Nebraska public school superintendents' perceptions of Nebraska's assessment/accountability system's effect on high schools.

摘要

The purpose of this study was to determine superintendents' perceptions of the Nebraska assessment/accountability reporting system (STARS) as they effect high schools. Data measuring the superintendents' perceptions of the STARS program included how they perceived the STARS program's effect on teachers, instructional practices, students, building principals, and resources. Demographic information was collected to determine if differences existed between subgroups based on the superintendents' district size, superintendents' years of experience, the district's free/reduced lunch percentage, the district's 11th grade portfolio rating on communication, the amount of STARS funding, and the financial support required from the district.; Data were gathered using an on-line survey developed from instruments originally created by Weichel (2002), Duke, et al., (2000) and Johnson (1981) and modified for use with superintendents. Electronic mail requests were sent to 259 public school superintendents in Nebraska asking them to complete the survey. The response rate was 50% (129/259). Statistical analysis included the use of descriptive statistics and analyses of variance (ANOVAS).; Three main themes emerged from the data: (1) Overall, superintendents perceive STARS as having had no significant effect on high school teachers, instruction, students, or resource allocations; (2) Overall, superintendents perceive STARS to have had a positive effect on high school building principals' leadership practices (M = 3.78, SD = .60), and; (3) Specifically, superintendents in districts with student populations that range between 100--1000 (81% of respondents) perceive what effect STARS has had on high school teachers and on instruction as less positive than do superintendents in school districts that range between 2000--5000 students (10% of respondents).; The impact for practice points to the need for increased state funding to STARS, and for a more detailed look at assessment literacy in Nebraska. The results from this study show research is needed to (1) show the effect of state assessment reporting on elementary versus secondary schools, (2) analyze assessment needs of small versus large districts, and (3) conduct assessment development comparisons across districts.