In the field of education, success of a school system has traditionally been determined through quantitative methods, such as through scores on achievement tests and survey results. In short, the quantitative method can determine if a school is failing or not. However, it does not answer the question of why a school is failing, a particularly important question for school administrators who hope to make positive changes in their districts. Focus group research, or qualitative analysis, is an underutilized method for gathering data in schools. Focus group methodology offers a more in-depth understanding of participants’ perceptions than do quantitative measures such as test scores and surveys, thereby providing potential answers to why a school is failing. The purpose of this article is threefold. First, it attempts to define focus group research in the field of education. Second, it presents the disadvantages and advantages of focus group research, and finally, it provides methodological guidance to administrators who are interested in using focus group research as a way to gather information about the performance of a school system.

No abstract

Title I was created to eliminate the achievement gap and to provide additional support for children living at or below the poverty threshold. In order to be able to evaluate and adjust programs designed to academically serve children in poverty, educators need parental involvement and insight. Unfortunately, collecting such information has proven difficult. The purpose of this study was to try to find a means to generate parental perspectives on the value of poverty-based programs and on how these programs contribute to academic success for their children. The researchers found such a means by forming collaborative relationships with social workers, and gained valuable insights from parents into whether these programs are viewed as helping children succeed academically and on how programs should be altered.

In 2004 the General Assembly of the State of Ohio (USA) enacted Senate Bill 2, which created the Educator Standards Board ‘to develop and recommend to the state board of education standards for entering and continuing in the teaching and principalship professions’. Since that time the Ohio Department of Education has established a coherent leader development system to strengthen the accountability and performance of school principals under the standards that were adopted. This article reports on the national and international context of such work, related research, the development of the Ohio Principal Standards, the alignment of the standards with national standards, the development of the Ohio Principal Evaluation System, and the development of rubrics to measure principal performance. The authors believe that this work may be instructive and helpful to other entities that are seeking to upgrade principal performance.