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EXAMINING PRINCIPAL PERCEPTIONS,
AND TEACHER AND SCHOOL EFFECTIVENESS
THROUGH A VALUE-ADDED ACCOUNTABILITY MODEL
by
Brett W. Geithman
____________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2009
Copyright 2009 Brett W. Geithman
Object Description
| Title | Examining principal perceptions, and teacher and school effectiveness through a value-added accountability model |
| Author | Geithman, Brett W. |
| Author email | bgeithman@hotmail.com; bgeithman@lbschools.net |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2009-03-18 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-04-11 |
| Advisor (committee chair) | Brewer, Dominic J. |
| Advisor (committee member) |
Kahl, Kristi A. Brown, Richard S. |
| Abstract | The No Child Left Behind Act of 2002 has moved education into an era of testing and accountability in hopes of closing the achievement gap. Accountability options include status, or cross-sectional models and growth models, with the most common being the value-added model (VAM). Currently, California employs a status model accountability system; however, states such as Ohio and Pennsylvania have explored the alternative, or growth models to longitudinally assess student achievement data. This case study of an Orange County, California school district examined effectiveness at the teacher level within six elementary schools using both status and growth models. Additionally, it explored the relationship between principal perceptions of effective teachers and effectiveness as measured through status and VAM data. Secondarily, reliability of the VAM utilized in this study, Simple Fixed Effects Modeling (SFEM) (Tekwe et al., 2004), was examined. Test-retest and split-half reliability results were strong, thus suggesting that SFEM is a reliable VAM. Additionally, data revealed that as a teacher’s individual API score increased so did the growth observed under the VAM, SFEM. Recommendations for further study, policy, and practice include the replication of this case study in a more heterogeneous population, continuation of the California Longitudinal Pupil Achievement Data System (CALPADS) project so that if growth models of accountability were utilized in California a database would exist, and the further examination of principal ratings of effective teachers using a common instrument aligned with standards against status and growth model data to see if relationships exist. |
| Keyword | value-added; accountability; elementary; principal; evaluation; teacher; effectiveness; school; simple; fixed; effects; modeling; No Child Left Behind |
| Geographic subject (county) | Orange County |
| Geographic subject (state) | California |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2080 |
| Rights | Geithman, Brett W. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-geithman-2800 |
| Archival file | uscthesesreloadpub_Volume23/etd-geithman-2800.pdf |
Description
| Title | Page 1 |
| Full text | EXAMINING PRINCIPAL PERCEPTIONS, AND TEACHER AND SCHOOL EFFECTIVENESS THROUGH A VALUE-ADDED ACCOUNTABILITY MODEL by Brett W. Geithman ____________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2009 Copyright 2009 Brett W. Geithman |
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