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School Turnaround: Student Achieveme...

Healey, Jolee.

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School Turnaround: Student Achievement Sustainability.

Record Type:	Electronic resources : Monograph/item
Title/Author:	School Turnaround: Student Achievement Sustainability./
Author:	Healey, Jolee.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	127 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30571403
ISBN:	9798380112673

School Turnaround: Student Achievement Sustainability.
Healey, Jolee.

School Turnaround: Student Achievement Sustainability. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 127 p.

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ed.D.)--Texas A&M University - Commerce, 2023.

This item must not be sold to any third party vendors.

The lack of access to high-quality schools creates an achievement gap that limits students' access to future earnings and longevity, exacerbating equity concerns across the nation where struggling, low-performing schools are disproportionately responsible for educating students living in poverty. Large Urban School District's Accelerating Campus Excellence (ACE) program for school turnaround represented a model with longitudinal data for ascertaining its lasting educational impact on students. The purpose of this study was to determine if the implementation of the ACE model yields a statistically significant difference in scores between ACE students and non-ACE students. This study was conducted via a quantitative approach and a quasi-experimental design to examine if there was a difference in student growth in reading and mathematics due to the type of campus program of ACE versus non-ACE. The data for this study came from the Texas Education Agency's STAAR Grades 3 through 8 reading and mathematics assessments. The data were the ACE and non-ACE students' 2015-2016 elementary STAAR reading and mathematics test scores and the same students' 2018-2019 STAAR reading and mathematics scores and represented a 4-year span. Once the students were matched between the two equally sized groups of ACE and non-ACE schools, independent t tests were used to ascertain if there were differences between the groups on student growth between the STAAR reading and mathematics tests for Grades 3 and 6. For this research, the independent variable was the type of campus program support received (ACE and non-ACE), and the dependent variable was 2018-2019 student growth as measured by percentile scores on the Grades 3 and 6 STAAR reading and mathematics tests. Findings revealed there was no statistically significant difference between ACE and non-ACE students on STAAR reading percentile scores; the null hypothesis failed to be rejected. Also, there was no statistically significant difference between ACE and non-ACE students on STAAR mathematics percentile scores; the null hypothesis failed to be rejected. Though both null hypotheses were retained, the students from ACE schools performed higher on the STAAR reading than non-ACE students. Of note, the overall small effect size could represent a practically significant STARR improvement, particularly if the improvement applied uniformly to all students and was cumulative over time.

ISBN: 9798380112673Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Accelerating Campus Excellence

School Turnaround: Student Achievement Sustainability.
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500 $a Advisor: Arrambide, Melissa.
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520 $a The lack of access to high-quality schools creates an achievement gap that limits students' access to future earnings and longevity, exacerbating equity concerns across the nation where struggling, low-performing schools are disproportionately responsible for educating students living in poverty. Large Urban School District's Accelerating Campus Excellence (ACE) program for school turnaround represented a model with longitudinal data for ascertaining its lasting educational impact on students. The purpose of this study was to determine if the implementation of the ACE model yields a statistically significant difference in scores between ACE students and non-ACE students. This study was conducted via a quantitative approach and a quasi-experimental design to examine if there was a difference in student growth in reading and mathematics due to the type of campus program of ACE versus non-ACE. The data for this study came from the Texas Education Agency's STAAR Grades 3 through 8 reading and mathematics assessments. The data were the ACE and non-ACE students' 2015-2016 elementary STAAR reading and mathematics test scores and the same students' 2018-2019 STAAR reading and mathematics scores and represented a 4-year span. Once the students were matched between the two equally sized groups of ACE and non-ACE schools, independent t tests were used to ascertain if there were differences between the groups on student growth between the STAAR reading and mathematics tests for Grades 3 and 6. For this research, the independent variable was the type of campus program support received (ACE and non-ACE), and the dependent variable was 2018-2019 student growth as measured by percentile scores on the Grades 3 and 6 STAAR reading and mathematics tests. Findings revealed there was no statistically significant difference between ACE and non-ACE students on STAAR reading percentile scores; the null hypothesis failed to be rejected. Also, there was no statistically significant difference between ACE and non-ACE students on STAAR mathematics percentile scores; the null hypothesis failed to be rejected. Though both null hypotheses were retained, the students from ACE schools performed higher on the STAAR reading than non-ACE students. Of note, the overall small effect size could represent a practically significant STARR improvement, particularly if the improvement applied uniformly to all students and was cumulative over time.
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