The relationship between elementary schools' development as professional learning communities and students' achievement as measured by California's Academic Performance Index
by Schroeder, Debra J., Ed.D., AZUSA PACIFIC UNIVERSITY, 2009, 186 pages; 3388680

Abstract:

In this study, I have explored relationships between principals' ratings on the “School Professional Staff as Learning Community” Survey (Hord, 1996) and the academic growth of elementary students as measured by the difference between California API scores in spring of 2007 and spring of 2008. The study involved a quantitative correlational design that was explanatory in intent. A total of 231 principals of elementary schools in Southern California with a 2007 Statewide Decile Ranking of 1-3 completed the survey. For Hypothesis 1, I found a positive correlation between the principals' ratings of their schools as PLCs for the Total Survey Score and API growth with r(229) = .234, p = .000. The correlation between each of the five subscales and API growth was also significant: Subscale 1 with r(229) = .114, p = .042; Subscale 2 with r(229) = .130, p = .024; Subscale 3 with r(229) = .229, p = .000; Subscale 4 with r(229) = .160, p = .008; and Subscale 5 with r(229) = .165, p = .006. Although the six correlations passed the test of statistical significance, their level of robustness would be considered small. Hypothesis 2 was supported because there were variations in how the five dimensions of the PLC survey related to API growth. Regression analysis revealed that whereas the model associated with the Total Survey Score significantly predicated API growth with F(1, 229) = 13.308, p = .000, R2 = .055, and adjusted R2 = .051, the model associated with just Subscale 3 also significantly predicated API growth with F(1, 229) = 12.701, p = 000, R2 = .053, and adjusted R2 = .048. That Subscale 3 was the only independent variable qualified for entry in the stepwise multiple regression was seen as evidence to support the second hypothesis. Subscale 3 items assessed whether the staff learned from each other, worked on student-centered educational issues, discussed the quality of its teaching and students' learning, made and implemented plans with a focus on students' needs, and assessed the impact of its actions and made suggested revisions.
 
AdviserChristopher Quinn
SchoolAZUSA PACIFIC UNIVERSITY
SourceDAI/A 70-12, p. , Feb 2010
Source TypeDissertation
SubjectsEducational leadership; School Administration Education; Educational administration; Elementary education
Publication Number3388680
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