Author Type

Graduate Student

Date of Award

2016

Document Type

Dissertation

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Maslin-Ostrowski, Patricia

Abstract

Charter schools have often boasted about differentiating themselves in the educational marketplace. With today’s growing emphasis on student achievement, whether this differentiation has had a positive effect on student learning is still debatable. The purpose of this exploratory mixed-methods study was to establish if innovation is a reported practice in charter schools in Miami-Dade and Sarasota Counties in Florida and to determine if a relationship exists between innovation reporting and student achievement as measured by Florida school grades. A qualitative analysis of School Improvement Plans and school websites for a 62 school sample was utilized. As well as a quantitative measure of the correlation between level of reported innovation in eight categories (organizational structure, ideology and culture, leadership models, professional development for teachers, curriculum, technology, parent involvement, and other) and student achievement, as measured by Florida’s school grade formula. The study found that charter schools in both counties reported innovation at high levels with only three schools reporting innovations in fewer than five categories of innovation. An examination of opposing forces of loose and rigid structure, autonomy and policy control, as well as creativity and standardization led to findings of less reported instances of innovation on average in schools with looser structure, autonomy, and creativity. Furthermore, Title I schools and high minority student population schools (≥50%) showed signs of innovation saturation, with no value added to student achievement (school grade averages) by reported innovation beyond a moderate level. Still, reported innovation level (overall categories of innovation) and student achievement (school grade averages) showed a negligible relationship (r = -.062). In conclusion, reported innovation existed in charter schools despite opposing forces, but was often similar across charter schools. In fact, past a moderate level of innovation, there was no value added to school grades for Title I and high minority charter schools. Yet, a weak, negative relationship existed between specific reported innovations in combination (professional development in pedagogy, tutoring programs, non-district behavior programs and incentive, and multiple levels) and student achievement (school grade averages) which can inform us on the nature of reporting.

Extent

166 p.

Comments

Includes bibliography.|Dissertation (Ph.D.)--Florida Atlantic University, 2016.|FAU Electronic Theses and Dissertations Collection|Includes bibliography.

Identifier

FA00004652

Format

pdf

Download

Share

COinS