Browsing by Subject "Student academic outcomes"

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Principal transformational leadership and student academic outcomes
(2022-12-05) Reyes, Fernando, Ed. D.; Reyes, Pedro, 1954-; Cruz, Paul; Olivarez, Ruben; Noyola, Alicia
The purpose of this study was to precisely analyze the relationship between principal leadership and student achievement. Specifically, this study investigated whether or not different leadership styles led to different student academic outcomes. This study employed quantitative analysis to analyze the relationship between transformational leadership and student academic performance in reading and math state assessments in a large metropolitan area of South Texas. Furthermore, the researcher compared leadership styles with regard to the school size and grade levels that the principals serve. This researcher used quantitative methods design to collect quantitative survey data from teachers and principals to measure perceived leadership style. The study employed a comparison group analysis used to compare the leadership styles groups as a function of academically high-performing and low-performing schools. In the first phase of the study, the MLQ 5X survey data were collected from teachers and principals in two school districts located in the Rio Grande Valley region of Texas. All schools within the two districts were selected to participate if the school had the same principal for the last three school years. Hence, the study determined if the practices of transformational, transactional, or passive leadership were a corollary of student achievement on the 2022 accountability report. Data used to make these determinations were publicly available through the Texas Education Agency website through the school report card link. Findings showed that the transformational leadership of a leader, as measured from the perspective of teachers to be positively correlated and statistically significant to student reading outcomes on state exams. With this understanding, the research showed that all four pillars of transformational leadership positively correlated to student reading outcomes. Only idealized influence was considered statistically significant to student academic outcomes in reading. Findings also indicated that teachers perceived transformational leadership style was not influenced by the school grade level that a principal served. However, high school principals in this study were perceived to be the most transformational in all four pillars of transformational leadership. Contrasting with transformational leadership was the passive-avoidant leadership style perceived by teachers. The data showed that participants perceived elementary principals as the most passive-avoidant leaders. Findings indicated that as teacher-rated passive-avoidant leadership declines, a statistically significant increase in student academic outcomes for mathematics and reading occurs. Finally, implications for principal preparation programs, practicing principals, principal professional development, and principal supervisors are offered and research suggestions to expound on this study and transformational leadership theory appear in Chapter 5.
The reflection in the mirror : toward a better understanding of the implications of a no social promotion policy and interventions on student academic outcomes
(2002-05) Domínguez, Celaní María; Ovando, Martha N., 1954-
The purpose of this study was to examine the strict 'no social promotion' policy in place in a large urban Texas school district (Waco Independent School District (WISD), Waco, Texas), and analyze the possible effects of the new promotion policy on student retention rates, curricular programming and student academic outcomes. This study analyzed past retention research, identified gaps in the research literature and developed a new program model/theory to generate areas for research. Next, trends in WISD Texas Assessment of Academic Skills (TAAS) scores and number of retentions over time were examined (1994-2001). Third, the study measured student retention and academic outcomes before and after retention as a function of older and newer school district promotion policy standards (1994-2001) in WISD. Furthermore, the study reviewed the context of retention in relation to a strict 'no social promotion' policy. Next, the study developed an analysis of how the strict 'no social promotion' policy was implemented by administrators and the rewards/challenges encountered. Finally, the study examined the relationship between school district promotion policy on program implementation and on student academic outcomes. Unlike research of the past (retention as an independent variable: retention causes/correlated to low self-esteem and dropping out) the independent variables (processes) affecting student academic performance outcomes were identified as: the conditions of learning/new strict 'no social promotion' policy and the opportunities to learn/ implementation of policy and their affect on student academic performance. A Sequential Mixed-Method Type VIII study was used to identify not only the 'underlying' mechanism(s) (inner workings of the implementation) but to identify and describe the context (the right conditions for learning) of the new strict 'no social promotion' policy and relate them to student outcomes. The most important outcomes were: the significant gains in student academic performance, the increased communication with the community at large, and the increased accountability of all involved. The successes were due to several key factors: the new strict 'no social promotion' policy; the implementation of successful programming and instructional strategies; the opportunities to learn each individual student has had, and the retention appeal process developed by WISD.