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The Effects of the Recapture Provision of Senate Bill 7 of 1993 Upon the Quality of Schools: an Analysis of Perceptions of Administrators in Both Chapter 41 and Chapter 42 Schools.

Description: The purpose of this 4-case study was to determine the significance of the effects of the recapture legislation in Texas upon the quality of schools as perceived by administrators in participating school districts, including those surrendering funds (Chapter 41) and those receiving funds (Chapter 42). The recapture provision requires districts above a designated level of property wealth to surrender excess funds to be appropriated to districts with property wealth below a designated level. The study solicited administrators’ perceptions in both district types as to whether the changes in funding have significantly affected the quality of their schools. Using University Scholastic League classifications as a guideline for size, 2 Chapter 41 districts, and 2 Chapter 42 districts, 1 small and 1 large of each type, were selected to participate. Variables included 5 indicators of schools quality that are repeatedly mentioned in literature concerning effective schools: curriculum, climate, leadership, facilities, and safety and security. A review of literature included the historical development of public school finance systems as well as studies of the effects of efforts to equalize funding upon both the financial health and academic performance of schools. A weak link or no link between funding systems and student performance or financial health was indicated. This study supported these conclusions with both Chapter 42 districts; however, there was a discrepancy between the perceptions of administrators in the two Chapter 41 districts, indicating a need for further study. The unique aspects of this study are that it solicited directly the perceptions of acting administrators and that it included administrators in districts receiving funds to determine how those funds are being used and whether they have a significant effect upon school quality.
Date: August 2008
Creator: Warren, Susanne Steele

The Effects of Academic Interventions on the Development of Reading Academic Competence in Fourth Grade Students.

Description: This dissertation examined the effects of academic interventions on the development of reading academic competence in fourth grade students who performed at or below grade level as determined by TAKS reading scale scores. Fifty students in fifth grade were chosen to participate in the study from five elementary schools in the Fort Worth Independent School District in Fort Worth, Texas. Only 46 students completed the study. The study was conducted with a control (n = 23) and treatment group (n = 23). The fourth grade students were administered pretests and posttests using the ACES and the fourth grade TAKS reading test. This quantitative study used a quasi-experimental design to answer the research questions. The final data results did not indicate that the implementation of interventions significantly increased TAKS reading scores at the p > .05 level. In addition, there were no significant increases at the p > .05 level between the ACES pretests and posttests. Although there were no significant gains on the TAKS or ACES, there are implications the interventions had a positive effect on teacher perceptions of their students' academic competence and some growth was evident for the treatment groups on both TAKS and ACE.
Date: August 2008
Creator: Hernandez-Gutierrez, Josie

Academic Progress Scores to Predict Performance on a State Assessment

Description: This quantitative study examined seventh-grade reading scores to determine the extent to which certain demographic variables (race/ethnicity, gender, socioeconomic status) explain and MAP reading scores predict reading scores on the State of Texas Assessment of Academic Readiness (STAAR) in a selected northeast Texas public school. Standardized assessments only compare the relative performance of an individual student to other groups of students using scaled scores, which can vary from year to year and from state to state. With the advent of computer adaptive testing, this study provides information on the predictive validity of benchmark assessments. Specifically, this study looked for predictive evidence that indicates how accurately test data can predict criterion scores. Findings revealed, through a multiple regression analysis, that the fall MAP Rasch Unit (RIT) scores predicted the STAAR scale scores. Using SPSS version 22, the data were entered and analyzed in a multiple regression model to determine the presence of a statistical trend or lack thereof. Demographic data and MAP scores were entered into the regression model to examine the predictive validity of the MAP assessment in determining student performance on the STAAR seventh-grade state-mandated reading assessment. The statistical analysis revealed that MAP RIT scores explain a significant variance related to seventh-grade STAAR reading scale scores. There is a vital need for tools that improve a student's academic development and MAP assessments have been found to predict performance on state-mandated assessments.
Date: December 2016
Creator: Curry, David Mitchell

