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The Impact of Atypical Principal Preparation Programs on School Accountability and Student Achievement in High-Poverty Schools A Dissertation Defense by Sheri L. Miller-Williams September 22, 2011 William Allan Kritsonis, PhD Dissertation Chair
Committee Members ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The U.S. Education Dilemma ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A Review of the Literature
The Average Minority School ,[object Object],[object Object],[object Object]
Dropout Factories ,[object Object],[object Object],[object Object],[object Object],[object Object]
No Child Left Behind: Gauging Growth   ,[object Object],[object Object],[object Object],[object Object]
Segregated Minority Schools ,[object Object]
Segregated Minority Schools ,[object Object],[object Object],[object Object]
Demographics of Poor Students in Texas  and Harris County ,[object Object],[object Object],[object Object]
Demographics of Poor Students in Texas  and Harris County ,[object Object],[object Object]
Key Factors Relative to Educating High-Poverty Minority Students ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Economically Disadvantaged  Student ,[object Object],[object Object],[object Object],[object Object]
The At-Risk Student ,[object Object],[object Object],[object Object],[object Object]
Alternative Education: An Overrepresentation  of Minority Placement ,[object Object],[object Object],[object Object]
Alternative Education: An Overrepresentation  of Minority Placement ,[object Object],[object Object],[object Object]
Alternative Education: An Overrepresentation  of Minority Placement ,[object Object],[object Object],[object Object],[object Object]
The Limited English Proficient (LEP) Student  ,[object Object],[object Object],[object Object]
The Limited English Proficient (LEP) Student  ,[object Object],[object Object],[object Object]
Special Education and the Minority Student ,[object Object],[object Object],[object Object]
Special Education and the Minority Student ,[object Object],[object Object],[object Object],[object Object]
Special Education and the Minority Student ,[object Object],[object Object],[object Object]
Graduation and Dropout Rates ,[object Object],[object Object]
The Call for Transformational Leadership
The Impact of Principal Leadership ,[object Object],[object Object]
The Call for Transformational Leadership ,[object Object],[object Object],[object Object],[object Object],[object Object]
Rationale for the Study
Rationale for the Study ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Rationale for the Study ,[object Object],[object Object],[object Object],[object Object],[object Object]
Rationale for the Study ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Rationale for the Study ,[object Object],[object Object],[object Object]
The Emergence of Atypical Principal Preparation Programs
The Emergence of Atypical Principal Preparation Programs ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
School Accountability and the Landscape of Principal Leadership ,[object Object]
Significance of the Study
Significance of the Study ,[object Object],[object Object]
Theoretical Framework
Theoretical Framework ,[object Object],[object Object]
Theoretical Framework Increased Accountability Organizational Effectiveness Need for Effective Leadership Leader as Change Agent Development of School Culture Improvement in Accountability Ratings and Student Achievement Results Transformational Leadership ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Purpose of the Study
Purpose of the Study ,[object Object],[object Object],[object Object],[object Object],[object Object]
Purpose of the Study ,[object Object],[object Object],[object Object],[object Object],[object Object]
Purpose of the Study ,[object Object],[object Object],[object Object]
[object Object]
Research Questions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Research Hypotheses ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object]
Variables ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object]
Subjects of the Study   ,[object Object],[object Object]
Target Population   ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object]
Sampling Procedures ,[object Object],[object Object],[object Object],[object Object],[object Object]
Controlling for Bias During the Sampling Process ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Instrumentation ,[object Object],[object Object],[object Object]
[object Object]
Research Design ,[object Object],[object Object],[object Object],[object Object],[object Object]
Instrumentation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
School Leadership Demographic Survey AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITY AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS THE SCHOOL LEADERSHIP DEMOGRAPHIC SURVEY (APPENDIX 1) Section I: School Demographics School Name __________________________________ Enrollment __________________________________ Grade Level K-5 5-6 7-8 9-12 Years of Principal Experience 1-3 4-6 7-9  10 or more Economically Disadvantaged %  __________________________________ Section II: Principal Demographics Ethnicity M F Gender W AA H O Years of Admin Experience 1-5 6-10 11-15 16-20 20+ Note: Administrative experience in any supervisory position not defined as the principalship. Section III: Principal Preparation  Note: Please select the type of principal development program you participated in defined by the descriptions below. __________ Traditional Principal Preparation  (Completion of Master’s Degree and principal certification attained prior to assuming principalship. __________  Atypical Principal Preparation  (Completion of Master’s Degree, principal certification and an extended training program which includes field residency or clinical internship with a mentor principal or coaching from a master principal.
