Electronic Theses & Dissertations
http://hdl.handle.net/10484/1466
2024-03-29T04:48:24ZFACTORS THAT IMPACT END-OF-COURSE ASSESSMENTS IN INDIANA PUBLIC, NON-CHARTER HIGH SCHOOLS
http://hdl.handle.net/10484/14031
FACTORS THAT IMPACT END-OF-COURSE ASSESSMENTS IN INDIANA PUBLIC, NON-CHARTER HIGH SCHOOLS
Harman, Donald Edward
The purpose of this study was to determine whether a relationship exists between Indiana Endof-
Course Assessments (ECA) in English 10 and Algebra I and the following indicators at the
high school level: (a) socioeconomic status, (b) instructional expenditures per student, (c)
attendance rate, (d) school size, (e) percentage of ELLs, (f) mobility rate, (g) minority rate, and
(h) percentage of special education students. This study examined which indicators had the
greatest effect on English 10 ECA scores and Algebra I ECA scores in Indiana. To expand the
purpose of this study to a specific variable, the study also examined if there was a relationship
between SES of a building and the instructional expenditures. The study used quantitative
research data collected from all public, non-charter high schools in Indiana from 2008 through
2013. In this study, a significant relationship was found between SES and instructional
expenditures per student. The impact of an increase on the percentage of a school’s SES
significantly impacts a school’s instructional expenditures per student.
Findings in this study concluded that five out of the eight factors analyzed had a
significant impact on the passing rate percentage of English 10 ECA. Specifically, the
significant factors for the passing rate percentage of English 10 ECA were SES, attendance rate,
enrollment, minority rate, and percentage of special education. Factors that did not have a
significant impact on the passing rate percentage of English 10 ECA were instructional
expenditures per student, percentage of English limited learners (ELL) and mobility rate.
Findings in this study concluded that two out of the eight factors analyzed had a significant impact on the passing rate percentage of Algebra I ECA. Specifically, the significant
factors were SES and attendance rate. Factors that did not have a significant impact on the
passing rate percentage of Algebra I were instructional expenditures per student, enrollment,
percentage of ELL, mobility rate, minority rate, and percentage of special education. The
finding that instructional expenditures per student did not have a significant impact on Algebra I
ECA could be significant as educational leaders attempt to allocate funds in schools. It is also
significant to evaluate the three factors that did not impact Algebra I ECA but did impact English
10 ECA.
2015-05-01T00:00:00ZANALYSIS OF COMMUNICATION BETWEEN INDIANA SUPERINTENDENTS AND PUBLIC SCHOOL BOARDS
http://hdl.handle.net/10484/14017
ANALYSIS OF COMMUNICATION BETWEEN INDIANA SUPERINTENDENTS AND PUBLIC SCHOOL BOARDS
Haire, Travis Brent
This quantitative study examined the communication preferences of superintendents and public school board members. The data for this study were analyzed and interpreted using descriptive statistics, t test, and one-way ANOVAs. All public school superintendents and school board members in Indiana were eligible to participate in this study. This study administered a survey to all public school superintendents and school board members in Indiana. A total of 271 participants responded, 84 superintendents and 187 school board members. The survey measured the preferred methods and frequency of communication by superintendents and school board members. The survey was tested for reliability using a Cronbach’s alpha test, the result of this test was a .748, demonstrating strong reliability. Superintendents and school board members completed an on-line survey, which provided descriptive and inferential data for this study. Descriptive data were used to address Research Questions 1, 2, and 3. These questions focused on the preferences of communication skills and methods between superintendents and school board members. Research Question 4 utilized an independent sample t test to determine if there was a significant difference in regard to position type. Research Questions 5 and 6 utilized one-way ANOVAs to determine the differences in location and longevity.
In conducting the research, there were significant differences between the urban respondents and their other two counterparts, rural and suburban. In each case, the urban respondents reported significantly less importance with regard to communication. The suburban and rural communication composite scores were not found to be significantly different. There were no significant differences on the communication composite scores based on the longevity of the position which the person held.
