Publication Date

2017

Document Type

Dissertation/Thesis

First Advisor

Roberts, Patrick A.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations

LCSH

Educational leadership

Abstract

Report cards and standards-based assessing, grading and reporting continue to be relevant topics of focus for educators. This qualitative study is based on a problem of practice in a school district in northern Illinois that recently implemented standards-based report cards (SBRCs). This study developed while I was a principal of an elementary school during initial implementation of SBRCs. This dissertation expanded from the initial focus on understanding parental perspectives of SBRCs to better understanding the communicative value of SBRCs and professional development that could help parents and teachers. The research question that informed this qualitative study is: How do parents perceive the strengths and weaknesses of SBRCs? The parents in this study provided insight about strengths and challenges of SBRCs and explained why different teacher communication during the SBRC process provided them with a more comprehensive understanding of their child's academic performance in school. Effective implementation of SBRCs should maximize comprehensive communication throughout the entire process to enhance parent understanding. Findings from this study can be used by school districts to focus their efforts, knowledge, and professional development on standards-based assessing, grading and reporting that will directly impact the teaching, learning, assessing and communicating in schools.

Comments

Advisors: Patrick Roberts.||Committee members: Carolyn Pluim; Teresa Wasonga.||Includes bibliographical references.

Extent

vii, 163 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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