Self-identified Behaviors and Decisions of Superintendents in High Need/low Resource Rural School Districts with Higher Than Average Graduation Rates

Download Self-identified Behaviors and Decisions of Superintendents in High Need/low Resource Rural School Districts with Higher Than Average Graduation Rates PDF Online Free

Author :
Publisher :
ISBN 13 :
Total Pages : 116 pages
Book Rating : 4.:/5 (12 download)

DOWNLOAD NOW!


Book Synopsis Self-identified Behaviors and Decisions of Superintendents in High Need/low Resource Rural School Districts with Higher Than Average Graduation Rates by : David W. Ziskin

Download or read book Self-identified Behaviors and Decisions of Superintendents in High Need/low Resource Rural School Districts with Higher Than Average Graduation Rates written by David W. Ziskin and published by . This book was released on 2016 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to identify leadership behaviors and decisions that superintendents of high need/low resource rural schools believe contributed to the higher than average graduation rate achieved in their districts from 2010 through 2014. The study also attempted to provide clarity regarding which strategies suggested in the New York State Education Department's (NYSED) Diagnostic Tool for School and District Effectiveness (DTSDE) these superintendents found to be reflective of their own practice. The researcher interviewed nine superintendents from New York school districts classified as both rural and high need by NYSED. The superintendents interviewed served in districts that had attained an average five-year graduation rate from 2010-14 of at least 85%. Questions connected to the suggested strategies regarding district leadership and support were posed to each of the nine superintendents and served as the framework to answer three research questions. 1. What are the behaviors and decisions exhibited by superintendents in nine High N/RC: Rural districts in New York State that had average five year graduation rates of at least 85% from 2010-14? 2. In what specific ways are the behaviors, actions, and decisions of these superintendents reflective of the suggested optimal behaviors of district leaders identified in Tenet 1 (District Leadership and Capacity) of the New York State Education Department's Diagnostic Tool for School and District Effectiveness (DTSDE)? 3. In what specific ways are the behaviors, actions, and decisions of these superintendents reflective of the suggested behaviors of district leaders associated with district support to achieve optimal conditions for student learning identified in Tenets 2-6 of the Diagnostic Tool for School and District Effectiveness (DTSDE)? The results of the study found that the most often cited DTSDE strategies deployed by the superintendents included an emphasis on strong hiring and recruiting practices, nurturing of respectful and collaborative relationships with principals, strategic deployment of resources including professional development and the collaborative design of goals that support student achievement and the district vision. The study also indicated that the superintendents recognized a majority of the suggested DTSDE strategies in their own behaviors and decisions. They also acknowledged that there were strategies suggested in the DTSDE that are not present in there practice. This research justified the use of aspects of the DTSDE as a resource for rural schools and also provided further validation of previous research related to leadership practices in rural schools.

The Effect of Superintendent Strategic Planning and Resource Allocation on Student Achievement

Download The Effect of Superintendent Strategic Planning and Resource Allocation on Student Achievement PDF Online Free

Author :
Publisher :
ISBN 13 :
Total Pages : 123 pages
Book Rating : 4.:/5 (115 download)

DOWNLOAD NOW!


Book Synopsis The Effect of Superintendent Strategic Planning and Resource Allocation on Student Achievement by : Gianleo A. Duca

