THE IMPACT OF SCHOOL LEADERSHIP FUNDING AND STUDENT ECONOMIC STATUS ON SCHOOL PROGRESS IN DUAL LANGUAGE SCHOOLS

Abstract

Student, Pinnock V., The Impact of School Leadership Funding and Students Socio-Economic Status on School Progress in Dual Language Schools. Doctor of Education (Executive Leadership), May 2020, Huston Baptist University, 7502 Fondren Rd, Texas. In today's education climate, school success focuses on ensuring student achievement. “To reach this goal, educators need tools to help them identify students at risk academically and adjust instructional strategies to better meet these students' needs” (Safer & Fleischman, 2005, pp.81-83). Progress monitoring is a vital tool for school leadership as it provides an insight into student performance. Santi & Vaughn (2007) suggest that schools will obtain a satisfactory progress report when leaders factor in data analysis, research-based practices, instruction assessment, progress monitoring, and planned instruction. School Progress is calculated on an annual basis in which contributing factors such as student achievement and closing gaps are considered when ranking a particular school from A-F. Dual Language schools have been around for many years; there are several differences in their progress and financial spending. The researcher explores the impacts of school leadership funding and students' socio-economic status on School Progress in Dual Language schools. This study was quantitative research in which a causal-comparative design will be used to identify the relationship between school funding and students' Socioeconomic Status (SES) on School Progress. A two-way factorial ANOVA and regression were used to analyze the data collected using the TEA (Texas Education Agency) website. The study participants were 350 Dual Language schools selected using the stratified random sampling method