Browsing by Subject "High Schools"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
Item Differences in Teacher and Student Characteristics by Accountability Ratings: A Texas Statewide Multiyear Study(2017-05-09) Moreno, Samson A.; Slate, John R.; Martinez-Garcia, CynthiaPurpose Four purposes were present in this journal-ready dissertation. The first purpose was to examine the degree to which the percentage of beginning teachers in traditionally configured elementary, middle, and secondary Texas schools differed as a function of two distinction designations (i.e., Academic Achievement in Reading/English Language Arts and Academic Achievement in Mathematics). The second purpose was to determine the extent to which differences were present in student ethnic/racial enrollment as a function of two distinction designations for traditionally configured elementary, middle, and secondary Texas schools. The third purpose was to ascertain whether trends were present in the percentage of beginning teachers and student ethnic/racial enrollment with respect to distinction designations in reading and in mathematics. The final purpose was to determine the degree to which prior trends established by Martinez-Garcia and Slate (2010, 2012a, 2012b), Moreno and Slate (2015), and Lopez and Slate (2014) were commensurate with the 2011-2012 through the 2014-2015 school years that were examined in this study. Method A non-experimental causal-comparative research design was used in this study. Archival quantitative data were obtained and analyzed from the Texas Academic Performance Reports for the 2012-2013 through the 2015-2016 school years. Only data from traditionally configured public elementary, middle, and high schools were analyzed. Inferential statistical procedures were calculated to determine the degree to which the percentages of beginning teachers and student ethnicity/race enrollment percentages differed between two distinction designations (i.e., Academic Achievement in Reading/English Language Arts and Academic Achievement in Mathematics). Findings Statistically significant differences were present in the percentage of beginning teachers between the two different distinction designations. Higher percentages of beginning teachers were present in schools that did not meet the two distinction designations than in schools that did meet the two distinction designations. With respect to student enrollment percentages by ethnicity/race, higher percentages of Asian students and lower percentages of Black students, Hispanic students, and White students were present at schools that met the two distinction designations. Results from this study were congruent with much of the recent empirical literature. Implications for policy and recommendations for research were provided.Item High school principals' perceived leadership practices and their relationship to student performance on the Texas Assessment of Knowledge and Skills (TAKS): a cohort study(Texas A&M University, 2007-09-17) Soileau, Christopher BentonThe purpose of this study was to determine how leadership practices impact student performance as perceived by principals and selected site-based decision making (SBDM) committee members of high schools in Region V Education Service Center (ESC), Texas. The study is one of four studies which examined perceived leadership practices of principals in the public school system in Southeast Texas. The other studies in this cohort focused on elementary principals, middle school principals and superintendents. This study compared the perceptions of high school principals and selected SBDM committee members regarding leadership practices and determined if selected demographic variables had an impact on the perceived leadership practices of the two identified groups. The investigation procedures for this study involved an analysis of the responses from principals and site-based decision making committee members to the Leadership Practices Inventory (LPI) developed by James Kouzes and Barry Posner (2003) which evaluates the use of five identified leadership practices. Student performance information for the 29 participating high school campuses was obtained from the Texas Education Agency Academic Excellence Indicator System. Findings indicate no linear relationship exists between perceived leadership practices of high school principals and the Texas Assessment of Knowledge and Skills (TAKS) performance. Further analysis revealed no statistical significance in the correlation of student academic success as measured by TAKS and the five leadership practices identified by Kouzes and Posner(2002); Inspire a Shared Vision, Model the Way, Challenge the Process, Enable Others to Act, and Encourage the Heart. The data indicated that Region V high school principals embrace the leadership practices identified by Kouzes and Posner at least moderately (between the 30th and 69th percentile) and in some cases at a higher level (70th percentile or above). Also, the data revealed that, as a group, the high school principals rated themselves higher overall regarding perceived leadership in comparison to their observers. Further analysis of the data showed that the demographic variables of gender and ethnicity did not have an effect on survey responses of the study participants. After examining the differences between the LPI responses of principals and their observers regarding age and years of experience, it was evident that such demographic variables did not impact survey responses.Item High School Principals' Perceptions of Central Office Administrator Support For Planning, Coordinating, and Evaluating Teaching and the Curriculum(2011-10-21) Lawson, Kimberly KelleherThis dissertation was designed to gain insight in the area of central office instructional leadership support from the perception of the high school principal. With increasing standards and high student performance expectations coupled with strict federal and state accountability measures, it is impossible for the high school principal to bear the sole responsibility of meeting the needs of their students, staff, and community without further support. Central office is a critical factor in school improvement. The primary aim of this study was to provide insight and a deep understanding how successful high school principals feel supported as the instructional leader specifically in the area of planning, coordinating, and evaluating teaching and the curriculum. The research was guided by a single overarching question: What are high school principal perceptions of support given to them by district central office administrators in the areas of planning, coordinating, and evaluating teaching and the curriculum? Qualitative research was selected for this study to allow for deep and thorough investigation of a small group of high school principals' beliefs regarding the central office administrator instructional leadership support. Interviews were conducted with six successful high school principals from three large school districts. The findings that emerged from the interviews were categorized into eight themes including: the school district focus; instructional leader toolbox; effective use of data; deployment of curriculum and instruction; quality professional development; collaboration; connections; and communication. A synthesis of participants' responses and prior research lead to three overall conclusions: setting high learning expectations; focusing on curriculum and instruction; and establishing district-campus partnerships. Campus principals need assistance in meeting the high standards and challenges they face today. District central office administrators can assist principals become the instructional leader all schools need. This study begins to fill the gap in the literature on how high school principals can be supported by district central office administrators in the areas of planning, coordinating, and evaluating of teaching and the curriculum.