Carleton Holt

School Facilities: The State Department's Influence

AASA journal of scholarship and practice, 2004

Perceived Impact of a Character Education Program at a Midwest Rural Middle School: A Case Study

Today concern exists for the safety and success of students in the public education system. Famil... more Today concern exists for the safety and success of students in the public education system. Families, educators, and community members are concerned with the physical, emotional, and mental well-being of students in an environment where incidents of violence are growing. Events like the school shootings at Jonesboro, Arkansas, and at Columbine High School left our nation concerned with the problems within the school system. Numerous people believe that character education can be an effective solution. The purposes of this study are to describe key elements of one school's character education program, and to determine the impact that this program had on academics, attendance, and discipline incidents within that school. The data in this study provide a document analysis in a single rural middle school consisting of students in grades 5-8, in a school where the teachers and community members perceived that discipline issues were out of control. The study centered on the belief that character education has a positive impact on attendance, academics, and the number of discipline incidents. This research was valuable because this research supports that character education is effective. Character education positive impact was seen in attendance; students learn that when they are absent from school they really miss important opportunities in their educational experience. Character education has a positive impact on discipline; they understand what types of behavior are socially accepted not only in school, but in the global community that they reside. Real world applications of character education is extremely important for student understanding of the program.

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Micro-Level Allocation of ARRA Funds

International Journal of Educational Leadership Preparation, 2011

The federal government, through the Department of Education, distributed millions of dollars to s... more The federal government, through the Department of Education, distributed millions of dollars to state education departments as part of the American Recovery and Restoration Act (ARRA). Many districts applied for and received thousands of dollars in order to make improvements to schools and impact student achievement. Several districts purchased technology equipment, along with the necessary supporting infrastructure, as a resource in the classroom with the ARRA funds. This paper examines the micro-level resource allocation of funds as it pertains to instructional technology. It identied 103 districts that requested funds for instructional technology and selected one district to track the expenditures of the money. It outlines the disposition of the monies at the district level and school levels in three categories: instructional technology, technology infrastructure/support, and non-computer technology. The district has not spent its entire allocation of ARRA funds, but has currently used 46% of its expended funds on instructional technology.

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School Bond Success: An Exploratory Case Study

The rural educator, 2006

Following two-failed school bond issues in 1995 and 1998, one mid-sized rural school district org... more Following two-failed school bond issues in 1995 and 1998, one mid-sized rural school district organized an effort that led to two successful school bond elections in 2001 and 2003. The school district's strategic plan mirrored many of the recommendations for successful bond referendums published in School Bond Success: A Strategy for Building America's Schools. Findings from this case study, utilizing a Rapid Assessment Process, illustrate many of the reasons why the school district passed two consecutive bond issues with unprecedented community support. Although the findings from this school district may not match the concerns of all communities, it provides readers with a perspective of voters' beliefs in one rural school district. The purpose of this study was to determine the perceived most influential factors that led to two successful school bond referendums in one rural mid-size school district. Factors considered were recommendations from the book,

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The Perceptions of Primary Grade Teachers and Elementary Principals about the Effectiveness of Grade-Level Retention

The Professional Educator, 2012

The purpose of this study was to ascertain the attitudes of primary grade teachers and elementary... more The purpose of this study was to ascertain the attitudes of primary grade teachers and elementary principals about grade retention. Because grade retention is typically initiated in the primary grades, it is important to understand educators' beliefs about it as a viable option for low-performing students. A paper survey was sent to teachers and principals in one school district, inviting them to provide their perceptions about the reasons for grade retention, the most appropriate time to retain students, and the effectiveness of interventions in deterring the use of grade retention. Overall, teachers and principals believed students should be retained because of academic performance and perceived parental involvement as the most promising intervention to deter the use of grade retention. Teachers agreed significantly more than principals that retention helps prevent future failure and maintain standards, helps teachers provide additional math support, and motivates students to attend school. Additionally, teachers and principals perceived a benefit to self-concept when students are retained in the primary grades, especially in kindergarten, but did not differ significantly concerning their views about the most appropriate time to retain students.

