Organizational Monitoring Systems, Complex and Diverse School Environments, and Student Academic Achievement

• In Event: Organizational Theory/Organizational Practice

Abstract

The current context of K-12 education emphasizes a strong focus on standardized test results to inform school improvement planning. However, improvement efforts based on a comprehensive understanding of the school organization offers an opportunity to address the unique needs that diverse environments present. Unfortunately, empirical evidence that links organizational learning (OL) in schools to student improvement is limited. This study’s purpose was to determine if a significant relationship existed between the use of an organizational monitoring system and student achievement change. Organizational learning attributes were correlated with changes in the percentage of students proficient in reading and math and a significant relationship was found. The study supports organizational learning theory and organizational monitoring linked to desired organizational outcomes.

Authors

• Adam Swinyard, Seattle Pacific University

• Thomas L. Alsbury, Seattle Pacific University