UVM Theses and Dissertations
Format:
Print
Author:
Hayes, Susan Ansell
Dept./Program:
College of Education and Social Services
Year:
2013
Degree:
Ed. D.
Abstract:
Educational researchers, policymakers, and practitioners continue to address the persistent challenge of how to effectively jump start improvement in our nation's poorest performing schools, many of which systematically fail to meet the needs of large numbers of students year after year (U.S. Department of Education, 2010). Equally important, however, is how to sustain student achievement gains and a successful trajectory of school improvement over time.
This study addresses the need for more empirical research on the sustainability of school improvement by returning to two successful rural, Vermont elementary schools initially profiled in the Roots of Success (Hayes, 2009) report that demonstrated better than predicted student achievement and growth relative to schools with similar demographics. The Roots of Success study identified the common characteristics shared by these successful schools. The purpose of this study was to determine whether these two schools were able to maintain their record of improvement and the various factors, forces, and influences that have impacted the sustainability of student achievement gains.
Based on a longitudinal analysis of state assessment results as well as in-depth interviews with classroom teachers, principals, and other school staff at two school sites, this study explored the factors that support or challenge a school's capacity to continue a growth trajectory over time. Findings suggest that a complex web of interrelated factors including stable and distributed leadership, a clear organizational mission and culture focused on continuous improvement, and a connected and collaborative staff help schools sustain progress. Additionally, this study analyzed some of the challenges presented by a change in leadership and the potential of leadership transition to disrupt a school's trajectory of growth.
Keywords: sustainability, school improvement, leadership.
This study addresses the need for more empirical research on the sustainability of school improvement by returning to two successful rural, Vermont elementary schools initially profiled in the Roots of Success (Hayes, 2009) report that demonstrated better than predicted student achievement and growth relative to schools with similar demographics. The Roots of Success study identified the common characteristics shared by these successful schools. The purpose of this study was to determine whether these two schools were able to maintain their record of improvement and the various factors, forces, and influences that have impacted the sustainability of student achievement gains.
Based on a longitudinal analysis of state assessment results as well as in-depth interviews with classroom teachers, principals, and other school staff at two school sites, this study explored the factors that support or challenge a school's capacity to continue a growth trajectory over time. Findings suggest that a complex web of interrelated factors including stable and distributed leadership, a clear organizational mission and culture focused on continuous improvement, and a connected and collaborative staff help schools sustain progress. Additionally, this study analyzed some of the challenges presented by a change in leadership and the potential of leadership transition to disrupt a school's trajectory of growth.
Keywords: sustainability, school improvement, leadership.