An investigation of the North Carolina Promotion and Intervention Policy as related to intervention strategies, student achievement, and principals' and teachers' satisfaction
Abstract
The purpose of this study was threefold: (a) to determine whether a relationship exists between intervention strategies used in selected elementary schools in the Wake County Public School System in response to the North Carolina Promotion and Intervention Policy and Student Achievement, (b) to determine how educators in selected elementary schools within the Wake County Public School System viewed the effectiveness of the intervention strategies, and (c) to test the level of satisfaction of principals and teachers with school intervention strategies as associated with student achievement. This study was conducted with selected elementary schools in the Wake County Public School System. The sample population included 33 elementary school principals and 1,290 teachers in the 33 schools in the Wake County Public School System. The criteria was based on the school's free or reduced (F/R) lunch student population being at/or above 25% and the school is meeting or exceeding the state ABCs goal for the 2002 school year as measured by the school's Performance Composite Score. Data were gathered using two instruments, the Survey of Professional Staff Satisfaction with School Intervention Strategies and the 2002 ABC Report Card which provided End of Grade Test percentages and performance composite scores in reading and math for students in grades three, four and five. North Carolina Performance Composite Scores (Spring, 2002) for students in grades three, four and five were used to measure student achievement. The data for this study was analyzed using the Statistical Package for the Social Sciences (SPSS). Descriptive statistical analysis (means and standard deviations) and the use of multiple data analysis tested and described the five hypotheses. The t-test was used to test and describe Hypothesis One. A one-way Analysis of Variance (ANOVA) was used to test and describe Hypotheses Two and Three, and the Pearson Product Moment Correlational Coefficient was used to test and describe Hypotheses Four and Five. Cronbach Alpha was used to test for reliability and validity of the survey instrument. The results of this study found that there was a significant relationship between intervention strategies used in selected elementary schools in the Wake County Public School System and student achievement in response to the North Carolina Promotion and Intervention Policy. This study's findings showed that among the teachers' group there was a significant difference among the intervention strategies considered to be a strong predictor of student achievement, and there was no significant difference among the principals. Further findings indicated no significant relationship existed among the principals' and teachers' level of satisfaction with school intervention strategies and student achievement.
Subject Area
School administration
Recommended Citation
Hargett, James Edward, "An investigation of the North Carolina Promotion and Intervention Policy as related to intervention strategies, student achievement, and principals' and teachers' satisfaction" (2004). ETD Collection for Fayetteville State University. AAI3345780.
https://digitalcommons.uncfsu.edu/dissertations/AAI3345780