| The purposes of this study were to (1) determine how principals use student achievement data to initiate school improvement, and (2) examine the relationship between test scores and how change is influenced in schools. The study surveyed 262 principals of Title I elementary schools with a kindergarten through fifth grade configuration regarding data usage and their perception of change. 2004--2005 ISTEP+ percent mastery scores were utilized to determine the top and bottom performing schools for the data usage portion of the study. Percent mastery scores on the 2004--2005 ISTEP+ were also used to determine a relationship between perceived influences of change and student achievement.; There were some significant differences between how principals of high performing and low performing schools utilize achievement data. Drilling down student achievement data (i.e. disaggregating data by gender, ethnicity, socio-economic status, special education) to make comparisons, setting aside time for teacher collaboration, observing in classrooms to ensure teachers use data to determine student mastery of academic standards, and creating a school environment that is comfortable using data were significant.; There was no positive or negative significance in the relationship between test scores and how change is influenced with respect to total percent mastery, English percent mastery, and mathematics percent mastery on the 2004--2005 ISTEP+ and the perceived influences of change. Those influences included teacher quality, school climate, teacher attitude, finances, professional development, community perception, student needs, data, central office support, and student mobility. |
