Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
James R. Davis
Committee Member
Madelaine Ramey
Committee Member
Barbara Packer
Keywords
academic standards, achievement, achievement gains, accountability, assessment, curriculum, curriculum regulations, data collection, educational reform, federal requirements, implementation process, instruction, interventions, knowledge and understanding, No Child Left Behind, organizational effectiveness, Pennsylvania, professional development, public schools, school accountability, school districts, standards-based education, standards-based system, state assessment systems, state mandate, state regulations, student performance, student progress, systematic reform, teacher knowledge
Abstract
This applied dissertation resulted from a state mandate requiring the implementation of a standards-based educational system in all public schools in Pennsylvania and the challenges faced by school districts to comply with state regulations and No Child Left Behind federal requirements. In the absence of a definitive process for successful implementation of a standards-based system, districts employed a variety of strategies to comply with state regulations and improve student performance. Districts were also subject to rewards and sanctions imposed on the basis of state assessment systems. This study explored the efforts of a typical school district to address the new mandates and demands for school accountability.
The researcher used a case study approach to examine the rationale for the standards movement and the essential elements of a standards-based system. The study had several purposes. The 1st was to assess the relationship of teacher knowledge and understanding of the standards to the implementation process. The 2nd was to identify the degree to which the academic standards were used in curriculum, assessment, and instruction in a targeted school district. The 3rd was to determine the degree of compliance with state and federal curriculum regulations.
The writer surveyed teachers, conducted interviews, and reviewed district documents and records to collect data. These data were used to address 5 primary research questions relative to implementation of the academic standards and provided the basis for the recommendations and conclusions.
The data showed that knowledge and understanding of the academic standards are essential and a prerequisite to successful standards implementation. Although there is no commonly accepted implementation model and specifics are ill-defined, a standards implementation process should have some common elements such as knowledge of the standards, linkages of standards to curriculum assessment and instruction, professional development, a comprehensive system to monitor student progress, and interventions for students not meeting expected performance levels. Standards-based education involves systematic reform and is a complex, long-term process.