Download or read book The Effect of Superintendent Strategic Planning and Resource Allocation on Student Achievement written by Gianleo A. Duca and published by . This book was released on 2019 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: A system leader, specifically a district superintendent, is responsible for articulating a long-term plan for all stakeholders in the school community which addresses the needs of students (Bryson, 2018). Boozer, Kelley, Peterkin, and Sherman (2011), state that the role of the superintendent has changed from a more traditional role where leaders dealt with “building, budgets, and boards” to a more transformative role. In this role, the leader needs to be fluent in “collaboration, communication, and curriculum” (Preface viii). To that end, strategic planning and resource allocation must both be clearly communicated for a school district to improve student achievement. Effective organizational systems are created with the help of good management; a process which draws on resources that create value for stakeholders (Bryson, Gibbons, & Shaye, 2001; Osterwalder, Pigneur, Bernarda, Smith, & Papadakos, 2014). According to Alford and Yates (2014), three areas that have been increasingly integrated in effective organizational systems are human resources, information technology and financial management. These have become fundamental elements in sustaining, strengthening, and protecting organizations. Each year across New York State, school districts with a high rate of poverty (33% or greater free and reduced lunch rate) exceed the New York State graduation rate threshold of 80%. Research is limited regarding answering the fundamental question of how decisions are made regarding which programs will be funded to improve student achievement across the district. The purpose of this quantitative correlational study is to explore the relationship between superintendent strategic planning, resource allocation, and student achievement in school districts that are both high poverty and high achieving in New York State. More specifically, the study focuses on the strategic planning practices used by superintendents in 270 school districts across New York State that have a free and reduced lunch rate of 33% or greater and have a graduation rate of 85% or greater. The study addresses how school districts with a high poverty rate fund programs that help their students achieve at a high level. This study also examines whether district superintendents allocate resources to fund programs that they indicate will affect student achievement. It is presumed that all have equivalent resources to allocate for like sized groups of students. Furthermore, this study explores whether or not these decisions increase the graduation rate of the identified school districts across NYS. This study used these two frameworks as guidance for the development of the survey instrument and to guide the literature review. While developing the survey, specific questions were created to help ascertain the level of organizational coherence within the school district and delve into the strategic planning practices that are currently being used. Thus, the data analysis is framed through both the ABCs of Strategic planning and the PELP coherence framework. The findings from this research indicate that superintendents who engage in a formal strategic planning process are more likely to set clear goals, involve both internal and external stakeholders, and identify strengths and weaknesses. They are also more likely to communicate the plan to stakeholders across the community. Additionally, when a superintendent is able to clearly communicate priorities for a district, they are more likely to achieve a greater percentage of buy-in from stakeholders.

The Money Myth

Download The Money Myth PDF Online Free

Author :
Publisher : Russell Sage Foundation
ISBN 13 : 1610446372
Total Pages : 417 pages
Book Rating : 4.6/5 (14 download)

DOWNLOAD NOW!


Book Synopsis The Money Myth by : W. Norton Grubb

Download or read book The Money Myth written by W. Norton Grubb and published by Russell Sage Foundation. This book was released on 2009-01-15 with total page 417 pages. Available in PDF, EPUB and Kindle. Book excerpt: Can money buy high-quality education? Studies find only a weak relationship between public school funding and educational outcomes. In The Money Myth, W. Norton Grubb proposes a powerful paradigm shift in the way we think about why some schools thrive and others fail. The greatest inequalities in America's schools lie in factors other than fiscal support. Fundamental differences in resources other than money—for example, in leadership, instruction, and tracking policies—explain the deepening divide in the success of our nation's schoolchildren. The Money Myth establishes several principles for a bold new approach to education reform. Drawing on a national longitudinal dataset collected over twelve years, Grubb makes a crucial distinction between "simple" resources and those "compound," "complex," and "abstract" resources that cannot be readily bought. Money can buy simple resources—such as higher teacher salaries and smaller class sizes—but these resources are actually some of the weakest predictors of educational outcomes. On the other hand, complex resources pertaining to school practices are astonishingly strong predictors of success. Grubb finds that tracking policies have the most profound and consistent impact on student outcomes over time. Schools often relegate low-performing students—particularly minorities—to vocational, remedial, and special education tracks. So even in well-funded schools, resources may never reach the students who need them most. Grubb also finds that innovation in the classroom has a critical impact on student success. Here, too, America's schools are stratified. Teachers in underperforming schools tend to devote significant amounts of time to administration and discipline, while instructors in highly ranked schools dedicate the bulk of their time to "engaged learning," using varied pedagogical approaches. Effective schools distribute leadership among many instructors and administrators, and they foster a sense of both trust and accountability. These schools have a clear mission and coherent agenda for reaching goals. Underperforming schools, by contrast, implement a variety of fragmented reforms and practices without developing a unified plan. This phenomenon is perhaps most powerfully visible in the negative repercussions of No Child Left Behind. In a frantic attempt to meet federal standards and raise test scores quickly, more and more schools are turning to scripted "off the shelf" curricula. These practices discourage student engagement, suppress teacher creativity, and hold little promise of improving learning beyond the most basic skills. Grubb shows that infusions of money alone won't eradicate inequality in America's schools. We need to address the vast differences in the way school communities operate. By looking beyond school finance, The Money Myth gets to the core reasons why education in America is so unequal and provides clear recommendations for addressing this chronic national problem.

