English learners (ELs) are the fastest growing student group in U.S. public schools. The purpose of this mixed method study was to gain an understanding of the relationship between principal actions and the academic achievement of ELs to determine which practices had the greatest impact on student achievement using archival achievement data. A mixed methods research study was conducted in an urban school district in North Texas to explore differences between principals of schools with high and non-high performance of ELs as it related to the implementation of leadership practices and social justice principles. The principals in the PK-5 grade level band who participated in an online survey, reported statistically significant differences regarding the implementation of leadership practices in the areas of leading student culture and data-driven instruction. Statistically significant differences were also found in the competency of driving for results within the social justice principles. Further data analysis of interview findings revealed the distinction between the high-performing and non-high-performing group to be centered on principal actions as inputs for effective teaching as it related to the implementation of schoolwide systems and processes. Further research is recommended to continue the identification of best practices that support the academic success of …

In rural, low socioeconomic public schools, the diversity of the student population challenges teachers beyond their means to meet the wide-ranging needs of students, and therefore creating opportunity gaps. The purpose of this study was to explore one district's leadership support of teachers to create an equitable learning environment for all students. The present study built on existing literature by discovering leadership practices and perceived necessary supports for closing achievement gaps in K-12 classrooms. Through interviews with district and school administrators, classroom teachers, and observations of leadership meetings, the research for this case study included data collection and analysis. From the interview questions and observations, six themes emerged. The themes revealed from the data collected and analysis for this qualitative study aligned with the components of the conceptual framework, a sequence of initiative requirements for equitable learning environments. Developing a sequence of initiatives among all levels of educators could benefit sustainment of an equitable learning environment in Rural ISD. Recommended for further research is professional development to both leadership and teachers about professional learning communities (PLCs). In addition, study of parent education programs and how relationships achieve more parental involvement requires further research. A final recommendation for collegiate education preparation …

This quantitative study examined seventh-grade reading scores to determine the extent to which certain demographic variables (race/ethnicity, gender, socioeconomic status) explain and MAP reading scores predict reading scores on the State of Texas Assessment of Academic Readiness (STAAR) in a selected northeast Texas public school. Standardized assessments only compare the relative performance of an individual student to other groups of students using scaled scores, which can vary from year to year and from state to state. With the advent of computer adaptive testing, this study provides information on the predictive validity of benchmark assessments. Specifically, this study looked for predictive evidence that indicates how accurately test data can predict criterion scores. Findings revealed, through a multiple regression analysis, that the fall MAP Rasch Unit (RIT) scores predicted the STAAR scale scores. Using SPSS version 22, the data were entered and analyzed in a multiple regression model to determine the presence of a statistical trend or lack thereof. Demographic data and MAP scores were entered into the regression model to examine the predictive validity of the MAP assessment in determining student performance on the STAAR seventh-grade state-mandated reading assessment. The statistical analysis revealed that MAP RIT scores explain a significant variance …

A growing body of work has emerged regarding the responsibilities required of district leaders in establishing plans that initiate and create conditions for sustainability of continuous improvement achieved through a systemic reform structure such as professional learning communities. However, limited research exists in respect to sustaining cultures of continuous improvement in rapid growth districts. Rapid growth districts can be described as school systems, which construct and open multiple campuses annually. The underlying premise of this study considered how humans interact with one another within a rapidly changing professional organization. Change theory, professional capital, organizational learning theory, and system reform emerge as the conceptual framework in this study of district support of professional learning communities. Data collection for this qualitative descriptive case study included interviewing six K-12 principals, administering the PLCA-DS survey to 247 K-12 staff members, and document review. Recognition of the importance of the PLC framework, building capacity, development of collaborative culture, and issues resulting from constant change due to rapid growth were the four themes generated by the participants to support continuous improvement in a rapid growth district. The four themes combined with the components of the conceptual framework outline how district leaders in a rapidly changing environment …

