Browsing by Subject "Accountability"
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Item A case study of ongoing planning and decision-making leadership strategies employed by principals of high performing schools(2021-06-14) Hooper, Torrye; Olivárez, Rubén; DeMatthews, David; Cantu, Norma; Simieou, FelixThere are research studies that focus on principal leadership and the direct and positive impact it has on student performance, but few examine the effects of principal strategies in the areas of ongoing planning and decision making in high-performing poverty schools in urban school districts. Strategies implemented by school leaders as they relate to ongoing school reform, specifically in the areas of planning and decision-making in successful urban high-needs schools, were investigated. Research questions include: 1) What is the role of the principal in the ongoing process of planning and decision-making? 2) How do principals effectuate meaningful involvement of teachers in the ongoing planning and decision-making process? 3) What school-based support-structures and systems are created by principals to facilitate the involvement of other school personnel and community stakeholders in the ongoing planning and decision-making process? 4) What principal leadership actions and strategies are utilized to attain sustainability of high levels of student achievement? A qualitative case study methodology is used to understand the strategies of school leaders in successful high poverty urban schools, specifically with planning and decision-making. Elementary principals and teachers are asked open-ended questions in which they describe their experiences with leadership strategies that directly impact student achievement. The most prevalent theme that emerged was the availability of resources – offering a positive impact on teachers’ instructional performances. The findings suggest that as leaders utilize ongoing planning and decision-making strategies, as they relate to the new accountability system, they will become invaluable resources to support and retain teachers.Item An exploratory analysis of federal accountability mandates and their influence on the role of the Texas school superintendent(2020-03-24) Cavazos, Ronaldo Javier; Olivárez, Rubén; Reddick, Richard R.; Sharpe, Edwin R.; Ovando, Martha N.In June of 2001, the 107th Congress of the United States of America passed what is considered by many to be one of the most significant educational laws since the Elementary and Secondary Education Act (ESEA) was passed in 1965. This new law, called the No Child Left Behind Act of 2001 (NCLB), had a profound effect on the roles of school superintendents and increased their responsibility for the academic performance of students. No other leadership position in schools today is held more responsible for the success of its students than that of the superintendent. The purpose of this study is to study the influence of the federal accountability mandates emerging from the No Child Left Behind Act of 2001 on the role of the superintendent. This exploratory research study was guided by the following three questions: 1) How do superintendents perceive the influence of federal mandates on their roles as school superintendent? 2) What do superintendents perceive as major reasons for any changes in their roles emanating from the implementation of federal mandates? 3) What type of strategies did superintendents develop and implement in order to address the new federal accountability mandates? A qualitative methodology was used in this study and was based on the use of a grounded theory approach. In order to collect the data for this study, face-to-face interviews were conducted with five Texas public school superintendents that were actively working as superintendents at least 3 years before and after the implementation of NCLB in 2001. The data from these interviews was analyzed using the open, axial, and selective coding processes. (Creswell 2014). By using this methodology, the researcher was able to identify several major themes that identified how these federal mandates impacted the roles of the superintendent. The findings from this study determined that superintendents needed to develop a string understanding of the federal accountability system resulting from NCLB and required them to reevaluate their responsibilities as the superintendent with regards to the impact of these new federal mandates on student academic performance. A second theme emerging from analysis of the data was the importance of superintendents as the instructional leaders of the district, to focus the entire organization on the new goals established by these federal mandates. Finally, the third theme emerging from the data was a strong sense of urgency on the part of the superintendent and the need to bring about immediate change in the organization. This exploratory analysis is one of the only studies performed indicating how federal mandates resulting from NCLB influenced the roles of the school superintendent. While other studies have been conducted using quantitative approaches, this is one of the only studies conducted using a qualitative methodology to analyze the data from superintendents. The value of the data collected from face-to-face interviews with superintendents adds to our level of knowledge about the events resulting from the implementation of federal mandates and their impact on their roles as school superintendents.Item Closing the loop on assessment : an analysis of the use of the Community College Survey of Student Engagement(2010-05) Wilson, Grant Warren; Bumphus, Walter G.; Roueche, John E.; Cary, Lisa