An analysis of school improvement planning and implementation processes within Indiana's performance-based accreditation system
Abstract
This study investigated school improvement planning and implementation within the context of Indiana's Performance Based Accreditation system (PBA). The problem which was the focus of this study was two dimensional. The state guidelines for development of the mandated School Improvement Plan are detailed; yet they allow for extensive local discretion. Prior to this study, no attempt had been made to describe the planning and implementation processes as they have developed within the PBA process. A repeated theme throughout the school improvement planning literature is the importance of principal leadership, feelings of teacher ownership, and ongoing commitment of organizational resources to successful school improvement planning. This study described the extent of those elements within the PBA process. Furthermore, it described how the schools studied are different after three years of PBA guided planning and implementation. The second dimension of the study described the relationships among school improvement and principal leadership, teacher ownership, and ongoing commitment of organizational resources within the unique setting of PBA. Forty-eight high schools which were involved in the first year of the program were the subjects for the study. A questionnaire was developed in order to gather data regarding the planning and implementation processes of these schools. The questionnaire was completed by the principal and the teacher selected by the principal as having the broadest knowledge of the school improvement planning process. Responses indicated that although a wide variety of strategies existed, most of these schools were involved in improving both external and internal communication, curriculum revision, and staff development. Most of the respondents viewed the PBA process as beneficial. Respondents' ratings on questionnaire items provided the basis for the determination that a positive correlation existed between school improvement and principal leadership, teacher ownership, and ongoing commitment of organizational resources within the PBA process. All of the relationships were significant at p $>$.05. It was determined that ratings for teacher ownership and ongoing commitment of organizational resources were significantly higher (at p $>$.05) in schools which had high principal and teacher ratings for school improvement and improved standardized test scores (ISTEP).
Degree
Ph.D.
Advisors
McInerney, Purdue University.
Subject Area
Secondary education
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