District Leadership Supporting PLC Implementation in a Rapid Growth District

Description: A growing body of work has emerged regarding the responsibilities required of district leaders in establishing plans that initiate and create conditions for sustainability of continuous improvement achieved through a systemic reform structure such as professional learning communities. However, limited research exists in respect to sustaining cultures of continuous improvement in rapid growth districts. Rapid growth districts can be described as school systems, which construct and open multiple campuses annually. The underlying premise of this study considered how humans interact with one another within a rapidly changing professional organization. Change theory, professional capital, organizational learning theory, and system reform emerge as the conceptual framework in this study of district support of professional learning communities. Data collection for this qualitative descriptive case study included interviewing six K-12 principals, administering the PLCA-DS survey to 247 K-12 staff members, and document review. Recognition of the importance of the PLC framework, building capacity, development of collaborative culture, and issues resulting from constant change due to rapid growth were the four themes generated by the participants to support continuous improvement in a rapid growth district. The four themes combined with the components of the conceptual framework outline how district leaders in a rapidly changing environment cultivate a process leading to system-wide improvement.
Date: December 2016
Creator: Tinsley, Laurie Huffman

Efficacy in Texas Charter Schools Compared to Traditional Public Schools

Description: The need to spur innovation and improve student performance initiated the formation of, under different legislative acts, charter schools that include variations of traditional public schools. With the enthusiasm and level of investment going into the formation of charter schools, it is necessary to explore whether these schools have achieved their objectives. This study explored whether Texas open enrollment charter schools perform bettered compared to Texas public schools. The study applied a causal comparative quantitative research design. School data on graduation and dropout rates, college preparation, attendance rates, and overall performance were analyzed quantitatively. Student achievement data available for statistical analysis includes student performance on the Texas Assessment of Knowledge and Skills (TAKS) state assessment from 2007 to 2011. Data analysis for race, special programs, at risk, economically disadvantaged, and limited English proficiency was incorporated. Descriptive statistics and analysis of variance techniques were included in the data analysis. The analysis extended to post hoc tests to determine variables that caused variation. The study found Texas open-enrollment charter schools had more African American students but fewer Whites compared to public schools. Students in public schools performed better than those in charter schools, and Whites yielded the best performance. Charter schools had high dropout rates, low attendance, and low graduation rates, while public schools had low dropout rates, high attendance, and high graduation rates. Finally, public schools had more students ready for college than charter schools.
Date: August 2015
Creator: Keller, Karlyn

Principals' Leadership Beliefs: Are Personal and Environmental Influences Related to Self-Efficacy?

Description: The purpose of this study was to determine if there was a relationship between principal self-efficacy and personal characteristics, school conditions, and professional preparation among a selected group of Texas, public school principals. The survey instrument included the Principal Self-Efficacy Scale (PSES) developed by Tschannen-Moran & Garies in 2004, and other items. The survey instrument was electronically distributed to a random sample of 965 Texas, public school principals. From that population, 289 principals completed the survey for a response rate of 30%. Statistical Package for the Social Sciences (SPSS) was used for the analyses which included descriptive statistics, correlations, and analysis of variance. Additionally, factor analysis and reliability were calculated for the PSES. The factor structure and reliability found in this study closely mirrored the results of earlier investigations, providing further support for the reliability and validity of the PSES. Out of 12 variables examined in relation to principal self-efficacy, a statistically significant relationship was found for gender, years of teaching experience, level, SES, parental involvement, and student discipline. However, all six of the statistically significant variables had a small effect size indicating limited practical significance. The results of this study support the need for continued research of principal self-efficacy beliefs. Principal self-efficacy research may help explain the relationships between effective principals and effective schools.
Date: December 2008
Creator: Nye, Gary D.

