Shared more. Cited more. Safe forever.
    • advanced search
    • submit works
    • about
    • help
    • contact us
    • login
    View Item 
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2012 Dissertations (MU)
    • 2012 MU dissertations - Freely available online
    • View Item
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2012 Dissertations (MU)
    • 2012 MU dissertations - Freely available online
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    advanced searchsubmit worksabouthelpcontact us

    Browse

    All of MOspaceCommunities & CollectionsDate IssuedAuthor/ContributorTitleSubjectIdentifierThesis DepartmentThesis AdvisorThesis SemesterThis CollectionDate IssuedAuthor/ContributorTitleSubjectIdentifierThesis DepartmentThesis AdvisorThesis Semester

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular AuthorsStatistics by Referrer

    An exploratory study of reform initiatives in relatively small Missouri school districts

    Masters, James P.
    View/Open
    [PDF] public.pdf (44.50Kb)
    [PDF] research.pdf (1.765Mb)
    [PDF] short.pdf (39.45Kb)
    Date
    2012
    Format
    Thesis
    Metadata
    [+] Show full item record
    Abstract
    The purpose of this study was to identify commonly implemented school reform initiatives in Missouri school districts and determine the degree of relationship between those commonly implemented efforts and student academic success. The population for this study consisted of 81 Missouri school districts with populations of 500-2000 students. Data were analyzed to determine, collectively and by grade level (a) commonly implemented reform initiatives in the school's represented in this study; (b) the amounts of fiscal and human resources invested in the implementation of those initiatives; (c) the stages of implementation of the initiatives; (d) the perceived levels of impact of the initiatives on academic success of the students in those schools; (e) if any significant relationships existed between full years of implementation, personnel hours, dollars spent, average daily attendance, persistence to graduation, superintendent's perceived impact, percent of students passing communications arts or mathematics as measured by the MAP assessment; (f) if those relationships were noticeably different across the major grade levels of elementary, middle and high schools. The study identified 297 initiatives. The ratio of fiscal investment and personnel hours committed to the implementation and support of elementary grade related reforms was 3:1 over all other grade levels. Significant correlations were found between years of full implementation and superintendent perceived impact, personnel hours and dollars spent and percent passing communication arts and percent passing mathematics. No significant correlations were found between any of the study variables and student achievement in communication arts or mathematics.
    URI
    https://hdl.handle.net/10355/15099
    https://doi.org/10.32469/10355/15099
    Degree
    Ed. D.
    Thesis Department
    Educational leadership and policy analysis (MU)
    Rights
    OpenAccess
    This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
    Collections
    • Educational Leadership and Policy Analysis electronic theses and dissertations (MU)
    • 2012 MU dissertations - Freely available online

    Send Feedback
    hosted by University of Missouri Library Systems
     

     


    Send Feedback
    hosted by University of Missouri Library Systems