Date of Award

Spring 3-2013

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Deb Ayres

Second Advisor

Dr. Beth Kania-Gosche

Third Advisor

Dr. Sherrie Wisdom

Abstract

The researcher conducted a statistical examination of a two-year journey through school turnaround to identify factors that had a direct impact on student performance on state exams. Following 31 students through sixth and seventh grades, the researcher collected data in alignment with five target areas for school improvement defined by the state of Missouri: (1) student performance, (2) highly qualified staff, (3) facilities, support and instructional resources, (4) parent and community involvement, and (5) governance and leadership. Applying ANOVA and z-tests at a 95% confidence interval, the researcher analyzed the data to examine for statistically significant differences in scores on the Communication Arts and Mathematics MAP exams, levels of reading proficiency, attendance rates, and discipline, year to year. The researcher found significant increases in students’ Mathematics MAP scores, students’ reading on grade level, and referrals. Using a multiple regression analysis the researcher also analyzed data for relationships between multiple independent variables and students’ scores on the MAP exams. An examination of the Pearson Product Moment Correlation coefficient provided information as to which variables had significant relationships with the students’ MAP scores and the coefficient of determination gave indication as to possible percentages of contribution each variable had in the resulting MAP test scores. This study confirmed that student’s grade point averages were the only variables that maintained consistent significant relationships to the students’ scores on both Communication Arts and Mathematics MAP exams during both years of the study. In addition to the consistent contribution of the students GPA to their MAP results, the study also found that in 2012, iii students’ enrollment in a reading class significantly contributed to their Communication Arts MAP scores and attendance had a significant relationship to their Mathematics MAP scores. The concluding reflections in the study were a result of a detailed examination of the statistical analyses in alignment with current turnaround research. While there is a need for further research in the area of school turnaround, this study contributed to a growing field of literature on effective and ineffective school turnaround practices.

Rights

Copyright 2013

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