School improvement programs.

The purpose of this study was to evaluate the effect of a school counselor led classroom intervention, Student Success Skills (SSS) program (Brigman & Webb, 2010), on Grade 5 Hispanic student’s self-regulation, school attendance, and test anxiety. The study used non identifying archival data from a random controlled trial (RCT) collected at 30 elementary schools in one school district during the school year 2012-2013. Attendance was collected at the end of the school year when students completed Grades 4, 5, and 6. Data were collected at three points: pretest, posttest1, and posttest 2. A series of multivariate analysis of covariance (MANCOVA) tests and univariate analyses were conducted to determine statistical significance between the treatment group and comparison group in self- regulation, school attendance, and test anxiety. Effect sizes using a partial eta square were calculated for each dependent variable. The results support the Student Success Skills (SSS) classroom program (Brigman & Webb, 2010) implemented by certified school counselors was documented.

School leaders in the elementary and secondary levels are continually in search of
ways to raise student achievement. It is acknowledged that a quality teacher is the most
effective means to ensure student success. However, school leaders cannot stop at hiring
quality teachers. They must take steps to provide support for those teachers so they will
remain engaged in their jobs. This research study sought to examine how various
supportive actions by school principals can affect teacher engagement. It addressed the
research questions of “Can administrative support factors predict teacher engagement?”
and “Can teacher engagement predict student achievement?” This was accomplished
through a literature review of the topics associated with teacher engagement as well as a
quantitative analysis of responses solicited from high school teachers in a large urban
school district in the Southeastern United States. The results indicate that administrative
support factors can predict teacher engagement as the model predicted that a significant amount (54%) of the variance in teacher engagement was due to the predictor variables.
It was found that the social events factor significantly predicted teacher engagement
(b=.419) with the next highest weight being the assessment factor (b=.246). However, the
study did not show a predictive relationship between teacher engagement and student
achievement.

This quantitative, non-experimental study was conducted to determine whether
there is a link between the principal’s behavioral agility, the organization’s culture, and
school performance as defined by the state’s Value Added Measure (VAM).
Additionally, this study examined if there was a moderator influence of contextual factors
to behavioral agility and school culture and school culture and school performance. Data
collection was obtained through the use of two validated scales, the Strategic Leadership
Questionnaire (SLQ) and the Organizational Culture Assessment Instrument (OCAI).
Multiple regression was conducted to determine the extent each independent variable
predicts school performance. Hayes’s (2012) PROCESS macro for SPSS was completed
to determine if school culture mediated the relationship between behavioral agility and
school performance and school culture and school performance.
Significant correlations were found between and within the two instruments
measured unidimensionally and multidimensionally. The OCAI findings included significant, high effect correlations with the four culture types, although market was not
correlated with clan or adhocracy. All subscales of the SLQ had positive significant
correlations within the instrument. School size was significantly negatively correlated
with clan and adhocracy culture types. School performance was found to be significantly
correlated with hierarchy culture type and school level. The contribution this study makes
is both theoretical and practical. Theoretically, this study offers insights into school level
and its moderation of culture and school performances as well as the influence culture
types have on school performance. Practically, the study could identify a new culture
type valuable to principals for improving school performance.

This case study examined how senior exhibitions function in a progressive
educational environment that employs traditional assessments. The researcher
interviewed 18 students and three faculty members of The Crefeld School about the
Creative Expression, one of the 14 exhibitions that students are required to complete for
graduation. The researcher conducted a document analysis and content analysis of rubrics
for two essays and the Creative Expression. The researcher conducted a survey of student
participants and a questionnaire to assess students’ perceptions of authenticity. The
researcher observed three students present their Creative Expression in front of faculty,
students, and family. The researcher conducted a survey analysis based on Cooper’s
(1976) and Whitney’s (1978) tests for polarity of sentiment and Hsu’s (1979) test for
disagreement. The researcher used a program designed by Morris (1979) and transposed
to Microsoft Excel by Liebermann and Morris (2015) in order to calculate p values and to
determine the ES value based on the standard deviation. The researcher also attempted to conduct a point biserial Pearson Product
Moment to determine if a relationship existed between results on a mathematics exam
and results on the Creative Expression.
The findings of the study revealed that students at The Crefeld School had a
positive experience working on the Creative Expression; many of them identified how the
project reflected their interests, prepared them for college and careers, and was a good
representation of authentic assessment. Tests for polarity were used to measure
participants’ perceptions of authenticity. The category of task had the least amount of
disagreement, while the category of overall authenticity had the most disagreement.
Document analysis and content analysis of rubrics showed how thorough the rubric
descriptions were so students knew how they were being assessed; interviews with
students and faculty revealed that the rubrics, while used as guidelines, were not followed
strictly in any of the major assessments. Survey data revealed any disagreements in
responses to survey questions, based on Cooper’s (1976) and Whitney’s (1978) tests for
polarity. As no dichotomous variable existed, a point biserial test was unwarranted
regarding results on a traditional assessments and on the Creative Expression.