Research Design ,[object Object],[object Object],[object Object],[object Object],[object Object]
Research Design ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Traditionally Trained Principals Atypically Trained Principals 2009-2010 2008-2009 School Accountability Ratings School Accountability Ratings Mathematics Mathematics Reading Reading
[object Object]
Table 1:Frequency Distribution by Type of  Principal Preparation 100.0 100 Total (N) 50.0 50 Traditional 50.0 50 Atypical  Percent Number Principals Preparation
Table 2: Frequency Distribution by Gender and Type of Preparation   100 100 50.0 50 50.0 50 Total 64.0 64 31.0 31 33.0 33 Female 36.0 36 19.0 19 17.0 17 Male % N % N % N Gender Total Traditional (50) Atypical (50) Type of Preparation
Table 3: Frequency Distribution by Ethnicity and Type of Preparation   100 100 50.0 50 50.0 50 Total 13.0 13 7.0 7 6.0 6 Hispanic American 26.0 26 11.0 11 15.0 15 African American 61.0 61 32.0 32 29.0 29 White American % N % N % N Ethnicity Total Traditional (50) Atypical (50) Type of Preparation
Table 4: Frequency Distribution by Years of  Experience on Campus 100 100 50.0 50 50.0 50 Total 16.0 16 6.0 6 10.0 10 10 + years 26.0 26 16.0 16 10.0 10 7 to 9 42.0 42 21.0 21 21.0 21 4 to 6 16.0 16 7.0 7 9.0 9 1 to 3 % N % N % N Total Traditional (50) Atypical (50)  Yrs of Experience On Campus Type of Preparation
Table 5: Frequency Distribution by Years of Experience as an Administrator 100 100 50.0 50 50.0 50 Total 5.0 5 1.0 1 4.0 4 21 + years 10.0 10 3.0 3 7.0 7 16 to 20 33.0 33 16.0 16 17.0 17 11 to 15 46.0 46 26.0 26 20.0 20 6 to 10 6.0 6 4.0 4 2.0 2 1 to 5 % N % N % N Total Traditional  (50) Atypical (50) Years of Experience as an Administrator
Table 6: Frequency Distribution by Grade Levels  and Type of Preparation 50  50.0  50  50.0  100  100 Total (N) 12  12.0  13  13.0  24  24.0 9-12 15  15.0  14  14.0  29  29.0 7-8 2  2.0  7  7.0  9  9.0 5-6 21  21.0  16  16.0  37  37.0 K-5 Type of Preparation Atypical (50)  Traditional (50)  Total N  %  N  %  N  % Grade Level
Table 7: Frequency Distribution by School District 100.0% 100 Total (N) 20.0% 20 Cy-Fair ISD 20.0% 20 HISD 20.0% 20 Humble 20.0% 20 Alief 20.0% 20 Aldine Percent Number School District
[object Object],[object Object]
Table 8: T-Test Results Comparing Differences in the School Accountability Ratings of High- Poverty Schools with Atypical and Traditional Principals (08-09) *Significant at the .05 level  2.51 .014* t p 98 df .44 Mean Difference 0 .13 .11 SE 0 .93 0 .82 SD 2.54 2.98 Mean Traditional (n=50) Atypical (n=50) Statistics
Table 9: T-Test Results Comparing Differences in the School Accountability Ratings of High- Poverty Schools with Atypical and Traditional Principals (09-10) .0621 .536 t p  98 df .08 Mean Difference 0 .01 0 .01 SE 0 .67 0 .62 SD 3.14 3.22 Mean Traditional (n=50) Atypical (n=50) Statistics
[object Object],[object Object]
Table 10: T-Test Results Comparing Differences in the TAKS Total Achievement Scores of Students in High-Poverty Schools with Atypical and Traditional Principals (08-09) .813 .418 t p  98 df .02 Mean Difference 00 .02 00 .02 SE 00 .11 00 .12 SD 72.4 74.3 Mean Traditional (n=50) Atypical (n=50) Statistics
Table 13: T-Test Results Comparing Differences in the TAKS Total Achievement Scores of Students in High-Poverty Schools with Atypical and Traditional Principals (09-10) ***Significant at the .001 level 3.34 . 001*** t p 98 df .06 Mean Difference .01 00 .01 SE 00 .11 00 .09 SD 75.2 81.8 Mean Traditional (n=50) Atypical (n=50) Statistics
