The Impact of A State Assistance Team on One Low-Performing High School: Implications for Instructional Leadership Public Deposited

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  • March 20, 2019
  • Johnson, Bryan
    • Affiliation: School of Education
  • The requirements of No Child Left Behind (NCLB) and making Annual Yearly Progress (AYP) have created accountability for the schools in a way that is new for many schools. High schools that do not make AYP or in some cases meet the state standards are labeled as low-performing and must improve or face some type of sanctions. In order to turn around the low-performing schools, states have created interventions. North Carolina utilizes technical assistance teams to improve low-performing schools. This study investigated the impact of a state assistance team on one high school labeled low-performing in North Carolina. The researcher utilized Ronald Edmonds and Lawrence Lezotte's Seven Correlates of Effective Schools to categorize areas that needed to improve at the low-performing high school. State assistance teams are familiar with the correlates and target those areas when assisting schools write school improvement plans and implementing strategies for overall school improvement. The researcher also investigated the impact the team had on student achievement and pedagogical practice.
Date of publication
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Rights statement
  • In Copyright
  • Brown, Kathleen
  • Brown, Frank
  • Tillman, Linda
  • Doctor of Education
Degree granting institution
  • University of North Carolina at Chapel Hill School of Education
Graduation year
  • 2007

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