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dc.contributor.advisorValentine, Jerryeng
dc.contributor.authorMasters, James P.eng
dc.date.issued2012eng
dc.date.submitted2012 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on August 30, 2012).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Jerry W. Valentineeng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri-Columbia 2012eng
dc.description"May 2012"eng
dc.description.abstractThe 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.eng
dc.description.bibrefIncludes bibliographical references.eng
dc.format.extentxi, 188 pageseng
dc.identifier.oclc872568950eng
dc.identifier.urihttps://hdl.handle.net/10355/15099
dc.identifier.urihttps://doi.org/10.32469/10355/15099eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subjectdecision makingeng
dc.subjectschool facilities planningeng
dc.subjectschool sitingeng
dc.subjectcollaborative planningeng
dc.subjectevidence useeng
dc.titleAn exploratory study of reform initiatives in relatively small Missouri school districtseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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