Resources in Education

Download Resources in Education PDF Online Free

Author :
Publisher :
ISBN 13 :
Total Pages : 836 pages
Book Rating : 4.U/5 (183 download)

DOWNLOAD NOW!


Book Synopsis Resources in Education by :

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Superintendent Relations

Download Superintendent Relations PDF Online Free

Author :
Publisher :
ISBN 13 :
Total Pages : 116 pages
Book Rating : 4.:/5 (113 download)

DOWNLOAD NOW!


Book Synopsis Superintendent Relations by : Joetta Basile

Download or read book Superintendent Relations written by Joetta Basile and published by . This book was released on 2019 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the implementation of No Child Left Behind school systems across America have been searching for the answer to increasing student achievement. Researchers have found many methods of increasing achievement through leadership behaviors, however others have found that superintendents have a very small impact on achievement and proficiency. The purpose of this study was to investigate the correlation between superintendent leadership behaviors and student proficiency rates in school districts in rural West Virginia. This quantitative, correlational study specifically sought to discover how accurately school proficiency rates could be predicted from a linear combination of superintendent instructional leadership behaviors. Fifty-five school districts in rural West Virginia were the target for this study. Of the 55 districts, a convenience sample of 41 superintendents were used for this study. Superintendents self-ranked their level of emphasis placed on leadership behaviors in the Superintendent Instructional Leadership Survey (SILS) using a five-point Likert Scale. A multiple regression was conducted to determine the correlation between the independent variable (superintendent leadership behaviors) and dependent variable (student proficiency) and found a high level of prediction, R=.962, p

Superintendent Instructional Leadership

Download Superintendent Instructional Leadership PDF Online Free

Author :
Publisher :
ISBN 13 :
Total Pages : 125 pages
Book Rating : 4.:/5 (655 download)

DOWNLOAD NOW!