Funds Budgeted for Educational Programs in Texas Schools during a Period of Changing Enrollment

Description: This study analyzes budgets of Texas school districts experiencing declining enrollments, as opposed to districts with increasing or steady enrollments. This study identifies how schools are expending funds to meet those needs while dealing with enrollment changes. A total of 924 school districts are studied. The changes in average daily attendance from 1993-1994 to 2003-2004 are used to categorize each district as having increasing, stable, or decreasing enrollments. The total dollar amount expended is compared to the total number of students in each district to determine the amount expended per student. The amounts expended for special education career and technology education, bilingual education, and compensatory education are compared to the number of students being served by those programs to determine a dollar amount that can also be compared from the 1993-1994 and 2003-2004 school years. The per-student expenditures for each educational program are compared to the overall per-student expenditures in each enrollment category (increasing, stable, decreasing). The study reveals no clear pattern of change in the comparison of overall spending to individual program spending as district enrollments fluctuated.
Date: August 2008
Creator: Perry, Russ F.

School Resource Allocation in Texas Public Schools: Study of High-Poverty, High Performing Schools and High-Poverty, Low Performing Schools

Description: The purpose of this study was to examine the relationship between resource allocation practices in specific categorical functions and student performance in reading and math. This study utilized quantitative research methods to study the effects of spending and performance over four years of analysis. Quantitative data was acquired utilizing information from the Texas Education Agency. The data was collected from 81 campuses and represented over 1,500 students. The study's outcomes reported that little or no correlation could be found between inputs (dollars spent in three categories) and outputs (student results in reading and math). However, subgroup analysis revealed that students from non- low socioeconomic (SES) households started out higher than their low SES counterparts, and low SES students performed worse over time in both reading and math. Math results decreased more dramatically than reading indicating a need for school-level training in data analysis to ensure that limited dollars are spent appropriately. The study recommends that principals and school administrators be especially knowledgeable in critical data analysis skills. The study further recommends that state policy-makers invest more heavily in early math instruction. In addition, the current study found that student achievement, in low-SES students, especially in mathematics is very alarming. Low SES students are starting out behind the non low-SES counterparts and perform progressively worse over time. State policy makers must address these concerns.
Date: May 2009
Creator: Gibson, Greg

A Comparison of Principals’ Perceptions of Preparedness Based on Leadership Development Opportunities

Description: This research study identified the frequency in which six public school districts in Texas provided principals with effective development opportunities prior to the principalship excluding university or certification programs. A purposive sample of over 200 principals from six school districts in the Dallas/Fort Worth area were asked to participate in the study yielding a response rate of 41%. Respondents identified through a questionnaire their leadership development opportunities and perceptions of preparedness on nine standards common to the profession. Principals were nominally grouped for comparison. The perceptions of preparedness for principals who received effective leadership development opportunities were compared to those who did not receive these same opportunities using an independent samples t-test to determine statistical significance (p < .05). Peer coaching yielded the most statistically significant results in three standards. This finding indicates principals who receive peer coaching prior to the principalship compared to those who did not perceive themselves as more prepared in the areas of community collaboration, political, social, economic, legal, and cultural context, and curriculum, instruction and assessment. Effect size was measured for the statistically significance standards to determine practical significance. Each of the five statistically significant standards yielded a medium effect size indicating that the leadership development methods received by participants explained approximately 30% of the difference.
Date: August 2011
Creator: Holacka, Karin V.

From Block to Traditional Schedule: The Impact on Academic Achievement, Attendance Rates, and Dropout Rates

Description: The purpose of this study was to examine the impact of school schedule on student achievement and attendance of ninth and tenth grade students in metropolitan area Texas high schools (n = 22) and campus dropout rates. High schools that were analyzed in this study made a transition from A/B block scheduling in the 2003-04 school year to a traditional school schedule in the 2004-05 school year. Academic achievement, attendance rates and dropout rates were gathered through the archived files of the Texas Agency through the Academic Indicator of Excellence System (AEIS). Academic achievement was measured by the Texas Assessment of Knowledge and Skills (TAKS) Reading/Language Arts and Mathematics standardized tests. This study compared the mean scores of ninth grader student achievement, attendance, and dropout rates from the 2003-04 school year to the mean scores of the tenth graders from the same schools from the 2004-05 school year, after the schools converted from an A/B block schedule to a traditional class schedule. Each independent variable was divided into four subgroups; campus mean results, minority student results, limited English proficient (LEP) student results, and low-socioeconomic student results. Students under the A/B block scored significantly higher in reading achievement than when they were instructed the following year under a traditional schedule. Paired sample t-tests were conducted to analyze the data for each subgroup, and showed there was a statistically significance in reading / language arts student achievement scores for all subgroups. Statistical significance was determined with a ninety five percent confidence level (p < 0.05). Statistical analysis revealed varied results in mean scores for math academic achievement and attendance rates, but no statistical significant difference. Comparison of data showed a slight increase in mean scores for dropout rates in traditional schedule, however the results were not significant.
Date: May 2008
Creator: Schott, Patrick W.

