| Successful change in schools is planned, expected and managed with the objective focused on benefiting the students, not just converting the staff. This investigation is a case study of a public school district that opted to implement curricular change following an examination of the district's performance toward adequate yearly progress. This case study utilized a quantitative design to address: the process and impact of an initiation, implementation and institutionalization of a district level curricular change, the roles that emerged among participants in this process, the influence of stakeholders, the dynamics and processes of change, and the impact of the curricular change on student achievement. Surveys were distributed to 18 teachers, three middle level administrators and four central office personnel in order to analyze the organizational processes and the perceived roles of stakeholders in the curricular change process. The overall participation rate was 68%. Surveys were analyzed to examine three themes: if the curricular change process was triggered by external stakeholders that had legitimate claims on the operation of the organization, if the curricular change process was initiated and dictated by the high level district stakeholders, and if the curricular change process was implemented and carried through by high level internal stakeholders. Additionally, Pennsylvania System of School Assessment math scores for eighth grade were collected and analyzed comparing four groups based upon the amount of Connected Mathematics Project instruction the students received. Analysis of Pennsylvania System of School Assessment eighth grade math scores revealed that scores increased progressively with each additional year of Connect Mathematics Project completion. Further research involving the surveying of high school teachers, as well as review of eleventh grade Pennsylvania System of School Assessment math scores may be helpful. Review of additional performance indicators, such as classroom mathematics grades may also be beneficial. |
