The impact of educational reform legislation in Georgia on personnel and achievement, 1985-1990

The purpose of this study was to investigate the relationship between changes in staffing characteristics and changes in student achievement from school year 1985-86 to 1989-90 during the implementation of Georgia's educational reform legislation, the Quality Basic Education (QBE) Act. Data were gathered from a stratified random sample of 25 mid-sized systems. Data relative to staffing characteristics, gathered from the Georgia Professional Practices Commission, indicated increases in the number of certified personnel, personnel with performance-based certificates, personnel with zero years of state experience, and personnel in administration. There was a marginal increase in the mean number of years of state experience. A student/educator ratio, computed using enrollment data from the Georgia Department of Education Statistical Services Section, decreased from 16 to 15 students per educator. Changes in the number of personnel were correlated with changes in student enrollment and changes in the number of personnel with performance-based certification. Data relative to student achievement, collected from scores on the criterion-referenced Basic Skills Tests in Reading and Mathematics, indicated significant changes in mathematics, but not reading, achievement scores. An analysis of variance of the changes in mathematics scores and changes in staffing characteristics did not indicate the influence of any effect other than random chance. Conclusions were; it is easier for state-mandated educational reform initiatives to change personnel demographic factors than to demonstrate gains in basic learning; factors other than personnel demographics appear to affect student achievement; personnel increases are comprised of both new and returning educators to affect no change in average number of years of state experience; and, basic reading and mathematics achievement are not improved through identical initiatives. Recommendations included: studying the content needed for performance-based certification; studying the projected annual numbers of new and returning educators and their needs for professional development and retention; providing for administrative support of instruction without unnecessarily increasing administrative costs; studying other state initiatives which have resulted in higher reading scores; and, studying other variables in QBE which might be positively affecting student achievement.