The Relationship Between TeacherInsight ™ Scores and Professional Development and Appraisal System Domain Scores

Description: Many school districts and alternative certification programs use standardized interviews such as the TeacherInsight developed by the Gallup Organization. The TeacherInsight is a Web-based interview consisting of multiple choice and Likert-style items that produces a score between 0 and 100. The Gallup Organization claims that it helps hire the best teachers. The study analyzed the relationships between the TeacherInsight scores and the eight Professional Development Appraisal System (PDAS) domain scores for 527 teachers. The TeacherInsight scores produced a statistically significant correlation with only one of the eight PDAS domain scores. However, even that correlation (r = 0.14) was weak. All eight PDAS domain scores were only able to account for an additional 1.9% of the variance of TeacherInsight scores, above and beyond what was explained by the teachers' age, gender, years of experience, and highest degree earned. Another finding was that 47.4% of the teachers hired had TeacherInsight scores below the district recommended cutoff score of 67. The findings do not support the ability of the TeacherInsight to identify more effective teachers, based on Professional Development Appraisal System scores. The findings also cast doubt on the extent of consideration that principals in this district give the TeacherInsight scores during the selection process. Recommendations for future studies are provided.
Date: May 2009
Creator: Novotny, Michael T.

Leadership and sustainable change: The relationship between leadership practices of principals and reculturing schools as professional learning communities.

Description: This study examined the relationships between leadership practices of principals and strength of schools as sustainable professional learning communities. Strength of schools as professional learning communities was measured using the Professional Learning Communities Assessment; leadership practices were measured using the Leadership Practices Inventory both Self and Observer protocols. Findings indicated that neither principal's self-perceptions of their leadership practices nor teachers' assessments of their principals' leadership practices were related to strength of schools as professional learning communities. Findings did indicate ten specific leadership behaviors of principals that appear to be more highly related to strength of schools as learning communities. Further analysis which focused on the two strongest learning community schools and the two weakest learning community schools indicated that three specific leadership behaviors within Kouzes and Posner's practices of modeling the way and enabling others to act appear to be the most strongly related to reculturing schools as sustainable professional learning communities. Principals who set a personal example of what they expect of others are most likely to lead schools that function as strong learning communities. Additionally, principals who build consensus around a common set of values are also most likely to lead strong learning communities. Finally, principals who develop cooperative relationship with co-workers are most likely to lead schools that function as strong learning communities.
Date: May 2009
Creator: Hill, Shannon D.

Analysis of Qualified Immunity for Texas Public School Professional Employees as Interpreted by the Texas Courts

Description: This dissertation analyzed Texas appellate court decisions relating to whether educators' actions were incident to or within the scope of duties and involved the exercise of judgment or discretion in cases involving defamation, motor vehicle exceptions, and excessive force in discipline exceptions. The questions addressed were: (1) How have the Texas appellate courts interpreted Texas Education Code Section 22.051 in litigation against teachers and school administrators for defamation? (2) How have the Texas appellate courts interpreted Texas Education Code Section 22.051 in litigation against teachers and school administrators for injury to students when plaintiffs have sued Texas educator under the motor vehicle exception to the educator immunity law? (3) How have the Texas appellate courts interpreted Texas Education Code Section 22.051 in litigation against teachers and school administrators under the excessive force in discipline exception to the educator immunity law? This dissertation utilized legal research as its methodology. Chapter 3 examines literature with regard to qualified immunity for Texas public school professional employees and discusses the limitations placed upon qualified immunity. Chapter 4 is a comprehensive study of the cases decided by Texas courts involving alleged defamation of students or others by teachers and school administrators. Chapter 5 is a comprehensive study of the cases decided by Texas courts involving the alleged negligent use of motor vehicles by professional public school employees. Chapter 6 is a comprehensive study of the cases decided by Texas courts involving the alleged use of excessive force in disciplining students. Chapter 7 discusses the findings of the analysis of cases as well as the implied limitations regarding qualified immunity of teachers and school administrators.
Date: May 2009
Creator: Carman, John Nathaniel

