The Effects of Student Empowerment through Leadership on Academic Achievement in English Language Arts and Math
School of Education
Doctor of Education in Educational Leadership (EdD)
Student Leadership, Empowerment, Florida Standards Assessment
Education | Educational Leadership
Poteet, Nathan, "The Effects of Student Empowerment through Leadership on Academic Achievement in English Language Arts and Math" (2018). Doctoral Dissertations and Projects. 1886.
Student academic achievement in Title I schools has been a topic of interest for years. The previous works of Robert Greenleaf’s Servant Leadership Theory and Maslow’s Theory of Motivation in Title I elementary schools were used as the primary theoretical structures for this study. A quantitative causal-comparative (ex-post facto) study was planned, but a Mann Whitney U-test was used due to a failed assumption. The data collected from individual students’ scale scores on the Florida Standards Assessment was used to understand the impact of student empowerment through leadership within Title I elementary schools. While no statistical significance was noted in differences of achievement in English Language Arts between students with leadership training and students with no leadership training, a statistically significant difference was found in math achievement between the same groups of students.