The purpose of this quantitative study was to explore the relationship between school culture and third grade reading and math scores on a standardized test in an urban district in the southeast. The intention of the present study was to contribute to the field of educational leadership related to student achievement and elements that affect school culture, especially in today’s climate of high stakes accountability. A survey of teachers in 15 participating schools was completed and correlated with third grade reading and math scores on a standardized test. The study used the School Culture Survey and the Criterion Referenced Competency Test measured student achievement. The analysis of the survey results revealed that the student achievement data were correlated with six elements of a positive school culture collaborative leadership, teacher collaboration, professional development, unity of purpose, collegial support, and learning partnership and revealed that a moderately strong correlation exists between the six elements and student achievement, but this correlation was found not be statistically significant. The literature suggested a correlation between school culture and student achievement. More research regarding the link between the six school culture elements in the study and the correlation to student achievement on standardized test scores should continue. The correlation should be researched further to determine the consistency of the correlation over time.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 69/08, Dissertation Abstracts International|
|Keywords:||Achievement, Criterion Referenced Competency Test, Leadership, Positive school culture, School culture|
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