The Predictive Value of Educational Productivity Input Variables on the Academic Success of Moderate to Large Texas High Schools.

Description: The purpose of this study was to determine the predictive value of selected input variables on the accountability rating of Texas high schools with student populations greater than or equal to 900. Specifically, this study analyzed the effect of student, staff and fiscal input variables in determining the odds of a high school in this study receiving a Low Performing, an Academically Acceptable, or a Recognized rating in the Texas public education accountability system - a system which is based in student performance on state standardized testing. Identifying a set of variables that helps predict campus accountability ratings provides campus administrators and teachers with information to improve student performance on standardized testing. Using statistical methods to determine the odds of campus ratings based on selected input variables, this study revealed that successful student remediation in mathematics is the most consistent, positive indicator of campus accountability rating out of 60 student, staff and fiscal inputs analyzed. However, the most telling aspect of this study is that inputs such as, teacher experience, teacher campus tenure, teacher degree level, student SAT performance, Advanced Placement testing performance and the percentage of low socioeconomic students were not statistically significant. The wider implications of these findings warrant further research into why these variables seem to have no affect on campus accountability rating.
Date: December 2008
Creator: Waldrip, Michael R.

The impact of leadership capacity and style on professional learning communities in schools.

Description: Leadership capacity may be enhanced when school staff members work together as a professional learning community (PLC). Leadership style may impact how well a school staff work as a professional learning community. The purpose of this study was to assess the relationship between principal leadership style and the level of PLC on 18 campuses across the US that were working on becoming PLCs. Staff members answered questions from two surveys which measured the level of leadership capacity, leadership style of the principal, and level of professional learning community within the schools. Questions regarding leadership capacity and leadership style were taken from the Leadership Capacity School Survey. Questions designed to measure the level of PLC on a campus were taken from the Professional Learning Community Assessment. The product-moment correlation coefficient or Pearson r was calculated between the answers from the questions from both surveys. The results indicated that when a capacity building principal is working with staff members to create a PLC, a higher level of PLC development is evidenced. When principals used collaboration with their staff, their schools operated at a lower level as a PLC. These results encourage principals to consider building capacity among their staff members if they want to create professional learning communities on their campus.
Date: December 2008
Creator: Scoggins, Kimberly Travis

A Descriptive Law and Policy Analysis of Corporal Punishment in Florida Public School Districts

Description: Corporal punishment is banned by state statute in 31 of the 50 U.S states. The 19 states that still allow the practice are largely located in the South and the Rocky Mountain West. However, data indicate that the practice of corporal punishment is still largely a Southern phenomenon. In the 19 states that allow the practice to continue in schools, many have seen the use of the disciplinary technique decline. Existing research documents the negative effects and very little research supports any positive benefits of corporal punishment. This study analyzes school board policies from the 67 public school districts in the state of Florida to determine if trends in policies and incidents of corporal punishment are similar Texas and North Carolina. Research on Texas and North Carolina indicate corporal punishment is used more frequently in districts with smaller enrollments, and in more rural areas. Data from this study suggests that the decrease in the number of incidents of corporal punishment as well as the concentration of the practice among school districts in Florida school follows the same trends of declining use that exist in Texas and North Carolina public schools. Findings illustrate a need for continued research of corporal punishment on a district-by-district and potentially a school-by-school basis.
Date: December 2012
Creator: Goodson, Christopher B.

