• Culture in Successful Title I Middle Schools

      Lautenschlager, Bruce C.
      The purpose of this qualitative study was to investigate the culture of successful Indiana public Title I middle schools. This study examined differences in similar schools of poverty achieving adequate yearly progress as defined by No Child Left Behind. The study explored the cultural differences that allow for student success using middle schools with student populations from urban and rural areas. Schools at the middle level showing student success and growth as defined by adequate yearly progress should exhibit a school culture with a high degree of collaboration among the school staff. Schools showing little student growth or no student growth should show a somewhat negative relationship among staff which, to a degree, defines the school’s culture. Common themes which emerged from this study were  clean and well-maintained building and grounds,  school pride,  school community trusts school,  minimal turnover,  traditions passed to younger staff,  trust among staff,  data guides instruction, and  Title I not a label.

      Singer, Nicole L. (Indiana State University, 2013-12)
      The purpose of this quantitative study was to determine whether there are significant differences among the five indicators of autonomy (assessment, expectations, instruction, learning environment, and relationships) based on school type (elementary or junior high) and if there are differences among the indicators between Title I schools and non-Title I schools. This study also examined if the five indicators of autonomy are able to predict academic achievement as measured by ISTEP+ scores for mathematics and language arts. Based on the findings, this study determined instruction is an area of autonomy that significantly impacts academic performance as measured by language arts ISTEP+ and mathematics ISTEP+. Instruction is the area of autonomy where a significant difference between elementary and middle/junior high schools was found.