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School District of Philadelphia Student Achievement As Related to 2008 Seton Hall University eRepository @ Seton Hall Seton Hall University Dissertations and Theses Seton Hall University Dissertations and Theses (ETDs) Spring 3-7-2013 School District of Philadelphia Student Achievement as Related to 2008-2009 K-8 Teachers' Perceptions of Major Academic Indicators Cheryl Mason-Dorman Seton Hall University Follow this and additional works at: https://scholarship.shu.edu/dissertations Part of the Educational Assessment, Evaluation, and Research Commons Recommended Citation Mason-Dorman, Cheryl, "School District of Philadelphia Student Achievement as Related to 2008-2009 K-8 Teachers' Perceptions of Major Academic Indicators" (2013). Seton Hall University Dissertations and Theses (ETDs). 1848. https://scholarship.shu.edu/dissertations/1848 SCHOOL DISTRICT OF PHILADELPHIA STUDENT ACHIEVEMENT AS RELATED TO 2008-2009 K-8 TEACHERS' PERCEPTIONS OF MAJOR ACADEMIC INDICATORS A Dissertation Submitted in Partial Fulfillment ofthe Requirements for the Degree of DOCTOR OF EDUCATION in EXECUTIVE EDUCATIONAL LEADERSHIP by Cheryl Mason-Dorman, B.F.A., M.A., M.Ed. This Dissertation has been accepted for the Faculty ofSeton Hall University by Dissertation Committee: Dr. Daniel Gutmore, Chair/Advisor Dr. Elaine Walker Dr. Larry Aniloff Dr. Angela Whitsett Gilbert Seton Hall University 2013 SETON HALL UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES OFFICE OF GRADUATE STUDIES APPROVAL FOR SUCCESSFUL DEFENSE Doctoral Candidate, Cheryl Mason Dorman, has successfully defended and made the required modifications to the text ofthe doctoral dissertation for the Ed.D. during this Fall Semester 2012. DISSERTATION COMMITTEE (please sign and date beside your name) Gutmore Committee Member: r:::(U r. Elaine Walker ~I \Al, Committee Member: Dr. L Aniloff Committee Member: Dr. An ela Whitsett Gilbert ii DEDICATION I dedicate this work to my beloved husband, Alfred, who has encouraged me without reservation and who has put up with losing our dining room, without complaint, for nearly four years as I pursued this educational goal. It is also dedicated to my dear children, John and Tracey, and to my wonderful grandchildren - Kennedy Danielle, Jahn Elijah, and Juan Eliot. Let it serve as a reminder to all of you to reach for the stars. No dream is too large or too far from reach; and it is never too late to pursue them. Most of all, I dedicate this document to my Lord and Savior, Jesus Christ, who has given me the strength and the perseverance to complete the most challenging task of my life. 111 TABLE OF CONTENTS CHAPTERS Page 1. INTRODUCTION 1 Conceptual Framework 16 Purpose ofthe Study 17 Significance ofthe Study 19 Problem Statement 21 Research Questions ofthe Study 21 The Research Null Hypotheses 22 Definitions ofTerms 22 Assumptions 28 Limitations and Delimitations 29 Summary 31 2. REVIEW OF THE LITERATURE 33 Effective Schools Research 33 Foundations ofOrganizational Citizenship Behavior 41 (OCB)/Out ofClassroom Citizenship Behavior (OCCB) Development ofthe OCB/OCCB Construct 42 Organizational Citizenship Behavior/Out of Classroom 43 Citizenship Behavior (OCB/OCCB) in Schools The Relationship of OCB to School Climate and Student 43 Achievement Collective Teacher Efficacy 44 Faculty Perceptions of School Principal Leadership 59 Academic Emphasis 69 Parent Support and Community Relations 70 Socioeconomic Status and Student Achievement 84 Searching for What Makes Schools Effective 91 3. A DESCRIPTION AND HISTORY OF 99 THE SCHOOL DISTRICT OF PHILADELPHIA (SDP) 4. METHODOLOGY 115 Purpose ofthe Study 115 Problem Statement 119 Research Questions ofthe Study 119 The Research Null Hypotheses 120 Data Sample and Collection Procedures 120 Instrumentation 129 iv Teacher Efficacy 130 Academic Emphasis 131 Parent Involvement and Community Relations 132 Faculty Perceptions ofSchool Leadership 133 Organizational Citizenship Behavior (OCB)lOut of 134 Classroom Citizenship Behavior (OCCB) Socioeconomic Status and Student Achievement 135 Analytic Strategies 135 Methods Table 136 5. ANALYSIS OF THE DATA 140 Data Collection 140 The Research Null Hypotheses 143 Findings 144 First Research Question 145 Second Research Question 146 Additional Results 147 6. SUMMARY OF THE FINDINGS 151 Problem Statement 151 Research Questions of Study 151 The Research Null Hypotheses 152 Academic Optimism 154 Teacher Efficacy and Academic Emphasis as Related to Academic 156 Achievement Faculty Trust in Students and Parents as Related to Academic 156 Achievement Organizational Citizenship Behavior 157 Discussion ofthe Results 158 Implications and Recommendations for Practice for Future Research 159 Conclusion 161 LIST OF REFERENCES 165 APPENDICES I. Individual Variable Surveys II. Complete 2008-2009 Teacher Survey