The need to spur innovation and improve student performance initiated the formation of, under different legislative acts, charter schools that include variations of traditional public schools. With the enthusiasm and level of investment going into the formation of charter schools, it is necessary to explore whether these schools have achieved their objectives. This study explored whether Texas open enrollment charter schools perform bettered compared to Texas public schools. The study applied a causal comparative quantitative research design. School data on graduation and dropout rates, college preparation, attendance rates, and overall performance were analyzed quantitatively. Student achievement data available for statistical analysis includes student performance on the Texas Assessment of Knowledge and Skills (TAKS) state assessment from 2007 to 2011. Data analysis for race, special programs, at risk, economically disadvantaged, and limited English proficiency was incorporated. Descriptive statistics and analysis of variance techniques were included in the data analysis. The analysis extended to post hoc tests to determine variables that caused variation. The study found Texas open-enrollment charter schools had more African American students but fewer Whites compared to public schools. Students in public schools performed better than those in charter schools, and Whites yielded the best performance. Charter schools had …

The present study aimed to understand the relationship between the use of visual-performance feedback and its effects on behavior-specific positive praise in classrooms for students who exhibit behavioral challenges. The current study included 15 children being served by four teachers in elementary self-contained behavior classrooms. Data collection and instrumentation included (a) a pre-service training for all four teachers, (b) two weeks of baseline data on behavior-specific positive praise, (c) eight weeks of data collection in which visual-performance feedback was reported to all four teachers, (d) one consultation session, and (e) two weeks of additional data collection. Observational data attempted to determine the functional relationship between visual-performance feedback, behavior-specific positive praise, and student outcomes using a mixed methods research model. Analysis revealed identified patterns in the relationship between visual-performance feedback, the amount of behavior-specific positive praise, and student behavioral and academic outcomes. These patterns are displayed through both quantitative results taken from the observational data as well as qualitative information given by teachers. Conclusions surrounding the positive outcomes for students were derived from the strongest correlations of between behavior-specific positive praise and visual-representation feedback. Implications drawn from the study were: (a) behavior-specific positive praise training should be a standard for teachers …

A pre–post case study was conducted to examine how target revenue funding from Texas House Bill 1 (2006) has impacted the school districts within the Texas Education Service Center Region X area. Forced by the courts, the Texas Legislature was required to fix the Texas school finance system because of a de facto statewide property tax it had created by capping school district’s maintenance & operations tax rate at $1.50. Texas Governor Rick Perry used this opportunity to reduce school district M&O taxes by one-third. The Texas Legislature passed House Bill 1 (2006), the Public School Finance and Property Tax Relief Act, in response to the courts and to address a continuous decline in state funding support for public education. The Public School Finance and Property Tax Relief Act reduced local school districts’ property tax rates and revenue with the assurance that these funds would be exchanged for state aid. Local school property taxes were reduced over two years, 2006–2007 and 2007-2008, by 33%. In order for the State of Texas to meet the state aid funding guarantee from House Bill 1 (2006), each school district was frozen to its 2005–2006 revenue per weighted student, which was called a district’s …

The purpose of this mixed-method study was to explore the instructional changes in first grade classrooms and reading progress of first grade students in relation to implementation of standards-based report cards (SBRC). The goal of this study, conducted in a suburban Texas school district, was to determine whether there was a statistically significant difference in reading progress between students enrolled in first grade classrooms in which traditional report cards were used in comparison to comparable classrooms in which SBRCs were used. Additionally, the instructional practices of teachers were examined to determine the types of changes that took place as the district moved from traditional report cards to SBRCs. A total of 709 students and 15 teachers were involved in the study. The study revealed that there was no statistically significant difference between the reading growth of students assessed in SBRC classrooms and those assessed with traditional report cards. There were, however, significant differences in instructional practices employed by teachers in SBRC classrooms. These changes in practice included instructing with a greater degree of focus on specific objectives to be taught, more closely following the district’s scope and sequence, greater communication regarding the grading criteria and methods used for reporting progress, …

The purpose of this study was to explore the impact of teacher professional development on student achievement measured by scores on curriculum-based assessments, CBAs. The participants in the study included 260 3rd, 4th, and 5th grade math and science teachers. Teacher participation in professional development courses was collected for curriculum, instruction, differentiation, assessment, technology integration, and continuous improvement credit types. Achievement data for 8,454 students was used: 2,883 in 3rd grade, 2,752 in 4th grade, and 2,819 in 5th grade. The dependent variable of student achievement was dichotomized at the median: half of the student participants scored above the median and half of the students scored at and below the median. A series of logistic regression models were fit to the data that included examining all main effects and interaction terms among all variables to determine the best fitting model. The results of this study indicate that for 4th grade science, teacher professional development participation in curriculum, instruction, and differentiation credit strands increased the chances for students to score above the district median on CBAs. The larger number of professional development hours in a variety of credit strands had a negative impact on student achievement in 4th grade science. In …

