Credit Accountability System: A Search for the Middle Ground

• Main Author: Estes, Michael G
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01.01.2021
• Subjects: Academic Achievement; Behavior Patterns; Behavior Problems; Child Development; Cognitive Development; Educational Change; Educational psychology; Grade 4; Grade 6; Middle School education; Middle School Students; Psychological Patterns; Student Behavior
• ISBN: 9798780623113

Poor attitudes and lack of motivation are prevalent among the nation’s middle school students. In an effort for alternative practices and preventing dropouts, schools since the 1930’s have turned to social promotion which is a practice of sending a student to the next grade level regardless of the student’s academic performance. This practice has received scrutiny and been criticized for diluting the academic rigors of school. The practice took a major hit in 1983 when the A Nation at Risk report was released on the quality of teaching and learning in America’s schools. The theory of a “sticks” based approach, seeks to change student attitude and motivation by requiring conformity to the educational system already established, or fear a consequence of retention and/or remedial courses the following school year. The methodology of this practice can only be related to that of a high school credit system. The purpose of this study is to explore the credit accountability system of the middle schools in a large suburban Midwestern school district. The theoretical theory of the accountability system is based upon rational choice in treating kids and conceiving of kids as rational choice actors. In so doing, it avoids punishment and introduces accountability at grades where it’s not accustomed. This dissertation focuses on a cohort of middle school students enrolled within the district during the 2017–18 school year while in the 7th grade. The accountability system was developed as a middle ground to social promotion and punitive measures to enforce compliance and conformity. This single-case study draws up regression models to validate if the credit accountability system works. The quantitative design identifies Math and ELA growth in addition to Math and ELA MAP growth to show the effects of treatment. Conclusions from this program’s evaluation suggest that the credit accountability system has major flaws and are limiting the overall possibility of the treatment effect. Findings from this study contribute to the ability to improve the credit accountability system and for districts evaluating the possibility of a credit system to address student motivation and failing grades.