Graduate Thesis Or Dissertation
 

The identification of core competencies needed for high school graduation in Oregon

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/xg94hs70d

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  • PURPOSE: The purpose of the study was to identify a set of core competencies needed to meet the minimal requirements for high school graduation and to test their level of acceptance by administrators, counselors, teachers and parents in 50 Oregon secondary school districts. PROCEDURES: Utilizing the 1136 existing graduation competencies for the 12 secondary school districts in Benton, Lincoln and Linn Counties of Oregon, a competency screening process was conducted by a Delphi Committee. A Likert response survey questionnaire was developed from 52 competency statements identified by the Delphi Committee as minimal requirements for graduation. The sample population consisted of 400 administrators, counselors, teachers and parents in 50 school districts. The 20 high schools of Benton, Lincoln and Linn Counties comprised the study region. A validation study was conducted in 30 high schools outside of the study region. Schools of the validation sample were randomly selected from stratified groups of large, medium and small size schools. Sample subjects were randomly selected by a table of random numbers. Three hypotheses were tested by a two-way analysis of variance procedure. The hypotheses were: 1. There is no significant difference between administrators, counselors, teachers and parents in their acceptance of the minimal competencies needed for high school graduation in Oregon. 2. There is no significant difference in acceptance of minimal graduation competencies between school districts of Benton, Lincoln, Linn Counties and schools in other geographic regions of Oregon. 3. There is no significant interaction effect between geographic region and sample groups of administrators, counselors, teachers and parents. The alpha level of probability of .05 was chosen as a test of significance for the data. Significant differences determined by the analysis of variance were: Nineteen items rejected the null hypothesis for types of personnel. Three items rejected the null hypothesis for geographic location. Four items rejected the null hypothesis for interaction effects. A Scheffe' test was utilized to determine which respondent groups were responsible for rejection of the null hypotheses. Parents were responsible for the hypothesis rejection in 12 of 19 items and two statements were rejected by administrator responses. The Scheffe' test failed to identify the source of rejection for five of the competency items. Pearson Product Moment Correlation Coefficients were computed for 11 pairs of competencies that appeared to be of similar intent but stated in differing levels of application. The correlation technique was utilized to determine if sample subjects responded in a like manner to competencies of similar intent. FINDINGS: The 52 competency items were individually evaluated for their degree of acceptance by administrators, counselors, teachers and parents in two geographic areas of Oregon. On the basis of those evaluations, the following findings were made: 1. Thirty-two competency items were rated as highly acceptable by all respondent groups in both the study and validation regions. 2. Fifteen additional competency items were generally acceptable in Benton, Lincoln and Linn Counties although null hypothesis #1 was rejected by the items. Only 13 items were classified in this category for the validation study region. 3. Five competency statements were eliminated as required minimal competencies for the school districts of Benton, Lincoln and Linn Counties. Those competency statements were eliminated because the items received low ratings from all respondent groups. Seven items were eliminated for schools in the validation sample. RECOMMENDATIONS: On the basis of the study, several recommendations were made: 1. The school districts of Benton, Lincoln and Linn Counties should consider an adoption of the 32 competencies that are identified as highly recommended by administrators, counselors, teachers and parents. 2. The school districts of Benton, Lincoln and Linn Counties should review the 15 competency statements that were identified as recommended with special concern and make revisions needed to achieve full acceptance by all subgroups. 3. The Oregon Department of Education should consider the 32 highly recommended competencies derived from this study as a basis for statewide standardization of the minimal requirements for high school graduation. 4. The Oregon Department of Education should consider the 13 competency statements identified as recommended for special concern and make revisions needed to achieve their statewide acceptance by all subgroups.
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