Educational Performance: Texas Open Enrollment Charter High Schools Compared to Traditional Public High Schools

Description: The study examined mathematics and English student achievement, attendance rates, dropout rates, and expenditures per pupil for Texas high school students in both open-enrollment charter schools and traditional public high schools for the 2009–2010 school year. All data were assembled using archived information found at the Texas Education Agency (TEA). This information included the TEA report entitled Texas Open Enrollment Charter Schools Evaluation; TEA Snapshot Yearly Report; and Academic Excellence Indicator System (AEIS) data files. Microsoft Excel (Version 2010) was used to randomly select traditional public high schools categorized as Title 1 and non-Title 1 for comparison with Title 1 and non-Title 1 open-enrollment charter high schools. The IBM Statistical Package for the Social Sciences (SPSS) (IBM Statistics Version 20) was used for a one-way analysis of variance (ANOVA) conducted between one independent variable (charter or traditional school) and five dependent variables (mathematics exit-level TAKS scores, English exit-level TAKS scores, attendance rates, dropout rates, and expenditures per pupil). Traditional public high school students had higher or better average mean values than charter schools for mathematics exit-level TAKS scores, English exit-level TAKS scores, attendance rates, dropout rates, and expenditures per pupil. The ANOVA found that four of the five dependent variables were statistically significant at the 0.05 confidence level for the independent variable of school type, whether charter or traditional school. There was no significant difference found between the schools for attendance rates. Effect size calculations, using the eta-squared method, confirmed the comparisons with significant differences.
Date: December 2012
Creator: Jackson, Nokomis “Butch,” Jr.

The Relationship Among Teacher Expectations, Teacher Attitudes Toward the TAAS, and Student Achievement

Description: Accountability is a major issue in education and in Texas, the TAAS test is used to indicate performance of students, teachers, campuses, and districts. The stakes are high for students, as performance on this test has determined whether they progress to another grade and whether they will receive a diploma. Most research studies focus on relationships between the teacher and individual students or groups of students, but not classrooms. Expectations and high stakes testing are central within the educational process, and their relationship on student achievement should be investigated, especially since no studies on teacher attitudes toward the TAAS test have been found. This correlational study measured teacher attitudes toward the TAAS and teacher expectations for students through data collected from a survey. Student achievement information was collected from averaged Texas Learning Index scores for students by classroom over a two year period. The sample consisted of 22 4th, 8th, and 10th grade reading and/or math teachers who had taught in the same Texas mid-sized, rural school district for at least two years. Frequency, percent, mean, and standard deviation were used to analyze the responses on the survey. A median score distinguished between high/low expectations and between positive/negative attitudes toward the TAAS. The Pearson product-moment correlation coefficient identified relationships, with levels of significance determined at the .05 level. From this study, it appears that no relationship exists among teacher expectations for students, teacher attitudes toward the TAAS, and student achievement. It appears that teachers support the TAAS and see a relationship between the test and improved student performance, and view the TAAS as nondiscriminatory for race and socioeconomic status. While teacher expectation levels are not the same for all students, most teachers feel responsible for insuring that students learn while they are in the teachers' classrooms, and communicate, via word ...
Date: December 2000
Creator: Sweatt, Shelley S.

Teachers' and Students' Perceptions of the Impact of Content Literacy Strategy Instruction on Teaching and Learning

Description: Reading researchers agree that content literacy strategies are beneficial in helping students learn. However, teachers remain resistant to teaching the strategies. Additionally, many students, even at the college level, lack the learning strategies necessary to experience academic success. This study sought to gain a deeper understanding of the complexities of content literacy strategy instruction. The research questions that guided the study addressed the benefits, obstacles, and support and experiences needed to sustain the use of the strategies over time. Multiple data sources were used to investigate teachers' and students' perceptions of the research questions. The main benefit found was increased student understanding and learning of content; additional benefits included increased instructional repertoire, increased student engagement in class, and improved learner independence. Most of the obstacles documented in the literature were supported in the study; however, the obstacle of time was noted most frequently. Teacher confidence was observed by the researcher as an obstacle. The majority of participants indicated they would continue using the strategies learned during the study in the future. Students noted the support needed to sustain content literacy strategy use depended on teachers providing direct instruction, practice using the strategies, and personal success with the strategies. Teachers also identified practice and perseverance as critical to sustaining content literacy strategy instruction. The support teachers noted most frequently as important to successful implementation was collegial support - teachers helping teachers. Teacher meetings discussing the implementation process were viewed as critical to sustain effective content literacy strategy instruction. Additionally, quality teacher training, administrative support, and accountability were documented by teachers as important.
Date: December 2000
Creator: Maher, Sheila

