Scheduling, Achievement, and Middle School Principal's Concerns

The purpose of the researcher was to investigate different types of schedules, state assessment scores, and Principal's concerns. The independent variables investigated were type of schedule, percentage of students on free and reduced lunch, district per pupil expenditure for 1996-97, and building enrollment levels. The dependent variables were Kansas seventh grade State assessment Math Power score, Kansas seventh grade State Assessment Reading Index score, and Principal's Concerns score. The sample consisted of 47 Kansas middle or junior high schools which transfer to 5A or 6A high schools as classified by the Kansas State High School Activities Association. Eight composite null hypotheses were tested using three-way analysis of variance (general linear model). A total of 39 comparisons were made with 42 recurring. Of the 39 comparisons 12 were for main effects and 27 were for interactions. Of the 12 main effects 1 was statistically significant at the .0500 level. The statistically significant main effect was for the independent variable percentage of students on free and reduced lunch and the dependent variable mathematics. The results for main effects indicated school districts with 0%-25% of students receiving free and reduced lunch had a statistically higher mean mathematics score than districts with over 50% of students receiving free and reduced lunch. None of the 27 interactions was statistically significant at the .0500 level. The results of the present study appeared to support the following generalizations: 1. School districts which had 0%-25% of their student body on free and reduced lunches have higher achievement in mathematics than schools which have over 50% of their student body on free and reduced lunch. 2. Percentage of student population on free and reduced lunch is not associated with achievement in reading. 3. Percentage of students on free and reduced lunch is not associated with principal's concerns. 4. Type of schedule is not associated with achievement in mathematics. 5. Type of schedule is not associated with achievement in reading. 6. Type of schedule is not associated with principal's concerns. 7. Building enrollment is not associated with achievement in mathematics. 8. Building enrollment is not associated with achievement in reading. 9. Building enrollment is not associated with Principal's concerns. 10. District per pupil expenditure is not associated with achievement in mathematics. 11. District per pupil expenditure is not associated with achievement in reading. 12. District per pupil expenditure is not associated with principal's concerns.