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Effects of the Academic Excellence Indicator System on student academic achievement as perceived by Texas principals and teachers in the Region V Education Service Center /

The purpose of the study was to determine the effects of the

Bibliographic Details
Main Author: Adams, Nancy Jo Pearson
Format: Thesis Book
Language:English
Published: [Place of publication not identified] : [publisher not identified] ; 1995.
Subjects:
Major educational administration.
Online Access:http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=741213041&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD
Description
Summary:The purpose of the study was to determine the effects of the
Academic Excellence Indicator System (AEIS) on student
academic achievement as perceived by principals and teachers
in the Region V Education Service Center in southeast Texas.
The population for the study consisted of the principal and
fourth grade teachers from the 67 campuses serving fourth
grade students in the Region V Education Service Center in
southeast Texas. The data were obtained through the use of
a mailed questionnaire. Descriptive statistics were used to
analyze the data from the questionnaire. One-way analysis
of variance was used to test for mean differences between
the effects of the AEIS on student academic achievement as
perceived by principals and teachers. The study revealed
perceptions of principals and teachers with regard to the
effects of the Academic Excellence Indicator System on
student academic achievement to be negative overall. In
addition, the study revealed that within the population
surveyed, principals perceptions of the effects of the AEIS
on student academic achievement were different at a
statistically significant level (P<.05) from those of
teachers on 16 of 19 items in the survey. Perceptions
expressed by both groups were negative overall, yet on every
item teachers' perceptions were noted to be more negative
than those of principals.
The study indicated that principals and teachers share
a lack of confidence in the AEIS as a system of local
school accountability; Texas is spending approximately
16.3 million dollars annually on an accountability
system that is not considered to be reliable by
principals and teachers surveyed; both groups agree
that the AEIS does not have a positive effect on
promoting a broad-based curriculum or on producing
student creativity, implying that the AEIS narrows
curriculum to objectives tested on TAAS; and that the
requirement to publicize the school report cards causes
polarization among teachers and administrators,
factions of teachers, as well as between educators and
the public.
Recommendations included broadening the definition of
student academic achievement beyond TAAS, development
of alternative assessment strategies to complement
TAAS, and a legislative review of the cost
effectiveness of the AEIS.
Item Description:Vita.
"Major Subject: Educational Administration".
Physical Description:xiii, 115 leaves ; 28 cm.
Issued also on microfiche from University Microfilms Inc.
Bibliography:Includes bibliographical references.