Abstract:
This study tested the idea that schools using the Balanced Scorecard, a management monitoring program, would achieve higher school performance compared to schools not using the Balanced Scorecard. The theory argued that close attention to school operations would result in higher test scores for students, a better school climate, and a greater degree of mindfulness than would be the case in non-Balanced Scorecard schools. The Study examined 61 schools from 6 independent school districts in the state of Georgia. Participants involved in the study completed either the Organizational Climate Index (OCI) (Hoy, 2001) or the M-Scale survey (Hoy, 2001). Some participants completed both surveys. OCI surveys were completed by 1,102 participants and M-Scale surveys were completed by 1,090 participants. Reliability coefficients for the teacher level analysis of the OCI and M-Scale were performed. To examine school effectiveness, two regression analyses were conducted: one for the 3-year average math score and one for the 3-year average ELA score. To examine school climate, four independent samples t tests were performed, one for each of the four OCI scales. Finally, to examine the M-scale scores an independent samples t test was performed. Use of the Balanced Scorecard had mixed success. Language scores were higher, but there appeared to be no effect on math scores. While collegial leadership and professional teacher behavior were significant higher in the scorecard schools than in non-scorecard schools, no significant relationship was found between use of the scorecard and either academic press or institutional vulnerability. Scorecard schools were more mindful than non-scorecard schools.