2015-05-01T00:00:00ZMYERS-BRIGGS TYPE INVENTORY AND ALTERNATIVE SCHOOL EDUCATORS
http://hdl.handle.net/10484/14016
MYERS-BRIGGS TYPE INVENTORY AND ALTERNATIVE SCHOOL EDUCATORS
Gutwein, Heidi Lynn
The purpose of this quantitative study was to determine if a dominant MBTI preference in Indiana alternative school teachers predicted overall school quality within their respective schools. This study examined all four dichotomies: Extraversion-Introversion (EI), Sensing-Intuition (SN), Thinking-Feeling (TF), and Judgment-Perception (JP) as predictors of school quality. Factors that determine the quality of the alternative school are based on the average score of three areas of state-collected, outcome-based data specific to Indiana alternative schools (students who made adequate progress, students who obtained a high school diploma, and students who attained their individual service plan goals). Each participating Indiana alternative school has an average score based on the above criteria.
Based on the findings, this study determined that there was a meaningful predictor among the alternative school teachers’ extraversion score and the school quality score (Question 1). As the extraversion score increased, the school quality score increased; therefore, an extraverted individual appears to get higher school quality scores. The sensing score for teachers within an alternative school (Question 2) was not a predictor of the school quality score; therefore, it did not serve as a significant predictor of the school quality score. There was a significant predictor between the alternative school teachers’ thinking score and the school quality score (Question 3). As the thinking score increased, the school quality score increased; therefore, a thinking individual appears to get higher school quality scores. The judging score for teachers within an alternative school (Question 4) was not a significant predictor of the school quality score; therefore, it did not serve as a significant predictor of the school quality score.
2015-05-01T00:00:00ZEFFECTIVE PRACTICES FOR STUDENT SUCCESS IN ALGEBRA
http://hdl.handle.net/10484/14009
EFFECTIVE PRACTICES FOR STUDENT SUCCESS IN ALGEBRA
Ginkins, Michelle M.
The purpose of this quantitative study was to better understand the instructional strategies of Algebra I teachers and leadership characteristics of administrators among secondary public schools with high and low performance on Algebra I End-of-Course Assessments (ECAs). The impact of poverty on student achievement was also investigated in relation to first-time test taker Algebra 1 ECA passing rates. The study south to determine if schools’ free and reduced lunch rates, teacher characteristics, and/or principal characteristics were significant predictors of first-time test taker Algebra 1 ECA passing rates. Whether there were significant differences in implementation of Marzano, Pickering, and Pollock’s (2001) research-based instructional strategies and/or prioritization of McREL’s (Waters & Grubb, 2004) 21 leadership responsibilities based on school ECA performance levels was also investigated. The data used for these determinations was collected via teacher surveys that were sent to Indiana public high school Algebra 1 teachers and principals and data on 2012-2013 Indiana public high school free and reduced lunch rates and first-time test taker Algebra 1 ECA passing rates.
Following a linear regression being run on the school free and reduced lunch rates and first-time test taker Algebra 1 ECA passing rates, it was determined that there was a significant, negative relationship between the two variables. Descriptive statistics were run and analyzed on data from both teacher and principal survey results related to implementation of Marzano et al.’s (2001) instructional strategies (teachers) and McREL’s (Waters & Grubb, 2004) leadership responsibilities (principals). Independent samples t-tests were run on the instructional strategies and leadership responsibilities composite scores for high- and low-performing schools. No significant difference was found between high- and low- performing schools for either of those areas. Multiple regressions were run on teacher characteristics and on principal characteristics and Algebra 1 ECA residual scores. For teachers, the characteristics were not found to be significant predictors of the ECA scores. For principals, the characteristics of school locale and principal educational degree attainment were found to be significant predictors of first-time test taker Algebra 1 ECA residual scores.
2015-05-01T00:00:00Z