Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
J. Michael Griffin
Committee Member
Thomas O. Huffman
Committee Member
Maryellen Maher
Keywords
academic standards, academic achievement, cognitive development, constructivism, criterion-referenced tests, distributed leadership, educational change, educational reform, educational strategies, mathematics achievement, pedagogy, professional development, school organization, school reform, standards-based curriculum, state pilot programs, standardized test scores, student-centered instruction, student achievement, student learning, student portfolios, teaching improvement
Abstract
This dissertation was designed to study the effects of a school reform initiative in which the school participated as a part of a mandated state pilot program. The school’s test scores on the state’s criterion-reference test were far below the standards set by the state for schools that were performing properly. Not all categories of scores were low, but in mathematics particularly, students’ test scores fell well below the state standard.
The school reform design was meant to transform instruction from the traditional to student-centered and to introduce standards-based curricula. In improving instruction, it was inferred that student learning, student work, and student test scores would improve as well. The researcher made extensive observations, conducted teacher and other interviews, assessed student portfolios, and compared standardized test scores to determine the degree to which the reform occurred over a 3-year period.
The analysis of the data collected reveals 4 important findings. First, the data reveal that school reform did have a positive impact on student achievement, particularly daily assignments. Second, teaching improved. Pedagogy was more student centered and content more standards based. Third, the school’s organization was impacted positively with professional development becoming site based and based on the staff members, data being used to plan instruction, and leadership being distributed among many staff members. Although standardized test scores improved over a 4-year period, a direct relationship between the reform and test score improvement was not conclusive.