Dissertation/Thesis Abstract

Determining courses of action for educational leaders to achieve Adequate Yearly Progress
by Anthony, Peter John, Ed.D., University of Phoenix, 2008, 237; 3324086
Abstract (Summary)

This qualitative evaluation case study explored courses of action for leaders of K-12 education to achieve Adequate Yearly Progress (AYP). The problem researched was that a low socioeconomic middle school did not achieve AYP for three consecutive years. The purpose was to explore courses of action for leaders of K-12 education to achieve AYP. The research question investigated how and why the case study middle school leaders did not achieve AYP. Systems theory provided basis for the theoretical foundation. Interview responses from 20 certified and classified staff analyzed with QSR NVivo7 qualitative analysis software identified 5 emergent themes. Critical analysis of themes triangulated with secondary data resources produced 15 courses of action and 4 recommendations for leaders of K-12 education to achieve AYP. Key results of the case study indicated a need for leaders to consider emergent themes of home environment, community involvement, student support and accountability, unrealistic standards, and funding as primary factors to achieve AYP.

Indexing (document details)
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 69/08, Dissertation Abstracts International
Subjects: Educational administration
Keywords: AYP, Adequate Yearly Progress, Courses of action for leaders of K-12 to achieve AYP, K-12, Leaders, NCLB, No Child Left Behind
Publication Number: 3324086
ISBN: 978-0-549-76607-0
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