The Impact of the Malcolm Baldrige Education Criteria for Performance Excellence on Eighth Grade Mathematics Taks Scores for At-Risk Students


Dennis Grover

Document Type


Degree Name

Doctor of Education (Ed.D)


Educational Administration

Date of Award

Spring 2012


The purpose of this study was to identify the impact the implementation of the Baldrige Education Criteria had on the mathematics portion of the Texas Assessment of Knowledge and Skills (TAKS) for eighth grade at-risk students. The three research questions (a) examined the effects the Baldrige Education Criteria had on individual institutions over time, (b) compared results of campuses utilizing Baldrige Education Criteria and those that were not, and (c) analyzed the effect that the duration of implementation of the Baldrige Education Criteria had on eighth grade at-risk math TAKS results among three campus groups (non-Baldrige, less than 10 years implementation, and 10 or more years of implementation). The statistical tests used throughout this study included the repeated measures ANOVA, mixed between-within subjects ANOVA and multiple regression. The study was a quasi-experimental study that utilized purposive sampling techniques to determine the sample which consisted of forty-four Baldrige campuses. The non-Baldrige campuses that were used to answer research question number two and three were randomly selected from the comparable improvement (CI) lists located on the Texas Education Agency's (TEA's) website. The CI lists were collected for each of the Baldrige campuses and a corresponding non-Baldrige campus was selected at random. Results from the study indicated that implementation of the Baldrige Education Criteria had a significant impact on at-risk student achievement on the eighth grade mathematics TAKS. Findings demonstrated that the growth of at-risk student achievement on the mathematics TAKS were significant from 2006 to 2008. The study also found that when compared to similar non-Baldrige campuses, significant differences were present in 2007, 2009, 2010, and 2011. When considering duration of implementation, campuses were divided into three groups (non-Baldrige, less than 10 years of implementation, 10 or more years of implementation). The two Baldrige groups showed no significant difference when compared with one another; however there were significant differences in student achievement when compared with non-Baldrige campuses. Further research is needed to determine overall effectiveness of the Baldrige Criteria, as well as to help identify specific strategies that Baldrige campuses used to improve student achievement.


Sam Roberson

Subject Categories

Education | Educational Administration and Supervision