The Schlechty Framework: The Work, Engagement, and High-Stakes Tests

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

Fall 2015

Abstract

School districts spend significant amounts of money each year to contract with the Schlechty Center for Leadership in School Reform, which uses a framework to design engaging work for students. This researcher used a multiple baseline and multilevel modeling analyses to find whether or not student achievement improved after schools began using the Schlechty framework, and whether or not there is a relationship between differences in teachers’ and administrators’ level of commitment to the Schlechty framework, and third-, fourth-, and fifth-grade reading scores for the 2013-2014 State of Texas Assessment of Academic Readiness (STAAR). The researcher assessed elementary schools that contracted with the Schlechty Center in two Texas public school districts. The researcher used a multiple baseline analysis to chart data from the Texas Education Agency (TEA) Academic Excellence Indicator System (AEIS) and Texas Academic Performance Reports (TAPR) documents in order to assess whether or not the percentage of students passing the state reading assessment changed before and after contracting with the Schlechty Center. In order to understand the results of the multiple baseline analysis, the researcher surveyed staff at each school to assess perceptions and the level of implementation of the Schlechty framework, as well as knowledge of the design qualities. This study will add to the body of literature on the effectiveness of the Schlechty Center. Results of the multiple baseline data and teachers’ and administrators’ perception and framework implementation related to response were found to not significantly improve performance on the reading STAAR test at Grades 3, 4, and 5.

Advisor

Ava Muñoz

Subject Categories

Education | Educational Leadership

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