State Intervention in Underperforming Schools: The Role of the ASSIST Coach

Persistent Link:
http://hdl.handle.net/10150/145106
Title:
State Intervention in Underperforming Schools: The Role of the ASSIST Coach
Author:
Collins, Thomas Eric
Issue Date:
2011
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
There has been a trend toward increased in educational accountability for the past fifty years as seen through legislation, policy, and guidance implemented by state education agencies. While states had accountability systems, the federal NCLB Act of 2001 formalized the current system that worked to remediate schools challenged to meet the accountability expectations? Exacerbating these circumstances was a shifting accountability model, AZ LEARNS, that measured school performance from 2007-2009. The Arizona Department of Education formalized processes and structures to address the needs of low-capacity schools through the State System of Support. This research examined the role of the ASSIST Coach in underperforming schools as a measure of state intervention in Arizona. Data revealed that insufficient time, resources, and support were afforded to low-capacity schools by the ASSIST Coach to affect change that resulted in school improvement within the AZ LEARNS model. Additionally, the skills, experience, and background did not align to the needs of low-capacity schools that participated in this study. In the absence of effective state intervention, schools turned to internal capacities to plan for and implement school improvement initiatives that were minimally effective in turning around their respective underperformance. Based on these findings, recommendations for future research were offered to strengthen the support for schools under the State System of Support in Arizona.
Type:
Electronic Dissertation; text
Keywords:
Principal Mentoring; School Improvement; School Reform; State Accountability; State Intervention
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Leadership
Degree Grantor:
University of Arizona
Advisor:
Hendricks, J. Robert

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleState Intervention in Underperforming Schools: The Role of the ASSIST Coachen_US
dc.creatorCollins, Thomas Ericen_US
dc.contributor.authorCollins, Thomas Ericen_US
dc.date.issued2011en
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThere has been a trend toward increased in educational accountability for the past fifty years as seen through legislation, policy, and guidance implemented by state education agencies. While states had accountability systems, the federal NCLB Act of 2001 formalized the current system that worked to remediate schools challenged to meet the accountability expectations? Exacerbating these circumstances was a shifting accountability model, AZ LEARNS, that measured school performance from 2007-2009. The Arizona Department of Education formalized processes and structures to address the needs of low-capacity schools through the State System of Support. This research examined the role of the ASSIST Coach in underperforming schools as a measure of state intervention in Arizona. Data revealed that insufficient time, resources, and support were afforded to low-capacity schools by the ASSIST Coach to affect change that resulted in school improvement within the AZ LEARNS model. Additionally, the skills, experience, and background did not align to the needs of low-capacity schools that participated in this study. In the absence of effective state intervention, schools turned to internal capacities to plan for and implement school improvement initiatives that were minimally effective in turning around their respective underperformance. Based on these findings, recommendations for future research were offered to strengthen the support for schools under the State System of Support in Arizona.en_US
dc.typeElectronic Dissertationen_US
dc.typetexten_US
dc.subjectPrincipal Mentoringen_US
dc.subjectSchool Improvementen_US
dc.subjectSchool Reformen_US
dc.subjectState Accountabilityen_US
dc.subjectState Interventionen_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorHendricks, J. Roberten_US
dc.contributor.committeememberPedicone, Johnen_US
dc.contributor.committeememberBennett, Jefferyen_US
dc.identifier.proquest11504en
dc.identifier.oclc752261369en
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