One-to-One Initiatives and Quality Professional Development’s Impact on Missouri High School Algebra I and English II End of Course Exam Scores

Arnette, Chip

One-to-One Initiatives and Quality Professional Development’s Impact on Missouri High School Algebra I and English II End of Course Exam Scores

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分析

As one-to-one computer initiatives become more prevalent in schools across the state of Missouri, school leaders are faced with the challenge of determining whether one-to-one initiatives are achieving the desired academic results. Studies show that there is a connection between one-to-one initiatives and increased student engagement; however, in the reality we live in today, tests scores are the measure of accountability that are scoured over by patrons, politicians, and school leaders. This study assessed whether there was a significant difference between one-to-one schools and non-one-to-one schools as determined by Algebra I and English II End of Course Exam scores in the state of Missouri. Results from the independent t-test indicated that in English II, one-to-one technology had an impact. Principals were surveyed utilizing the Standards Assessment Inventory that gauged their perceptions of the quality of professional development utilized in the implementation process based upon Learning Forwards Standards for Professional Learning. Leadership was the overwhelming theme that emerged from the qualitative portion of the study in the high-performing one-to-one schools. Leadership plays a huge role in setting goals, providing a focus for professional development, and providing support and time when implementing a one-to-one initiative. The goals of this study were for school administrators to have quantitative data that would allow them to make informed decisions about implementing a one-to-one initiative and then provide school leaders with qualitative insight into what high performing one-to-one schools principals perceived as important when providing professional development for the implementation.

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