The document analysis method was used in the current study conducted to investigate the complaints against educational institutions and their stakeholders. To this end, the data obtained within the framework of the research questions were coded and categorized by using the descriptive analysis technique in the study, in which a total of two…

School leaders must make decisions and implement strategies to improve a school climate and student achievement, and it benefits them to understand which areas of school climate have the greatest impact on student achievement. The State of Georgia measures school climate and student achievement with its school accountability measure, the College…

This paper presents new evidence that explores the strengths, weaknesses and overall quality of school inspection practice in China. In one city region of Shandong Province, the research examines stakeholder perceptions of inspection purposes, processes and outcomes, as well as the potential to improve inspection practice and compulsory education…

The purpose of this quantitative predictive analysis study was to identity what student characteristics such as subgroups' gender, ELL, race/ethnicity, more specifically Black and Latino, are important in predicting student achievement in two Priority schools in their final year of Regional Achievement Center (RAC) delivery and support to these…

Public school districts throughout Texas are required to be rated by the Texas Education Agency's A-F accountability rating system, which had not been adequately investigated at the time of conducting the study. The following research question guided the correlational study: To what extent do student achievement, school progress, and closing the…

The purpose of this study is to determine which of the 10 leadership functions contained in the PIMRS, as identified by Hallinger (1983), are demonstrated by principals in Rio Grande Valley middle schools that received Texas Education Agency distinctions for closing performing gaps, compared to those middle schools in the Rio Grande Valley that…

Existing research on "school effectiveness" indicates that differences at the school level contribute significantly towards variation in student outcomes; however, less is known about the effectiveness of schooling in low- and middle-income countries (LMICs). This paper addresses this gap using quantitative analysis of data from two…

Knowledge is Power Program Delta College Preparatory School (KIPP DCPS), an open-enrollment charter school,1 opened in 2002 in Helena, Arkansas. KIPP DCPS students have consistently outperformed their peers from neighboring districts on year-end student achievement scores, and KIPP's national reputation led Arkansas lawmakers to exempt KIPP from…

This article describes one middle school's efforts to use model building and school self-evaluation to hold itself accountable for its own priorities. These priorities were established by local administrators, teachers, and students, in addition to those established by No Child Left Behind (NCLB). This article discusses this school's efforts to…

A framework based on research on bullying and on educational effectiveness was offered to schools to assist them in developing strategies and actions to improve their learning environment, their policy for teaching, and their evaluation mechanisms in order to reduce bullying. At the beginning and end of the intervention, the Revised Olweus…

With the "No Child Left Behind Act of 2001" ("NCLB"), signed into law on January 8, 2002, schools nationwide have been challenged to improve student achievement. Several middle and junior high schools in the Commonwealth of Pennsylvania were identified as being in need of Corrective Action in 2006 based upon data from the…

The short-term emphasis engendered by No Child Left Behind (NCLB) has focused research predominantly on unraveling the complexities and uncertainties in assessing short-term results, rather than developing methods and assessing results over the longer term. In this paper we focus on estimating long-term gains and address questions important to…

Present national methodological standards for evaluating the credibility of the design of individual research studies have resulted in findings reporting the pre-­post effectiveness of Direct Instruction programs to be eliminated from consideration by educational leaders involved in making curricular decisions intended to advance local school…

Striking statistically significant differences were noted across school ranking conditions in terms of professional teacher preparation, organizational health variables, school leadership characteristics, academic emphasis, and resource support. The general conclusion of this study is that a strong correlation exists between structural equity…

Efforts to support children in schools require addressing not only academic issues, but also out-of-school factors that can affect students' ability to succeed. This study examined academic achievement of students participating in City Connects, a student support intervention operating in high-poverty elementary schools. The sample included 7,948…