J.; Nolte, Walter; Johnson, Christine; McClenney, Kay M.Accountability in community colleges, like all institutions of higher education, is a movement that has grown over the past several years. Consequently, colleges are generating a great deal of assessment data, both locally developed and nationally benchmarked. One national survey is the Community College Survey of Student Engagement (CCSSE). CCSSE is an appropriate focus for this study because many community colleges are concerned about the lack of comparative data that would enable them to make more comprehensive evaluations of their programs. This is a case study of a college in Wyoming and its use of the CCSSE data after the college received the results of the survey. A Wyoming college is the focus because it performed adequately on the CCSSE measures and was not currently under any economic pressures that may have affected colleges in other parts of the country during the time frame of the study.Item Considering the disparate impact of test-based retention policy on low-income, minority, and English language learner children in Texas(2011-12) Patrick, Ertha Smith; Vasquez Heilig, Julian; Butler, Shari; Reddick, Richard; Rhodes, Lodis; Reyes, PedroThis dissertation evaluates disparate impact of test-based retention (TBR) policy on historically disadvantaged student groups in the State of Texas, and determines school characteristics that statistically predict retention and may contribute to disparate impact. The research literature on TBR is limited, as most grade retention research precedes the increase in use of TBR policy across the United States. Based on descriptive analysis, there were considerable increases in retention rates for low-income, African American, Latino, and English Language Learner (ELL) children compared to their less-disadvantaged counterparts, after TBR was implemented. Using multiple regression analysis, schools with higher percentages of low-income students, ELL students, beginning teachers, and higher percentages of low-income students in their school district were found to have higher retention rates while schools with higher percentages of White students, White teachers, and Latino teachers were found to have lower retention rates. Additionally, school retention rates were found to vary according to accountability rating.Item Data use in an era of accountability : a case study of data driven decision making in high performing middle schools in the Rio Grande Valley(2011-05) Epp, Tracy Renee; Olivárez, Rubén; Barufaldi, James; Hollinger, Scott; Moll, Kerry; Saenz, VictorThis study examined how higher performing middle schools in the Rio Grande Valley use data to drive instructional decisions. Three research questions guided this study: (a) to what extent do higher performing, Title-1, middle schools in the Rio Grande Valley utilize data to make schoolwide instructional decisions; (b) how does the principal support data use for instructional decision-making; and (c) what do teachers perceive to be the processes that have led to the current level of data use in instructional decision making? A mixed-methods multiple-case study included middle schools that were drawn from a list of higher performing schools according to Just for the Kids and the National Center for Educational Achievement. To be included in the study, schools had to be located in the Rio Grande Valley, Texas, specifically in the counties of Starr, Cameron or Hidalgo. Additionally, the schools needed to be designated a Title-1 school, according to federal criteria. Data for the study was collected using a survey, followed by one-on-one interviews. Descriptive analyses was then conducted using the survey data. The interview data was analyzed using first-level coding followed by the use of cross case analysis to determine themes common to all cases. The findings from this research revealed that data is used extensively in the schools studied; primarily to determine the instructional scope of what is taught. It was found that while data use was extensive, the source and purpose of data use was limited to that which was directly tied to the state-administered assessment (TAKS). The second major finding was that principals create the necessary conditions for data use that becomes an embedded practice, where teachers can take risks with their colleagues in reviewing and using data. This study concludes that more principals can lead their schools to greater levels of data use by creating the necessary conditions for change. At the same time, the findings suggest that there is a need for leaders at all levels to examine and mitigate the unintended consequences of data use that is derived from a single-source and for a single purpose—that is, performance on the state exam (TAKS).Item Demystifying the process : the selection of receiving schools in intra-district performance-based school choice(2015-05) Lee, William Christopher, active 21st century; Holme, Jennifer Jellison; Cantu, Norma; Gooden, Mark A; Heilig, Julian V; McCray, TaliaAlthough intra-district performance-based school choice as featured in NCLB and state laws has existed for over a decade, scant attention has been devoted to the study of how the policies and programs are operated by school districts. Policymakers and education practitioners have adopted performance-based school choice to address school achievement disparities, yet it is currently unclear if federal and state mandated choice programs are being managed with fidelity to the egalitarian design of the policy. Few researchers have examined whether these policies achieve their specified goals of increasing access to high performing schools for students residentially assigned