Table 11: T-Test Results Comparing Differences in the Reading TAKS Achievement Scores of Students in High-Poverty Schools with Atypical and Traditional Principals (08-09) ***Significant at the .001 level 3.41 0 .001*** t p   0 .98 df 0 .06 Mean Difference 00 .02 00 .001 SE 00 .11 00 .001 SD 83.0 89.0 Mean Traditional (n=50) Atypical (n=50) Statistics
Table 14: T-Test Results Comparing Differences in the Reading TAKS Achievement Scores of Students in High-Poverty Schools with Atypical and Traditional Principals (09-10) **Significant at the .01 level 2.76 0  .007** t p 98 df 0 .05 Mean Difference 00 .01 00 .001 SE 00 .10 00 .01 SD 86.6 91.2 Mean Traditional (n=50) Atypical (n=50) Statistics
Table 12: T-Test Results Comparing Differences in the Math TAKS Achievement Scores of Students in High-Poverty Schools with Atypical and Traditional Principals (08-09) 1.91 0 .060 t p 98 df 0 .04 Mean Difference 00 .01 00 .01 SE 00 .11 00 .10 SD 79.2 83.1 Mean Traditional (n=50) Atypical (n=50) Statistics
Table 15: T-Test Results Comparing Differences in the Math TAKS Achievement Scores of Students in High-Poverty Schools with Atypical and Traditional Principals (09-10) *Significant at the .05 level .049* p 1.998 t 98 df .04 Mean Difference 00 .001 00 .001 SE 00 .11 00 .01 SD 84.8 88.5 Mean Traditional (n=50) Atypical (n=50) Statistics
[object Object]
Summary of Statistical Findings .049* X TAKS Math (09-10) X TAKS Math (08-09) .007** X TAKS Reading(09-10) .001*** X TAKS Reading (08-09) .001*** X TAKS All (09-10) X TAKS All (08-09) X Accountability Rating (09-10) .014* X Accountability Rating (08-09) Level of Significance Not Statistically Significant Statistically Significant Variable Measured
Discussion ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Discussion ,[object Object],[object Object],[object Object]
Discussion ,[object Object],[object Object],[object Object]
The Lack of Influence of the Texas Performance Measure ,[object Object],[object Object],[object Object]
Conclusions ,[object Object],[object Object],[object Object]
Conclusions ,[object Object],[object Object]
Conclusions ,[object Object],[object Object],[object Object]
Recommendations for the Field of Education  ,[object Object],[object Object],[object Object],[object Object]
Recommendations for the Field of Education  ,[object Object],[object Object],[object Object],[object Object]
Recommendations for the Field of Education  ,[object Object],[object Object],[object Object]
Recommendations for the Field of Education  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Recommendations for the Field of Education  ,[object Object],[object Object],[object Object],[object Object]
Recommendations for the Field of Education  ,[object Object],[object Object],[object Object]
Recommendations for the Field of Education  ,[object Object],[object Object],[object Object],[object Object]
Recommendations for Further Study ,[object Object],[object Object]
Recommendations for Further Study ,[object Object],[object Object],[object Object]
Recommendations for Further Study ,[object Object],[object Object]
Recommendations for Further Study ,[object Object],[object Object]
References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
References ,[object Object],[object Object]
Questions

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AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITYH AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS by Sheri L. Miller-Williams, PhD

  • 1. The Impact of Atypical Principal Preparation Programs on School Accountability and Student Achievement in High-Poverty Schools A Dissertation Defense by Sheri L. Miller-Williams September 22, 2011 William Allan Kritsonis, PhD Dissertation Chair
