Author : Shayla Crenshaw McCray
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (134 download)
Book Synopsis The Relationship Between Academic Optimism and Alabama's Accountability Measures in a Selection of Title I High Schools in Alabama by : Shayla Crenshaw McCray
Download or read book The Relationship Between Academic Optimism and Alabama's Accountability Measures in a Selection of Title I High Schools in Alabama written by Shayla Crenshaw McCray and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: With school systems facing a trend of accountability mandates, the need for an evidence-based construct that subdues socioeconomic status has grown. Indeed, academic optimism has been proven to prevail over socioeconomic status. Academic optimism consists of uniting three reciprocal properties: collective efficacy, faculty trust of students and parents, and academic emphasis. There has been a tremendous need to examine the relationship between academic optimism and student achievement in high schools in Alabama. Alabama's high schools have been identified most frequently on the Failing Schools List and generally possess lower Alabama State Department of Education Report Card scores in comparison to elementary and middle schools. This quantitative study examined the relationship between academic optimism and the Failing Schools List. This study also examined the relationship and independent contributions between academic optimism and a segment of the Alabama State Department of Education's Report Card Indicators for high schools: career readiness scores (CCR), graduation rate, and student achievement (11th graders' math and ELA ACT with Writing scores - 2019) in selected Title I high schools throughout Alabama. The School Academic Optimism Survey (SAOS) was distributed to teachers in 60 Title I High schools. In regard to summative ACT-English Language Arts with Writing, the assumption of multicollinearity was not met. Also, there was not a significant independent contribution from any of academic optimism's subcomponents and the Failing Schools List, college and career readiness scores, graduation rate, and academic achievement on the summative ACT assessment. However, data analysis revealed a positive relationship between academic optimism and the Failing Schools List, despite socioeconomic status. A positive relationship existed between academic optimism and college and career readiness scores, graduation rate, and summative math ACT with Writing achievement scores. This study can serve as a resource for leaders and educators expected to conquer accountability mandates and successfully graduate students College and Career Ready in Title I high schools throughout Alabama.