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School Improvement Reform : the Impact of Turnaround Policy and Leadership on Student Achievement in Kentucky Priority High Schools

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School Improvement Reform : the Impact of Turnaround Policy and Leadership on Student Achievement in Kentucky Priority High Schools University of Louisville ThinkIR: The University of Louisville's Institutional Repository College of Education & Human Development Capstone Projects College of Education & Human Development 5-2015 School improvement reform : the impact of turnaround policy and leadership on student achievement in Kentucky priority high schools. Sarah Loraine Hitchings Kathryn Nicole Zeitz Follow this and additional works at: https://ir.library.louisville.edu/education_capstone Part of the Educational Leadership Commons Recommended Citation Hitchings, Sarah Loraine and Zeitz, Kathryn Nicole, "School improvement reform : the impact of turnaround policy and leadership on student achievement in Kentucky priority high schools." (2015). College of Education & Human Development Capstone Projects. Paper 1. Retrieved from https://ir.library.louisville.edu/education_capstone/1 This Capstone is brought to you for free and open access by the College of Education & Human Development at ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in College of Education & Human Development Capstone Projects by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. SCHOOL IMPROVEMENT REFORM: THE IMPACT OF TURNAROUND POLICY AND LEADERSHIP ON STUDENT ACHIEVEMENT IN KENTUCKY PRIORITY HIGH SCHOOLS By Sarah Loraine Hitchings B.A., Bellarmine University, 2001 M.Ed., Regent University, 2004 & Kathryn Nicole Zeitz B.A., University of Louisville, 1998 M.A.T., University of Louisville, 2000 A Capstone Submitted to the Faculty of the College of Education and Human Development of the University of Louisville in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in Educational Leadership and Organizational Development Department of Leadership, Foundations & Human Resource Education University of Louisville Louisville, Kentucky May 2015 SCHOOL IMPROVEMENT REFORM: THE IMPACT OF TURNAROUND POLICY AND LEADERSHIP ON STUDENT ACHIEVEMENT IN KENTUCKY PRIORITY HIGH SCHOOLS By Sarah Loraine Hitchings B.A., Bellarmine University, 2001 M.Ed., Regent University, 2004 & Kathryn Nicole Zeitz B.A., University of Louisville, 1998 M.A.T., University of Louisville, 2000 A Capstone Approved on May 1, 2015 by the following Capstone Committee: __________________________________ Bradley Carpenter __________________________________ Blake Haselton __________________________________ Marco Muñoz ___________________________________ Joseph Petrosko ii DEDICATION For the teachers and leaders engaged in turnaround work across the state and nation. Your tireless commitment to providing all students with a quality education and your unwavering belief that all students deserve to learn in an environment of high expectations contribute to the betterment of countless individual student lives and our society as a whole. iii ACKNOWLEDGMENTS Sarah Hitchings—My sincerest gratitude goes to Dr. Bradley Carpenter. I am humbled and honored to be the first student you hood as I know this is just the beginning of countless students who will obtain their educational goals under your guidance and direction. Thank you for taking a risk on me. I am deeply appreciative of the time Dr. Joseph Petrosko spent with me to ensure my study was quantitatively sound. You amaze me. I would like to thank Dr. Blake Haselton and Dr. Marco Muñoz for providing invaluable expertise, guidance, and support to me throughout completion of this project. I am indebted to two additional professors who took a vested interest in my growth and development as a scholar, Dr. Gaetane Jean-Marie and Dr. Namok Choi, brilliant women of respect and integrity whom I admire and look to as valued mentors. There are countless other teachers that I have both learned from and taught alongside over the years who are too many to name, but deserving of my utmost gratitude. It was under the tutelage of amazing educators such as Virginia Elmore, Harry Jackson, Linda Brown, and Maury Hough during my humble beginnings that I developed my passion for teaching. I thank you as well as the many others who followed. I would like to acknowledge my fellow cohortian, Carla Kolodey. Thanks for being my sounding board as we weathered 3 years of course work, comprehensive exams, the capstone marathon, and countless University of Louisville password changes. I would not have been able to complete this journey without you. I would like to thank my colleague, mentor, and friend, Katy Zeitz, for inviting me into this labyrinth of crazy. iv You have been of tremendous value to me. You have helped me grow both personally and professionally. Thank you. I am also appreciative of the generosity of Katy’s parents, Howard and Hilary DeFarrari, who opened up their home to us for our weekend writing retreats and sustained our work with their encouragement, delicious food, and good wine. I could not have obtained this doctoral degree without the support of dear friends. I hope you realize how important you are to me. You were understanding of my journey and responded perfectly with whatever was needed in the given situation—be it space, a listening ear, or an excuse to just pause. I neglected you, and you understood. Your willingness to encourage me through the challenging times and celebrate with me after each milestone got me to the top of this mountain you delighted in referencing. Having successfully made the climb, I’m thankful you are still loyally by my side to enjoy the view. Finally, I am blessed with an amazing family of loving grandparents, aunts, uncles, and cousins whom I cherish. I am grateful for my parents, David and Nadine Hitchings. Many of my life’s accomplishments are the result of one simple truth—I was born of my mother and father, two people who support me endlessly and love me unconditionally. Thank you seems trite. Mom and Dad, I owe you everything. My final words of appreciation go to my siblings Bret and Allison, Susan and Dave. Thank you for your encouragement, love, and support, but most importantly, thank you for making me an aunt to Carter, Asher, Brenna, Ruby, and Holly. Of the many roles and titles I possess, “aunt” is undoubtedly my most prized. It is my hope that this degree inspires my nieces and nephews to do the impossible and pursue the unimaginable. v Kathryn Zeitz—I would like to thank Dr. Bradley Carpenter for his guidance and leadership through this long process. His support of me as a doctoral candidate and turnaround principal has been vital to my completion. His advocacy through program changes and research adjustments removed barriers to my success. He is not only my chairperson, but a friend. I would like to acknowledge Dr. Marco Muñoz and Blake Haselton for their support and feedback as committee members and mentors. Dr. Petrosko’s command of quantitative methods and critical feedback was instrumental to my success. I would like to thank Dr. Keedy and Dr. Stringfield for their support in the early stages of my candidacy. Both offered authentic and honest advice and feedback as I navigated this journey. A special thank you to Dr. Brian Shumate. You have not only been a career mentor, but someone who has challenged me to grow and push myself during this process. Your advice and consistent presence through my doctoral work helped ensure my success. You motivated me to stay the course, be an example for my daughters, and overcome barriers to my success. I would like to thank my colleague, Sarah Hitchings, for her deep commitment to this work and our research. Sarah continued to encourage me, while also keeping both of us accountable to our plan. I would not have completed this capstone without her as a partner. I’m convinced our lake house marathons will forever be in my memory. The determination and passion to pursue higher education was something my parents, Howard and Hilary DeFerrari, instilled in me at a very young age. Their modeling and encouragement through my entire existence created the leader and lifelong learner that I am today. I am grateful for their generosity and hospitality through mine vi and Sarah’s journey. We knew they were behind us. Finally, this work would not have been possible without the encouragement and support of family and friends: Jake Fiorella for your assistance and work with data management, Chris and Nicole Teeley for your encouragement and support, Dana Shumate for your perspective and honesty, Erin Rainey for your responsiveness to our family’s needs, and Nelly and Chris Zeitz for your help with the girls on those long days of writing. Most importantly, I would like to thank my husband, Anthony Zeitz, and two daughters, Mary Kathryn and Brogan. Tony, you were very gracious and patient when I needed time to write and research. Being married to a priority principal is challenging enough. Your unwavering commitment to me made this attainable. I could not have completed this capstone without your love and support. My sweet, smart, and talented little girls, being away from you was never easy, but you always reassured me you understood the importance of this work. I love you and know that you will both accomplish great things. vii ABSTRACT SCHOOL IMPROVEMENT REFORM: THE IMPACT OF TURNAROUND POLICY AND LEADERSHIP ON STUDENT ACHIEVEMENT IN KENTUCKY PRIORITY HIGH SCHOOLS Sarah Loraine Hitchings and Kathryn Nicole Zeitz April 14, 2015 This capstone investigated the impact of the transformation and turnaround intervention models and leadership perception on the achievement of students attending Kentucky’s 19 Cohort I and II persistently low-achieving high schools. In the first study, repeated-measures analyses of variance were conducted to show the effect of the chosen model on academic achievement of students with test scores obtained during 3 years of model implementation. The analysis indicated both the transformation and turnaround model produced significant increases in student test scores over time, most notably in End-of-Course (EOC) U.S.
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