Dissertation/Thesis Abstract

The impact of departmentalization on sixth grade achievement on the Missouri Assessment Program
by Page, Shawn James, Ed.D., Lindenwood University, 2009, 134; 3390651
Abstract (Summary)

In 1950 the Missouri Board of education designed accreditation standards for Missouri schools. In 1990 the Missouri School Improvement Program (MSIP) experienced a major revision that required that all districts be accredited. A school could achieve accreditation by taking part in a five year review cycle designed by the Department of Elementary and Secondary Education (DESSE). No Child Left Behind (NCLB) was signed into law in 2002. The results were sweeping changes to the educational system(DESE 2006). One of those changes was an Annual Yearly Progress (AYP) standard. One of the most notable innovations of traditional junior high schools, first instituted in the 1920s, was departmentalization (Hargreaves & Shirley, 2008; Lutz, 2004). Modeled after high school practice, departmentalization was introduced with the new grade reconfiguration as an innovation designed to improve student achievement (Lutz, 2004, p. 19). The purpose of this study is to analyze if there is a relationship between departmentalization and 6th grade student achievement on the MAP.

Indexing (document details)
Advisor: Reid, Terry
Commitee: Kopp, Kevin, Slagle, Dale
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 71/02, Dissertation Abstracts International
Subjects: Middle School education, Secondary education
Keywords: Achievement, Annual yearly progress (AYP), Departmentalization, Missouri Assessment Program, Missouri School Improvement Program (MSIP), No Child Left Behind, Sixth-grade
Publication Number: 3390651
ISBN: 978-1-109-60194-7
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