Book Synopsis Superintendent Instructional Leadership by : William C. Neale

Download or read book Superintendent Instructional Leadership written by William C. Neale and published by . This book was released on 2010 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to determine the relationship between superintendent instructional leadership behaviors and the fidelity of implementation of the Instructional Practices Inventory. The leadership behaviors examined by this study were identified by Marzano and Waters (2006) including Collaborative Goal Setting, Non-negotiability of Goals for Achievement and Instruction, Monitoring Progress Toward Goals, Providing Resources to Support Goal Attainment, and Providing Defined Autonomy for Principals. The Instructional Practices Inventory (IPI) was developed by Valentine and Painter and subsequently refined by Valentine (Valentine, 2007). The IPI is a research-based instructional intervention that embeds the reflective study of instructional practices and student engagement in a collaborative model of continuous school improvement. Data were collected from 43 superintendents using surveys adapted from the work of Leithwood, Aitken, & Jantzi (2006) as found in Making Schools Smarter: Leading with Evidence (MSS). Follow-up interviews were conducted with 28% of the superintendents. Data analyses produced no significant differences in superintendent instructional leadership behavior when schools were categorized by the fidelity with which the IPI was implemented. Data analyses were confounded by problematic data in one of the reporting categories. However, post-hypothesis testing produced intriguing patterns. Qualitative data analyses produced evidence of noticeable differences in leadership dispositions and behavior when fidelity of implementation groups were compared. While no statistically significant differences were found in leadership behavior across Fidelity of Implementation groups, interesting patterns in means for each leadership behavior emerged when examined across Fidelity of Implementation group when those groups were disaggregated by the presence or absence of an assistant superintendent. Poverty rates were found to be positively and significantly associated with four of the five leadership behaviors analyzed by this study. Qualitative analyses indicated that superintendents from schools classified as High Fidelity Implementers reported a sense of responsibility for outcomes as well as greater influence than subordinates in the area of change implementation. The character of collaboration varied across implementation categories with High Fidelity Implementers reporting greater preparation, respect for other stakeholders, and clearer vision for outcomes than their peers. High Fidelity Implementers were more inclined than their peers to grant freedom to principals and teachers to make decisions, formulate plans, and put those plans into action, once the superintendents were sure that the other professionals were clear on the goals and constraints. Interestingly, all superintendents were able to articulate how they implemented change but were challenged to articulate their own leadership skills. Data analyses did not allow statistically significant differences to be determined in how superintendents lead. However, post-hypothesis analyses did find a link between low SES and collaborative setting of goals, of non-negotiable goals for achievement and instruction, monitoring of progress toward those goals, and providing resources for goal attainment. Further, the presence of an assistant superintendent decreased the degree to which superintendents felt closely tied to instructional leadership. Qualitative data analyses produced findings that implementation of the Instructional Practices Inventory (IPI) process with high fidelity fostered second-order change in teaching practices and was closely aligned to instructional improvement recommendations by Marzano and Waters (2009). Superintendents who implemented the IPI with high fidelity were more likely to communicate respect for others with whom they collaborated, were more likely to thoroughly prepare when they facilitated collaboration, felt a greater sense of burden for positive student outcomes, and were more likely to empower others to act once a vision and set of boundaries were clearly established. Superintendents uniformly expressed some level of resentment at the mandated goals of No Child Left Behind. However, they did so while simultaneously requiring that those goals be adopted at the district level, even when a collaborative planning process was used, and insisting on articulation of supportive building level goals. Superintendents did not comment on the irony of this situation and uniformly expressed pride when goals were met. When asked directly about power, influence, and their own leadership skills, superintendents' responses were ambiguous. While some superintendents spoke frankly about differences in power and influence, others reported substantial equality among all of their districts stakeholders. Superintendents spoke not of their leadership skill but of personal qualities such as trustworthiness that supported their success. However, analysis of the stated actions of High Fidelity Implementing superintendents indicated that these superintendents engaged in aspects of research-based transformational leadership (Leithwood & Jantzi, 1990) and leadership through relationships (Ogawa & Bossert, 1995).

Reinventing America's Schools

Download Reinventing America's Schools PDF Online Free

Author :
Publisher : Bloomsbury Publishing USA
ISBN 13 : 1632869918
Total Pages : 433 pages
Book Rating : 4.6/5 (328 download)

DOWNLOAD NOW!


Book Synopsis Reinventing America's Schools by : David Osborne

Download or read book Reinventing America's Schools written by David Osborne and published by Bloomsbury Publishing USA. This book was released on 2017-09-05 with total page 433 pages. Available in PDF, EPUB and Kindle. Book excerpt: From David Osborne, the author of Reinventing Government--a biting analysis of the failure of America's public schools and a comprehensive plan for revitalizing American education. In Reinventing America's Schools, David Osborne, one of the world's foremost experts on public sector reform, offers a comprehensive analysis of the charter school movements and presents a theory that will do for American schools what his New York Times bestseller Reinventing Government did for public governance in 1992. In 2005, when Hurricane Katrina devastated New Orleans, the city got an unexpected opportunity to recreate their school system from scratch. The state's Recovery School District (RSD), created to turn around failing schools, gradually transformed all of its New Orleans schools into charter schools, and the results are shaking the very foundations of American education. Test scores, school performance scores, graduation and dropout rates, ACT scores, college-going rates, and independent studies all tell the same story: the city's RSD schools have tripled their effectiveness in eight years. Now other cities are following suit, with state governments reinventing failing schools in Newark, Camden, Memphis, Denver, Indianapolis, Cleveland, and Oakland. In this book, Osborne uses compelling stories from cities like New Orleans and lays out the history and possible future of public education. Ultimately, he uses his extensive research to argue that in today's world, we should treat every public school like a charter school and grant them autonomy, accountability, diversity of school designs, and parental choice.

