The Impact of Atypical Principal Preparation Programs on School Accountability Ratings and Student Achievement Results in High-Poverty Schools Dissertation Proposal March 31, 2011 Sheri L. Miller-Williams, Doctoral Student William Allan Kritsonis, PhD Dissertation Chair
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Dr. William Allan Kritsonis, PhD Dissertation Chair for Sheri L. Miller-Williams - Doctoral Proposal Defense PPT.!
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7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair for Sheri L. Miller-Williams - Doctoral Proposal Defense PPT.!
• According to Orfield and Lee (2007), on average, segregatedminority schools are inferior in terms of the quality of their teachers, the character of the curriculum, the level of competition, average test scores, and graduation rates.
– Many of these segregated black and Latino schools have now beensanctioned for not meeting the requirements of No Child LeftBehind and segregated high poverty schools account for most of the ―dropout factories‖ at the center of the nation’s dropout crisis.(pp. 4-5)
• This does not mean that desegregation solves all problems or that it always works, or that segregated schools do not performwell in rare circumstances (Orfield & Lee, 2007).
7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair for Sheri L. Miller-Williams - Doctoral Proposal Defense PPT.!
– Schools in the U.S. are more segregated today than they have been in morethan four decades.
– Millions of non-white students are locked into ―dropout factory‖ high schools,where huge percentages do not graduate, and few are well prepared for collegeor a future in the U.S. economy. (p. 26)
– Orfield and Lee (2005) suggest that poverty has long been one of the central
problems facing segregated schools. Segregation tends to be multidimensional.Typically students face double segregation by race/ethnicity and by poverty.These schools differ in teacher quality, course offerings, level of competition,stability of enrollment, reputations, graduation rates and many other dimensions. (p.3)
7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair for Sheri L. Miller-Williams - Doctoral Proposal Defense PPT.!
In a recent study entitled, ―Gauging Growth: How to Judge No
Child Left Behind (2007), Fuller et al reveal that:
• Most states and the federal government have adopted policiesthat have the effect of punishing schools and school staffs for unequal results in re-segregated schools, which tend to haveconcentrations of impoverished low-achieving students along withinexperienced and sometimes unqualified teachers.
• The punishment and the narrowing of the curriculum thataccompanies excessive test pressure have not been effective andthere is evidence that it has made qualified teachers even moreeager to leave these schools. (pp. 268-277)
7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair for Sheri L. Miller-Williams - Doctoral Proposal Defense PPT.!
A recent four-year study by Arthur Levine, president of Teachers College Columbia
University, raised the stakes in this debate by harshly assessing the quality of
educational administration programs.
– Based on a survey of practicing principals and education school deans, chairs,faculty, and alumni, as well as case studies of 25 school leadership programs,Levine concluded that "the majority of educational administration programsrange from inadequate to appalling, even at some of the country's leadinguniversities.‖
– The study found that the typical course of studies required of principalcandidates was largely disconnected from the realities of school management.
The Chronic le of Higher Educat ion, Arthur L evine, 2005
7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair for Sheri L. Miller-Williams - Doctoral Proposal Defense PPT.!
– Nearly two-thirds of principals felt that typical graduate leadershipprograms "are out of touch" with today's school realities.
– By reputation, principal-preparation programs are not highly effective.
– 69 percent of principals and 80 percent of superintendents believedthat typical leadership programs "are out of touch with the realities of what it takes to run today's school district Over 85 percent of bothgroups believed that overhauling preparation programs would helpimprove leaders. Transforming Principal Preparation.
Schools Can’t Wait: Accelerating the Redesign of University Principal PreparationPrograms (SREB, 2006, p. 18),
7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair for Sheri L. Miller-Williams - Doctoral Proposal Defense PPT.!
• Highly skilled school leaders are not born — nor are they fully forgedin the instructional setting of the school classroom. Neither do theyemerge fully prepared to lead from traditional graduate programs inschool administration.
• Most likely, effective new principals who have been rigorouslyprepared and deliberately mentored in well-designed programs thatimmerse them in real-world leadership experiences where they arechallenged to excel will be the most successful
Southern Regional Educ at ional Board, 2007
7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair for Sheri L. Miller-Williams - Doctoral Proposal Defense PPT.!
Research and information gained from a synthesis of related literature
helped to formulate research questions to guide this study. The
researcher attempts to find answers to the following research questions:
1. Are there differences in school accountability ratings in high-povertyschools in the Greater Houston area where principal training andpreparation programs differ (atypical vs. traditional)?
