A look at the correlation between instructional leadership and student achievement.
Written in 2008; 1,886 words; 8 sources; APA; $ 60.95
Paper Summary:
This paper provides a reflective look at instructional leadership and how it correlates to student achievement and what teachers can do in order to become instructional leaders and create a learning environment that works well for their pupils. Of special note, the work of Robert J. Marzano figures prominently in this paper as he enumerates a number of things that successful school and successful classrooms will have if they are serious about student success.
From the Paper:
"For many people, particularly those working in the media, it is all too easy to assert that America's schools are failing our children. Interestingly, though, at least one major study conducted in the 1990s found that SAT scores for American high school students climbed for every demographic group except whites in the period between 1976-1993 - thus suggesting that the education system, contrary to the alarmist statements of some, is not failing minority students quite as comprehensively as popularly imagined (Krueger, 1998). At the same as this encouraging development is taking place, however, one study after another is emerging which shows distressingly high drop-out rates for Hispanic students - as well as persuasive evidence that drop-out rates for African-American high school students continue to be appreciably higher than those for whites and for Asian students in general ("Drop Out Rates," 12-13). To add a further touch of gloom to the issue, and to complicate the general perception that Asian students are the one minority group that has achieved excellence in the American school system despite whatever obstacles that have been placed before it, recent statistical compilations are showing that the conspicuous success of Chinese Americans, Japanese Americans, and Korean Americans is overshadowing the fact that drop-out rates among Asians is high among many other Asian communities (Budge, 2004). Without question, while elite elements among traditionally disadvantaged groups may be gaining on their white counterparts (even surpassing them in some respects), far too many other students from lower-class and minority backgrounds are falling through the cracks - and a legitimate case can be made that they are falling behind precisely because America's teachers are not finding ways to engage these students in the classroom - and not giving them the tools they need to pursue a post-secondary school education. In the end, while teachers are not the only "guilty party" in this vexing situation, they are the certified professionals (not parents) and their failings only magnify failings within the homes of disadvantaged children."
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