Superintendent/principal Perception of Effective Leadership Behaviors/practices in Small Rural School Districts in Wisconsin

Download Superintendent/principal Perception of Effective Leadership Behaviors/practices in Small Rural School Districts in Wisconsin PDF Online Free

Author :
Publisher :
ISBN 13 :
Total Pages : 244 pages
Book Rating : 4.:/5 (125 download)

DOWNLOAD NOW!


Book Synopsis Superintendent/principal Perception of Effective Leadership Behaviors/practices in Small Rural School Districts in Wisconsin by : John C. Lehnen

Download or read book Superintendent/principal Perception of Effective Leadership Behaviors/practices in Small Rural School Districts in Wisconsin written by John C. Lehnen and published by . This book was released on 2020 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: People who serve in the dual role of superintendent and principal are very unique, typically serving as the lone leader in the smallest of rural school districts. Research on rural school district leadership tends to be lacking when compared to suburban or urban school leadership. The literature review highlights the demands and challenges of rural school district leadership in history to the most recent studies done on superintendents, principals and superintendent/principals. Although superintendent/principals may be small in number, they are no less important than large district superintendents. The purpose of this study was to provide an analysis of the perceptions of superintendent/principals on how they fulfill their dual role responsibilities with effective leadership behaviors/practices as one administrator in a small rural school district in the state of Wisconsin. The theoretical framework details the behaviors/practices that fulfill the areas of responsibility of superintendents and principals from two separate meta-analysis research studies. Additionally, the framework included support for the meta-analysis research on superintendent leadership responsibilities and practices from another major study done in a rural context. The researcher employed descriptive quantitative research methods using survey research aligned to the theoretical framework. Forty-nine superintendent/principals out of 53 possible participants in the state of Wisconsin answered a 115 item survey on behaviors/practices that reflected their actual behaviors/practices in their school district. Overall, the findings show, despite the numerous challenges of small rural district leadership, superintendent/principals perceived themselves positively, more completely meeting their superintendent and principal responsibilities with effective behaviors/practices than not. The researcher also analyzed the data for significant differences in superintendent/principal’s scores on behaviors/practices to compare/contrast with the research presented in the review of literature or theoretical framework. The most interesting conclusion was the importance of “Defined Autonomy” and what it means to a superintendent/principal for overall success in leading a small rural school district. This research study provided several implications for the future. Despite the challenges of the dual role, superintendent/principals must stay focused on effective behaviors/practices that meet their responsibilities, connect to their communities and parents, and develop trusting relationships with all constituents.

A Superintendents Guide for Better Understanding CPI and NCES Graduation Rates

Download A Superintendents Guide for Better Understanding CPI and NCES Graduation Rates PDF Online Free

Author :
Publisher :
ISBN 13 :
Total Pages : 270 pages
Book Rating : 4.:/5 (769 download)

DOWNLOAD NOW!


Book Synopsis A Superintendents Guide for Better Understanding CPI and NCES Graduation Rates by : Patricia Marie Hogan-Newsome

Download or read book A Superintendents Guide for Better Understanding CPI and NCES Graduation Rates written by Patricia Marie Hogan-Newsome and published by . This book was released on 2010 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2001 No Child Left Behind Act required states to report graduation rates as a condition of high school accountability for receipt and use of federal Title I funds, and to set growth targets that would ensure all students graduate from high school. It also reaffirmed the long-standing national policy that graduation rates be used as the indicator of high school quality and effectiveness. However, the method used by the National Center for Education Statistics (NCES) to calculate graduation rates has generated multiple claims from some researchers that the graduation rates reported by NCES are inflated for all groups and exceptionally exaggerated for students of color. Understanding, interpreting and effectively using graduation rate data is politically and educationally challenging for all stakeholders, but most challenging for superintendents of local school districts. These education leaders must make wise and effective decisions about institutional and educational improvements to increase graduation rates as a part of mandated state and federal accountability and improvement goals. This study reviews the literature on methods used to calculate graduation rates and uses California open source data to examine the results of two frequently used and discussed methods. The goal of this study is to: 1) provide superintendents with additional information and knowledge about how graduation rates are calculated, or more importantly, miscalculated; 2) identify common problems with the data; 3) contribute to a discussion on how superintendents may best use the data; and 4) consider implications for decision making that may help them meet the challenges of improving or increasing graduation rates in their districts.

