Mixed Methods Case Study of Consolidation Effects on a Rural Maryland School

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dc.contributor.advisorThompson, Glenn E.
dc.contributor.authorMarchbank, Stephanie A.
dc.contributor.departmentDepartment of Educational Professionsen_US
dc.contributor.programDoctor of Education, Educational Leadership (Ed.D.)en_US
dc.date.accessioned2016-06-06T18:07:19Z
dc.date.available2016-06-06T18:07:19Z
dc.date.issued2015
dc.description.abstractSchool consolidation is a controversial and difficult process throughout the United States that will continue well into the future as buildings age, populations shift, and finances dwindle. Therefore, any data that offers a clearer understanding of the change process and overall effects of school consolidation can hold promise to ensure the most positive outcomes for all stakeholders. The purpose of this study was to provide data and information related to the impact and acceptance of a rural school consolidation on students, teachers, and community members. This mixed methods case study focused on a specific school consolidation involving two small, rural high schools in Maryland in order to determine the process used in this situation in comparison to components of a change theory as well as to understand the effects of the consolidation on various stakeholders. Through use of surveys, interviews, document reviews, and observations, qualitative data were gathered and analyzed to determine how the process of the consolidation was conducted as well as the impacts of consolidation on students, teachers, and community members. This data was then viewed through the lens of change theory. In addition, quantitative data of five years of state assessment proficiency rates from each closing high school and the new high school were tested with a Welch's t-test and analyzed to determine consolidation effects on student achievement. The data analyzed indicated statistically significant findings. Results show that leadership in promoting components of change theory, such as strategy, purpose and alteration of behavior patterns as well as shared diagnosis and mutual engagement, is necessary when consolidating rural schools. Furthermore, the results indicate that concordant communities and a positive learning environment are possible outcomes in a school consolidation.en_US
dc.description.urihttp://proxy-fs.researchport.umd.edu/login?url=http://search.proquest.com/docview/1705805552?accountid=27669
dc.format.extent144 pagesen_US
dc.genredissertationsen_US
dc.identifierdoi:10.13016/M26R37
dc.identifier.isbn9781321906851
dc.identifier.urihttp://hdl.handle.net/11603/2997
dc.language.isoen_USen_US
dc.relation.isAvailableAtFrostburg State Universityen_US
dc.rightsThe author owns the copyright to this work. This item may be protected under Title 17 of the U.S. Copyright Law. It is made available by FSU for non-commercial research and education. For permission to publish or reproduce, please contact the author.en_US
dc.subjecteducationen_US
dc.subjectcase studyen_US
dc.subjectchange leadershipen_US
dc.subjectmixed methodsen_US
dc.subjectrural schoolsen_US
dc.subjectschool consolidationen_US
dc.titleMixed Methods Case Study of Consolidation Effects on a Rural Maryland Schoolen_US
dc.typeTexten_US

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