NotesFAQContact Us
Search Tips
ERIC Number: ED517600
Record Type: Non-Journal
Publication Date: 2010
Pages: 99
Abstractor: As Provided
ISBN: ISBN-978-1-1240-1485-2
What Educational Initiatives Contribute to Higher than Expected Achievement in Student Performance for Public Schools in the State of Indiana?
Keeley, Thomas Allen
ProQuest LLC, Ph.D. Dissertation, Indiana State University
The purpose of this study was to determine whether the areas of teaching methods, teacher-student relationships, school structure, school-community partnerships or school leadership were significantly embedded in practice and acted as a change agent among school systems that achieve higher than expected results on their state standardized testing while controlling for their socio-economic status. Another area of insight gained from the comparison of the specific practices at the building level that were found in "high-achieving" schools and may not be present in schools identified as "low-achieving". Individual characteristics of students impact the learning environment for all children. Educators can make informed decisions by examining what teaching methods, a school's structure, teacher-student relationships, school to community partnerships, and what school leadership aspects are common among schools identified as "high-achieving". If the identification within these five areas showed a significant relationship for improved student performance for "high-achieving" schools, the classroom teacher and building administration may use the results as a guide for student improvement. The study used a 50-question survey divided into five constructs. The data showed significant differences in implementation between the "high-achieving" and "low-achieving" schools in four of the five constructs. The four constructs that were significantly higher in level of implementation as compared to low-achieving schools were teaching methods, teacher-student relationships, school-community partnerships and school leadership. Of the four constructs showing significance, teacher-student relationships showed the highest amount of variance for "high-achieving" schools as compared to "low-achieving" schools. School structure did not show statistically significant differences in variance for "high-achieving" schools. Interesting findings of differences between "high-achieving" schools and "low-achieving" schools were noted in the instructional methods construct for ensuring proficiency in reading and math, frequently assessing reading levels for all students, linking instruction to learning benchmarks, and implementing flexible skill grouping. Differences were also noted for high-achieving schools for facilitating two-way home/school communication, creating partnerships with parents and families and offering career exploration as part of the curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana