An Investigation of Organizational Health and Student Achievement in Urban Title I Elementary Schools in Alabama
An Investigation of Organizational Health and Student Achievement in Urban Title I Elementary Schools in Alabama

Author: Lora Ann Johnson-Perry

Publisher:

Published: 2014

Total Pages: 93

ISBN-13:

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With the constant concern for improving student achievement, educators must be able to identify factors that will help increase student achievement, especially in urban Title I schools. Examining schools through their organizational health is a means of determining what changes could be made to improve student achievement. Organizational health is the interpersonal dynamics of students, teachers, and administrators. In this research study, the relationship between organizational health and student achievement of 26 urban Title I elementary schools in Alabama was examined. A correlational design was used to analyze the results from the electronic survey Organizational Health Index for elementary schools (OHI-E) in relation to the reading results from the schools' Stanford Achievement Test, Tenth Edition (SAT-10) of fourth grade students in urban Title I elementary schools in Alabama. Descriptive statistics, Pearson correlation, and multiple regression were used to analyze data to test six null hypotheses addressing the relationships among organizational health factors and student achievement in urban Title I elementary schools. A strong correlation between overall OHI-E of Title I elementary schools and resource influence was revealed. Previous research has shown academic emphasis as the strongest predictor of student achievement. However, the findings from this study were not consistent with this body of knowledge. Teacher affiliation was found to be the most significant factor in improving student achievement. Teacher affiliation refers to a sense of friendliness and strong affiliation with the school. Teachers feel good about each other and they have a sense of accomplishment from their jobs. Teachers are committed to both their students and their colleagues. They find ways to accommodate to the routine, accomplishing their jobs with enthusiasm. The results of this study may help legislators, board members, administrators, and other stakeholders improve levels of student academic achievement.

Organizational Structure and Student Achievement
Organizational Structure and Student Achievement

Author: Ashlee Langley

Publisher:

Published: 2020

Total Pages: 257

ISBN-13:

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The purpose of this study was to examine to what extent, if any, organizational structures for instruction, non-departmentalized or departmentalized, had on student achievement for students in Grades 3 through 5. Three elementary schools were selected for this study based on organizational structures for instruction. One elementary school was non-departmentalized for the 2017-2018 school year and departmentalized for the 2018-2019 school year. Additionally, two elementary schools, one non-departmentalized and one departmentalized, were selected based on demographically- and achievement-matched variables. In this study, overall mean scale scores were analyzed from the 2017-2018 and 2018-2019 school years Florida Standards Assessment (FSA) English Language Arts (ELA) and Mathematics using independent samples t tests. Analyses were also conducted by student subgroups, including English learners, economically disadvantaged, students with disabilities, and gender. Of the 67 independent samples t-tests conducted for this study, 54 were non-significant. Findings from the 13 significant results indicated that departmentalization as an organizational structure for instruction produced statistically significant results in Grade 4 for FSA ELA and Mathematics as well as for various student subgroups in Grade 4 including students with disabilities, economically disadvantaged students, and gender with small to moderate effect sizes. Moreover, significant results were also found for the Grade 3 English learner subgroup for both FSA ELA and Mathematics. Results for the English learner subgroup were mixed, however, demonstrating statistically significant results for departmentalization for FSA ELA and statistically significant results for non-departmentalization for FSA Mathematics with large effect sizes for both. The findings from this study contributed to the body of knowledge surrounding organizational structures for instruction and student achievement for Grades 3 through 5. The results of this study can used to help school district leaders and school-based leaders make decisions and create guidelines regarding organizational structure approaches in elementary school.

Organizational Health and Student Achievement Gains in Elementary Schools
Organizational Health and Student Achievement Gains in Elementary Schools

Author:

Publisher:

Published: 2007

Total Pages: 179

ISBN-13:

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With increasing pressures to improve student performance, schools are in need of ways to positively affect student achievement that they can control. The concept of organizational health, which includes academic emphasis, teacher affiliation, collegial leadership, resource influence, and institutional integrity, offers educators an opportunity to gauge the climate of their building and in turn positively affect academic outcomes. Using Hoy and Tarter's (1997) concept of organizational health in elementary schools as a conceptual framework, this study undertook a mixed method approach to examining the relationship between organizational health and student achievement gains in elementary schools. The Organizational Health Inventory-Elementary Version, a 37 item four-point Likert survey, was given to a sample of 25 elementary schools from a southeastern metropolitan school district. The results of the survey were analyzed with value-added student achievement gains using the Pearson Product Moment Correlation Coefficient. Quantitative analysis revealed inverse relationships between organizational health, the subcategory academic emphasis, and student achievement gains. A direct relationship was found between organizational health and institutional integrity. Interviews and observations were performed at four of the schools, which were selected through purposeful sampling. These schools were selected based on their survey results and value-added achievement scores. Data from the interviews and observations were analyzed according to Merriam's (1998) constant comparative method. Qualitative data served to verify and expand upon the quantitative findings.

The Impact of School-wide Positive Behavioral Interventions on Urban Elementary Schools' Organizational Health
The Impact of School-wide Positive Behavioral Interventions on Urban Elementary Schools' Organizational Health

Author: Krystle L. Nemeth

Publisher:

Published: 2018

Total Pages: 135

ISBN-13:

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The purpose of this qualitative research study was to examine the impact that School-Wide Positive Behavior Interventions and Supports (SWPBIS) had on urban school administrators' and teachers' perceptions of the organizational health of their schools. Thirty-three teachers and 4 administrators from an urban school in Pennsylvania completed Likert-scale survey questions. Additionally, 31 teachers and 4 administrators completed 3 open-ended questions and 5 teachers and 4 administrators participated in 1-on-1 interview questions which further explored both teacher and administrator perspectives of the impact that SWPBIS had on the organizational health of their schools. Survey results indicated that 100% of administrators and 88% of teachers believed the organizational health of their school had been positively impacted by the implementation of SWPBIS. While administrators had noticed a more positive environment in their schools through improved staff morale and consistency of expectations, they also noted challenges; such as, lack of time for SWPBIS implementation and teacher buy-in for implementing SWPBIS. Several areas which teachers believed negatively impacted the organizational health of the school were lack of training and staff development for SWPBIS, as well as lack of feedback that was considered prior to implementation and after implementation. Teachers also noted a need for further supports; such as, buy-in, time, training and resources, and continued consistency throughout the school.

Policy, Leadership, and Student Achievement
Policy, Leadership, and Student Achievement

Author: C. Kent McGuire

Publisher: IAP

Published: 2008-09-01

Total Pages: 292

ISBN-13: 1607529335

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This is the second book in the series examining student achievement. The chapters in this book reflect the scholarly papers presented at the July 2006 Education Policy, Leadership Summer Institute (EPLSI) by K–16 educators, researchers, community advocates, and policymakers who work in urban communities. The Institute serves as a place where individuals interested in scholarly discussions and research directly related to: (1) how data can be utilized to inform policy; (2) examining the urban school context from the perspectives of the polity, school leaders; students; and other related internal and external actors; and (3) identifying strategies for improving student academic achievement can gather. During this week-long Institute, participants examined the structural problems and policy tensions affecting urban communities and student achievement. The Institute’s theme, Meeting the Challenges of Urban Schools is reflected throughout this book. Specifically, this edition explores the interrelated aspects of policy, practice and research and how they affect academic achievement. The five sections in this book examine different challenges facing urban schools and their impact on student performance.