to underperforming locations. This study utilizes a qualitative comparative case study design that contrasts school choice implementation in two large, socioeconomically, racially, and ethnically diverse school districts in the state of Texas. As the primary method of data collection, semi-structured interviews were conducted with: school district superintendents, school board members, choice program administrators, principals, community leaders, and parents. This study contributes to the school choice research literature through analyzing program operations, community influence in policy implementation, and the resulting implications for access and equity. The study concludes with policy recommendations to ensure maximum advantage to the students that school choice is designed to benefit.Item Do competition and accountability improve quality of education? : the Chilean case from 2002 to 2013(2015-08) Quezada-Hofflinger, Alvaro Ariel; Galbraith, James K.; Von Hippel, Paul T.; Stolp, Chandler; Ward, Peter; Gilbert, RobertThis dissertation studies the macro-level impact of market-oriented reforms in education. Specifically, it evaluates the intended and unintended consequences of the introduction of competition and the high-stakes accountability program in Chile. Competition and high-stakes accountability systems in education are neoliberal, market-oriented policies implemented by lawmakers with the stated goal of improving the quality of education. Performance on standardized tests is a key marker of quality in this system—schools are ranked based on student scores. Funding opportunities are also attached to performance. Thus, advocates argue that if schools compete with each other and parents have the freedom and information to choose their children’s schools, the education system would react to these pressures and lead schools with lower performance on standardized tests to eventually close due to low enrollment. Therefore, the overall quality of education would improve. Influenced by economist Milton Friedman and under the military regimen of August Pinochet, Chile implemented a universal education voucher program in 1981. In 2015, more than half of Chilean students in primary and secondary education are enrolled in private-voucher schools. Furthermore, and as part of its neoliberal agenda, the Chilean government also implemented a high-stakes accountability program as way to make teachers and school administrators responsible for student performance on standardized test. I use a mixed methods research approach to explore the intended and unintended consequences of the introduction of competition and the high-stakes accountability system. The results show competition has had a negative impact on quality of education at the national level, while families and students from Santiago, the capital, have benefited from competition. Furthermore, in those schools that participate in the high-stakes accountability system, contrary to the expected outcome, teachers are not increasing their use of academic strategies, such as spending more time with students, finding new learning methods, or giving students more homework or assignments in order to improve their performance on standardized tests. Instead, teachers and schools are increasingly using non-academic strategies, such as excluding low-performing students from the test-taking pool, as a way to improve scores.Item Financial resource allocation in Texas : how does money matter(2010-05) Villarreal, Rosa Maria, active 2010; Olivárez, RubénThe study examined school district expenditures in Texas and their correlations with student achievement. The following research question guided this study: Which resource allocations produce statistically significant correlations between the resource allocation variances among school district and student achievement? An ordinal logistic regression analysis included 1009 school districts in the State of Texas, 18 of 26 possible finance function codes provided per-pupil dollar amounts, and 9 of 11 possible demographic categories were utilized for the study. The study held the school district as the unit of analysis. The statistical model was used to regress the dollar amounts categorized by financial function codes and percent student demographics to determine if a relationship existed with the dependent variable of the Texas Education Agency’s defined accountability rating during the 5-year time period—2004-2008. At the national level, there is a long-standing debate over whether the amount of money allocated to education affects student achievement. The literature review presents two sides of the debate concerning whether financial resources make a difference with regard to student achievement as represented through district-level accountability ratings. The research revealed that specific school district resource allocations by function code are statistically significant with regard to district level accountability measures through the Texas Education Agency (TEA) accountability system. However, the odds ratios temper the impact of the significance. The research also revealed that demographics are statistically significant in the State of Texas accountability system.Item How district leaders and middle school principals use Title I funds at the campus level : a study of the ongoing planning and decision-making process by educational leaders at the district/campus level(2021-01-21) Ward, Kermit Demetrius; Olivárez, Rubén; Somers , Patricia; Pringle , Pat; DeMatthews , DavidThe purpose of this research was to conduct a comparative case study that illuminates the aspects of planning and decision making between two high performing