American Doctoral Dissertations

Download American Doctoral Dissertations PDF Online Free

Author :
Publisher :
ISBN 13 :
Total Pages : 574 pages
Book Rating : 4.3/5 (91 download)

DOWNLOAD NOW!


Book Synopsis American Doctoral Dissertations by :

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1984 with total page 574 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The Role of Superintendents that Engage in Systemic Change that Addresses the Inequities in Lower and Middle Socioeconomic Districts

Download The Role of Superintendents that Engage in Systemic Change that Addresses the Inequities in Lower and Middle Socioeconomic Districts PDF Online Free

Author :
Publisher :
ISBN 13 :
Total Pages : 115 pages
Book Rating : 4.:/5 (115 download)

DOWNLOAD NOW!


Book Synopsis The Role of Superintendents that Engage in Systemic Change that Addresses the Inequities in Lower and Middle Socioeconomic Districts by : Tamra Stephanie Collins

Download or read book The Role of Superintendents that Engage in Systemic Change that Addresses the Inequities in Lower and Middle Socioeconomic Districts written by Tamra Stephanie Collins and published by . This book was released on 2019 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: Change is an intentional process and it requires system leaders to be strategic and purposeful with their actions. In order to effect systemic change within their respective districts, system leaders need to be clear about the moral imperative (Fullan, 2004) of equity work. Superintendents will need to be cognizant and empathetic of the students and communities they serve, engage in difficult conversations, understand the challenges that surface as a result of inequity, and be open to inclusion and collaboration. The researcher examined the extent district leaders can influence changing the culture of their districts to ensure equity. Additionally, the research highlighted an analysis of how district leaders’ perceived beliefs and attitudes about inequities can impact district practices and policies, as well as how system leaders’ assessment of their own culture shapes how they deal with addressing disproportions in low and middle socioeconomic school districts. While there is ample research and literature on the issues of addressing the achievement gap and culturally proficient leadership to address inequities, there is not sufficient research regarding how district leaders, superintendents in particular, engage in systemic changes that address inequities within lower and middle socioeconomic school districts. Moreover, there is little research focused on New York City Superintendents’ perceptions and influence in advancing sustainable equity work with varying socioeconomic districts. The purpose of this qualitative study was to explore how superintendents engage in systemic change that addresses inequities within lower and middle-class school districts in New York City. The participants targeted in this research were divided into two groups. The first group were superintendents who led districts with a high percentage of economically disadvantaged students, and the second group was comprised of superintendents that led middle- class districts. The research design that was employed was a qualitative study, and it was conducted using interviews, examining publicly available documents, and a review of relevant research to support the findings. The findings that emerged from this research showed that superintendents, regardless of leading districts with differing socioeconomic status, are steering systemic change that addresses the underlying issues of inequity but not in a step by step process, and not in the same way. Another finding focused on how superintendents were building the capacity of school leaders to lead equity work in their schools, while they advocated and redistributed resources to underserved communities. A third finding highlighted superintendents in middle-class districts whose perceived beliefs and attitudes reflected the need to create diversity within their district schools, while superintendents in low-socioeconomic districts perceived beliefs and attitudes referenced that their districts lacked access to resources, a lack of high-quality teaching and low expectations. Lastly, superintendents demonstrated their influence in advancing equity by setting clear goals and non-negotiables focused on closing the achievement gap.

A Qualitative Study Exploring If Superintendents Self-percieved Childhood Socioeconomic Status Influence the Practices, Policies and Goals They Establish for Students of Low Socioeconomic Status

Download A Qualitative Study Exploring If Superintendents Self-percieved Childhood Socioeconomic Status Influence the Practices, Policies and Goals They Establish for Students of Low Socioeconomic Status PDF Online Free

Author :
Publisher :
ISBN 13 :
Total Pages : 164 pages
Book Rating : 4.:/5 (11 download)

DOWNLOAD NOW!


