The impact of changes in promotion policy on campus climate and student achievement in selected schools in the Waco Independent School District /
The purpose of this study was to determine the impact of changes in policy on campus climate and student achievement in selected schools in the Waco Independent School District. Research questions were as follows: 1. What were principals' perceptions of the impact of the promotion policy on c...
| Main Author: | |
|---|---|
| Format: | Thesis Book |
| Language: | English |
| Published: |
[Place of publication not identified] :
[publisher not identified] ;
2002.
|
| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=726452571&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this study was to determine the impact of changes in policy on campus climate and student achievement in selected schools in the Waco Independent School District. Research questions were as follows: 1. What were principals' perceptions of the impact of the promotion policy on campus climate and campus management? 2. What were teachers' perceptions of the impact of the promotion policy on campus climate and classroom instruction? 3. What was the impact of the promotion policy on student achievement and retention rates after implementation of the promotion policy? A survey instrument was developed and administered by the researcher to determine principal and teacher perceptions of the impact of the policy changes on various aspects of school climate. Return rates on surveys were 76% for the principal survey and 78.5% for the teacher survey. Conclusions from the survey are as follows. 1. Respondents indicated strong agreement that the policy was implemented and adhered to on their campuses. 2. Respondents agreed that the policy was a major factor impacting student achievement. 3. Respondents indicated more instructional focus was evident since the policy was implemented. 4. Respondents indicated an increase in expectations for students. 5. Respondents also indicated that more data analysis was required. 6. Principals saw the climate as more positive since implementation of the policy, but the majority of teachers did not. 7. Respondents viewed students as more academically focused with no increase in behavior and attendance problems. 8. Respondents reported an increase in parental involvement with schools. Conclusions regarding academic achievement of students since policy implementation: 1. TAAS TLI scores in both mathematics and reading significantly increased after implementation of the policy. 2. The addition of a high states testing requirement as a promotion standard will initially increase retentions. Retentions increased followed by some declines. |
|---|---|
| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | x, 118 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 93-99). |