2. Are there differences in student achievement outcomes in high-
poverty schools in the Greater Houston area where principal trainingand preparation programs differ (atypical vs. traditional)?
7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair for Sheri L. Miller-Williams - Doctoral Proposal Defense PPT.!
In order to answer the research questions, the researcher has developed the
following null hypotheses:
(H01): There will be no statistically significant difference in school accountabilityratings of high-poverty schools in the Greater Houston area having principals who
went through atypical principal preparation and those high-poverty schools with
principals receiving atypical principal preparation.
(H02): There will be no statistically significant difference in student achievementoutcomes of high-poverty schools in the Greater Houston area having
principals who went through atypical principal preparation and those high-poverty
schools with principals receiving traditional principal preparation.
7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair for Sheri L. Miller-Williams - Doctoral Proposal Defense PPT.!
• For this study the researcher will employ a two-fold sampling strategy:criterion sampling and the snowballing sampling technique. Asample size of 100 principals/schools will be selected for the study.
• A criterion sampling approach will be utilized to select 100principals/school to participate in the study.
• The sample population will consist of 20 principals/schools selected fromeach of the five targeted districts.
• Within this sample, a combination of 10 atypically trained and 10traditionally trained principals will be included for each district representedin the study.
• The sample will include 50 atypically trained and 50 traditionally trainedprincipals and the schools they lead.
7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair for Sheri L. Miller-Williams - Doctoral Proposal Defense PPT.!
• Criterion sampling involves selecting cases that meet some predetermined criterion of importance.
• Using this technique, the researcher will identify criteria and select principals/schools that meeta pre-determined set of characteristics.
• Principals/schools included in the study must meet the following criterion to be selected as partof the study:
– (1) participants are active principals of K-12 schools,
– (2) participants must be employed in one of the five targeted districts,
– (3) participants have been in the role of principal at the selected school for two fullacademic years beginning in 2008-2009 and ending in 2009-2010,
– (4) participants must have at least 3-10 years of principal experience.
– (5) schools must participate in the Texas Education Agency state assessment system, and
– (6) schools must be identified as having 80% or higher free and reduced lunch,
7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair for Sheri L. Miller-Williams - Doctoral Proposal Defense PPT.!
• Within the study, the researcher will utilize the snowballing technique tolocate people meeting specific criteria that the researcher would not havebeen able to identify.
• Snowball sampling is a method used to obtain research and knowledge,from extended associations or through previous acquaintances.
• The advantage of this technique is the ability for the researcher to use thosein the field with knowledge of others who meet the criteria identified for participation in the study. This technique will ensure that sampling group is
consistent.
• Within this sampling process, an individual or a group receives informationfrom different places through a mutual intermediary.
• Snowball sampling is a useful tool for building networks and increasing the
number of participants.
7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair for Sheri L. Miller-Williams - Doctoral Proposal Defense PPT.!
• Descriptive statistics will be used to compile demographic data on all participatingprincipals/schools included in the study. The statistical analysis portion of the study willrely solely on quantitative instruments.
• A quantitative causal-comparative design will be used to determine the cause for or the consequences of differences between participants in the study.
• The basic causal-comparative design involves selecting two or more groups that differ on a particular variable of interest and comparing them on another variable (Fraenkel& Wallen, 2009).
• The value of using this type of design is the ability for the researcher to identifypossible causes of observed variations in behavior patterns (Fraenkel & Wallen,
2009).
• Utilizing this methodology, the researcher will be able to investigate the effects of theindependent variable after it has been implemented or has already occurred.
7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair for Sheri L. Miller-Williams - Doctoral Proposal Defense PPT.!
• A School Leadership Demographic Survey created by the researcher will beutilized to analyze the target population and narrow the sample based on identifiedcriteria.
Years of Admin Experience 1-5 6-10 11-15 16-20 20+
Note: Administrative experience in any supervisory position not defined as the principalship.
Section III: Principal Preparation
Note: Please select the type of principal development program you participated in defined by the descriptions below.
__________ Traditional Principal Preparation (Completion of Master’s Degree and principal certification attained prior to assuming
principalship.
__________ Atypical Principal Preparation (Completion of Master’s Degree, principal certification and an extended training programwhich includes field residency or clinical internship with a mentor principal or coaching from a master principal.