and two low performing middle schools serving similar student populations within two separate school districts. Each district was represented by two high performing and two low performing Title I middle schools. Decisions for campus expenditures of Title I funding rests almost solely with the campus principal, even though their training and professional development for budget development, management, and best practices in using Title I money is regarded as minimal or nonexistent. Middle school settings were chosen as the focus of this exploratory study due the importance of the middle school experience in preparing secondary students for the rigors of high school. Four major research questions were developed as follows because they represent the domains of spending available to middle school principals throughout the fiscal and academic year: (a) What is the ongoing planning and decision-making process for the allocation, distribution, and utilization of Title I funds for the high-performing middle schools? (b) What is the ongoing planning and decision-making process for the allocation, distribution, and utilization of Title I funds for the low-performing middle schools? (c) What ongoing middle school planning and decision-making processes for the allocation, distribution, and utilization of Title I funds are shared between the low-performing and high-performing middle schools? (d) What differences exist in the ongoing planning and decision-making process for the allocation, distribution, and utilization of Title I funds between low-performing and high-performing middle schools? The design was a basic comparative case study to allow for exploring the experiences of principals using Title I funds at middle schools that were meeting the state’s academic standards with an accountability grade of at least a B and middle schools that were not meeting the state’s academic standards with an accountability grade of F. Two major sources of information were the district- and campus-level improvement plans and the perceptions of the two districts’ Title I coordinators as well as the four middle school campus principals. Two low performing middle school principals and two high performing middle school principals were interviewed. Additionally, the Title I coordinators for the districts at which the selected case middle schools were interviewed. The middle schools met the inclusion criteria satisfying the contextual and academic performance conditions in accordance with the four research questions guiding the study. A total of nine themes emerged in the findings: Theme 1: The allocation process is considered a quick and simple process where the word threshold is not widely used in District A. Theme 2: Choosing to allow the natural and authentic campus data to be the leading guide creates funding allocation consistency in District A. Theme 3: The Title I coordinator’s choice of the Title I qualifying cut point has a profound impact on all campuses’ allocations in District B. Theme 4: Consistency from year to year is preferred but is difficult to achieve in District B. Theme 5: Redundancy of information is necessary within the annual Title I meeting. Theme 6: Similarities in the items and agendas discussed at the annual meeting. Theme 7: The need for ongoing support throughout the year. Theme 8: District size and diversity district affects efficiency. Theme 9: The timing of the annual Title I meeting affects campus planning and efficiency. This research clearly demonstrated the advantages for Title I allocations that exist in a smaller district, such as District A, and need to be replicated in large school districts such as District B. Several implications for practice and recommendations for future study that originated from this study are made in Chapter 5.Item How does the subsequent accounting for goodwill affect managers' acquisition decisions?(2022-04-29) Mongold, Cassie; White, Brian, 1973-; Harrison, David; Hales, Jeffrey; Koonce, Lisa; McInnis, JohnAccounting standard setters are considering abandoning the impairment testing model for goodwill and returning to an amortization-based standard. Proponents of impairment testing argue that the threat of future impairments causes managers to feel more accountable for their acquisitions, which in turn can lead to better acquisition decisions. I perform an experiment to test whether the subsequent accounting for goodwill impacts managers’ felt accountability and acquisition decisions. I find that an impairment testing regime increases managers’ feelings of accountability, but can also cause managers to pursue acquisitions with lower expected returns. Interestingly, I find that managers subject to amortization plus impairment testing (i.e., a “hybrid” method) feel as accountable as those subject to impairment testing only, but are less likely to choose acquisitions with lower expected returns. My findings support the notion that an impairment testing model makes managers feel more accountable, but highlights the potential unintended consequences of an impairment testing regime.Item The impact of using the voluntary framework of accountability as a measure of student progress and outcomes at a community college(2013-08) Zylka, Sheryl Ann; Holme, Jennifer JellisonThe community college mission is to provide open access to higher education for all students. For that reason, accountability measures have focused primarily on student access to their institutions. However, in recent years there was a shift to include student progress and outcomes, in addition to access, as measures of institutional effectiveness. With this shift came concerns by community college leadership on a national