Publication Date

2003

Document Type

Dissertation/Thesis

First Advisor

Cooper, Robb, 1951-

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Leadership, Educational Psychology and Foundations

LCSH

Middle school education--Evaluation||Middle schools--Evaluation

Abstract

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.

Comments

Includes bibliographical references (pages [202]-206)

Extent

xviii, 211 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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