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  Partner: UNT Libraries
 Resource Type: Thesis or Dissertation
 Degree Discipline: Educational Administration
The Impact of Professional Development on Student Achievement As Measured by Math and Science Curriculum-based Assessments

The Impact of Professional Development on Student Achievement As Measured by Math and Science Curriculum-based Assessments

Date: August 2013
Creator: Parish, Deidre A.
Description: The purpose of this study was to explore the impact of teacher professional development on student achievement measured by scores on curriculum-based assessments, CBAs. The participants in the study included 260 3rd, 4th, and 5th grade math and science teachers. Teacher participation in professional development courses was collected for curriculum, instruction, differentiation, assessment, technology integration, and continuous improvement credit types. Achievement data for 8,454 students was used: 2,883 in 3rd grade, 2,752 in 4th grade, and 2,819 in 5th grade. The dependent variable of student achievement was dichotomized at the median: half of the student participants scored above the median and half of the students scored at and below the median. A series of logistic regression models were fit to the data that included examining all main effects and interaction terms among all variables to determine the best fitting model. The results of this study indicate that for 4th grade science, teacher professional development participation in curriculum, instruction, and differentiation credit strands increased the chances for students to score above the district median on CBAs. The larger number of professional development hours in a variety of credit strands had a negative impact on student achievement in 4th grade science. In ...
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The Impact of Standards-based Report Cards on Reading Development of Primary Grade Students

The Impact of Standards-based Report Cards on Reading Development of Primary Grade Students

Date: August 2013
Creator: Newell, Suzanne Payne
Description: The purpose of this mixed-method study was to explore the instructional changes in first grade classrooms and reading progress of first grade students in relation to implementation of standards-based report cards (SBRC). The goal of this study, conducted in a suburban Texas school district, was to determine whether there was a statistically significant difference in reading progress between students enrolled in first grade classrooms in which traditional report cards were used in comparison to comparable classrooms in which SBRCs were used. Additionally, the instructional practices of teachers were examined to determine the types of changes that took place as the district moved from traditional report cards to SBRCs. A total of 709 students and 15 teachers were involved in the study. The study revealed that there was no statistically significant difference between the reading growth of students assessed in SBRC classrooms and those assessed with traditional report cards. There were, however, significant differences in instructional practices employed by teachers in SBRC classrooms. These changes in practice included instructing with a greater degree of focus on specific objectives to be taught, more closely following the district’s scope and sequence, greater communication regarding the grading criteria and methods used for reporting progress, ...
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The Use of Visual-performance Feedback and Its Effect on Behavior-specific Positive Praise in a Self-contained Behavior Classroom

The Use of Visual-performance Feedback and Its Effect on Behavior-specific Positive Praise in a Self-contained Behavior Classroom

Date: August 2013
Creator: Gibbins, Matthew
Description: The present study aimed to understand the relationship between the use of visual-performance feedback and its effects on behavior-specific positive praise in classrooms for students who exhibit behavioral challenges. The current study included 15 children being served by four teachers in elementary self-contained behavior classrooms. Data collection and instrumentation included (a) a pre-service training for all four teachers, (b) two weeks of baseline data on behavior-specific positive praise, (c) eight weeks of data collection in which visual-performance feedback was reported to all four teachers, (d) one consultation session, and (e) two weeks of additional data collection. Observational data attempted to determine the functional relationship between visual-performance feedback, behavior-specific positive praise, and student outcomes using a mixed methods research model. Analysis revealed identified patterns in the relationship between visual-performance feedback, the amount of behavior-specific positive praise, and student behavioral and academic outcomes. These patterns are displayed through both quantitative results taken from the observational data as well as qualitative information given by teachers. Conclusions surrounding the positive outcomes for students were derived from the strongest correlations of between behavior-specific positive praise and visual-representation feedback. Implications drawn from the study were: (a) behavior-specific positive praise training should be a standard for teachers ...
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Texas Principals’ Data Use: Its Relationship to Leadership Style and Student Achievement

Texas Principals’ Data Use: Its Relationship to Leadership Style and Student Achievement

