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ERIC Number: ED563642
Record Type: Non-Journal
Publication Date: 2013
Pages: 138
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-3071-5
ISSN: N/A
A High School Turnaround School Initiative: Effects on Students' Math and Reading Proficiency
Segler Zender, Rene'
ProQuest LLC, Ph.D. Dissertation, University of Nevada, Las Vegas
Since the middle of the last century, student education in the U.S. public school systems has been deemed inadequate. Critics developed measures in the form of standardized testing to measure student progress in an attempt to help facilitate reforms. In the last thirty years, the federal government has played an increasing role in school reform efforts in the form of laws and unfunded mandates. School districts have attempted to respond to federal pressure by attempting radical changes from replacing all school administration and staff to a complete curriculum overhaul. While school reform efforts have been widely documented by various groups, no actual quantitative studies have been conducted on the dynamics that occur in successful school turnarounds. There is little research concerning specific programs within the context of turnaround schools that contribute to increased student achievement and the small body of research that does exist in more anecdotal accounts. The literature on the turnaround school improvement process has reported anecdotal evidence and highlighted a few successful schools, but has not provided data on student achievement following implementation of a turnaround program. Given the lack of specific programs available for high school administrators to utilize, it has been necessary for leadership to use strategies reported to be effective, but not necessarily supported by research that demonstrates effectiveness with student populations involved in the turnaround program. In addition, little information exists about demographic factors that may be related to students' successes or failures in the high school turnaround process. In a high school, the SIG program requires that student academic proficiency be tracked by student scores in reading and math on a state high school proficiency exam. The academic proficiency of students must be reported as the percentage of all students who passed, as well as percentages of students in specific subgroups (i.e., ethnicity, students with disabilities, and students with limited proficiency in English). The purpose of this study was to investigate the effects on students' high school proficiency exam scores in math and reading in the initial two years of implementation of a Turnaround Intervention Package (TIP). The TIP incorporated common formative student assessments and teachers' use of student assessment data in Professional Learning Communities (PLC) to inform and differentiate instructional practices. The underlying question was whether the use of this package of interventions would contribute to improved student achievement in the critical areas of math and reading as measured by state high school proficiency scores. It was hypothesized that the use of the TIP would result in significant increases in students' math and reading high school proficiency exam scores. The proficiency scores of the pre-turnaround grade 10 cohort students were analyzed to determine growth in the two subsequent years of turnaround. In previous years, any instructional remediation and differentiated instruction that teachers adopted to improve student achievement was not based on the use of a PLC Assessment Cycle by teachers. The Site Improvement Grant under which the Turnaround school worked required growth in the following specified demographic groups: Black, Hispanic, White, IEP (students with disabilities), and LEP (Limited English Proficient). This study examined the effectiveness of the use of the TIP components for required instructional changes in the classroom and its impact upon student proficiency scores. The TIP was found effective in raising scores on the state proficiency exams in math and reading. While the entire student group raised scores significantly, there were little significant raises in specific groups. A further question of social significance also was addressed with a measure of teacher satisfaction of the PLC Assessment Cycle component of the TIP. Teachers reported satisfaction with the PLC Assessment Cycle as it related to student achievement, but reported little satisfaction with continued use of the cycle. This could be due to the time it takes to master the new skills of data analysis as required by the PLC Assessment Cycle. [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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A