Beyond Standardized Test Scores: An Examination of Leadership and Climate as Leading Indicators of Future Success in the Transformation of Turnaround Schools

Autor/inn/en	May, Judy Jackson; Sanders, Eugene T. W.
Titel	Beyond Standardized Test Scores: An Examination of Leadership and Climate as Leading Indicators of Future Success in the Transformation of Turnaround Schools
Quelle	In: Journal of Urban Learning, Teaching, and Research, 9 (2013), S.42-54 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-2077
Schlagwörter	Standardized Tests; Scores; School Turnaround; Instructional Leadership; Educational Environment; Educational Indicators; Comparative Analysis; Academic Achievement; Urban Schools; Transformational Leadership; Educational Change; Federal Legislation; Educational Legislation; Grants; Educational Improvement; School Effectiveness; Leadership Effectiveness; Statistical Analysis; Reading Achievement; Mathematics Achievement; Achievement Gains; Elementary Schools; Ohio; Multifactor Leadership Questionnaire + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Instruction; Leadership; Bildung; Erziehung; Führung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational indicato; Bildungsindikator; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsreform; Bundesrecht; Bildungsrecht; Schulgesetz; Grant; Finanzielle Beihilfe; Teaching improvement; Unterrichtsentwicklung; Schuleffizienz; Führungseffizienz; Statistische Analyse; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Elementary school; Grundschule; Volksschule
Abstract	Districts throughout the nation are engaged in comprehensive transformation to "turn around" low performing schools. Standardized test scores are used to gauge student achievement; however, academic gains may lag behind leading indicators such as improved school climate and effective leadership. This study examines 16 underperforming schools to discover what factors may be considered leading indicators. Turnaround and traditional schools were compared on three factors: leadership, climate and achievement. Assessment tools included the Multifactor Leadership Questionnaire (MLQ) (Avolio & Bass, 2004), standardized assessments, and participant ratings of overall school climate on an A to F grading scale. Findings show that turnaround teachers rated their leader significantly higher on all MLQ subscales and assigned significantly higher climate "grades," to their schools than traditional school teachers but demonstrated no significant academic gains. The authors assert that leading indicators may be indicative of the future growth of lagging indicators such as test scores, and should be considered benchmarks in the transformation process. (As Provided).
Anmerkungen	AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10