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Using a distributed leadership model to investigate practices that influence assessment scores in middle-level education

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dc.contributor.author Gilchrist, Clifton
dc.date.accessioned 2018-10-08T09:37:53Z
dc.date.available 2018-10-08T09:37:53Z
dc.identifier.uri http://hdl.handle.net/20.500.12090/288
dc.description.abstract ABSTRACT Few studies have focused on middle school students’ academic achievement and overall performances (Flowers, 2003; Leithwood & Jantzi, 2006). Delaware Comprehensive Assessment system (DCAS) used by school officials recognized an emerging trend in which a large percentage of students’ academic performances consistently declined over a period of three years. Indications point to standardized test scores lower on each grade level. Students’ assessment scores were sixty-six percent lower on the State’s DCAS assessment tests in math for sixth, seventh and eighth grades. Fifty-seven percent of the students on the same grade level scored “below standard” in Reading. The method of this research study is a quantitative multiple regression design seeking to find the relationship between the seven dimensions of distributed leadership and students’ achievement scores in Reading and Math. Results from the four schools showed a high statistical significance of correlational scores between distributed leadership practices and student assessment scores. Implications of the study will allow transferability for stakeholders to generalize how to apply distributed leadership practices and improve student assessment scores. Findings from this research will fill gaps in the literature.
dc.title Using a distributed leadership model to investigate practices that influence assessment scores in middle-level education
dc.date.updated 2018-09-20T12:44:35Z
dc.language.rfc3066 en


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