This change plan examined the current competencies, conditions, culture and context of a for-profit education corporation which resulted in low student achievement, “As Is”. As a means of developing strategies and actions for change, the competencies, conditions, culture and context necessary to increase student achievement was explored “To Be”. A change plan was developed and implemented. The change plan addressed my personal immunities to change as well as strategies and actions needed to improve student achievement. Private school students receiving title services were assessed using the Measures of Academic Progress (MAP) test in May of 2014. The results of that test were that fifty-four percent of the students receiving title services met or exceeded their growth targets. Fifty teachers participated in a focus group. Based on the results of that focus group, professional development was provided in the area of data driven instruction during the 2014-2015 school year. When the students were assessed again in May of 2015, fifty-nine percent of the students receiving title services met or exceeded their growth targets on the MAP test. The results indicate that there was a relationship between the teachers’ ability to engage in data driven decision making and student achievement.
","abstract_html":"<p>This change plan examined the current competencies, conditions, culture and context of a for-profit education corporation which resulted in low student achievement, “As Is”. As a means of developing strategies and actions for change, the competencies, conditions, culture and context necessary to increase student achievement was explored “To Be”. A change plan was developed and implemented. The change plan addressed my personal immunities to change as well as strategies and actions needed to improve student achievement. Private school students receiving title services were assessed using the Measures of Academic Progress (MAP) test in May of 2014. The results of that test were that fifty-four percent of the students receiving title services met or exceeded their growth targets. Fifty teachers participated in a focus group. Based on the results of that focus group, professional development was provided in the area of data driven instruction during the 2014-2015 school year. When the students were assessed again in May of 2015, fifty-nine percent of the students receiving title services met or exceeded their growth targets on the MAP test. The results indicate that there was a relationship between the teachers’ ability to engage in data driven decision making and student achievement. </p>","abstract_has_math":false,"creators":["Hendricks-Williams, Dr Shandowlyon L"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Mary Ann Kahl","Dr. Valerie Schmitz","Dr. Shannon Hart"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-04-01T07:00:00Z","date_published":"2016-04-01T07:00:00Z","updated_at":"2026-07-24T03:20:25Z","subjects":["change leadership","private schools","title service","Curriculum and Instruction","Disability and Equity in Education","Educational Administration and Supervision","Educational Leadership","Urban Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/171","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Mary Ann Kahl","Dr. Valerie Schmitz","Dr. Shannon Hart"]},{"key":"dc:creator","label":"Author","values":["Hendricks-Williams, Dr Shandowlyon L"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-06-29T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["change leadership","private schools","title service","Curriculum and Instruction","Disability and Equity in Education","Educational Administration and Supervision","Educational Leadership","Urban Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/171"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This change plan examined the current competencies, conditions, culture and context of a for-profit education corporation which resulted in low student achievement, “As Is”. As a means of developing strategies and actions for change, the competencies, conditions, culture and context necessary to increase student achievement was explored “To Be”. A change plan was developed and implemented. The change plan addressed my personal immunities to change as well as strategies and actions needed to improve student achievement. Private school students receiving title services were assessed using the Measures of Academic Progress (MAP) test in May of 2014. The results of that test were that fifty-four percent of the students receiving title services met or exceeded their growth targets. Fifty teachers participated in a focus group. Based on the results of that focus group, professional development was provided in the area of data driven instruction during the 2014-2015 school year. When the students were assessed again in May of 2015, fifty-nine percent of the students receiving title services met or exceeded their growth targets on the MAP test. The results indicate that there was a relationship between the teachers’ ability to engage in data driven decision making and student achievement.
"]},{"key":"dc:title","label":"Title","values":["Improving Student Achievement of Private School Students Receiving Title Services: A Positional and Dispositional Change Plan"]}]}],"canonical_facts":{"dc:contributor":["Dr. Mary Ann Kahl","Dr. Valerie Schmitz","Dr. Shannon Hart"],"dc:creator":["Hendricks-Williams, Dr Shandowlyon L"],"dc:date.available":["2019-06-29T07:00:00Z"],"dc:description.abstract":["This change plan examined the current competencies, conditions, culture and context of a for-profit education corporation which resulted in low student achievement, “As Is”. As a means of developing strategies and actions for change, the competencies, conditions, culture and context necessary to increase student achievement was explored “To Be”. A change plan was developed and implemented. The change plan addressed my personal immunities to change as well as strategies and actions needed to improve student achievement. Private school students receiving title services were assessed using the Measures of Academic Progress (MAP) test in May of 2014. The results of that test were that fifty-four percent of the students receiving title services met or exceeded their growth targets. Fifty teachers participated in a focus group. Based on the results of that focus group, professional development was provided in the area of data driven instruction during the 2014-2015 school year. When the students were assessed again in May of 2015, fifty-nine percent of the students receiving title services met or exceeded their growth targets on the MAP test. The results indicate that there was a relationship between the teachers’ ability to engage in data driven decision making and student achievement.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/171"],"dc:subject":["change leadership","private schools","title service","Curriculum and Instruction","Disability and Equity in Education","Educational Administration and Supervision","Educational Leadership","Urban Education"],"dc:title":["Improving Student Achievement of Private School Students Receiving Title Services: A Positional and Dispositional Change Plan"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:25Z"}