The purpose of this study was to examine differences in pro-social behaviors and reading skills between a treatment group of first grade students who received the Ready to Learn (Brigman, Lane, & Lane, 2008) intervention, delivered by a certified professional school counselor, and a comparison group of first grade students who did not receive this intervention. Counselors in the treatment group were trained in the proper implementation of the manualized Ready to Learn program during a professional development session. They were also trained in other study-related procedures, such as the online check-in tool and the regular site visits by the researcher. The study followed a quasi-experimental design. The Child Behavior Scale (CBS; Ladd, Herald-Brown & Andrews, 2009) was used to measure pro-social behaviors, and Rigby Running Records (Rigby, 2010) was used to assess reading skills. A series of analyses of variance (ANOVAs) were performed to deter mine whether or not there were statistically significant differences between the treatment and comparison group. An analysis of covariance (ANCOVA) using a pretest score as the covariate was performed to test significance in the difference of reading scores. Results indicate a statistically significant increase in pro-social with peers behaviors, as well as statistically significant decreases in hyperactive and distractible behaviors as well as excluded by peers indicators for the treatment group.

In a growingly complex and ambiguous world it is thought that flexible, change-oriented leadership that encourages a culture that is risk taking, innovative, and proactive is necessary to survive and prosper. The extant literature offers entrepreneurial leadership as having a positive impact in such environments in business settings. Schools, which are not exempt from complex and ambiguous environments, might also benefit from this new type of leadership. Hence, this study expands the study of entrepreneurial leadership to the education profession, examining the relationship between principal autonomy, a principal’s entrepreneurial orientation, school culture, and school performance.
This study, supported by findings of numerous educational leadership studies, posits that a significant positive indirect relationship exists between a principal’s entrepreneurial orientation and school performance, with school culture as a mediating variable. It is proposed that a greater disposition to proactive and risky behaviors in pursuit of innovation will correlate with greater cultural innovativeness, leading to higher levels of school performance.
The contribution this study makes is both theoretical and practical. Theoretically, it adds a new dimension to the educational leadership literature by investigating the potential effectiveness of entrepreneurial leadership in improving teaching and learning in American schools, and the impact of risk taking, innovativeness, and proactiveness as individual distinct determinants of school performance. Practically, the study could identify new dispositions valuable to principals in efforts to improve their school’s performance. The study uses a nonexperimental, quantitative research design to explore these relationships, using correlational and regression analyses.

This research was based on a multi-case study design focused on the leadership
practice of high school principals and assistant principals and their roles in improving
graduation rates. The study sought to answer one overarching research questions: In
schools that demonstrate an increase in graduation rates what leadership practices are
evidenced in principals and assistant principals and teacher leaders. One sub-question
addressed the tools and interventions that the leadership team practices in relation to
improving graduation rates and the second sub-question addressed the accountability of
changing standards with respect to graduation rates. A third sub-question sought to
answer how interactions of principals and assistant principals relevant to improvement in
student performance are interpreted by faculty and staff. The purposeful sample from
each of the three high schools consisted of one principal, four assistant principals and one
teacher leader. Data collection methods included interviews, observations and qualitative document review of high school graduation rates.
The study reveals six major findings: (a) school leaders establish a clear vision,
mission or goal to increase graduation rates, (b) identification, management and
evaluation of academic enrichment programs are necessary interventions for student
success, (c) school leaders build a culture of student learning and achievement through a
system of processes, programs and support initiatives, (d) the leadership team is
knowledgeable, strongly motivated and devoted to their role as leaders in serving all
students, (e) school leaders use data as guiding variables in making decisions regarding
at-risk student achievement and success, and (f) school leaders develop and foster
positive relationships with students and teachers.