The purpose of this study was to evaluate the relationship between the instructional outcomes in the independent school districts and charter schools in relation to the expenditure of public funds for instruction and total operating expenditures from the general fund. The study considered Texas elementary charter schools and independent school districts, whose school populations were identified as having greater than or equal to 50% of economically disadvantaged students, according to the Texas Academic Excellence Indicator System (AEIS). The study made use of multiple regression and was an ex post facto cross-sectional analysis utilizing production function theory. The study’s outcomes reported the difference in student achievement between elementary schools in independent public school districts and charter schools were small to negligible for math and reading achievement. The study also reported, there is no statistically significant difference in per pupil expenditure of public funds between elementary schools in independent public school districts and charter schools. Furthermore, there is no statistically significant relationship between student achievement and per pupil expenditure of public funds on elementary schools in independent public school districts and charter schools.

In conjunction with the Texas Technology Immersion Pilot program (TIP), the State of Texas implemented a four-year annual evaluation called the Evaluation of the Texas Technology Immersion Pilot (eTxTiP). It focused on the technology immersion experience through one-to-one mobile technology of sixth grade students in 22 selected middle schools. Initial findings suggested academic growth, especially in math, increased rigor of student work, greater teacher collaboration, a more positive school environment, and transformation of instructional practices. This study focused on one of the original schools selected to participate in the TIP program, exploring the impact over time of one-to-one mobile technology on one group of students over an 8-year period beginning with their third grade year. The selected school’s demographic makeup reflected a large number of schools within the state, including its size, rural location and economically disadvantaged student population. Based on an interrupted time series design, state assessment data was analyzed using a piecewise growth model. The study revealed no statistically significant academic growth in reading and math performance among the participants.

The purpose of this mixed methods study was to determine which dimensions, as represented by the Professional Learning Community Assessment – Revised dimensions, are present in the environment of North Texas elementary schools and their impact on student growth. A survey design was utilized in which elementary principals and teachers in a selected school district completed the Professional Learning Community – Revised survey developed by Hipp and Huffman (2009), to gather perceptions of PLC implementation within their school environments as well as reflect strengths and needs regarding each dimension. The results of the survey were analyzed and one-to-one interviews were completed to clarify and support survey results. Bivariate and multiple regression analysis were used to determine correlations between dimensions present in a school’s environment and their impact on student growth. The study found a statistically significant relationship between the dimensions of shared values and vision and shared personal practice and math growth. Although PLCA-R dimensions were not found to be statistically significant in predicting reading and math growth, the effect sizes were notable at 22.4% for reading growth and 15.8% for math growth. This study’s findings provide important information which educators can use to implement practical application of Professional Learning …

The problem for this study was the need to increase and maintain in student achievement in charter schools. The purpose of this single-case study was to discover how an inner city charter school with a high percentage of at-risk students increased overall student achievement and attained acceptable performance status when faced simultaneously with administrative challenges and increases in state and federal standards. The participants for the single-case study included the school district’s superintendent, the high school principal, the dean of students, four faculty of the district, and one outside consultant appointed to work with the district by the state of Texas. The sampling for this study allowed for the opportunity to study in greater depth the choice of reform strategies and organizational structure designed to result in increased student achievement and student success over the course of two years. Since this was a single-case study of one charter school district, participants were referenced by the role in which they served. All district, campus, and participant names remained anonymous. The results showed the increased student achievement was made possible by several reform strategies and best practices. The primary reform strategies and best practices that had the greatest impact were consistent campus …

The purpose of this study was to investigate the current practices of school and community partnerships in five North Texas elementary schools. In addition, the study focused on the influence community partnerships have on at-risk students based on at-risk indicators data. The literature revealed that when schools, parents, and families work together, students tend to earn higher grades, attend school more regularly, stay in school longer, and enrolled in coursework beyond high school. The target population included approximately 350 administrators, teachers, and paraprofessionals from five North Texas elementary schools. Also included were the respective partners from each of the five elementary schools. This research included online survey instrument and data were gathered and analyzed through a combination of statistical procedures and descriptive and inferential statistics. The results may provide other schools with a profile of school and community partnerships that can be implemented as a method to help their at-risk student populations. Findings included a descriptive analysis of factors that contributed to the success of community engagement efforts as well as those factors that limited those efforts. A secondary purpose of this study was of continuous improvement in developing these approaches through a goal-setting approach. Schools included in the study …