Publication Date

2017

Document Type

Dissertation/Thesis

First Advisor

Wasonga, Teresa A. (Teresa Akinyi), 1961-

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Leadership, Educational Psychology and Foundations

LCSH

School management and organization||Secondary education

Abstract

The purpose of this study was to examine the relationships among collective efficacy factors, as measured by the Illinois 5Essentials Survey, and college readiness scores, as reported by ACT, for high schools in the State of Illinois. From the student achievement mandates that all students meet academic standards, to the reports of less than half of Illinois' students meeting the ACT college readiness benchmarks, the challenge for high school leadership teams to improve upon the collective efficacy of their schools (and therefore, the structures leading to improvement in student achievement) are critical. This study used 2015 Illinois 5Essentials Survey data and 2015 American College Testing (ACT) data gathered from the Illinois School Report Card to examine these relationships. This data was then analyzed using statistical methods. The data analysis determined that while correlational relationships do exist among the variables, and two that collective efficacy factors do have predictive qualities for student achievement, the strengths of those relationships are, at best, weak. Therefore, additional research into the use of the Illinois 5Essentials Survey is warranted as high schools use this tool to fulfill the learning environment mandates of the Every Student Succeeds Act (ESSA).

Comments

Advisors: Teresa Wasonga.||Committee members: Bradley Hawk; Kelly Summers; Carolyn Vander Schee.||Includes bibliographical references.

Extent

viii, 112 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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