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  • 4. A Review of the Literature
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  • 24. The Call for Transformational Leadership
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  • 32. The Emergence of Atypical Principal Preparation Programs
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  • 40. Purpose of the Study
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  • 59. School Leadership Demographic Survey AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITY AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS THE SCHOOL LEADERSHIP DEMOGRAPHIC SURVEY (APPENDIX 1) Section I: School Demographics School Name __________________________________ Enrollment __________________________________ Grade Level K-5 5-6 7-8 9-12 Years of Principal Experience 1-3 4-6 7-9 10 or more Economically Disadvantaged % __________________________________ Section II: Principal Demographics Ethnicity M F Gender W AA H O Years of Admin Experience 1-5 6-10 11-15 16-20 20+ Note: Administrative experience in any supervisory position not defined as the principalship. Section III: Principal Preparation Note: Please select the type of principal development program you participated in defined by the descriptions below. __________ Traditional Principal Preparation (Completion of Master’s Degree and principal certification attained prior to assuming principalship. __________ Atypical Principal Preparation (Completion of Master’s Degree, principal certification and an extended training program which includes field residency or clinical internship with a mentor principal or coaching from a master principal.
  • 60.
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  • 63. Table 1:Frequency Distribution by Type of Principal Preparation 100.0 100 Total (N) 50.0 50 Traditional 50.0 50 Atypical Percent Number Principals Preparation
  • 64. Table 2: Frequency Distribution by Gender and Type of Preparation 100 100 50.0 50 50.0 50 Total 64.0 64 31.0 31 33.0 33 Female 36.0 36 19.0 19 17.0 17 Male % N % N % N Gender Total Traditional (50) Atypical (50) Type of Preparation
  • 65. Table 3: Frequency Distribution by Ethnicity and Type of Preparation 100 100 50.0 50 50.0 50 Total 13.0 13 7.0 7 6.0 6 Hispanic American 26.0 26 11.0 11 15.0 15 African American 61.0 61 32.0 32 29.0 29 White American % N % N % N Ethnicity Total Traditional (50) Atypical (50) Type of Preparation
  • 66. Table 4: Frequency Distribution by Years of Experience on Campus 100 100 50.0 50 50.0 50 Total 16.0 16 6.0 6 10.0 10 10 + years 26.0 26 16.0 16 10.0 10 7 to 9 42.0 42 21.0 21 21.0 21 4 to 6 16.0 16 7.0 7 9.0 9 1 to 3 % N % N % N Total Traditional (50) Atypical (50) Yrs of Experience On Campus Type of Preparation
  • 67. Table 5: Frequency Distribution by Years of Experience as an Administrator 100 100 50.0 50 50.0 50 Total 5.0 5 1.0 1 4.0 4 21 + years 10.0 10 3.0 3 7.0 7 16 to 20 33.0 33 16.0 16 17.0 17 11 to 15 46.0 46 26.0 26 20.0 20 6 to 10 6.0 6 4.0 4 2.0 2 1 to 5 % N % N % N Total Traditional (50) Atypical (50) Years of Experience as an Administrator
  • 68. Table 6: Frequency Distribution by Grade Levels and Type of Preparation 50 50.0 50 50.0 100 100 Total (N) 12 12.0 13 13.0 24 24.0 9-12 15 15.0 14 14.0 29 29.0 7-8 2 2.0 7 7.0 9 9.0 5-6 21 21.0 16 16.0 37 37.0 K-5 Type of Preparation Atypical (50) Traditional (50) Total N % N % N % Grade Level
  • 69. Table 7: Frequency Distribution by School District 100.0% 100 Total (N) 20.0% 20 Cy-Fair ISD 20.0% 20 HISD 20.0% 20 Humble 20.0% 20 Alief 20.0% 20 Aldine Percent Number School District
  • 70.
