The United States is in an era of high-stakes evaluation of educators including principals and teachers, the results of which are used to inform human capital decision making, which in turn impacts school capacity and student learning. Much attention has been drawn to teachers in at-risk schools; however, little focus, if any, is given to the principals and the vital role that they play in improving student outcomes. The influence of school leaders on student achievement is not direct. Considering poor performance of students in the college entry exam, it becomes imperative to figure out how, and to what extent the school leaders affect the student performance. This study examines the perception of school leaders including the principal and the teachers about their belief on the persistent failure of some high school students on the SAT. It also determines the significance school leadership place on SAT as a measure of academic accomplishment, the development, and maintenance of a school climate that supports students’ success. The dearth of information about how school leaders influence school climate as the students prepare for college entry exams afforded me the opportunity to study how leadership perceptions can be managed effectively. As effective school leadership affords some benefits to the overall performance of the school, it is hoped that this study can help school leaders to identify their roles in improving schools’ achievement and academic success.
Keywords: high-stakes evaluation, at-risk schools, academic success
|Advisor:||Orlando, Maria F.|
|Commitee:||Bonds, Jill A, Gentles, Junior J|
|School:||St. Thomas University|
|School Location:||United States -- Florida|
|Source:||DAI-A 81/11(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration, Education Policy|
|Keywords:||Academic success, At-risk schools, High-stakes evaluation|
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