Much attention in recent years has gone to the evaluation of teacher effectiveness, and some scholars have developed conceptual models to evaluate the effectiveness. The purpose of this study was to compare three teacher evaluation models – the Texas Professional Development Appraisal System (PDAS), the teacher index model (TI), and the value-added model (VAM) – to determine teacher effectiveness using student demographic and longitudinal academic data. Predictive data from students included economic disadvantage status, ethnicity, gender, participation in special education, limited English proficiency, and performance on Texas Assessment of Knowledge and Skills (TAKS). Data serving as dependent variables were scores from Scholastic Aptitude Test (SAT®) verbal/critical reasoning and mathematics. These data came from 1,714 students who were 9.7% Hispanic, 9.2% African American, and 81.2% White. The models were tested for 64 English language arts teachers and 109 mathematics teachers, using student examination scores from the SAT® verbal/critical reasoning and mathematics. The data were aligned for specific faculty members and the students whom they taught during the year of the study. The results of the study indicated that the TI and VAM explained approximately 42% of the variance in college entrance exam scores from the SAT® verbal/critical reasoning and mathematics (R2 …

With increasing emphasis on technology in schools, the importance of technology policies is great. This study investigated policies for four 1:1 secondary schools in Texas (schools with a ratio of one computing device per student), particularly with respect to the relationship of those policies to practice. The purpose of the study was to determine the current status of the National Education Technology Standards (NETS) essential conditions as reflected in policy and the relationship of those conditions to practice as measured through levels of technology usage and teaching innovation. Schools were selected through purposive, criterion sampling. Open-ended interviews were conducted with twelve participants (principals, technology directors, and superintendents). Policies were rated by campus principals and the researcher using a rubric based on the NETS essential conditions. Finally, surveys of proficiency and readiness measures were collected from 156 teachers using the School Technology and Readiness (STaR) instrument and the Levels of Teaching Innovation (LoTI) instrument. Interviews were transcribed and coded using structural and frequency coding. Policies were analyzed using magnitude coding and policy ratings. A qualitative analysis determined patterns between policy and practice. Quantitative data collected from surveys were measured against policy ratings and magnitude coding using bivariate correlation methods in SPSS. …

Although sampling techniques have been used effectively in education research and practice it is not clear how stratified random sampling techniques apply to high-stakes testing in the current educational environment. The present study focused on representative sampling as a possible means for reducing the quantity of state-administered tests in Texas public education. The purpose of this study was two-fold: (1) to determine if stratified random sampling is a viable option for reducing the number of students participating in Texas state assessments, and (2) to determine which sampling rate provides consistent estimates of the actual test results among the population of students. The study examined students’ scaled scores, percent of students passing, and student growth over a three-year period on state-mandated assessments in reading, mathematics, science, and social studies. Four sampling rates were considered (10%, 15%, 20%, & 25%) when analyzing student performance across demographic variables, including population estimates by socioeconomic status, limited English proficiency, and placement in special education classes. The data set for this study included five school districts and 68,641 students. Factorial ANOVAs were used initially to examine the effects of sampling rate on bias in reading and mathematics scores and bias in percentage of students passing these …

This study examined the rates of regular class placement for Texas public school students with learning disabilities, mental retardation, and emotional disturbance and possible reasons for a high rate of placement. A questionnaire regarding methods used to assist students with handicaps in regular education classes was mailed to the directors of all special education programs in the state. The directors were also asked to submit a copy of the district's June 1, 1989 Superintendent's Annual Report which contains data on the placement of all identified students with handicaps. School district property wealth and size were obtained from official state records.

Public concern with respect to declining traditional values, character, and family structure in the midst of increased crime, violence, and drug use have brought American education into the political arena and under intense scrutiny. The purpose of this study was to investigate whether or not differences exist in the values fostered in private schools, public choice schools and public attendance-zone schools and whether or not there are differences in the values that are identified by students as compared with teachers. The theoretical framework for the study is based upon the beliefs that values form the foundation of human behavior and that schools influence the values of societies in which they exist.

