The relationship between perceived school quality and student achievement in the elementary schools of the San Antonio Independent School District /
The primary purpose of this study was to determine the extent
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| Format: | Thesis Book |
| Language: | English |
| Published: |
[Place of publication not identified] :
[publisher not identified] ;
1995.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=742713241&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The primary purpose of this study was to determine the extent to which common attributes of quality adapted from the Texas Quality Award Criteria were associated with student achievement in the San Antonio Independent School District. The method used to accomplish the study involved the development of a 43 item survey adapted from 28 published criteria in the Texas Quality Award. Surveys were sent to over 800 members of campus councils in 65 elementary schools. Data from approximately 490 surveys were used to conduct a validation of the survey instrument and to extract four common factors underlying the attributes of quality measured. Measures of both school achievement and self-perceived quality were aggregated to the campus level and served as dependent and independent measures in the study. Correlations of individual survey items and factor scores with several measures of reading and mathematics achievement were determined. Additionally, analyses of variance were used to examine differences in school achievement exhibited between schools reporting high and low levels of quality on the four identified factors. The major results of the study were the identification of four common factors underlying the construct of quality: (a) Measurement and Evaluation of Quality, (b) Leadership for Quality Improvement, (c) Stakeholder Involvement, and (d) Recognition of Human Resources, and evidence of a small relationship between the quality factors and school reading achievment. Major conclusions of the study were: 1.A small positive relationship was observed between three of the four factors and the percent of students passing the reading section of the Texas Assessment of Academic Skills. 2.No relationship was observed between perceived levels of school quality and school demographics. 3.Modest differences were observed in the levels of perceived quality between schools identified as low performing and those classified as non-low performing. 4.Higher reading achievement was exhibited by schools expressing higher levels of quality for three of the four identified common quality factors. Implications of the findings of this research suggest that the ability to assess and measure the intangible attributes of school quality imbedded in the Total Quality Management framework will greatly extend the current state of educational and organizational measurement. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | xiv, 199 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references. |