Date of Award

January 2014

Degree Type

Open Access Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership and Policy Studies

First Advisor

Charles S. Hausman

Department Affiliation

Educational Leadership and Policy Studies

Second Advisor

Michele Reynolds

Department Affiliation

Educational Leadership and Policy Studies

Third Advisor

James R. Bliss

Department Affiliation

Educational Leadership and Policy Studies

Abstract

Teachers' perceptions contribute to who is removed from the classroom (Fenning & Rose, 2007). The Kentucky Department of Education use a teacher self-report instrument called the Teaching, Empowering, Leading and Learning (TELL) survey to assess teaching conditions in eight areas to predict teacher satisfaction, employment trajectories and ultimately guide school improvement. The New Teacher Center found a correlation exists between the Managing Student Conduct construct of the TELL Kentucky Survey responses and student achievement (National Teacher Center, 2013). This study investigates the relationship between Managing Student Conduct construct with Graduation Rates and Out-of-School Suspension. Graduation Rate is one of five components that make up the Next Generation of Learners, which encompasses 70% of the Unbridled Learning assessment accountability model (other components include Achievement, Gap, Growth and College/Career Ready). Kentucky Unbridled Learning assessment model is the alternative to the standard NCLB and approved by the U.S. Department of Education. The results of this study found a negative correlation between Managing Student Conduct and Out-of-School Suspension and a weak positive correlation between Managing Student Conduct and Graduation Rates. In addition to the original questions, a post hoc multi-regression analysis was conducted and found that although non-white and poverty were strong predictors of Out-of-School Suspension, poverty was the strongest predictor of Graduation Rates. The results instigate future studies in the areas of cultural responsive teaching, alignment of school expectations and instructional cultural relevancy.

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