The purpose of this study was to determine whether elementary teacher morale is related to teacher freedom to make decisions and give input into their work and work environment. Additionally, the study attempted to determine whether teacher decision making freedom varies with age, gender, number of degrees, years of experience, or special teaching assignment.

The problem of this study was the conflict perceived by Texas Public High School Principals involving two roles which have been described as contradictory in nature; namely as an instructional leader and as a building manager. This study was also concerned with the level of job satisfaction of the Texas Public High School Principal. 1,205 Texas Public High School Principals identified by the Texas Education Agency and University Interscholastic League were mailed a three part questionnaire survey. 700 principals (or 58.09% of the entire population) returned the completed surveys. The questionnaire "Demographic Survey for Texas Public High School Principals" consisted of eight questions. The thirty-four statement "Questionnaire for Texas High School Principals" allowed principals to provide their perceptions of the roles and responsibilities for their present position as well as an ideal position. The final questionnaire, the four question "Survey of Job Satisfaction", assessed the level of job satisfaction for each principal. Hypothesis one was analyzed with a one-way ANOVA to determine if principals differed in their perceptions of their job roles and job positions. These positions included both the present job position and a more desired or ideal job position. The differences in these positions resulted in conflict. Hypothesis …

This study was conducted to analyze the effect of implementation of Texas House Bill 72 on budgets of selected Texas public school districts and to ascertain educational benefits to students derived from implementation of the bill as perceived by superintendents. Questionnaires were sent to superintendents of the Region 10 Education Service Center to determine perceived educational benefits to students. A demographic data sheet provided information for classifying respondents by educational experience, superintendent experience, and district enrollment classifications. Sixty-two districts responded. Official public school budget data for each district were analyzed for fiscal years 1983 through 1986 as were data from the questionnaire. Overall statistical information was gleaned through CONDESCRIPTIVE. Mean total expenditures, mean total tax rate, and state fiscal aid data were compiled, tabulated, and reported for each enrollment classification and entire sample. In addition, a t-test between the difference of two independent means at a probability level of .05 was applied. The two independent means were the averages of data for the two years prior to and after implementation of the law for expenditures, tax rates, and state fiscal contributions. Data comparing local and state expenditures were compiled, tabulated, and reported for each group to compare local and state …

The problem with which this investigation is concerned is that of determining the degree to which fiscal disparity in Texas school districts affects debt service, as well as maintenance and operation and local enrichment. This study has four main purposes: to determine whether the poor school districts are exerting more or less effort for debt service, maintenance and operation and total taxation than are the wealthy districts; to determine how the size of Texas school districts is related to district wealth; to determine the number of Texas school districts that do not levy a tax for debt service; and to provide information for persons interested in school finance matters—namely, legislators, educators, students of finance and lay citizens who may or may not be property taxpayers.

This study examined different funding methods for financing public education in order to solve the problems associated with large numbers of school districts and great disparities in property wealth without abandonment of property tax as the major revenue source. Using enrollment and State Property Tax Board data for the 1,061 school districts in Texas in 1986-87, four alternative funding plans were studied to compare the equity and fiscal impact of each on public school finance in Texas. The state and local shares of the total cost of education were computed using a combination of three per-pupil expenditure levels and four funding formulas. The per-pupil expenditure levels used were $3,850, $4,200, and $4,580. The formulas used were representative of a full state funding plan, a percentage equalization plan, a power equalization plan, and a foundation school program plan. Since each of the four plans used significantly higher per-pupil expenditure values, all required a greater monetary investment on the part of the state. However, all plans were found to be equalizing in nature if set per-pupil expenditure values were maintained and no local enrichment was permitted. In addition, each of the four plans, as studied, met the fiscal neutrality standard of the …

The problem. --The problem in this study was to describe the issues arising in employment decisions appealed to the Texas Commissioner of Education. Decisions made in courts are binding on school officials, and they are published in law reporters found in most libraries. The Commissioner's decisions are also binding on school officials, but they are not published or widely reported. Thus, this important body of information may not reach those who are responsible for its application. Methods. --The decisions of the Commissioner were examined to determine the issues and the underlying rationale used by the Commissioner in the process of deciding the appeals. A series of data reductions allowed a determination of patterns found in the outcomes of the decisions which favored the employee and those which favored the school districts. The analysis produced a set of data from which implications for decision making could be drawn.