Book Synopsis A Qualitative Study Exploring If Superintendents Self-percieved Childhood Socioeconomic Status Influence the Practices, Policies and Goals They Establish for Students of Low Socioeconomic Status by : Michael M. Piccirillo

Download or read book A Qualitative Study Exploring If Superintendents Self-percieved Childhood Socioeconomic Status Influence the Practices, Policies and Goals They Establish for Students of Low Socioeconomic Status written by Michael M. Piccirillo and published by . This book was released on 2016 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Poverty is the greatest challenge facing public school leaders today. This is not to say that poverty is a new problem, however, as the gap between rich and poor grows economically, so does the gap representing equity of outcomes between students from privilege and students from disadvantage. Today's leaders must be trained with the skills to manage the increasingly diverse demographics of their schools, however, they must also possess the leadership conviction and determination to ensure equity of access and outcomes for all the students they serve. This study poses the question, what is the origin of a leader's convictions when it comes to equity? This study provided an opportunity to explore whether a relationship exists between the self-perceived childhood socioeconomic status of public school superintendents and their attitudes, aspirations and behaviors toward students from low socioeconomic backgrounds in their districts. A qualitative research design was used and data was collected through interviews of 14 superintendents of public school districts in the Capital Region of Upstate New York. The researcher specifically focused on actions the superintendents took to improve the achievement of students from low socioeconomic background through goal setting, resource allocation and policy-making. The data was analyzed for themes in conjunction with four research questions and elicited 15 findings. The results of the research from this study support the influence of self-perceived childhood socioeconomic status on leadership actions. However, the results of the study also point to the influence of other factors in childhood such as parental expectations and adult experiences as having an impact on leadership development. Several recommendations have resulted from this study, but perhaps the most significant is the potential impact on hiring practices. When a leader's life experiences are accounted for, from childhood through adulthood, school districts can better determine if this leader is the best match for the organization. It is recommended that Boards of Education and hiring committees develop questions to elicit greater depth in responses from candidates regarding experiences that have shaped their attitudes, aspirations and beliefs toward the achievement of all of their students. The issue of equity of outcomes cannot be addressed without leaders who truly believe all students can learn.

The Governance Core

Download The Governance Core PDF Online Free

Author :
Publisher : Corwin Press
ISBN 13 : 1544344325
Total Pages : 200 pages
Book Rating : 4.5/5 (443 download)

DOWNLOAD NOW!


Book Synopsis The Governance Core by : Davis Campbell

Download or read book The Governance Core written by Davis Campbell and published by Corwin Press. This book was released on 2019-04-10 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Lead into the future effectively with the Governance Core approach! Designed to guide educational leadership past difficult and formidable challenges, the governance system outlined in this book will lead to school districts and schools operating at the highest levels of effectiveness. Davis Campbell and Michael Fullan call for school boards, superintendents and school leaders to work cohesively with the same mindset to raise clarity, status, and efficacy. Practical and authentic, the Governance Core is based upon: A governance mindset A shared moral imperative A unified, cohesive governance system A commitment to system-wide coherence A focus on continuous improvement in the district

The Relationship Between Exclusionary Discipline, Race, Socioeconomic Status, and Graduation Rates at 4A, 5A, and 6A High Schools

Download The Relationship Between Exclusionary Discipline, Race, Socioeconomic Status, and Graduation Rates at 4A, 5A, and 6A High Schools PDF Online Free

Author :
Publisher :
ISBN 13 :
Total Pages : 96 pages
Book Rating : 4.:/5 (118 download)

DOWNLOAD NOW!


