School Audits and School Improvement: Exploring the Variance Point Concept in Kentucky

Authors

  • Robert Lyons Murray State university
  • David Barnett Morehead State University

DOI:

https://doi.org/10.22230/ijepl.2011v6n1a255

Keywords:

accountability, school improvement, school audits

Abstract

As a diagnostic intervention (Bowles, Churchill, Effrat, & McDermott, 2002) for schools failing to meet school improvement goals, Ken-tucky used a scholastic audit process based on nine standards and 88 associated indicators called the Standards and Indicators for School Improvement (SISI). Schools are rated on a scale of 1–4 on each indicator, with a score of 3 considered as fully functional (Kentucky De-partment of Education [KDE], 2002). As part of enacting the legislation, KDE was required to also audit a random sample of schools that did meet school improvement goals; thereby identifying practices present in improving schools that are not present in those failing to improve. These practices were referred to as variance points, and were reported to school leaders annually. Variance points have differed from year to year, and the methodology used by KDE was unclear. Moreover, variance points were reported for all schools without differentiating based upon the level of school (elementary, middle, or high). In this study, we established a transparent methodology for variance point determination that differentiates between elementary, middle, and high schools.

Author Biography

Robert Lyons, Murray State university

Department of Educational Studies, Leadership & Counseling Associate Professor

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Published

2011-01-18

How to Cite

Lyons, R., & Barnett, D. (2011). School Audits and School Improvement: Exploring the Variance Point Concept in Kentucky. International Journal of Education Policy and Leadership, 6(1). https://doi.org/10.22230/ijepl.2011v6n1a255