Few studies have focused on middle school students’ academic achievement and overall performances (Flowers, 2003; Leithwood & Jantzi, 2006). Delaware Comprehensive Assessment system (DCAS) used by school officials recognized an emerging trend in which a large percentage of students’ academic performances consistently declined over a period of three years. Indications point to standardized test scores lower on each grade level. Students’ assessment scores were sixty-six percent lower on the State’s DCAS assessment tests in math for sixth, seventh and eighth grades. Fifty-seven percent of the students on the same grade level scored “below standard” in Reading.
The method of this research study is a quantitative multiple regression design seeking to find the relationship between the seven dimensions of distributed leadership and students’ achievement scores in Reading and Math. Results from the four schools showed a high statistical significance of correlational scores between distributed leadership practices and student assessment scores.
Implications of the study will allow transferability for stakeholders to generalize how to apply distributed leadership practices and improve student assessment scores. Findings from this research will fill gaps in the literature.
|Commitee:||Carlson, Pat, Moody, Gina, Rathee, Nirmarijit, Temburni, Murali|
|School:||Delaware State University|
|School Location:||United States -- Delaware|
|Source:||DAI-A 78/11(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Education Policy, School administration|
|Keywords:||Collaborative environment for teachers, Instructional leadership, School culture, School organization, Teacher leadership, Using data to make informed decisions|
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