Date: May 2014
Creator: Bostic, Robert E.
Description: This study applies an empirical research method determine whether Texas public school principals’ leadership styles, coupled with their use of real time data in a data warehouse, influenced their leadership ability as measured by student achievement. In today’s world of data rich environments that require campuses and districts to make data-driven decisions, principals find themselves having to organize and categorize data to help their school boards, campuses, and citizenry make informed decisions. Most school principals in Texas have access to data in multiple forms including national and state resources and a multitude of other data reports. A random sample of principals was selected to take the Multi Factor Leadership Questionnaire (MLQ5x) and the Principals Data Use Survey. The MLQ5x measured principals’ leadership styles as transformational, transactional, or passive avoidant. The Principals Data Use Survey measured how principals use data to inform campus decisions on student achievement, shaping the vision of the campus, and designing professional development. Data obtained from the survey were correlated to determine the relationship between principals’ use of data warehouses and their leadership styles on student achievement as measured by the Texas Assessment of Knowledge and Skills. The results yielded significant relationships between student achievement, principals’ leadership ...
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The Impact of Target Revenue Funding on Public School Districts in North Texas

The Impact of Target Revenue Funding on Public School Districts in North Texas

Date: May 2014
Creator: Womack, Dennis E.
Description: A pre–post case study was conducted to examine how target revenue funding from Texas House Bill 1 (2006) has impacted the school districts within the Texas Education Service Center Region X area. Forced by the courts, the Texas Legislature was required to fix the Texas school finance system because of a de facto statewide property tax it had created by capping school district’s maintenance & operations tax rate at $1.50. Texas Governor Rick Perry used this opportunity to reduce school district M&O taxes by one-third. The Texas Legislature passed House Bill 1 (2006), the Public School Finance and Property Tax Relief Act, in response to the courts and to address a continuous decline in state funding support for public education. The Public School Finance and Property Tax Relief Act reduced local school districts’ property tax rates and revenue with the assurance that these funds would be exchanged for state aid. Local school property taxes were reduced over two years, 2006–2007 and 2007-2008, by 33%. In order for the State of Texas to meet the state aid funding guarantee from House Bill 1 (2006), each school district was frozen to its 2005–2006 revenue per weighted student, which was called a district’s ...
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A Comparison of Three Teacher Evaluation Methods and the Impact on College Readiness

A Comparison of Three Teacher Evaluation Methods and the Impact on College Readiness

Date: December 2013
Creator: Smalskas, Tamy L.
Description: Much attention in recent years has gone to the evaluation of teacher effectiveness, and some scholars have developed conceptual models to evaluate the effectiveness. The purpose of this study was to compare three teacher evaluation models – the Texas Professional Development Appraisal System (PDAS), the teacher index model (TI), and the value-added model (VAM) – to determine teacher effectiveness using student demographic and longitudinal academic data. Predictive data from students included economic disadvantage status, ethnicity, gender, participation in special education, limited English proficiency, and performance on Texas Assessment of Knowledge and Skills (TAKS). Data serving as dependent variables were scores from Scholastic Aptitude Test (SAT®) verbal/critical reasoning and mathematics. These data came from 1,714 students who were 9.7% Hispanic, 9.2% African American, and 81.2% White. The models were tested for 64 English language arts teachers and 109 mathematics teachers, using student examination scores from the SAT® verbal/critical reasoning and mathematics. The data were aligned for specific faculty members and the students whom they taught during the year of the study. The results of the study indicated that the TI and VAM explained approximately 42% of the variance in college entrance exam scores from the SAT® verbal/critical reasoning and mathematics (R2 ...
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A New Era of Educational Assessment: the Use of Stratified Random Sampling in High Stakes Testing

A New Era of Educational Assessment: the Use of Stratified Random Sampling in High Stakes Testing

Date: December 2013
Creator: Brown, Stephanie N.
Description: Although sampling techniques have been used effectively in education research and practice it is not clear how stratified random sampling techniques apply to high-stakes testing in the current educational environment. The present study focused on representative sampling as a possible means for reducing the quantity of state-administered tests in Texas public education. The purpose of this study was two-fold: (1) to determine if stratified random sampling is a viable option for reducing the number of students participating in Texas state assessments, and (2) to determine which sampling rate provides consistent estimates of the actual test results among the population of students. The study examined students’ scaled scores, percent of students passing, and student growth over a three-year period on state-mandated assessments in reading, mathematics, science, and social studies. Four sampling rates were considered (10%, 15%, 20%, & 25%) when analyzing student performance across demographic variables, including population estimates by socioeconomic status, limited English proficiency, and placement in special education classes. The data set for this study included five school districts and 68,641 students. Factorial ANOVAs were used initially to examine the effects of sampling rate on bias in reading and mathematics scores and bias in percentage of students passing these ...
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A Case Study of 1:1 Technology Policies in Four Texas High Schools and Their Relationship to Practice

