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ERIC Number: ED520509
Record Type: Non-Journal
Publication Date: 2010
Pages: 216
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-4557-3
ISSN: N/A
Predictive Indicators of High Performing Schools: A Study of Evaluative Inquiry and the Effective Use of Achievement Test Data
Hill, Kathryn L.
ProQuest LLC, Ph.D. Dissertation, University of Minnesota
Existing research suggests a link between evaluative inquiry (EI) and student achievement, where EI is defined as the practice of analyzing student achievement data to identify ways to improve instruction. However, researchers lacked empirical evidence regarding the relationship between specific EI indicators and student achievement. The purpose of the present study was to create an EI instrument, then evaluate the relationship between specific indicators and a measure of student achievement. Using a known-groups survey validation approach, a survey instrument was developed using a theoretical understanding of the presumed path between EI practices and student achievement. The survey was administered to teachers in two groups of schools, one group that was known to exhibit high performance in improving student achievement, and a second group that was known to exhibit lower performance. The study focused on predictive validity, and principal interviews were conducted to help explain survey results. The findings suggest that the following indicators performed well in predicting the high performance of schools: the frequency and proportion of teachers meeting together to discuss instructional strategies and to get help with achievement issues; the integration of data review and collaborative dialogue within the regular weekly schedule of teachers; and the leadership expectation of using achievement data for teaching decisions and the action of instructional change. The findings are significant because they suggest specific indicators are especially predictive of high performing schools serving disadvantaged student populations, providing explicit guidance about where school and district educators should focus their time and energy. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A