  • 71. Table 8: T-Test Results Comparing Differences in the School Accountability Ratings of High- Poverty Schools with Atypical and Traditional Principals (08-09) *Significant at the .05 level 2.51 .014* t p 98 df .44 Mean Difference 0 .13 .11 SE 0 .93 0 .82 SD 2.54 2.98 Mean Traditional (n=50) Atypical (n=50) Statistics
  • 72. Table 9: T-Test Results Comparing Differences in the School Accountability Ratings of High- Poverty Schools with Atypical and Traditional Principals (09-10) .0621 .536 t p 98 df .08 Mean Difference 0 .01 0 .01 SE 0 .67 0 .62 SD 3.14 3.22 Mean Traditional (n=50) Atypical (n=50) Statistics
  • 73.
  • 74. Table 10: T-Test Results Comparing Differences in the TAKS Total Achievement Scores of Students in High-Poverty Schools with Atypical and Traditional Principals (08-09) .813 .418 t p 98 df .02 Mean Difference 00 .02 00 .02 SE 00 .11 00 .12 SD 72.4 74.3 Mean Traditional (n=50) Atypical (n=50) Statistics
  • 75. Table 13: T-Test Results Comparing Differences in the TAKS Total Achievement Scores of Students in High-Poverty Schools with Atypical and Traditional Principals (09-10) ***Significant at the .001 level 3.34 . 001*** t p 98 df .06 Mean Difference .01 00 .01 SE 00 .11 00 .09 SD 75.2 81.8 Mean Traditional (n=50) Atypical (n=50) Statistics
  • 76. Table 11: T-Test Results Comparing Differences in the Reading TAKS Achievement Scores of Students in High-Poverty Schools with Atypical and Traditional Principals (08-09) ***Significant at the .001 level 3.41 0 .001*** t p 0 .98 df 0 .06 Mean Difference 00 .02 00 .001 SE 00 .11 00 .001 SD 83.0 89.0 Mean Traditional (n=50) Atypical (n=50) Statistics
  • 77. Table 14: T-Test Results Comparing Differences in the Reading TAKS Achievement Scores of Students in High-Poverty Schools with Atypical and Traditional Principals (09-10) **Significant at the .01 level 2.76 0 .007** t p 98 df 0 .05 Mean Difference 00 .01 00 .001 SE 00 .10 00 .01 SD 86.6 91.2 Mean Traditional (n=50) Atypical (n=50) Statistics
  • 78. Table 12: T-Test Results Comparing Differences in the Math TAKS Achievement Scores of Students in High-Poverty Schools with Atypical and Traditional Principals (08-09) 1.91 0 .060 t p 98 df 0 .04 Mean Difference 00 .01 00 .01 SE 00 .11 00 .10 SD 79.2 83.1 Mean Traditional (n=50) Atypical (n=50) Statistics
  • 79. Table 15: T-Test Results Comparing Differences in the Math TAKS Achievement Scores of Students in High-Poverty Schools with Atypical and Traditional Principals (09-10) *Significant at the .05 level .049* p 1.998 t 98 df .04 Mean Difference 00 .001 00 .001 SE 00 .11 00 .01 SD 84.8 88.5 Mean Traditional (n=50) Atypical (n=50) Statistics
  • 80.
  • 81. Summary of Statistical Findings .049* X TAKS Math (09-10) X TAKS Math (08-09) .007** X TAKS Reading(09-10) .001*** X TAKS Reading (08-09) .001*** X TAKS All (09-10) X TAKS All (08-09) X Accountability Rating (09-10) .014* X Accountability Rating (08-09) Level of Significance Not Statistically Significant Statistically Significant Variable Measured
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