Coefficient alpha has been a widely used measure by which internal consistency reliability is assessed. In addition to essential tau-equivalence and uncorrelated errors, normality has been noted as another important assumption for alpha. Earlier work on evaluating this assumption considered either exclusively non-normal error score distributions, or limited conditions. In view of this and the availability of advanced methods for generating univariate non-normal data, Monte Carlo simulations were conducted to show that non-normal distributions for true or error scores do create problems for using alpha to estimate the internal consistency reliability. The sample coefficient alpha is affected by leptokurtic true score distributions, or skewed and/or kurtotic error score distributions. Increased sample sizes, not test lengths, help improve the accuracy, bias, or precision of using it with non-normal data.

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Purpose The purpose of this study is to examine the applicability of Watkins and Marsick’s model of learning organization in the school context and explore the relationship between the learning dimensions and perceived organizational outcomes. Design/methodology/approach Using the instrument, Dimensions of the Learning Organization Questionnaire (DLOQ), the study collected data from 322 teachers and professional staff in K-12 schools. Confirmatory factor analysis and structural equation modeling provide validity evidence for using the DLOQ in schools. Findings The study results indicate the learning organization is a multidimensional concept and the quality of the school as a learning organization is related to improved organizational performance as perceived by school personnel. Research limitations/implications The study measured perceived organizational outcomes using a sample in an urban school district. Future research is encouraged to expand the study sample and to collect actual performance data to strengthen the findings. Practical implications The study provides reliability and validity evidence for an instrument that school leaders and practitioners can use to assist their evaluation of the school’s capacity as a learning organization to leverage improvement in school performance. Originality/value The study emphasizes an integrative approach in evaluating schools as learning organizations (SLOs) and extends the evidence base for the DLOQ studies. It offers empirical support for the significance of developing SLOs.

Agricultural education is defined by a best practice three-component model of instruction that

In a state facing broad budget shortfalls, agricultural education programs have to show their value in relation to other key subject areas, such as math and reading. The best agricultural education programs follow a three-component model of instruction, including classroom experience, leadership development through FFA involvement, and an experience-based activity through a Supervised Agricultural Experience program (SAE). Each year state FFA associations recognize top chapters with gold or silver emblem designations. In this quantitative study, we compare eleventh grade Illinois agriculture students from Gold and Silver Emblem FFA chapters to all other Illinois eleventh-grade students on ACT WorkKeys assessments designed to measure levels of career readiness. In addition, we also provide a comparison of Illinois agriculture students from Gold and Silver Emblem FFA chapters to all juniors tested from the same schools. The assessment results indicated that the selected group of agriculture students are more career ready than their peers, particularly in the area of math.