A survey of mentor/mentee activities in beginning teacher induction programs in Region XI

Description: The recruitment and retention of teachers demand attention with estimates of two million new teachers needed in the next decade. Hiring under qualified teachers necessitates adequate induction programs. Development of a recommendation for a teacher induction program comprises the purpose of the study. The recommended induction and support program addresses the activities perceived as valuable by both mentors and mentees. The researcher describes the mentor programs currently in place in Region XI in northern Texas by surveying the mentors and mentees; of particular relevance is a determination and description of the program model in place. Data sources include the literature review and information obtained from Region XI mentors/mentees. Data shows the model in Region XI is primarily a colleague model. Mentors and mentees are matched for grade level, content area and physical proximity. Three of the most frequently occurring activities are in the category emotional support, three in logistical concerns, two in systems information, one in student management, and one in instructional support. Mentees believe those activities associated with classroom management and organization and developing confidence and self-esteem are most important. Mentors concur. Specific recommendations for structuring a comprehensive beginning teacher induction and support program include reexamining the program currently in use, prioritizing timing of implementation, articulating campus mentoring goals, adhering to logistical areas of concern, providing training for the mentors in a program of psychological support that focuses on the psychological needs of the beginning teacher, providing time within the day, and evaluating current programs at the end of each year using those beginning teachers involved.
Date: May 2000
Creator: Wright, Telena

The Influence of National Standards for Early Childhood Programs on Selected Rural Settings of the Education Service Centers in East Texas

Description: This study addressed the current status of early childhood curriculum design and implementation in the Texas Education Service Centers Seven and Eight. No Previous research about the characteristics of the preschool programs had been completed in those areas. This research established if preschool programs were receiving priority status in East Texas. The results yielded evidence regarding the characteristics of administrators, teachers, curriculum implementation, plus parent and community involvement. The information also provided insight regarding short-term and longitudinal effects on children who have attended preschool programs. Data were collected from a search of educational literature, regional service preschool directors, administrators, and teachers. The procedure used in designing the survey and interview documents was Michael Scriven's goal-free strategy. The main sources for the questions were the National Association for the Education of Young Children and Head Start. The study first directs attention to the common characteristics of national programs/standards, then discusses the level of implementation in local rural prekindergartens. The fifteen open-ended interviews yielded concise information relevant to the population of students served and administrative beliefs on current practices. Surveys were sent to a total of all preschool administrators in the Education Service Center Regions of Seven and Eight. A 51 percent response rate was received. The results of the analysis demonstrated the direction current administrators hope early childhood will take in the areas of 1) developmentally-centered curriculum, 2) parental and community input, and 3) professional development. The administrators' commitments and focal points were correlated with the national standards. Recommendations are made that should result in an overall increase of successful prekindergarten and high school graduates.
Date: May 2000
Creator: Sanders, Mary Elizabeth

The Response of a Public School District to Charter School Competition: An Examination of Free-Market Effects

