Theses and Dissertations
ORCID
https://orcid.org/0009-0008-2057-2213
Advisor
Robichaux-Davis, Rebecca
Committee Member
Labat, Myron
Committee Member
McMullan, Leigh Ann
Committee Member
Williams, Frankie
Date of Degree
5-16-2025
Original embargo terms
Immediate Worldwide Access
Document Type
Dissertation - Open Access
Major
Educational Leadership (P-12 School Leadership)
Degree Name
Doctor of Philosophy (Ph.D.)
College
College of Education
Department
Department of Teacher Education and Leadership
Abstract
In order to determine ways in which Mississippi is improving in education, a quantitative research study was designed and conducted to examine ten high achieving middle schools in the state. The 10 schools had to obtain an A ranking or B ranking for the 2021-2022 school year and/or 2022 – 2023 school year from the MDE. The purpose of the study was to determine if relationships existed between the student achievement scores (Reading Proficiency, Reading Growth, Math Proficiency, and Math Growth) assigned by the state to each school and levels of Internal Coherence of the administrators and staff employed in the schools. The instrument used for the study was a quantitative survey, the Internal Coherence Assessment Protocol. The data were collected and analyzed for the 10 high-achieving middle schools (Reading Proficiency, Reading Growth, Math Proficiency, and Math Growth scores) and 310 administrators and staff using the Internal Coherence Assessment Protocol. The findings from the study revealed there were no statistically significant differences in the responses on the Internal Coherence Assessment Protocol between administrators and staff. The findings showed statistically significant relationships existed between the students’ achievement scores, mostly with Math Growth and/or Math Proficiency and the administrators and staffs’ levels of Internal Coherence. The researcher provides general recommendations for policymakers and practitioners as well as recommendations for future research.
Recommended Citation
Reynolds, Christina Coleman, "The relationship between internal coherence and student learning in high achieving middle schools: A Mississippi study" (2025). Theses and Dissertations. 6564.
https://scholarsjunction.msstate.edu/td/6564
