Impacts of reduction-in-force (RIF) on the asisstant principalship in North Carolina public schools: a repeated measures two-way Anova analysis Public Deposited

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  • March 19, 2019
  • Davidson, Elizabeth
    • Affiliation: School of Education
  • School systems have been facing an environment of continuous and accelerating change since the onset of the Great Recession (North Carolina Department of Public Instruction [NCDPI], 2011). Over a four year period from 2008-2012, more than six thousand educators received RIF notices in North Carolina and greater than seventeen thousand jobs were eliminated. Given the strong emphasis on improving student achievement for all students in public K-12 schools, it is crucial that we understand which human resources school districts consider vital to preserve in this high-stakes era of accountability (Daly, 2009; Guskey, 2007; Ladd & Zelli, 2002; McDonnell, 2013; Schoen & Fusarelli, 2008). This research sought to impart knowledge about which educators were preferentially impacted the most by the RIF process and how potentially confounding variables, such as district geographical location, district size, income wealth, urban status, race/ethnicity, and student achievement, impacted RIF proceedings. The study employed a multi-district, non-experimental, quantitative research design with state-level archival data as the primary data. Both descriptive and inferential statistical analyses were performed. Since assistant principals represent a major pipeline of applicants for future principals and superintendents, this study focused on understanding how the economic downturn has affected them. The results revealed that assistant principals in the North Carolina Public Schools have been disproportionately affected by RIFs, but that they tended to be less affected rather than more affected by RIFs in comparison to most other study groups. Further, the results showed that geographic region, district wealth, urban status, minority status, student achievement, and district size were not related to whether or not the district had sent a RIF to an assistant principal.
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  • In Copyright
  • Brown, Kathleen
  • Marshall, Catherine
  • Veitch, James
  • Doctor of Education
Degree granting institution
  • University of North Carolina at Chapel Hill School of Education
Graduation year
  • 2015
Place of publication
  • Chapel Hill, NC
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