7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair for Sheri L. Miller-Williams - Doctoral Proposal Defense PPT.!
• Other than contact with the principals/schools to issue and retrieve theconfidential survey used only to aid in the identification of the criterion-based sample population, there will be no other involvement of humansubjects.
• The dominant instrumentation for the study will be the Texas
Assessment of Knowledge and Skills (TAKS) data from the 2008-2009and 2009-2010 school years gathered from the Academic ExcellenceIndicator System (AEIS) report published by the Texas Education Agency (TEA) each year.
7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair for Sheri L. Miller-Williams - Doctoral Proposal Defense PPT.!
• The Texas Education Agency’s AEIS report and TAKS scores for 2008-2009 and 2009-2010 will be used to measure the impact of principalleadership on school accountability ratings and student achievementresults for atypically trained principals versus traditionally trainedprincipals.
• To compare school accountability ratings, the AEIS report will beaccessed and will include two academic years of rankings classified as:Exemplary (E), Recognized (R), Acceptable (A) or Unacceptable (U) for each principal/school included in the study.
• Student achievement results will also be measured by the percentageof growth in mathematics and reading for two academic years (2008-2009 and 2009-2010) for each principal/school included in the study.
7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair for Sheri L. Miller-Williams - Doctoral Proposal Defense PPT.!
The following steps will be used in the statistical analysis portion of the study:
• Step 1: Administer School Leadership Survey to establish a pool of 100principals/schools for the study. Assign a number to surveys as they are returned tothe researcher. Enter all demographic information into an Excel spreadsheet based onthe number assigned.
• Step 2: Identify and select participating principals/schools based on survey data, andemploy the criterion sampling approach to cross-reference survey data with the TexasEducation Agency’s AEIS data report to identify schools that meet the establishedcriteria. Highlight those schools meeting the criteria on the Excel spreadsheet to beidentified as meeting the criteria for the study.
• Step 3: Create final Excel database to include 100 schools from five targeted districts,ensuring that the sample includes 50 traditionally trained and 50 atypically trainedprincipals.
• Step 4: Access and retrieve 2008-2009 and 2009-2010 extant AEIS reports from theTexas Education Agency website. For each school year, access the reading,mathematics and school accountability rating for each school. Enter this informationinto the Excel spreadsheet.
7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair for Sheri L. Miller-Williams - Doctoral Proposal Defense PPT.!
Step 5: Disaggregate the data by differences in reading, mathematics and school accountability ratings for
each school.
Step 6: The Statistical Package for the Social Sciences (SPSS 13.0) will be utilized to analyze the data.Frequencies and percentages will be calculated and represented graphically. The Independent Samples
T-Test will be used to measure differences in the comparison groups.
Step 7: The researcher will construct frequency polygons and then calculate the mean and standard
deviation of each group if the variable is quantitative.
Step 8: Generalizations regarding the study will be made to the cohort of public schools that principal
training has a direct impact on school accountability ratings and student achievement results.
2008-2009 2009-2010
Reading Reading
Mathematics Mathematics
School Accountability
Ratings
School Accountability
Ratings
Traditionally Trained Principals
Atypically Trained Principals
7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair for Sheri L. Miller-Williams - Doctoral Proposal Defense PPT.!
Bruffee, K. A. (1999). Collaborative learning: Higher education, interdependence, and the authority of knowledge (2nd ed.). Baltimore, MD: The John Hopkins University Press.
Fuller, B., et. al. (2007) ―Gauging Growth: How to Judge No Child Left Behind?” Educational Researcher . 36.5. pp. 268-278. Sage Publications. Web.
Hess, F.M., & Kelly, A.P. (2007), Learning to lead : What gets taught in principal preparation programs. Teachers College Record , 109(1), 244-74.
Levine, A. (2005). Educating school leaders. The Chronicle of Higher Education. pp. 11, 12, 22, 24, 29,51, and 52.
Orfield, G., & Lee, C. (2007). Historic reversals: Accelerating resegregation, and the need for new
integration strategies. (A report of the Civil Rights Project/Proyecto Derechos Civiles).UCLA. Los Angeles, CA. Retrieved from http://news.yahoo.com/s/
Orfield, G. (2009). Reviving the goal of an integrated society: A 21st century challenge. Public Agenda Website. Retrieved fromhttp://www.publicagenda.org/issues/factfiles_detail.cfm?issue_type=higher_education&list6