level that they were being held accountable with measures that were inappropriate for this sector of higher education. As a result, the Voluntary Framework of Accountability (VFA) was created. This framework is unique in that it was designed for and by community colleges and is currently being piloted on a national basis by the American Association of Community Colleges at approximately 100 locations. This qualitative research case study, based upon grounded theory, chronicles the participation process of the Community College of Allegheny County (CCAC) in the development and piloting of accountability metrics using the VFA model to measure student progress and outcomes and the resultant impact on policy and practice at the CCAC. In my research, I found a number of factors shaping the implementation of the VFA pilot. The decision of the CCAC to participate in the development and pilot project of the VFA can be traced back to the increased pressure of accountability on the institution and the leadership of the current president and his philosophy about data informed decision-making. Other findings that influenced the implementation of the VFA included the limitations of the pre-VFA metric definitions and measurements that were being used to account for student progress and outcomes. In my treatise I describe the implementation issues, including the challenges and benefits of using the VFA accountability model, and then examine how it has impacted organizational policy and practices.Item Increasing a community college governing board's engagement In accountability for student success : what are the principal influences?(2010-05) Welsh, Linda Susan Anderson, 1954-; Roueche, John E.; Bumphus, Walter G.; Immroth, Barbara; McClenney, Byron N.; Northcutt, Norvel W.Understanding the factors that influence a community college governing board to increase its engagement in accountability for student success was the purpose of this grounded theory case study. A further aim was to develop a model that described how these factors interact. A highly engaged community college governing board, as defined by a focus, perspective, infrastructure, and behavior that identified student success as a priority, was selected and studied to learn what were the principle influences on their engagement in student success. Eight factors were identified initially that influenced the governing board’s interest in student success: Board Characteristics, Changing External Context, Achieving the Dream, Board Roles and Responsibilities, Board Culture, College Role and Purpose, Changing Internal Context, and Student Success. Another factor, Administrative Leadership, also influenced the governing board’s engagement and was added to the final model. Two models emerged from the data: a six factor model that describes how a board becomes engaged in student success and a model incorporating all eight influences that describes governing with a student success agenda already in place. Key findings included the importance of an external emphasis on improving student outcomes at the state and national level; the need for board education on their fiduciary responsibility for ensuring academic quality; and the value of an outside change agent. In this case study, Achieving the Dream: Community Colleges Count, served as the catalyst for change in the governing board’s engagement in student success. The Achieving the Dream Board of Trustees Institute, which educated board members about their roles and responsibilities related to student success, shifted board members’ perspectives and understanding and began the board’s interest in governing with student success as a priority.Item Investigating the use of value-added models for student achievement : does using multiple value-added measures lead to stronger conclusions about teacher effectiveness?(2012-05) Moore, Nicole Joanne; Osborne, Cynthia Anne, 1969-In the quest to achieve better academic outcomes for all students, the focus in education has shifted to a model of accountability. The most recent trend in the accountability movement is a focus on the effect of teachers in promoting student achievement. Research has found that teachers have the most significant school level impact on student achievement, and increases in teacher effectiveness could have major implications for the learning outcomes of students across the nation. Much of the current focus in teacher evaluation reform centers on methods through which teachers can be more accurately evaluated based on their contributions to student learning. In the push towards greater accountability for teachers, the development of measures that are both fair for teachers and lead to stronger outcomes for students are critical to seeing long-term improvements in the education system. This report explores variability and stability of value-added measures over time by looking in depth at the methods, assumptions, limitations, and implementation of the most commonly used value-added models across the country and the research about the correlations of these measures over time. This research is followed by a case study of a de-identified large urban school district implementing a teacher evaluation system that uses both a commercially produced value-added measure and an alternative student-growth measure to make high stakes decisions about teacher effectiveness. The findings from this case study show correlations that do not differ significantly from the prior research on the year-to-year variability in teacher value-added measures, but urge for continued evaluation of these measures over time, especially in high-stakes decisions. Ultimately, value-added measures