Description: The purpose of this study was to examine a school district's responses to charter schools operating within its boundaries. The selected district was the only one in the state with two large academically competitive charter schools for at least two years. Four questions guided the research: In terms of instruction, finance, communication, and leadership, how has the traditional district been impacted due to charter school existence? The exploratory research was timely since charter schools are proliferating as tax-supported public choice schools. While many have speculated about free-market effects of charter school competition on systemic educational reform, the debate has been chiefly along ideological lines; therefore, little empirical research addresses this issue. Quantitative and qualitative methodologies were used to present a comprehensive case study. Twenty-six school officials and teachers were interviewed; 159 teachers and 1576 parents were surveyed. District, community, and state education department documents were analyzed. Since charter schools have existed in the district, numerous activities have taken place. Instructional initiatives included a high school academy, expanded technology, gifted and talented, tutoring, and dropout prevention. All elementary and middle schools required uniforms. The district's state accountability rating improved from acceptable to recognized. A leadership void was perceived due to students leaving to attend charter schools initially. The district was perceived as making efforts to improve communication with the community. The financial impact of charter schools was neutralized due to the district's student population increase, property wealth, and state charter funding structure. The data supported all of the hypotheses in terms of the impact of charter schools in the district on these activities: free-market effects of charter school competition were not established as the primary reason for internal organizational changes that occurred in the district. Anecdotal evidence suggested that charter schools may have played some role, but primarily they seemed to ...
Date: December 1999
Creator: Patrick, Diane Porter

High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders

Description: This study examined Texas high school teachers’ perceptions of their principals as culturally proficient leaders, focusing specifically on how teacher-, school-, and principal-related factors impacted these perceptions. A sample of 104 teachers in culturally diverse secondary schools from a large urban district in Texas participated. An electronic survey was utilized to collect data. Results yielded an average total cultural proficiency score of 111 out of a possible 175, indicating that teachers perceived their principals “sometimes use” culturally proficient practices. Teachers’ perceptions of their principal’s use of culturally proficient leadership practices varied significantly by years of teachers’ experience and school accountability rating (exemplary, academically acceptable, and academically unacceptable). Perceptions of teachers at an Exemplary school were significantly different (higher than the perceptions of teachers at other schools from the same district). Teachers with 11 to 20 years of teaching experience gave significantly lower ratings (22.45 points) than teachers with 1 to 5 years of experience (125.53) and teachers with over 20 years of experience (118.94). While differences were not statistically significant, black and Hispanic teachers rated their principals’ culturally proficient practices higher than white teachers. Age, subject area taught and teacher’s gender, or race being the same as the principal’s gender or race had no significant effect on total proficiency scores. This study supports prior findings that leadership policy and development programs must be refined to help leaders develop and utilize more culturally proficient skills that will lead to greater academic success for all students. Results indicate that principals need assistance in adapting to and managing the dynamics of difference as well as providing teachers with conflict resolution training. It is recommended that professional development departments conduct similar district-wide proficiency assessments as a first step in helping educators to understand the cultural proficiency conceptual framework. It is also recommended that school ...
Date: December 2011
Creator: Owens Luper, Willene DeeAndra

An Examination Of Three Texas High SchoolsÊ Restructuring Strategies That Resulted In An Academically Acceptable Rating

Description: This study examined three high schools in a large urban school district in Texas that achieved an academically acceptable rating after being sanctioned to reconstitute by state agencies. Texas state accountability standards are a result of the No Child Left Behind Act of 2011 (NCLB). Texas state law requires schools to design a reconstitution plan after the second year of receiving an academically unacceptable school rating for failing to meet the required standards on state assessments, dropout rates, and graduation rates. The plan must be implemented by the third year. A mixed methods approach was used to uncover the strategies that were successful during the restructuring initiative. Data was obtained from three sources: interviews, document analysis and surveys. Interviews were conducted with district administrators, campus based administrators and teachers of the three high schools. A sample of core content teachers were surveyed using questions from the MetLife Survey of the American Teacher: Collaborating for Student Success. Results revealed that each school chose to engage in a major form of restructuring that included the formation of a themed based magnet school. A team approach was used to devise, implement, and monitor the reconstitution plan. Common strategies unveiled in the study included the use of common assessments, collaborative planning among core teachers, professional development, continuous monitoring of student absences, extended learning times for students, and a focus on college readiness. Survey data revealed that the majority of teachers believed that collaboration positively impacted student achievement. It is recommended that schools undergoing restructuring choose a reconstitution option that allows for flexibility, use multiple resources to foster school improvement, and develop restructuring plans that serve as living documents. Further research is needed to study the principal's role in achieving an academically acceptable rating. This study could also be expanded to compare restructuring strategies of ...
Date: December 2011
Creator: Massey Fields, Chamara