, Job Performance, Peer Evaluation, Perception Tests, Pilot Projects, School Districts, Secondary School Teachers, Staff Development, State Surveys, Teacher Attitudes, Teacher Evaluation
Documents containing formative and summative evaluation findings, conclusions, and recommendations available from the authors, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 860ll-5774.
Publication Type: Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: Northern Arizona Univ., Flagstaff. Center for Excellence in Education.
Identifiers - Location: Arizona