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An Examination of the Perceptions of Educators and Students About Teaching and Learning in an Urban High School Identified for Improvement

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An Examination of the Perceptions of Educators and Students About Teaching and Learning in an Urban High School Identified for Improvement THE INFLUENCE OF EDUCATIONAL ACCOUNTABILITY POLICY: AN EXAMINATION OF THE PERCEPTIONS OF EDUCATORS AND STUDENTS ABOUT TEACHING AND LEARNING IN AN URBAN HIGH SCHOOL IDENTIFIED FOR IMPROVEMENT A Dissertation by Diane Gross MA, Wichita State University, 1993 BS, Northeastern Oklahoma University, 1983 Submitted to the College of Education and to the faculty of the Graduate School of Wichita State University in partial fulfillment of the requirements for the degree of Doctor of Education May 2008 © Copyright 2008 by Diane Gross All Rights Reserved THE INLFUENCE OF EDUCATIONAL ACCOUNTABILITY POLICY: AN EXAMINATION OF THE PERCEPTIONS OF EDUCATORS AND STUDENTS ABOUT TEACHING AND LEARNING IN AN URBAN HIGH SCHOOL IDENTIFIED FOR IMPROVEMENT I have examined the final copy of this dissertation for form and content, and recommend that it be accepted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership. _____________________________________ Jean A. Patterson, Committee Chair I have read this dissertation and recommend its acceptance: _____________________________________ Mara Alagic, Committee Member _____________________________________ Raymond Calabrese, Committee Member _____________________________________ Deborah Perbeck, Committee Member _____________________________________ Randall L. Turk, Committee Member Accepted for the College of Education _______________________________________ Sharon Hartin Iorio, Dean Accepted for the Graduate School _______________________________________ Susan K. Kovar, Dean i ii DEDICATION To all who endeavor to continually learn, To my family whom I’m sure wondered what happened to me over the past two years as I continued on my unending journey of learning, Raymond F. Gross, Mary Gross, Raymond R. Gross, Donna Gross, Donna Gross Palfrey—your understanding, encouragement, and support have been invaluable, Two women who are only with me in spirit deserve mention because of their enduring support and inspiration, Norma Jean Neumann Gross, and Elizabeth Gross, Additionally, my dog Hogan truly served as this woman’s best friend – always present to listen and never uttering a discouraging word i v The best thing for being sad,” replied Merlyn … “is to learn something. That is the only thing that never fails. You may grow old and trembling in your anatomies, you may lie awake at night listening to the disorder of your views, … you may see the world around you devastated by evil lunatics, or know your honor trampled in the sewers of baser minds. There is only one thing for it then—to learn. Learn why the world wags and what wags it. That is the only thing which the mind can never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream of regretting. Learning is the thing for you. -T.H. White, The Once and Future King v ACKNOWLEDGEMENTS The process of preparing a research proposal, conducting the study, and writing the dissertation opened opportunities to examine my own values, beliefs, and attitudes about teaching and learning. I have come to know many educational leaders in diverse settings: colleges and universities, public and private schools, and professional organizations, large and small, and urban and rural—all learning communities. Simon Bailey, in his book, Release Your Brilliance, suggests that everyone possesses talents and abilities that render the individual brilliant. He then uses a metaphor of a brilliandeer polishing and cutting the raw materials of Earth to create a radiant diamond as its brilliance is released. This is how I view the many individuals who assisted me in my continuous journey of learning—they are all brilliandeers. First and foremost I would like to thank Dr. Jean Patterson, my advisor and mentor. Her guidance, patience, wisdom, and support will forever influence the way that I think and how I act upon my thinking. I also want to thank the members of my committee: Dr. Mara Alagic, Dr. Raymond Calabrese, Dr. Deborah Perbeck, and Dr. Randy Turk for the time, energy, and various perspectives that they brought to my journey. Special thanks go to Mara for lending her expertise about teaching from a global perspective, to Ray for his questions that pushed me to think about thinking, to Deb who (whether she realizes it or not) serves as a role model and mentor, and to Randy for his continued eye toward leadership for change and the future. I want to acknowledge Dr. Ian Gibson as that special person who first recognized the value I had for such a high level of learning and growth—the WSU doctoral program in educational leadership. Thank you for the vote of confidence and recognition of my potential. vi For the collaborative times we shared and support provided, I owe thanks to lucky number, Cohort 13; Danielle Hollas, Crystal Hummel, Bill Kelly, Charlene Laramore, Erica Nance, and Jan Petersen. A special thanks goes to Jan for the many intellectual and not so intellectual conversations we had, and more importantly the friendship that developed and will endure for years to come. Additionally, I want to thank Danielle who has been a friend, cheerleader, and comrade in this process of learning and in our job-alike professional lives. I am indebted to the Haysville School District USD 261 School Board, and Superintendent Dr. John Burke for their belief in and commitment to my learning. Not once over the past four years when my I was taken away from my office did they question or comment on my absence. I can’t thank them enough for their understanding that professional learning is the foundation for continued learning and growth of the organization. A tremendous amount of gratitude goes to “River City Public Schools” and the faculty, staff, and students of “Riverside High School” who openly welcomed my study of their perceptions of teaching and learning under the influence of accountability. A special thanks goes to Lori Doyle, Carole Baker, and Barbara Handstedt; staff members who helped to organize my visits and interviews at “Riverside High.” These ladies are truly committed to improving teaching and learning. Last but not least, I want to mention the Chelsea’s Bar and Grill group, Dr. Glyn Rimmington, Dr. Mara Alagic, and Dr. Jean Patterson for sharing their global perspectives, conversations, and wisdom. Each has broadened my thoughts and has generated a curiosity that will likely compel me to continue to explore, question, and analyze the world around me. vi i ABSTRACT The federal No Child Left Behind Act of 2001 (NCLB) expanded the federal role in American education, and by doing so altered the distribution of power among the federal government, states, and local districts. This latest federal education policy includes an accountability component that requires states to administer tests and emphasizes student achievement by a single, objective, standardized assessment. Consequently, students, teachers, principals, schools and even districts are judged as failing or successful based upon a single measure. Studies indicate urban schools of high poverty are more likely to be identified for improvement due to their failure to meet the benchmarks established under NCLB and its measures of adequate yearly progress. Using a conceptual framework of bureaucratic school culture, this case study examines the influence of federal and state accountability policy on the perceptions of educators and students about effective teaching and learning in one urban high school identified for improvement. Findings reveal an overarching conclusion that an established bureaucratic school culture is perpetuated by accountability policy, serving as a barrier to implementation of perceived effective teaching practices that are believed to produce improved student learning. vi ii TABLE OF CONTENTS Chapter Page CHAPTER 1: Introduction ....................................................................................................... 1 The Research Problem.......................................................................................................... 1 Significance of the Study...................................................................................................... 3 Purpose of the Study and Research Questions...................................................................... 5 Conceptual Framework......................................................................................................... 6 Theoretical Framework......................................................................................................... 7 Organization Theory ......................................................................................................... 7 Scientific Management and Bureaucracy in School Organizations.................................. 8 Policy as Part of Organization Structure........................................................................... 9 Culture of the Organization............................................................................................. 10 CHAPTER 2: Literature Review ............................................................................................ 14 History of Federal Involvement in Education (1960’s ESEA to NCLB) ........................... 14 National Defense Education Act of 1958 ....................................................................... 15 Elementary and Secondary Education Act – 1965.......................................................... 15 A Nation at Risk – 1983.................................................................................................
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