Publication Date


Document Type


First Advisor

Cooper, Robb, 1951-

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations


Middle school education--Evaluation; Middle schools--Evaluation


The practice of using Baldrige Criteria for Educational Excellence has come to the forefront of education in the last decade. The purpose of this study was to determine the perceptions that Baldrige Criteria for Educational Excellence had on stakeholders at the middle-school level. This study examined the perceptions of various stakeholders at the middle-school level and the effects Baldrige Criteria for Educational Excellence had on a middle-school system. Eight hundred and ten stakeholders were surveyed in the study. The stakeholders were comprised of parents, staff, and administration. The stakeholders completed a survey on the perceptions of the effect Baldrige Criteria for Educational Excellence had on a suburban middle school. The survey consisted of 74 questions, which were used to answer research questions 1 through 4. Based upon the data obtained, the conclusions of the study were that using Baldrige Criteria for Educational Excellence at the middle-school level needed more work and clarification in stakeholder satisfaction. Staff, as key stakeholders, identified the greatest need for improvement in the use of systems and their purpose at the middle-school level. Parents and administration were more closely aligned in their perceptions of how Baldrige Criteria for Educational Excellence impacted the school; however, parents identified several areas in need of improvement. Four key areas that developed from the research were Communication, Curriculum, School Improvement Planning, and Systems Management. Each key area in alignment with Baldrige Criteria for Educational Excellence portrayed a critical role in successfully making the transformation process at the middle-school level.


Includes bibliographical references (pages [202]-206)


xviii, 211 pages




Northern Illinois University

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