Recruiting for School Improvement: The Relationship between Teacher-Centric School Quality Factors and School Improvement Designations in Kentucky

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  • Source:
    Educational Policy Analysis and Strategic Research, v14 n2 p76-87 Jun 2019. 13 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1220569
      International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://inased.org/epasad/english/index.html
    • Peer Reviewed:
      Y
    • ISSN:
      1949-4289
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      In 2018, Kentucky began the implementation of a new school accountability system. Like other states across the nation, Kentucky's new system was designed to bring state policy into alignment with federal changes brought about by the Every Student Succeeds Act (ESSA) of 2015. In addition to the creation of new school improvement labels, Kentucky's system also reports on a variety of teacher-centric school quality factors. A statistical analysis was conducted to determine if a relationship exists between these school quality factors and the school's improvement designation. The study found that schools identified as needing the greatest improvement (Comprehensive Support and Improvement [CSI]) are statistically more likely to have higher teacher turnover rates, higher percentages of new teachers, and employ teachers with lower rates of advanced education in the year prior to identification than their counterparts with either the Targeted Support and Improvement (TSI) or Other designations. These findings should inform future policy making and elevate teacher recruitment and retention as a school improvement priority.
    • Abstract:
      As Provided
    • Number of References:
      -1
    • Physical Description:
      13
    • Education Level:
      Elementary Secondary Education
    • Journal Code:
      SEP2019
    • Publication Date:
      2019
    • Accession Number:
      EJ1220569
  • Citations
    • ABNT:
      COURTNEY, M. B. Recruiting for School Improvement: The Relationship between Teacher-Centric School Quality Factors and School Improvement Designations in Kentucky. Educational Policy Analysis and Strategic Research, [s. l.], v. 14, n. 2, p. 76–87, 2019. Disponível em: . Acesso em: 15 nov. 2019.
    • AMA:
      Courtney MB. Recruiting for School Improvement: The Relationship between Teacher-Centric School Quality Factors and School Improvement Designations in Kentucky. Educational Policy Analysis and Strategic Research. 2019;14(2):76-87. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220569&custid=s8280428. Accessed November 15, 2019.
    • APA:
      Courtney, M. B. (2019). Recruiting for School Improvement: The Relationship between Teacher-Centric School Quality Factors and School Improvement Designations in Kentucky. Educational Policy Analysis and Strategic Research, 14(2), 76–87. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220569&custid=s8280428
    • Chicago/Turabian: Author-Date:
      Courtney, Matthew B. 2019. “Recruiting for School Improvement: The Relationship between Teacher-Centric School Quality Factors and School Improvement Designations in Kentucky.” Educational Policy Analysis and Strategic Research 14 (2): 76–87. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220569&custid=s8280428.
    • Harvard:
      Courtney, M. B. (2019) ‘Recruiting for School Improvement: The Relationship between Teacher-Centric School Quality Factors and School Improvement Designations in Kentucky’, Educational Policy Analysis and Strategic Research, 14(2), pp. 76–87. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220569&custid=s8280428 (Accessed: 15 November 2019).
    • Harvard: Australian:
      Courtney, MB 2019, ‘Recruiting for School Improvement: The Relationship between Teacher-Centric School Quality Factors and School Improvement Designations in Kentucky’, Educational Policy Analysis and Strategic Research, vol. 14, no. 2, pp. 76–87, viewed 15 November 2019, .
    • MLA:
      Courtney, Matthew B. “Recruiting for School Improvement: The Relationship between Teacher-Centric School Quality Factors and School Improvement Designations in Kentucky.” Educational Policy Analysis and Strategic Research, vol. 14, no. 2, June 2019, pp. 76–87. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220569&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Courtney, Matthew B. “Recruiting for School Improvement: The Relationship between Teacher-Centric School Quality Factors and School Improvement Designations in Kentucky.” Educational Policy Analysis and Strategic Research 14, no. 2 (June 1, 2019): 76–87. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220569&custid=s8280428.
    • Vancouver/ICMJE:
      Courtney MB. Recruiting for School Improvement: The Relationship between Teacher-Centric School Quality Factors and School Improvement Designations in Kentucky. Educational Policy Analysis and Strategic Research [Internet]. 2019 Jun 1 [cited 2019 Nov 15];14(2):76–87. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220569&custid=s8280428