Teacher and Administrator Perceptions of Participating in the School Improvement Grant Process

• In Event: Hilton Roundtable Session 6
  In Roundtable Session: Measuring School Improvement: Strategies and Stakeholder-Based Approaches

Abstract

Abstract
The purpose of this study was to chronicle the perceptions of educators participating in the federal School Improvement Grant (SIG) process in an impoverished, historically underachieving school district in the Pacific Northwest. Specifically, this study investigated how participating in the SIG process changed teachers’ educational practices, behavioral management strategies, and adoption of evidence-based curriculum. Consistent with recent literature, participants acknowledged the effectiveness of SIG as a general reform strategy that improved student behavior and aligned school policies. However, interviewees also identified that reform efforts failed to reach historically marginalized student populations such as English language learners as well as students receiving special education services.

Authors

• Christopher Merideth, University of Portland

• Matt Thul, University of Portland

• Danielle Nicole Poche, College of the Holy Cross

• Nicole Ralston, University of Portland

• Jacqueline C. Waggoner, University of Portland