Validation of the Principal’s High Stakes Testing Survey

The purpose of this study was to examine the soundness of the psychometric characteristics of the Principal’s High Stakes Testing Survey. The 48-item instrument is comprised of six hypothesized subscales (i.e., curriculum, teaching, work satisfaction, stress, accountability, and students) measured with a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). An expert panel reviewed the instrument plus an exploratory factor analysis and confirmatory factor analyses were conducted. Expert panel members suggested only a few minor modifications to improve the instrument. The confirmatory factor analyses yielded data to support the fit of the model and the factorial invariance of the model by gender and race or ethnicity

School-Level Predictors of Academic and Athletic Success

The purpose of this study was to determine if specific school-level variables predict a high school’s academic performance and the success of its athletic department. A nonexperimental multivariate ex post facto correlational design and a group comparison design were employed in the study. Georgia public high schools competing in the GHSA classifications AAAAA, AAAA, and AAA during the academic years 2008-2010 were included in the study. Logistic regression was used to determine if the school-level variables predicted a school’s academic performance. A Mann-Whitney U test was used to determine if high-performing and low-performing schools were significantly different in terms of athletic department success. The predictor variables were able to accurately predict academic performance for over 82% of schools. While the percentage of minority students, graduation rate, and GHSGT scores were significant predictors in two out of the three classifications, the percentage of economically disadvantaged students was not a significant predictor. Significant differences existed between high-performing and low-performing schools in terms of overall athletic performance in GHSA classifications AAA and AAAA. Academic predictors (GHSGT scores and graduation rate) were linked to athletic achievement. Demographic variables (percentage of economically disadvantaged students and minority students) were significant predictors in classification AAA, but not in the larger classifications

A Preliminary Study of Disproportionate Representation and Response to Intervention

Disproportionate representation occurs when the percentage of an identified group enrolled in special education varies significantly from that group’s overall percentage of the school population (Harry, 1994). Response to Intervention (RTI), a paradigm for educational intervention, is designed to minimize many factors contributing to disproportionality. The study examined disproportionality risk ratios for African American students, ages 6 through 21, who received special education services in a southeastern state supporting the RTI initiative during the 2006-2009 school years. Data suggest that African American students identified with a specific learning disability experienced increased referral and placement in special education in the three years corresponding to the initial RTI implementation efforts. Definitive conclusions about the fidelity of RTI implementation or effectiveness of intervention are beyond the scope of the current study, but disproportionality findings may be used as a comparative baseline for future research

The Effect of Campus Configuration on Ninth-Grade Achievement

The purpose of this mixed-methods sequential explanatory research study was to determine whether there were significant differences between high schools having no freshman facility, a freshman wing, or a freshman campus on eight student performance measures. A second purpose was to examine principals’ perceptions of how their schools transition freshmen and how these transition strategies and arrangements worked. Of the eight ANOVAs conducted, only one analysis was statistically significant between the school configurations. In facilities using a freshman campus, high school students with disabilities earned significantly more core credit units than their counterparts in schools using no freshman facility. During individual interviews, all 15 principles emphasized using transition strategies to help students adjust to high school

Psychometric Analysis of the Perceived Stress Scale-10 with School Principals

The purpose of this study was to investigate the psychometric characteristics of the Perceived Stress Scale-10 (PSS-10) using school principals. Cohen, Kamarck, and Mermelstein (1983) created the Perceived Stress Scale to identify the degree to which individuals perceive their life stressful relative to one’s ability to cope. The instrument was reported to be a global, unidimensional instrument. However, other researchers (Roberti, Harrington, & Storch, 1986; Taylor, 2014) identified that the PSS-10 consisted of a two-factor model (Perceived Helplessness Subscale and Perceived Self-Efficacy Subscale). The PSS-10 consists of 10 questions scored using a 5-point rating scale with a range from 0 (never) to 4 (very often) (Cohen & Janiki-Deverts, 2012) with scores on four items reverse-scored. Based on a unidimensional model, one’s perceived stress score is calculated by adding together the responses from each question. The higher a respondent scores on the survey, the greater the perceived psychological stress of that participant. The results indicate the PSS-10 scores are valid, but the multidimensionality of the scale should be considered

Stopout Students: At-Risk Students in Community Colleges

College administrators are examining their policies and strategies for and retaining at risk-stopout students to meet the changing funding models for higher education. New research on student retention will provide valuable data for colleges to develop intentional strategies that encourage at-risk stopout students to return to college and increase college retention rates.The researchers will share these findings and in turn share important insights and techniques for improving students’ college experiences