Author: Pamela Marie VanHornPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
Book Description
This study explored the relationship between the implementation of processes directed at improving school-level functions and student academic success. Specifically, the researcher used the Collaborative Leadership Organizational Practices Survey (CLOPS) to measure how fidelity of implementation of the Ohio Improvement Process (OIP) influenced sixth grade students’ reading and mathematics achievement. The CLOPS identified areas of strength and weakness in school level OIP implementation, thereby exposing gaps in the school improvement process. The study was conducted in 57 schools in four midwestern districts. Each school administered the Northwest Evaluation Association’s (NWEA) Measures of Academic Progress (MAP) formative assessment tool during fall and winter in two content areas, reading and mathematics. Those same schools adopted the OIP as the school improvement model. Research design employed the survey responses, publically available demographic data considered as control variables. The change from fall formative assessment scores to winter formative assessment scores for reading and mathematics in Grade 6 was identified as the dependent variable. Data included principal responses that reflected the principals’ perceptions of the degree of OIP implementation at the school-level, demographic data retrieved from the state education agency website, and school aggregated formative assessment data from fall and winter assessments. Multiple regression analysis was used to determine if the degree of fidelity of OIP implementation in a school influenced student achievement from fall to winter assessment administrations. Results identified three OIP practices at the teacher-based team level positively impacted the change in student achievement from fall to winter: (a) teachers on a team, which is described as membership on the teacher-based teams; (b) common post-assessment results, which are described as teams working together to review student progress after the completion of a common post-assessment and, (c) implementation of inclusive instructional practices, which are described as agreed upon instructional strategies that are research based with data that can be effective with all students. Practical implications for collaborative leadership practices within the context of a structured improvement process provide a model for districts to enhance achievement for all students. Future research should address ways to increase the impact of collaborative leadership practices in a structured improvement process. This research could include the impact of levels of trust, academic emphasis and collective efficacy of a staff within the structured improvement process on increased student achievement.