Educators are increasingly aware of the importance of using student performance data for the purpose of planning effective instruction and revising school programs to improve student achievement. However, meaningful collaboration between school principals who share students throughout their kindergarten through 12th grade schooling experience is an infrequent practice, rarely focusing on student progress posted from year to year.
The longstanding tradition of configuring schools by grade levels results in a lack of communication and collaboration between these principals regarding the students they mutually serve over time. Further restricting a meaningful K-12 principal conversation about individual student progress is the organization of assessment performance data according to the status-based model. In this model, test results are measured against grade-level performance standards and comparisons made between entirely different groups of students. Growth data, on the other hand, reports the same student’s progress from benchmark year to benchmark year. Without meaningful K-12 collaboration around student achievement growth, school principals have no meaningful way to evaluate the impact of the instructional programs they administer. This study reports the results of a 5-month series of collaborative sessions where K-12 principals discussed value-added student data. As a result of these conversations, principals identified elements of both effective and ineffective school programs impacting student growth. This study relies primarily on a qualitative perspective as the means to learn how K-12 principals interpret student growth data and use their analysis to suggest school program improvements.
|Commitee:||Ruhl, Tom, Stevens, Joseph|
|School:||Lewis and Clark College|
|School Location:||United States -- Oregon|
|Source:||DAI-A 69/12, Dissertation Abstracts International|
|Keywords:||Achievement, Causes of student growth, Principal collaboration, Student growth data|
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