Term of Award

2002

Degree Name

Doctor of Education in Educational Administration

Document Type and Release Option

Dissertation (open access)

Department

Department of Leadership, Technology, and Human Development

Committee Chair

Michael D. Richardson

Committee Member 1

T. C. Chan

Committee Member 2

Fred M. Page

Committee Member 3

James F. Burnham

Committee Member 4

Cathy Jording

Abstract

The purpose of this study was to examine educational administrators' perceptions of the use of school performance profiles to improve student performances. Using a survey instrument developed and validated at the University of Texas at El Paso, the perceptions of Chatham County administrators were examined and analyzed. Through the analysis of the open-ended questions and the Likert scale survey, the administrators' responses clearly showed that they accept the use of the school performance profiles to improve student performances, but they have doubts about the fairness of the documents as accountability measures. In addition, a significant difference was identified between the school and district administrators' perceptions of the disadvantages of the use of the school performance profiles as indicators of student success. School performance profiles had been used by many states as indicators of school success. They were used as a means to hold school administrators accountable for their performance. It was important that school administrators perceive the profiles as positive elements to improve student performance. Few research studies involving the level of understanding and acceptance of the accountability measures by building level and central office administrators were found. With the first statewide school performance accountability reports in Georgia issued in spring 2002, it was critical to measure the school administrators' level of understanding and acceptance of the school performance profiles. In this research study, the administrators' responses clearly showed that they accept the use of school performance profiles, even though they had doubts about the fairness ofthe profiles as accountability tools. Instead, the real value of the school performance profiles identified by administrators was their presentation of school data for a given period oftime. From the analysis came a more focused and task oriented delivery of the curriculum. While the debate continued about the role for innovative and/or creative practices in such a data driven culture, attention to the scores presented in the profiles became a paramount task in the administrators' routines. Improved student performances became the stated objective of the school performance profiles, even as questions were raised about student placements as a result of the tests. District and school administrators differed significantly in their view about the disadvantages of the school performance profiles, such as the increased enrollment in remedial classes. Despite the differences, administrators positively perceived and were satisfied with the use of school performance profiles to improve student performances.

Copyright

This work is archived and distributed under the repository's standard copyright and reuse license for Theses and Dissertations authored 2005 and prior, available here. Under this license, end-users may copy, store, and distribute this work without restriction. For questions related to additional reuse of this work, please contact the copyright owner. Copyright owners who wish to review or revise the terms of this license, please contact digitalcommons@georgiasouthern.edu.

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