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.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 69/08, Dissertation Abstracts International|
|Keywords:||AYP, Adequate Yearly Progress, Courses of action for leaders of K-12 to achieve AYP, K-12, Leaders, NCLB, No Child Left Behind|
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