The Effect of School Improvement Planning on Student Achievement

Autor/inn/en	Huber, David J.; Conway, James M.
Titel	The Effect of School Improvement Planning on Student Achievement
Quelle	In: Planning and Changing, 46 (2015) 1-2, S.56-70 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0032-0684
Schlagwörter	Correlation; Educational Improvement; Academic Achievement; Educational Quality; Scores; Multiple Regression Analysis; Educational Planning; Low Achievement; Institutional Characteristics; Elementary Schools; Scoring Rubrics; Middle Schools; Faculty Development; School Districts; Student Characteristics; Connecticut + Suchen Sie Ihr Suchwort? Korrelation; Teaching improvement; Unterrichtsentwicklung; Schulleistung; Quality of education; Bildungsqualität; Bildungsplanung; Unterdurchschnittliche Leistung; Elementary school; Grundschule; Volksschule; Scoring formulas; Auswertungsbogen; Middle school; Mittelschule; Mittelstufenschule; School district; Schulbezirk
Abstract	This study evaluated the hypothesis that schools in Connecticut's Alliance Districts (lowest-performing districts) with higher-quality school improvement plans (SIPs) would have higher levels of student achievement. An exploratory research question evaluated whether SIPs predicted achievement of particular subgroups. SIPs were obtained and scored for 108 schools. Consistent with the hypothesis, SIP total scores correlated positively with student school-level student achievement. However, in multiple regression analysis controlling for demographic factors and prior school-level student achievement, SIP total score's coefficient did not reach the 0.05 level of significance. None of the subgroups with reasonably large N's (Hispanic, students eligible for free or reduced price lunch, and "high needs" students) had significant regression coefficients even though all three subgroups had small, yet significant correlations with SIP total score. We recommend that schools develop high-quality SIPs that focus efforts directly on subgroup performance to close current gaps in achievement. (As Provided).
Anmerkungen	Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01