University of Michigan-Flint

Faculty Name:  Dana D Dyson

Department:  Political Science/Public Administration

Campus Address:  220V French Hall

Email:  dysond@umflint.edu

Phone:  810-237-6560

Project Description:  Reforms in American Public Education have not resolved the wide academic performance gap between schools in poor, large, urban centers verse schools in wealthier areas. Aggregate performance outcomes on state achievement test reveal some school districts consistently outperform others, a few fluctuate somewhere between above and at acceptable levels, while still others struggle miserably to meet state standards. Research shows that differences in outcomes span geographical areas, socioeconomic levels, and local political influences.

The research project explores the variation in resource distribution in 552 Michigan Public School Districts. I argue that school districts provide adequate education to their students based on the resources at their disposal. Intuitively, districts with lesser amounts of resources will face greater constraints in their capacity to educate students and improve performance outcomes. The study of school effects is important because understanding how contextual factors influence school district performance provides evidence for modifying No Child Left Behind (NCLB) reform measures to generate change and to improve student performance outcomes.

My major research question is: What external and contextual factors in the State of Michigan, as they relate to monetary and non-monetary resources, affect school district performance over time? What role does the administrator and school leader play in securing resources? How do leaders vary in their decisions about the allocation of scare resources? Examining similarities and differences among various lines will help us to understand variability between schools. The model will serve as a paradigm for improving underperforming school districts.

I will use an experimental research design to determine the impact of school leadership. Preliminary results suggest that the administrator’s educational background directly influences the performance of students at the school district level. I hypothesize that the educational training of school leaders influences performance across different types of schools, e.g., public and charter and programs, e.g., regular education and at-risk community based. I will conduct an independent sample of difference of means test, using a t-test.  An alpha level of .05 will be used.  A 10% change in performance based on educational background among administrators will be a substantively important program.

Semesters Desired:  Fall 2011 AND Winter 2012

GSRA Position Description:  The primary responsibility of the GSRA is to assist the PI with implementing the study, e.g., assist with developing the survey tool and data collection instruments, assist in administering the survey, create and maintain the project database, develop the literature review, and contact participants. The GSRA will meet with the PI and other collaborators weekly. In addition, the GSRA will assist in other duties relevant to the implementation and the completion of the study.

Specific Day/Time Requirements:  Flexible

Special Requirements:  -Knowledge of Microsoft Office Suite, especially Word and Excel.

-Knowledge of Microsoft Access helpful, but not required.

-Self-Starter

-Excellent oral and written communication skills

-Well-organized

-Statistical background preferred, but not required, in SPSS or STATA

-Flexible

-Open to learning new environments and methodologies

Graduate Students in These Programs May Apply:  Liberal Studies (MLS); Public Administration (MPA); Social Sciences (MA)