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Sustaining local tax support for community colleges: Recommendations for college leaders

New Directions for Community Colleges, 2005

Community colleges often rely on local taxes as an important revenue source and must occasionally... more

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Translating Heightened Societal Expectations into Improved Training for School Leaders

The International Journal of Learning: Annual Review, 2004

Comments the results of activities aiming to combine powerful concepts (Banks, 1999: 59-79)"... more

Longitudinal Literature Review on Grade Retention

International Journal of Educational Leadership Preparation, 2009

This module has been peerreviewed, accepted, and sanctioned by the National Council of Professors... more This module has been peerreviewed, accepted, and sanctioned by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of education administration. In addition to publication in the Connexions Content Commons, this module is

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Factors Affecting the Outcomes of School Bond Elections in South Dakota

School administrators in South Dakota and throughout the United States, in order to fund educatio... more

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Using Distance Education To Teach Educational Leadership

Educational administrator preparation is facing challenges in keeping up with rapidly changing de... more Educational administrator preparation is facing challenges in keeping up with rapidly changing delivery systems, as well as dealing with a shortage of well-trained school principals and superintendents. Distance learning offers an opportunity to serve diverse populations with a focus on individual uniqueness, needs, and concerns. Technology can eliminate barriers, divisions, limits, and boundaries, and it offers boundless opportunities for expanding knowledge horizons for at-risk populations. There are a variety of delivery strategies that have proven useful in teaching educational administration courses. Some examples are hybrid courses that combine traditional with distance learning classes, compressed-video classes, and learning modules. Administrators should increase their knowledge of all operations of technology in their schools. Standards for distance learning in over 35 states include developing vision, developing instructional plans, collaborating with families and communities, fairly and ethically treating at-risk and other students, and understanding and responding to larger political, social, and cultural issues and trends. Distance learning is important in assisting educational administrators to continually upgrade and update their knowledge of emerging trends and issues in the field, as well as reaching entry-level administrators in their graduate programs. (RT) Reproductions supplied by EDRS are the best that can be made from the original document.

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Factors Influencing the Improved Academic Success in Literacy at the Knowledge Is Power Program (KIPP) Schools in the Delta Region According to Adult Perceptions

This qualitative case study explored factors that have influenced literacy success of Knowledge i... more This qualitative case study explored factors that have influenced literacy success of Knowledge is Power Program (KIPP) students in the low-income, poverty stricken Delta Region of Arkansas. The study examined progress made since implementation of the KIPP Program and the influence the program had made upon student achievement in literacy at the KIPP College Preparatory and KIPP Delta Collegiate High Schools, according to administrators' and teachers' perceptions. The study explored factors influencing improvement of previously at-risk students and adopted the theoretical framework of Gene Bottoms' High Schools That Work (HSTW) Initiative that stated high expectations plus rigor, relevance, and relationships increased student achievement (2005). The factors that emerged from the study were high expectations, rigor, relevance, relationship, and accountability. These factors were identified as helping students master skills and state standards in literacy at the KIPP Delta Public Schools. It is imperative that public school leaders narrow the academic gap that exists between white students, black students, and students from poverty in the public schools (National Association for the Advancement of Colored People, 2009). Only 8.3% of students from low-income backgrounds have earned college degrees by their mid-20s (McDonald, Ross, Abney, & Zoblotsky, 2008). The numbers are more dismal from students from the Delta Region. However, students at KIPP Schools are taking the same statewide assessments and are scoring at proficient or advanced levels (McDonald, Ross, Abney, & Zoblotsky, 2008). If KIPP Schools are successful in educating students who were failing in traditional public schools, the question remained: What factors have influenced the increased academic improvements in literacy of previously at-risk students in the Delta Region, according to adult perceptions?

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Critical Factors That Affect the Passage of School Bond Elections

School business affairs, 1994

School Bond Success: A Strategy for Building America's Schools

Value of Coaching in Building Leadership Capacity of Principals in Urban Schools

Education Leadership Review of Doctoral Research, Oct 1, 2015

The purpose of this qualitative case study was to understand how coaching support structures enab... more The purpose of this qualitative case study was to understand how coaching support structures enabled and sustained leadership practices of urban principals. The study investigated how the intervention of coaching for academic leaders can serve as evidence based professional development for building leadership capacity. The central focus was on principals' perceptions of coaching engagements over time to identify recurring themes and essential elements of the coach-to-client relationship. With a goal of meeting 21st century school accountability requirements of standards and assessments, the urban district in this study implemented coaching for academic leaders who were selected to participate in the coaching intervention as job-embedded professional development. The district assigned a cadre of trained coach leaders to building principals with the primary goal of coaching academic leaders to attain desired goals. The district's director of professional development was a certified coach leader and had the responsibility of screening applications from principals and assigning coaches. The data collection process included in-depth interviews, direct observations, and review of archival documents. Holistic analysis captured recurring themes and assertions. Essentials of participants' perceptions of coaching were collected through semi-structured interviews, analysis of textual content, coding, and categorizing by themes. The significant themes revealed the perceptions of coaching as: (1)

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Factors Influencing the Improved Academic Success in Literacy at the Knowledge Is Power Program (KIPP) Schools in the Delta Region According to Adult Perceptions

This qualitative case study explored factors that have influenced literacy success of Knowledge i... more This qualitative case study explored factors that have influenced literacy success of Knowledge is Power Program (KIPP) students in the low-income, poverty stricken Delta Region of Arkansas. The study examined progress made since implementation of the KIPP Program and the influence the program had made upon student achievement in literacy at the KIPP College Preparatory and KIPP Delta Collegiate High Schools, according to administrators’ and teachers’ perceptions. The study explored factors influencing improvement of previously at-risk students and adopted the theoretical framework of Gene Bottoms’ High Schools That Work (HSTW) Initiative that stated high expectations plus rigor, relevance, and relationships increased student achievement (2005). The factors that emerged from the study were high expectations, rigor, relevance, relationship, and accountability. These factors were identified as helping students master skills and state standards in literacy at the KIPP Delta Public Scho...

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Utilizing Professional Learning Community Concepts and Social Networking for State Advocacy: The Arkansas Case

International Journal of Educational Leadership Preparation, 2016

This article provides an overview of National Council of Professors of Educational Administration... more This article provides an overview of National Council of Professors of Educational Administration (NCPEA) state affiliate, Arkansas Professors of Educational Administration’s (ARPEA), activities, accomplishments, and advocacy efforts. Faced with numerous changes being implemented in education in the state, it became imperative for ARPEA’s Executive Board to overcome barriers standing in the way of sharing information in a timely manner, developing a collective viewpoint, and advocating on behalf of the state’s leadership preparation programs. As with most state affiliates, geographical distance between institutions, finding common time to meet regularly, and learning collectively about state-wide issues constituted the a need for preservice programs to develop a unified voice. ARPEA began to take advantage of social networking technologies and professional learning community practices on a statewide level. ARPEA began using an online meeting system to build collegial relationship wi...

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Translating Heightened Societal Expectations into Improved Training for School Leaders

Comments the results of activities aiming to combine powerful concepts (Banks, 1999: 59-79)"... more

Value of Coaching in Building Leadership Capacity of Principals in Urban Schools

The purpose of this qualitative case study was to understand how coaching support structures enab... more The purpose of this qualitative case study was to understand how coaching support structures enabled and sustained leadership practices of urban principals. The study investigated how the intervention of coaching for academic leaders can serve as evidence based professional development for building leadership capacity. The central focus was on principals’ perceptions of coaching engagements over time to identify recurring themes and essential elements of the coach-to-client relationship. With a goal of meeting 21st century school accountability requirements of standards and assessments, the urban district in this study implemented coaching for academic leaders who were selected to participate in the coaching intervention as jobembedded professional development. The district assigned a cadre of trained coach leaders to building principals with the primary goal of coaching academic leaders to attain desired goals. The district’s director of professional development was a certified coa...

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School Facilities: The State Department's Influence

AASA journal of scholarship and practice, 2004

Perceived Impact of a Character Education Program at a Midwest Rural Middle School: A Case Study

Today concern exists for the safety and success of students in the public education system. Famil... more Today concern exists for the safety and success of students in the public education system. Families, educators, and community members are concerned with the physical, emotional, and mental well-being of students in an environment where incidents of violence are growing. Events like the school shootings at Jonesboro, Arkansas, and at Columbine High School left our nation concerned with the problems within the school system. Numerous people believe that character education can be an effective solution. The purposes of this study are to describe key elements of one school’s character education program, and to determine the impact that this program had on academics, attendance, and discipline incidents within that school. The data in this study provide a document analysis in a single rural middle school consisting of students in grades 5-8, in a school where the teachers and community members perceived that discipline issues were out of control. The study centered on the belief that ch...

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