The Influence of School Organization on School Performance at Selected Low and High Performing Elementary Schools in Georgia
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Authors
Batts, Willie Lee, Jr.
Issue Date
2019-11
Type
Dissertation
Language
en_US
Keywords
Dissertations, Academic--United States , Elementary school environment , Georgia , Low-performing schools , The College and Career Ready Performance Index (CCRPI)
Alternative Title
Abstract
Georgia elementary schools had not made adequate gains in school performance as measured by the College and Career Readiness Index (CCRPI) score. The purpose of this study was to determine if the presence of specific school organization themes influenced school performance at selected low and high performing elementary schools. This quantitative comparative correlational study examined if there was a significant difference in the influence of school organization themes on school performance at selected low and high performing elementary schools in Georgia and if there was a significant relationship between the influence of school organization themes on school performance at selected low and high performing elementary schools in Georgia.
Elementary schools in Georgia perform below acceptable standards, as evidenced by low student scores in reading and mathematics (Georgia Department of Education, 2015).
The study was quantitative in methodology and used the parametric statistical analyses of independent sample t-tests and Pearson correlation analysis to address the objectives. The required assumptions of these statistical analyses included normality, linearity, and homoscedasticity. Each of these assumptions was tested. Results of the independent sample t-test showed there was a statistically significant difference in the measure of school organization themes in high performing selected schools in Georgia based on the School Culture Survey. Results of the Pearson correlation analyses showed there was a statistically significant positive correlation between school organization themes in high performing selected schools in Georgia, as measured by the School Culture Survey.
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.