are only as useful as their effectiveness in influencing the core outcomes of teaching and learning, and therefore these measures must be carefully integrated into and validated against holistic assessments of teacher effectiveness in order to truly impact student outcomes.Item Language, literacy practices, and identity constructions inside and outside of a fifth grade classroom community(2012-08) Burke, Amy Elizabeth; Bomer, Randy; Maloch, Beth; Schallert, Diane; Urrieta, Luis; Wetzel, MelissaThis case study investigated the ways in which its participants drew from available language and literacy practices as they constructed identities in various contexts. Data was gathered using ethnographic methods, including field notes, interviews, artifact collection, and video data. Observations took place within a fifth grade classroom and select focal participants were interviewed and collected video data on their own outside of school. The study was framed through theories of context-dependent identities, built from the semiotic resources available to people based on context and positionality. Findings suggest the participants engaged in multimodal, heteroglossic composing practices outside of school, while inside of school their composing practices were defined by accountability measures imposed on them from outside the classroom. Findings also showed how the classroom community was discursively built and maintained, at times functioning as a homogenizing force even though the discourses defining the community were those of acceptance and diversity. Participants cultivated what they viewed were acceptable identities within the classroom through the language and literacy norms and practices therein. The study suggests implications for educators in how language and literacy practices shape acceptable identities and the spaces for them, and for how the construct of community is understood and intended in classrooms versus how it functions in practice.Item Origins and consequences of corruption scandals : evidence from Mexico(2023-01-02) Petersen Cortes, German; Gerring, John, 1962-; Brinks, Daniel M.; Wlezien, Christopher; Ward, Peter M.This dissertation looks at the political origins and consequences of corruption scandals. On the origins side, the dissertation argues that first turnovers after long periods of dominant-party rule open opportunities for corruption scandals to take place. In turn, scandals contribute to an increase in perceptions of corruption, which explains at least part of the increase in these perceptions during early democratization periods. On the consequences side, the work examines the impacts of corruption scandals on interpersonal trust and electoral outcomes. The dissertation uses quantitative methods and relies on subnational time-series cross-sectional data from Mexico, specifically the 32 Mexican states from the first presidential turnover in 2000 until 2018. The dissertation consists of three papers. The first paper explores the impact of early democratization on corruption scandals and of corruption scandals on perceptions of corruption. The work finds that first turnovers, typical of early democratization stages, increase the number of corruption scandals, which in turn increase perceptions of corruption. Therefore, while the literature has generally assumed that perceptions of corruption increase in periods of early democratization due to an increase in actual acts of corruption, this work transcends assumptions and presents evidence that one mechanism –though not necessarily the only mechanism– connecting early democratization to perceptions of corruption is the incidence of corruption scandals. The second paper examines the consequences of corruption scandals on interpersonal trust. This work finds that corruption scandals create an effect that harms interpersonal trust. More specifically, corruption scandals bring about a decrease in trust in coworkers/classmates and friends. In contrast, trust in neighbors and family/relatives is not harmed by corruption scandals. Interestingly, under certain circumstances trust in family/relatives is even strengthened by scandals, possibly due to a substitution effect after the loss of trust in other relationships. The last paper focuses on electoral accountability after corruption scandals. The literature’s consensus is that scandals damage the incumbent party’s electoral performance, but only mildly. However, the literature has not asked about the damage that corruption scandals might do to the established parties’ electoral performance. This paper argues that corruption scandals, besides harming the incumbent party’s electoral performance, damage the established parties. Additionally, contrary to the literature’s argument that corruption scandals depress turnout, the paper finds that, under certain conditions, corruption scandals might motivate turnout.Item Participatory budgeting in Córdoba : a policy approach to strengthening democracy in Latin America(2010-05) Kihm, Hadyn Lindsey; Dietz, Henry A.; Spelman, WilliamParticipatory budgeting (PB) is a governing mechanism whereby citizens decide how to allocate part of a local budget. It promises greater accountability, efficiency, and citizen participation in the budgetary process with minimal cost and effort. The process is in place in hundreds of cities in Latin America, but what is unclear in the scholarship is what factors and pre-conditions determine its success. This case study of Córdoba, Argentina is useful for analyzing whether a consideration of pre-conditions is useful in predicting success. This study isolates the primary influential factors to determine why only 10% of projects have been