This study examines the relationships among student socioeconomic status, school district enrollment, minority enrollment, district expenditure per pupil, and the teaching experience of faculty as these variables influence the achievement scores of secondary students in Texas. Data from a total of 1,061 Texas school districts were used to determine the effects of the indicated district-level predictor variables on three criterion variables: reading, mathematics, and writing scores for the 11th-grade Texas Education Assessment of Minimum Skills (TEAMS). The study led to the following conclusions: 1. Low socioeconomic status of students in Texas, as in the rest of the United States, insures that test scores will be lower if all other variables are held constant. 2. Large minority populations are strong predictors of low test scores, especially in mathematics and reading. 3. Students in districts whose faculty had a high average of years of teaching experience also scored high in achievement tests, especially in mathematics and writing. 4. High average district expenditure per pupil predicts high test scores, especially in reading. 5. School district size or enrollment has low predictive value of test scores. Among several specific recommendations, this study advises that further study be done concerning the most effective ways to …

The purpose of this study was to determine the relationship between high school campus accountability ratings, college readiness indicators, and the percent of students who achieved first year college success. Correlation and multiple regression analyses were used to analyze the relationship between the variables. Data was analyzed for two-year and four-year postsecondary educational institutions which were divided by eight school district types. Regression analysis of the relationship between high school campus accountability ratings and the percent of students who achieved first year college success for four- year post secondary educational institutions revealed statistically significant results ranging from R2 =.179 to R2 = .220. Similar results were found for two-year post secondary educational institutions with statistically significant results ranging from R2 = .049 to R2 = .218. The results indicated negligible to small relationships between the variables. Regression results of the analysis for the relationship between college readiness indicators and the percent of students who achieved first year college success revealed statistically significant results for 2 - year post secondary educational institutions ranging from R2 = .077 to R2 = .596 and for 4 -year post secondary educational institutions ranging from R2 = .048 to R2 = .304. These results indicated …

The purpose of this study was to examine special education populations, special education reading achievement, and regular education reading achievement in relation to the implementation of the Reading First three-tiered model as a response to Intervention platform. The population for this study focused on rural schools with Grades K-3 in attendance. Schools participated in the reading first grant period of the 2003-2009 school years. Forty-seven Texas Reading First schools were compared to 47 campuses having similar populations, socioeconomic makeups, and grade structures. This study utilized quantitative research measures to evaluate the level of special education populations on Reading First campuses using a response to intervention model. Quantitative measures were also used to evaluate those same campuses achievement rates of both special education and regular education students on the Texas Assessment of Knowledge and Skills reading tests. The study's outcome data showed little to no statistic significance for the three research questions. However, the inferential statistics showed a decrease in the special education population of the Reading First schools. Inferential statistics also indicated both the special education and the regular education students showed growth on the Texas Assessment of Knowledge and Skills reading tests. The use of a response to intervention …

This study assessed 40 factors often cited in literature to determine the extent that Hispanic superintendents perceive them as influential when accessing the superintendency. Eight Hispanic superintendents in Texas participated in this qualitative study, which was based on interviews as well as written responses to a survey. This study found that the factors considered most influential to these superintendents were their ability to communicate, self-perception/self-efficacy, and level of overall preparedness. These findings contrast with previous research indicating that race or ethnicity, mentoring, and career path are most influential. The study also identified factors related to race and ethnicity that most influenced a Hispanic's ability to access the superintendency, albeit to a lesser degree. These factors were the ability to serve as a Hispanic role model to students, ability to increase Hispanic students' academic performance, and the ability to speak a second language. Moreover, through analysis of a large number of survey responses the study examined the extent to which a superintendent's race or ethnicity is significant to addressing the needs of Hispanics. To assure this question a comparative analysis of Hispanics' and non-Hispanics competencies and organizational outcome was conducted. The results indicate that superintendents, in general, regardless of race or …