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ERIC Number: ED554014
Record Type: Non-Journal
Publication Date: 2013
Pages: 162
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-3433-3
Student Achievement and Fidelity of Implementation of the Middle School Concept in Middle Schools
Jackson, Delilah A.
ProQuest LLC, Ed.D. Dissertation, East Carolina University
This study, using qualitative, multiple case methodology, examined four middle schools within a Local Education Agency (LEA) in eastern North Carolina to determine whether the implementation of key middle school features; (a) interdisciplinary teaming, (b) flexible scheduling, (c) advisor/advisee relationships, and (d) an integrative, exploratory and challenging curriculum had an impact on middle school student achievement outcomes when implemented to the fullest extent. Descriptive data was gathered and analyzed, first by individual cases and then collectively to determine the level of implementation. Findings revealed implementation scores ranging from 6.5 to 8.1 on a scale from four to twenty which suggested that the key features were implemented within the selected schools. However the low implementation scores also indicated that the features were not fully implemented. When implementation scores were compared to achievement data, rival explanations for student achievement emerged featuring (a) socioeconomic effects, (b) school size effects, and (c) the effect of community dynamics. [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: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina