Dissertation/Thesis Abstract

The impact of fiscal limitation on superintendents' role and responsibilities for curriculum, instruction, and assessment
by Furman, Gary, Ed.D., Sage Graduate School, 2013, 188; 3564175
Abstract (Summary)

Federal stimulus funding expired in 2011-12. NCLB performance mandates approached the 2013-14 deadline. The ESEA waiver became an option with first year of implementation, 2012-13. This convergence of forces and timeline provided the opportunity for this study.

The study sought to explore whether or not superintendents from Connecticut, Massachusetts, New Jersey, New York, Pennsylvania, and Vermont had already taken and/or would take greater responsibility for curriculum, instruction, and assessment or whether these responsibilities would be delegated to other district personnel and/or outside agencies to ensure that structures were in place and were effective in supporting student achievement.

This mixed method descriptive study was used to gather data. One hundred superintendents completed the survey. Survey data was collected through SurveyMonkey and analyzed using SPSS v. 20. The study showed that superintendents have taken a greater role and more responsibilities for curriculum, instruction, and assessment due to fiscal limitations. In addition, two-thirds of responding superintendents had yet to establish nonnegotiable goals for student achievement. The study encountered two categories of superintendents: those with and those without district level positions for curriculum, instruction, and assessment.

Data from the respondents showed that there were differences among the states. The following are a few of the findings from the study. Respondents from Connecticut had the greatest percentage reporting that principals had shared responsibility for curriculum, instruction, and assessment. Respondents from Massachusetts had the greatest percentage reporting that superintendents had increased involvement with curriculum, instruction, and assessment in the previous two years. Respondents from New York had the greatest percentage reporting an anticipated budget shortfall for 2012-13. Respondents from Vermont had the greatest percentage reporting a district level position for curriculum, instruction, and assessment.

Key words: changing superintendent responsibilities, fiscal limitations, budget, curriculum, instruction, assessment

Indexing (document details)
Advisor: Myers, Ann
Commitee: O'Connell, Ray, Reidy, Robert
School: Sage Graduate School
Department: School of Education
School Location: United States -- New York
Source: DAI-A 74/09(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Education finance, Educational leadership, School administration
Keywords: Budget limitations, Changing role, Curriculum, Education leadership, Instruction, Superintendent
Publication Number: 3564175
ISBN: 9781303128882
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