completed and participation rates are declining by: examining the structure, funding, history, and political and social context of participatory budgeting; comparing Córdoba to other similar countries that have adopted participatory budgeting; conducting key informant interviews; and participating in PB workshops. Of the pre-conditions identified in the study, waning political will and political distractions most influenced the evolution of PB in Córdoba. Despite these setbacks, key individuals both inside the government, such as Director of Participatory Budgeting Jorge Guevara, and outside, such as the members of the Grupo Promotor de Participación Ciudadana (GPPC), operated as a web to generate social capital where institutional knowledge and political will were lacking. The presence of such a web suggests that given the opportunity, PB in Córdoba may yet improve and thrive. I conclude by recommending a strategic planning methodology as a means for cities to independently evaluate their participatory budgeting performance.Item Planchando consciousness : public accountability, call-out culture, and a praxis sketch in queer activist scenes(2016-05) Venegas, Mario; Young, Michael P.; Gonzales, AlfonsoI investigate the ideological mechanisms that enable a defeatist and neoliberal conception of social justice that inform what queer activists describe as “call-out” culture. From a Gramscian point of view, I argue that the call-out, a means for correcting problems in consciousness and behavior, loses its constructive potential and becomes a punitive practice under the vocabulary of postmodern identity politics. This process creates a Foucauldian Ostrich subject who must police contradictions to sustain a static notion of safe space. I rely on in-depth interviews with queer activists in Austin, Dallas, San Antonio, Texas and in Oakland, CA and Seattle, WA. From these interviews, call-outs carry a key function within queer activist scenes. One, they shape political consciousness insofar as they address egregious acts like corruption or sexual harassment, and two, they sharpen one’s political position to the extent that they provide a practical means beyond prognosis of the problem. Empirically, these consciousness shaping call-outs form part of Gramsci’s Philosophy of Praxis, of working with contradictions and ironing out consciousness and political practice as a means to unify them. However, under a postmodern social justice model that displaces questions of strategy, call-outs become tools to police identities and demand loyalty, thus impeding any coalition building that weaves across different identities. Foucauldian Ostriches mobilize the call-out to create gatekeeping within activists and to impede any practical coalition building. As such, their practice aligns with neoliberal common sense in that they prescribe individual solutions to structural problems and circumscribe the terrain of struggle within cultural consumption. I then follow with theoretical tools from Gramsci such as common sense and the Philosophy of Praxis to develop call-outs that address the everyday indignities from the level of common sense, reconceptualize the call-out as a means to sift through contradictions so as to develop good sense. Finally, I provide conceptual tools from Gramsci and queer of color theoretical work to begin to develop a more historical materialist conception of queer politics.Item Principal leadership : enhancing academic success for students in high-poverty elementary schools(2018-08) Bores, Dinorah Guadalupe; Olivárez, Rubén; Ovando, Martha N., 1954-; Pringle, Patrick; Sharpe, EdwinThe role of the principal has evolved over the past few decades from a managerial role to an instructional leader. The type of setting, environment or conditions of the school may impact the everyday practices of the elementary principal as a result the day to day tasks can vary depending on their school environment and context. Schools faced with issues of high-poverty, high-minority demographics, high mobility and low student achievement may be conflicted on prioritizing their daily practices. Depending on the school contexts in which they work, principals face very different sets of challenges. Thus, there is a need to continue to examine instructional leadership particularly in schools that serve a high number of economically disadvantage students. The study followed a qualitative approach with grounded theory. Participants included three principals, three teachers and three instructional leadership members, purposefully selected in each of the three schools focus of the study. Data was collected through individual interviews, observations and a document review. The findings revealed that principals in these high-poverty schools used the following instructional practices; creating an instructional plan with expectations, building a system of collaboration and support, implementing a support system for students and designing a system to monitor students and teachers. Furthermore, the study found the following contextual challenges, poverty, high mobility, how parent involvement, student mental health, parent concerns, high number of English Language Learners and Refugee students and community affairs. The contexts resulted in a variation of practices from each school. The practices were not all instructional but also social emotional learning practices that demonstrated a great focus on the whole child. Based on these practices, a set of strategies was revealed. These five strategies were frequently used in all three schools. They included allocating funds for additional support positions, building collaboration and accountability, creating