Beyond the Curriculum: Analyzing the Relationship Between Administrator Expectations, Support Adequacy, and Student Achievement Scores

• In Event: Special and Inclusive Education Research SIG: Spotlight on Special and Inclusive Education 1

Abstract

Teaching and supporting students with special needs is a job that takes an entire community to do. From teachers, to service providers, support personnel and administrators, all play a part in ensuring the success of the students. The expectations of administrators often play a part in how decisions are made and how supports are distributed within a school. Hypothesizing that administrators who have high expectations will provide adequate supports to students, deductions follow that those adequate supports will increase student achievement scores. This assumption prompted a study on the correlation between these three variables. Results supported that administrators with high expectations provided adequate supports, and when adequate supports were provided, student achievement scores were higher.

Author

• Julie M Carter, Notre Dame of Maryland University