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The purposes of this study were to investigate the relationships between theestablishment of collaborative teams, collaborative teams who analyze and utilize studentlearning data, and student achievement. Thirteen research questions were developed tofulfill the purposes of the current study. One-hundred six third grade teachers in DistrictX were given the option to participate in a survey that gathered information regarding theestablishment of their collaborative teams, actions performed by their teams, and dataanalysis practices employed by their teams to improve student achievement. Fifty-fourparticipants responded, and the Kansas Math Assessment scores from students in theirclasses were linked to the survey responses for analyses. One-factor ANOVAs wereconducted for eight of the research questions, and correlations were conducted for theremaining five research questions. While literature suggests that PLCs provide aneffective process for schools and teams to increase student achievement, the findings ofthe current study did not align with the literature. The results from the one-factorANOVAs and correlations revealed that there were not significant differences in studentachievement and weak to moderate negative relationships with student achievement,respectively, with the establishment of collaborative teams, actions performed bycollaborative teams, and data analysis practices employed by collaborative teams.Although the results of this study were not favorable, schools and collaborative teams inDistrict X will continue utilizing the PLC framework to improve student achievement. |
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