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The purpose of this study was to identify the relevance of the measured Processand Resource Standards to student performance given the criteria of the Missouri SchoolAccreditation process. This investigation specifically examined the correlation that mayhave existed between the accreditation score districts earn on the Resource and ProcessStandards of the third cycle MSIP and the score earned on the Performance Standards9.1.1, 9.2 and 9.3; MAP testing, Reading and ACT scores.Motivated by the need to specifically identify what criteria led to high studentachievement within the Resource and Process standards of the third cycle MSIP, thisstudy provided the research-based data needed to justify the analysis DESE was makingof school districts. At the time of the initial study there had not been a study conducted,nor evidence established, deducting an effective relationship between studentperformance and the Resource and Process standards sections of the MSIP. This studyexamined the relationship based on all 378 school districts evaluated during the thirdcycle.Two research questions focused on determining these relationships provided thedirection for this study. Research question one examined the relationship between theResource Standards and student performance within the criteria determined by the thirdcycle MSIP. The extent of the correlation between the scores achieved by districts in thearea of Resource and the Performance areas of MAP, Reading and ACT was analyzed.The results suggest that the performance level a district achieved in the area of Resourceduring the third cycle MSIP did have an impact on MAP and ACT scores achieved bystudents. The results also suggest that the performance level a district achieved in the area of Resource did not impact whether students would perform better or worse whentested in Reading.Research question two examined the relationship between the Process Standardsand student performance within the criteria determined by the 3rd cycle MSIP. The extentof the correlation between the scores achieved by districts in the area of Process and thePerformance areas of MAP, Reading and ACT was analyzed. The results suggest thathow well or poor a district scored in the area of Process during the third cycle MSIP didhave an impact on MAP and Reading scores achieved by students. The results alsosuggest that the performance level a district achieved in the area of Process did notimpact whether students would perform better or worse when tested on the ACT. |
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