A Case Study of 1:1 Technology Policies in Four Texas High Schools and Their Relationship to Practice

Date: December 2013
Creator: Bauter, Cynthia
Description: With increasing emphasis on technology in schools, the importance of technology policies is great. This study investigated policies for four 1:1 secondary schools in Texas (schools with a ratio of one computing device per student), particularly with respect to the relationship of those policies to practice. The purpose of the study was to determine the current status of the National Education Technology Standards (NETS) essential conditions as reflected in policy and the relationship of those conditions to practice as measured through levels of technology usage and teaching innovation. Schools were selected through purposive, criterion sampling. Open-ended interviews were conducted with twelve participants (principals, technology directors, and superintendents). Policies were rated by campus principals and the researcher using a rubric based on the NETS essential conditions. Finally, surveys of proficiency and readiness measures were collected from 156 teachers using the School Technology and Readiness (STaR) instrument and the Levels of Teaching Innovation (LoTI) instrument. Interviews were transcribed and coded using structural and frequency coding. Policies were analyzed using magnitude coding and policy ratings. A qualitative analysis determined patterns between policy and practice. Quantitative data collected from surveys were measured against policy ratings and magnitude coding using bivariate correlation methods in SPSS. ...
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Hispanic Representation in the Superintendency: Perceived Competencies and Organizational Outcomes That Benefit School Districts

Hispanic Representation in the Superintendency: Perceived Competencies and Organizational Outcomes That Benefit School Districts

Date: August 2013
Creator: Medina, Fernando
Description: This study assessed 40 factors often cited in literature to determine the extent that Hispanic superintendents perceive them as influential when accessing the superintendency. Eight Hispanic superintendents in Texas participated in this qualitative study, which was based on interviews as well as written responses to a survey. This study found that the factors considered most influential to these superintendents were their ability to communicate, self-perception/self-efficacy, and level of overall preparedness. These findings contrast with previous research indicating that race or ethnicity, mentoring, and career path are most influential. The study also identified factors related to race and ethnicity that most influenced a Hispanic's ability to access the superintendency, albeit to a lesser degree. These factors were the ability to serve as a Hispanic role model to students, ability to increase Hispanic students' academic performance, and the ability to speak a second language. Moreover, through analysis of a large number of survey responses the study examined the extent to which a superintendent's race or ethnicity is significant to addressing the needs of Hispanics. To assure this question a comparative analysis of Hispanics' and non-Hispanics competencies and organizational outcome was conducted. The results indicate that superintendents, in general, regardless of race or ...
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The Effects of the Texas Reading First Response to Intervention Program on Student Achievement and Campus Special Education Rates

The Effects of the Texas Reading First Response to Intervention Program on Student Achievement and Campus Special Education Rates

Date: August 2013
Creator: Batts, Troy D.
Description: The purpose of this study was to examine special education populations, special education reading achievement, and regular education reading achievement in relation to the implementation of the Reading First three-tiered model as a response to Intervention platform. The population for this study focused on rural schools with Grades K-3 in attendance. Schools participated in the reading first grant period of the 2003-2009 school years. Forty-seven Texas Reading First schools were compared to 47 campuses having similar populations, socioeconomic makeups, and grade structures. This study utilized quantitative research measures to evaluate the level of special education populations on Reading First campuses using a response to intervention model. Quantitative measures were also used to evaluate those same campuses achievement rates of both special education and regular education students on the Texas Assessment of Knowledge and Skills reading tests. The study's outcome data showed little to no statistic significance for the three research questions. However, the inferential statistics showed a decrease in the special education population of the Reading First schools. Inferential statistics also indicated both the special education and the regular education students showed growth on the Texas Assessment of Knowledge and Skills reading tests. The use of a response to intervention ...
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