Doctor of Philosophy, The Ohio State University, 2005, Educational Policy and Leadership

Collective teacher efficacy, faculty trust in students and parents, and academic emphasis are school characteristics that have been found to be associated with academic achievement, even when controlling for socioeconomic status. In this study of forty elementary schools, factor analysis of survey results supported the theory that these three characteristics are dimensions of a single latent trait of schools, called academic optimism. The construct of enabling bureaucracy describes the extent to which the structures and processes of a school support teachers' work. Enabling bureaucracy was correlated with academic optimism. The study found no relationship between academic optimism and school value added gain scores, which report the extent to which students have achieved the annual test score gains they would be expected to make, based on the actual testing history of similar students. There was a relationship between academic optimism and percentages of students proficient on state mathematics and reading tests, even when controlling for socioeconomic status.

Committee: Wayne Hoy (Advisor) Subjects: