- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- Student achievement as related to comprehensive school reform models in an urban school district, 2006
- Creator:
- Blackshear, Viola B.
- Date of Original:
- 2006-05-01
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- theses
- Type:
- Text
- Format:
- application/pdf
- Description:
- The purpose of this study was to examine the influence of comprehensive school reform models on student achievement, student attendance and student discipline in elementary schools in an urban school district of Georgia. A survey instrument Reform Design School Questionnaire (RDSQ) was mailed to 20 elementary schools, with a population of 264 teachers responding from a cross-section of comprehensive school reform models, geographical locations, and socioeconomic status schools. In addition to the archival data (Georgia Criterion Referenced Competency Tests [GCRCT]), information regarding the comprehensive school reform models, student attendance, student discipline, socioeconomic status, quality staff development, principal's leadership style, academic performance, GCRCT performance expectation, needs assessment, instructional method, and cost effectiveness was collected by the use of the Reform Description School Questionnaire. Six hypotheses were tested in this investigation. Findings from this study showed that the null hypothesis was accepted for three of the hypotheses and rejected for three. The null hypothesis was accepted for hypothesis one because there was no significant relationship that emerged between student achievement and comprehensive school reform models. The null hypothesis was accepted for hypothesis two. There was no significant relationship between the comprehensive school reform models used and student attendance. Hypothesis three showed that there was no significant relationship between comprehensive school reform models and the number of discipline referrals. The null hypothesis was accepted. Hypothesis four revealed a significant relationship between socioeconomic status (free and reduced cost lunches) of students and student achievement. The direction of the relationship was negative; as the number of students who receive free or reduced cost lunches increased, the level of students' achievement decreased. The null hypothesis was rejected. Hypothesis five showed a significant relationship between student achievement and quality staff development. The null hypothesis was rejected. The finding revealed that the higher the rating of quality staff development, the higher the level of student achievement. Hypothesis six showed a significant relationship between democratic principal's leadership style and student achievement. The null hypothesis was rejected. The findings of the hypotheses also showed that: (1) student achievement was significantly related to student attendance, student discipline, quality staff development, and principal's leadership style; (2) student attendance was significantly related to improvement of students below 50% in reading and mathematics, student discipline and principal's leadership style and (3) student discipline was significantly related to improvement of students below 50% in reading and mathematics, student attendance and principal's leadership style.
- External Identifiers:
- Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:2006_blackshear_viola_b
- Rights Holder:
- Clark Atlanta University
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