systems and developing community outreach and partnershipsItem Reorienting the work of district central offices toward an equity focus(2022-11-30) Rocha, Marina E.; Reyes, Pedro, 1954-; Cruz, Paul; Cantu, Norma; Reyna, SylviaThe purpose of this qualitative study was to understand how a school districts’ central offices could reorient their beliefs, processes, and work for greater equitable student achievement outcomes. With the rise of accountability for student performance by federal and state systems, the role of the central office has come under greater scrutiny. Additionally, research reveals that economically disadvantaged students and students of color are not reaching the same levels of academic achievement as their richer white counterparts in the United States. The effects of this gap can have long-term consequences since high school graduation and a college degree are gateways to financial security. School district leaders must play an essential role in minimizing inequities in education to meaningfully prepare all students for life after high school. Therefore, it is incumbent on the leadership of K-12 public school districts to ensure equity and results for all its students. The following research questions guided the study: (a) How do superintendents reorient their central offices toward an equity vision? (b) What central office systems or actions were created, changed, or adjusted to focus on equity? (c) What have been the outcomes of this equity focus on student achievement? This single study analyzed the key factors and system-wide changes taken by a district’s central office to bring equitable student achievement outcomes. The study focused on what system-wide changes occurred at the central office that resulted in students of color and lower socioeconomic status achieving academic parity with their peers. Using semistructured interviews the researcher wanted to understand how the members of the central office viewed their role and how others perceived the work of the central office. With snowball sampling, a total of 13 individuals participated, two board members, the superintendent, four central office cabinet members, one department head, two mid-level professionals, and three principals. Member checking occurred through the review of interview transcripts and in vivo coding was used to find patterns and trends among the participants' words. As a result of the study, five significant findings were attributed to the district’s success in making gains in equity. They were: (a) having a champion whose core value is equity and who supports it with high expectations and strategic goals (b) changing the perception of the central office to one of service and relationships (c) the central office using data for equity and creating collaborative solutions, not directives (d) the central office having a tightly held curriculum and resources (e) targeting human resources and finance aimed at equity, and (f) the central office embracing the culture of their community with different approaches to outreach.Item Stress and burnout of principals who lead historically underperforming schools(2022-05-05) Wilson, Angel S.; Reyes, Pedro, 1954-; DeMatthews, David; Cruz, Paul; Adams, FeliciaPrincipals face high levels of insistent stress in the workplace. Consistent with the research, major principal stressors include the inability to control the day (Grady, 2004; Whan & Thomas, 1996), managing the needs and traumas of others (DeMatthews et al., 2019; Sprang et al., 2011), responding to pressures to perform with high stakes testing accountability (Boyland, 2011; Combs et al., 2009), balancing managerial duties (Catano & Stronge, 2006; Hallinger, 2003), and leading instructionally (Barkman, 2015; Marzano, Waters, & McNulty, 2005; Mahfouz, 2020). Aside from the teacher, the principal is one of the most influential factors for student academic outcomes and optimal success. Given the current academic state of many historically underperforming schools, there is a high demand for rapid, sustainable change on top of the already strained workload of the principal. Consequently, research trends reveal that principal turnover rates are exponentially high in chronically underperforming campuses (Armenta & Reno, 1997; Pounder & Merrill, 2011). With a growing number of exiting principals, specifically in turnaround schools, there is a dire need to retain and support principals. Principal effectiveness significantly impacts student achievement; therefore, it is critical for the field to understand best practices to sustain the role. This study examined the impact of stress and burnout on principals who lead historically underperforming schools. This study expanded on current research by identifying major stressors that principals face in the workplace and best practices for stress management. This study provided contributions to the literature by discovering the meaningful role that leadership teams play in helping the school principal to manage stress and burnout. This study also uncovered new principal stressors related to the COVID-19 pandemic. Findings of this study suggest that district leadership, secondary trauma, and state accountability pressures contribute significantly to the stress level of the principal. Findings indicate that principals can effectively mitigate stress and burnout through daily personal commitments. And finally, this study provides recommendations to school districts on how to best support the mental health and wellbeing of principals through strategic planning, redefining the principal supervisor role, and prioritization of social emotional competencies for principal professional development.