A Qualitative Analysis to Understand Measurability of Goals and Action Steps in School Improvement Plans (SIPs)

• In Event: Thinking, Planning, and Evaluating: The Use of Primary and Secondary Data to Improve Schools and Districts

Abstract

The purpose of this study was to better understand how, if at all, goals and action steps described in a sample of school improvement plans (SIPs) developed by U.S. educational leaders could be measured. Using an archival research design, we gathered SIPs and created and analyzed a dataset of 35 goals, 106 action steps, and 217 measures. Findings suggested variability in the measurability of goals, but not action steps. Most measures called for binary, quantitative data rather than scale data or qualitative data. Most measures used data from existing school administrative sources (e.g., attendance checklists) and student scores on state standardized tests. Implications call for designing measures to collect nuanced information that measures action step implementation and not just completion.

Authors

• Durga Kumar Karki, University of Delaware

• Bryan A. VanGronigen, University of Delaware