III. Emails from Dr. Wayne K. Hoy IV. Study School Survey Demographic Data v ACKNOWLEDGEMENTS I would like to acknowledge the following individuals who have been integral to the success ofthis dissertation: • My Advisor, Dr. Daniel Gutmore, for giving our class the Wayne Hoy article that sparked my desire to pursue this topic and for his guidance throughout the process • SHU Reader, Dr. Elaine Walker, for helping me limit the scope of my study • External Readers, Dr. Angela Whitsett Gilbert and Dr. Larry Aniloff, for their encouragement and their willingness to be on my Committee • Dr. James Caulfield, the driving force behind the SHU Executive Educational Leadership Doctoral Program • Lynn McKenna and Dr. Maureen Blue, the unsung heroines ofthe Executive Educational Leadership doctoral program: Thanks for making the pieces ofthe program run so smoothly and for running interference for us throughout our time at SHU. • Best friend and unofficial Reader, Dr. Cleopatra Figgures, ChiefAccountability Officer, Saint Louis Public Schools • Dr. Robert Manning, for reading and providing valuable critiques ofthis document • Data Expert and friend, Dr. Jennifer Lapin, University ofPennsylvania, for her valuable assistance in obtaining and organizing the survey data • Daniel Piotrowski, Former Executive Director, SDP Office ofAssessment and Accountability for access to the SDP data vi • Dr. Sarah Costelloe, Former Director, Office ofSchool Innovation and Best Practices, SDP Office ofAssessment and Accountability, for help in identifying the initial cohort ofschools in the study • Lisa Slipp, for scanning figures, charts, and tables for me • Genevieve Endy-O'Kane, my Principal and friend, for her encouragement and assistance in helping me reach the finish line • My husband, Alfred, son, John, and daughter, Tracey; my mother, Cleo F. Mason; sister, Carol Mason-Loubon; brother, Chauncey M. Mason. Jr.; sister-in-law, Daphine Boyer Mason, and the entire Dorman family for all ofthe encouragement they have given me and for understanding when I could not be "there" as much as I wish I could have been. • My wonderful friends who have believed in me and cheered me on for the past few years, in particular, my best friend, Dr. Cleopatra Figgures, who daily asked if! was writing; and friends, Dr. Cristina Alvarez, Dr. Jennifer Lapin, Cassandra Wooten, Gwendolyn Oliver Wesley, Victoria Bostic-Smith, Priscilla Nieto McDonald, Brenda Willingham, Wanda Diggs-Manning, Dr. Robert Manning, Brenda Dancil Jones, and Gloria Gordon who consistently encouraged me along the way to finish the job. vii LIST OF FIGURES Figure Page Fitting A Square Peg into A Round Hole 10 2 Conceptual framework diagram for the relationship 19 between academic optimism and student achievement. 3 Map ofSchool District ofPhiladelphia K-8 School 20 Locations 4 The Team Triangle 32 5 School Effectiveness Framework 37 6 Model ofTeacher Efficacy 49 7 A School Based Model for Teacher Expectations 52 8 Principal Instructional Management Rating Scale 68 (PIMRS Framework) 9 Family Tree: Teacher-Parent Value-Added Petitions 72 10 2008-2009 SDP K-8 A YP Performance Targets Met 127 Versus Yancey Poverty Rates 11 2008-2009 SDP K-8 A YP Performance Reading Targets 128 Met Versus Yancey Poverty Rates 12 2008-2009 SDP K-8 A YP Performance Math Targets 128 Met Versus Yancey Poverty Rates 13 Calvin and Hobbs: Ignorance is Bliss 162 LIST OF TABLES Table Page 1 Dimensions ofTeacher Efficacy 50 2 Comparison ofInstructional and Transformational 66 Leadership Models viii Table Page 3 Patterns of Effectiveness in High- and Low-SES 86 Effective Schools 4 2008-2009 SDP Elementary School Organizations 121 5 The SDP 96 K-8 Schools Student Enrollment Number 125 and Percent by Race and Grade 6 Sample Descriptives and Comparisons 129 7 Methods Table 137 8 Descriptive Statistics of Measurement 144 9 Effects of Teacher Efficacy, Academic Emphasis, and 145 Parent Support & Community Relations on Math and Reading Achievement 10 Effects ofTeacher Efficacy, Academic Emphasis, and 146 Parent Support & Community Relations on Math and Reading Achievement Controlling for SES 11 Effects of OCCB, Teacher-Parent Trust, and Teacher- 147 Teacher Leader Trust on Math and Reading Achievement 12 Effects of OCCB, Teacher-Parent Trust, and Teacher- 147 Teacher Leader Trust on Math and Reading Achievement Controlling for SES 13 Effects of Socioeconomic Status on Math and Reading 148 Achievement 14 SES High - Low AyP Cross-Tabulation 150 15 Individual Efficacy Survey Items 1-1 16 Academic Emphasis Survey Items I-I 17 Parent Involvement & Community Relations 1-2, 1-3 18 Teacher Trust in Principal Survey Items 1-3 19 Teacher Trust in Colleagues Survey Items 1-4 ix Table Page 20 Out of Classroom Citizenship Behavior Survey Items 1-4 (OCCB) 21 School Groupings by Poverty
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