The role of politicians is integral within the public school system. Politician influence directly the policies that impact student achievement. The impact could be based on ideologies. These ideologies could influence a significant difference in Black student achievement. In preparing for this study, the researcher was unable to find investigations of the potential influence political affiliations of state and local officials may have on student achievement, and specifically on Black student achievement.
This exploratory, correlational study analyzed the potential relationship between political party affiliation and student achievement of fourth and eighth grade students in the areas of mathematics and reading, located in the large cities of Atlanta, Austin, Boston, Charlotte, Chicago, Cleveland, District of Columbia, Hillsborough County, Jefferson County, and Milwaukee. The large urban areas were chosen to allow a diversity of ethnicity among the secondary achievement data analyzed. The purpose was to investigate the potential relationships of political party affiliations for the state and local offices of Governor, Speaker of the House, and Mayor/City Planner to student achievement of Black students in comparison to other ethnicities in large metropolitan school districts in United States.
Following analysis of secondary mathematics and reading data generated by the NAEP assessments for the years 2007 through 2015, the study did not find a statistically significant relationship between political party affiliations of those politicians who influence local educational policy and student achievement. The research did establish, once again, that the United States does still generate evidence of an achievement gap between Black students and other ethnicities.
The researcher concluded politics should not be a factor in educational reform. Factors that take precedence include helping students succeed. Helping students succeed goes beyond making policies or selecting the right candidate to receive the right amount of funding. We educators have a concern for the success of the child and the future state our society. If the child succeeds, society should progress.
|Commitee:||Long, John, Weir, Graham|
|School Location:||United States -- Missouri|
|Source:||DAI-A 79/03(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Educational leadership|
|Keywords:||Black students, Educational policy, Political affiliations, Student achievement|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be