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ERIC Number: ED528159
Record Type: Non-Journal
Publication Date: 2010
Pages: 163
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1245-6098-4
ISSN: N/A
The Effects of School System Superintendents, School Boards and Their Interactions on Longitudinal Measures of Districts' Students' Mathematics Achievement
Shelton, Thomas D.
ProQuest LLC, Ph.D. Dissertation, University of Louisville
The research base on the relationships among superintendents, school board members and student achievement results is strikingly small. Most research on student achievement has focused at the student-, teacher- and school-levels. This study focused at the district level, and specifically at the effects of school boards and superintendents. The study addressed two questions. The first concerned comparisons among the values and beliefs of the superintendents and school board members from the majority of districts in one state. The second related those school boards' and superintendents' values and beliefs to district-level longitudinal student achievement results in mathematics for eighth-grade students. The data collection included a two-part survey of superintendents and board members. Part one of the questionnaire addressed the amount of time spent on various student achievement activities. In part two, the superintendents and board members ranked the importance of these same student achievement-related activities. District-level student achievement results from the statewide student assessment in the areas of mathematics at the middle school level over a ten year period were collected and adjusted for socio-economic status and analyzed relative to the values and beliefs exhibited by the superintendents and board members. Finally, the results of the above analyses were discussed separately with a focus group of superintendents and two focus groups of school board members. The school board members were elected representatives from across the state of the board of directors of the state's school boards association and the superintendents were board members of a regional educational cooperative and members of the state superintendents association. The purpose of these focus groups was to gather qualitative information for triangulation of the quantitative results. Results indicated that there a distinct difference between the perceptions and time spent on student achievement activities based on the education level of school board members. The growth in student achievement in eighth grade mathematics indicated a significant effect based on the amount of time spent on student achievement activities by the superintendents. In the year of a change of superintendent, math achievement was negatively impacted but grew at a rate faster than mean growth in the years after the change. There was no statistically significant direct effect of the importance placed or time spent on student achievement activities by school board members on the growth in eighth grade mathematics achievement for their students. This finding was evident when analyzed separately or when combined with the activities of the superintendent. However, when combined with the activities of the school board, the time spent by the superintendent again statistically effected growth in math achievement. In addition, the greater the self reported difference in the amount of time spent by school board and superintendents on student achievement activities, the greater the resulting growth in math achievement scores in their school districts. Finally, the higher the sum of the combined reported scores of school board members and superintendents from the survey did not statistically effect the growth in eighth grade mathematics achievement. [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: Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A