Administrator and Teacher Perceptions of the Impact and Effectiveness of Academic Standards on Select Indiana High Schools

Author

Andrew T. Melin, Indiana State University

Date of Award

Spring 4-1-2004

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

First Advisor

Robert L. Boyd

Second Advisor

Gregory R. Ulm

Third Advisor

John R. Cochren

Abstract

The purpose of this study was to determine the differences in perception of high school teachers and administrators, as well as the differences in perception between math and language arts teachers and all other teachers, in regard to teacher understanding of state standards, the level of standards' implementation in instruction, and the degree to which student achievement is affected by a standards' focused curriculum. Teachers and administrators were compared because current school accountability legislation on both a state and national level places greater pressure on administrators than on teachers to assure standards are taught. Math and language arts teachers were compared because of the focus of IS TEP+ testing on math and language arts standards. A 21 question survey was distributed to 20 administrators and 218 teachers in five northeast Indiana high schools. Of the surveys distributed, 16 administrators (80%) and 80 teachers (37%) completed the survey. In total, 238 surveys were distributed and 96 surveys (40%) were used for the analysis. As a result of the analysis, one of the significant findings was that teachers and administrators significantly differ only in the extent to which they perceive student achievement is affected by a standards' focused curriculum. In both the depth of teacher understanding and the level of standards implementation in instruction, there were no significant differences in perception between the two groups. In terms of math and language arts teachers and all other teachers in the same three areas, there again were no significant differences in perception regardless of teaching area or years of experience. iv Although expecting significant differences between the groups, the fact that none existed in most cases also was important information. The more teachers and administrators agree in terms of the understanding of standards, the implementation of standards, and how student achievement is impacted by standards, the more likely student achievement will be enhanced.

Recommended Citation

Melin, Andrew T., "Administrator and Teacher Perceptions of the Impact and Effectiveness of Academic Standards on Select Indiana High Schools" (2004). All-Inclusive List of Electronic Theses and Dissertations. 3536.
https://scholars.indianastate.edu/etds/3536