Southern Association of Colleges and Schools Accreditation: Impact on Elementary Student Performance

Creator

Darlene Y. Bruner
Lance Lamar Brantley

Files

Publisher

Arizona State University, University of South Florida

Publication Date

July 2004

Abstract

Currently, 848 Georgia public elementary schools that house third- and fifth-grades in the same building use the Southern Association of Colleges and Schools (SACS) accreditation as a school improvement model. The purpose of this investigation was to determine whether elementary schools that are SACS accredited increased their levels of academic achievement at a higher rate over a five-year period than elementary schools that were not SACS accredited as measured by the Iowa Test of Basic Skills (ITBS). ...

Keywords

((Iowa Test of Basic Skills, SACS)), Elementary education, educational change

Extent

19

Geographic Location

Georgia

Volume

12

Issue

33

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Bruner, D. Y. & Brantley, L. L. (2004, July 22). Southern Association of Colleges and Schools accreditation: Impact on elementary student performance, Education Policy Analysis Archives, 12(34). Retrieved [date] from http://epaa.asu.edu/epaa/v12n34

Identifier

E11-00383

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Bruner, Darlene Y. and Brantley, Lance Lamar, "Southern Association of Colleges and Schools Accreditation: Impact on Elementary Student Performance" (2004). Education Policy Analysis Archives (EPAA). 511.
https://digitalcommons.usf.edu/usf_EPAA/511