Date of Award
1-1-2024
Document Type
Dissertation
Degree Name
Ph.D. in Education
First Advisor
Dennis Bunch
Second Advisor
Angus Mungal
Third Advisor
Hunter Taylor
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
The role of the principal is complex, and there are many ways principals might potentially influence classroom instruction and student learning (Allensworth & Hart, 2018). Over the last decade, the principal’s effectiveness has been evaluated based on student achievement.
The purpose of this quantitative study, A Longitudinal Study of Mississippi’s Achievement Scores and School Ratings Based on Principal Preparation is to determine whether a significant difference exists between Mississippi’s alternate and traditional route principal preparation graduates based on academic successes for the 2017-2018, 2018-2019, 2021-2022, and 2022-2023 school terms, whether a significant difference exists among the different Institutions of Higher Learning (IHLs) and the Mississippi Alternate Path to Quality School Leaders (MAPQSL), and whether a significant difference exists in student achievement based on principal tenure at their current school.
Using the repeated measures ANOVA, there were no significant differences found among the various IHLs compared to MAPQSL for principals leading the 700-point schools included in this study; however, there were some significant differences among principals leading the 1,000- point schools included in this study.
Using the independent t-test, the study finds there were no significant differences among schools concerning academic achievement based on whether a principal was certified through an alternate or traditional route program (not separated by IHLs) for 700-point and 1,000-point schools. However, using the independent t-test, this study does find several instances of significant differences among schools concerning academic achievement based on principal tenure. The findings of this study yield the following recommendations for future research: 1) Examine the scores from the Mississippi Academic Assessment Program (MAAP) for four consecutive years without a break in the data (COVID caused a gap for this research); 2) Separate schools and compare the data based on rural versus urban areas; 3) Complete the data collection process utilizing a time frame that will allow for more equity based on participants from 700-point schools and 1000-point schools; and 4) Delve deeper into the admission and graduation requirements for the principal preparation programs collecting information beyond what is provided on the IHL’s website (this will clarify any misinterpretation of how principals are being trained ); and 5) Add an area to the survey instrument that will allow the researcher to add data that will measure the relationship among student achievement based and the administrative team (assistant principals, counselors, etc.).
Recommended Citation
Boyd, Brittaney, "A Longitudinal Study of Mississippi’s Achievement Scores and School Ratings Based on Principal Preparation" (2024). Electronic Theses and Dissertations. 3006.
https://egrove.olemiss.edu/etd/3006