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ERIC Number: ED553195
Record Type: Non-Journal
Publication Date: 2012
Pages: 122
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-4118-1
An Examination of the Effects of ACT Administrative Strategies on Student Performance
Rost, Michele M.
ProQuest LLC, Ed.D. Dissertation, Missouri Baptist University
The examination of the effects of administrative strategies on student achievement on the American College Test (ACT) was designed with the specific intent to improve student scores. The study allowed the researcher the opportunity to determine if interventions from administration had an impact on student achievement. The researcher had the unique opportunity as a high school administrator to design and implement strategies with the added intent of increasing district performance standard points. The following case study was conducted at Hancock Place High School in St. Louis, Missouri from 2009-2011. A mixed-methods study was conducted using quantitative data from the Department of Elementary and Secondary Education (DESE) and qualitative data from a survey and interviews. The three forms of data were triangulated to determine whether a significant change occurred with the implementation of administrative strategies. The survey, comprised of five open-ended questions, was designed to determine patterns in responses and to use quotes to corroborate findings. The interviews provided information regarding opinions and knowledge of a list of specific administrative strategies as well as quotes to corroborate findings. Quality indicators included student performance improvement, parental involvement and awareness of how to help students, and educator professional development designed to focus on improving ACT performance. Specific strategies were tested and analyzed for effectiveness. Strategies that were effective will be important to schools that have high scores to validate what they are doing and to move the high scores even higher. They may be particularly helpful to schools with lower scores. The fidelity of the administrative strategies implemented was determined by the triangulation of data provided by DESE, students, parents, and teachers. The success of this study may be duplicated to improve individual student and district scores on the ACT. [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: Higher Education; Postsecondary Education; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri