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ERIC Number: ED551772
Record Type: Non-Journal
Publication Date: 2012
Pages: 226
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-4027-1
Principal and Parent Perceptions of How Implementing Common Core State Standards Affects Schools and Accountability
Heil, Steven Michael
ProQuest LLC, Ed.D. Dissertation, Northern Arizona University
From the inception of public education, the curricula of schools have been debated. As early as 1893, higher education and governmental committees sought to establish what, when, and how cognitive level curricula would be taught. In times of national need, as when the Soviet Union launched Sputnik, the educational system was called upon to help our nation's youth achieve higher standards. During this time, a national set of science, mathematics, and foreign language standards was created. It wasn't until mid-1980 that standards-based school reform became popular resulting from President Ronald Reagan's inquiry into the public education system and the publishing of "A Nation at Risk." Each successive president held education summits that built upon past summit results. Performance standards, statewide assessments, and accountability measures were the end product of multiple education summits and reauthorizations of the "Elementary and Secondary Education Act," now known as "No Child Left Behind" (NCLB). Under the NCLB legislation, accountability measures label schools by their performance level and report the labels to the general public in order to help the parents and public know how well schools are doing. Fifty different states have created fifty different levels of standards and accountability creating an issue of equity within the United States' public schools. Currently, common core state standards have been accepted by forty-five states to help build equity back into the nation's schools. Principal and parent perceptions are used in this descriptive and causal-comparative study to identify how the implementation of the common core state standards affects schools and accountability in Arizona. How principals' and parents' perceive the effects of the common core state standards on instruction, teachers, students, school resources, school leadership, and accountability was examined in this research study using an independent samples t-test to look for a statistically significant difference between the two groups. A two-way ANOVA was also used to analyze the two groups for gender differences and ethnic differences. Descriptive statistics were also used to analyze parent's perceptions of school accountability. This study revealed statistically significant differences between the principal and parent groups in the areas of teachers, students, school resources, and school leadership, while instruction and accountability uncovered no statistically significant differences. No statistically significant differences were found between principals and parents in gender and ethnicities. The descriptive statistics suggested parents were not concerned about state assessment or accountability as much as they were about current school funding. Recommendations for future research, practice, and implications for current practice are suggested as a result of this quantitative research study. [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: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001