Book Synopsis The Relationship Between Exclusionary Discipline, Race, Socioeconomic Status, and Graduation Rates at 4A, 5A, and 6A High Schools by : Ryan M. Cavazos

Download or read book The Relationship Between Exclusionary Discipline, Race, Socioeconomic Status, and Graduation Rates at 4A, 5A, and 6A High Schools written by Ryan M. Cavazos and published by . This book was released on 2020 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: High school graduation is a significant predictor of future success. In most cases, a high school graduate will earn more money and live a healthier lifestyle than those who do not graduate from high school. The graduation rate in the United States is lower than the graduation rate of many other industrialized countries. Three known predictors of graduation rate are the number of exclusionary discipline assignments a student incurs, the race of the student, and the socioeconomic status of the student. The purpose of this study was to determine the relationship between graduation rate, exclusionary discipline, race (nonwhite), and low socioeconomic status. In order to determine the relationship, this study used action research and a quantitative research design. Data were collected from the public education information management system reports and data from the annual Texas academic performance report to determine the graduation rate, the number of exclusionary discipline assignments, the percentage of nonwhite students, and the percentage of low socioeconomic status students of 4A, 5A, and 6A schools in Texas. There were 109 randomly selected schools that were used in this study. The random sample included schools from all over the state of Texas, with enrollment numbers ranging between 508 and 4,283 students. The research determined that, in this study, exclusionary discipline and socioeconomic status were significant predictors of graduation rate. However, in this study, race (nonwhite) was not a significant predictor of graduation rate. Race (nonwhite) being an insignificant predictor of graduation rate was in contrast to the literature reviewed in this study. This study concluded that almost 37% of the variance in graduation rate could be determined by exclusionary discipline, race (nonwhite), and socioeconomic status.

Examining the Relationship Between Superintendent-principal Partnership Longevity and Annual Graduation Rates in New York State

Download Examining the Relationship Between Superintendent-principal Partnership Longevity and Annual Graduation Rates in New York State PDF Online Free

Author :
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (137 download)

DOWNLOAD NOW!


Book Synopsis Examining the Relationship Between Superintendent-principal Partnership Longevity and Annual Graduation Rates in New York State by : Matthew T. Wentworth

Download or read book Examining the Relationship Between Superintendent-principal Partnership Longevity and Annual Graduation Rates in New York State written by Matthew T. Wentworth and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines whether Superintendent-Principal Partnership Longevity has a relationship with student Annual Graduation Rates in New York State from 2009 to 2018. Previous research has explored the role of individual school leadership longevity (superintendent or principal) on student achievement. Superintendent-Principal Partnership Longevity, defined as the number of consecutive years a superintendent and principal work together, has not previously been investigated to examine its relationship to student achievement in schools. This study employs an archival, quantitative, correlational methodology to examine the relationship, if any, between the Superintendent-Principal Partnership Longevity and high school Annual Graduation Rates while controlling for student and school demographics in New York State from 2009 to 2018. The study examines Annual Graduation Rates across demographic subgroups within 704 public high schools within New York State over 10 years, excluding New York City and charter schools. The research findings revealed that Annual Graduation Rates across New York State increased in the 10-year study, except for English Language Learners. The average Superintendent-Principal Partnership Longevity reached approximately 3.7 years for all Need/Resource Capacities studied except Large City districts. In conclusion, the study found that the Superintendent-Principal Partnership Longevity does have a very weak statistically significant relationship with Annual Graduation Rates, though it varies across school Need/Resource Capacity and demographic subgroups. The implications for school policy, practice, and future research are discussed.

School, Family, and Community Partnerships

Download School, Family, and Community Partnerships PDF Online Free

Author :
Publisher : Corwin Press
ISBN 13 : 1483320014
Total Pages : 508 pages
Book Rating : 4.4/5 (833 download)

DOWNLOAD NOW!


Book Synopsis School, Family, and Community Partnerships by : Joyce L. Epstein

Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

Self-perceived Leadership Behavior of Selected Michigan Public School Superintendents

Download Self-perceived Leadership Behavior of Selected Michigan Public School Superintendents PDF Online Free

Author :
Publisher :
ISBN 13 :
Total Pages : 314 pages
Book Rating : 4.3/5 (129 download)

DOWNLOAD NOW!


Book Synopsis Self-perceived Leadership Behavior of Selected Michigan Public School Superintendents by : Melvin Milton Villarreal

Download or read book Self-perceived Leadership Behavior of Selected Michigan Public School Superintendents written by Melvin Milton Villarreal and published by . This book was released on 1984 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: