Journal of Educational Leadership in Action


This study was an evaluation of student outcomes following a five-year implementation of PLCs at Midwest High School in the U.S. Three research questions were addressed: (1) Has student achievement increased during the course of implementing PLCs? If so, is there evidence that this is a result of a contribution from PLC implementation from 2006-2011? (2) Have teacher attitudes toward curriculum rigor, public image, quality of education, and post-high school preparedness changed during the implementation of PLCs from 2006-2011? (3) Is the staff, in April 2011, a mature PLC? For research question one, eight hypotheses resulted in the evaluation of quantitative data. Freshmen report cards were analyzed using a chi-square test for homogeneity of proportions. Algebra I, Biology, and English II Missouri EOC Exam data were analyzed using a Z-test for difference in proportions. Finally, Algebra I, American Government, English II, and Biology final exams were analyzed using a Z-test for difference in proportions. For research questions two and three, teacher survey data was analyzed using a Likert-like scale. Only the Algebra I and Biology Missouri EOC Exam data showed measurable increases in student outcomes at an alpha level of 0.05. Based on the study, the researcher identified strengths of Midwest High School that included its school-wide intervention program, shared-decision making by leadership, rigorous curriculum, post-high school preparedness, and the Algebra I and Biology PLC teams. The researcher made recommendations to Midwest High School that could help fill in the gaps identified in this study. Additionally, the researcher discussed the implications of this study for PLC high schools and high schools whose staff wishes to become a PLC.

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This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.