Has implementation of Nebraska\u27s state standards accountability system led to school improvement practices as perceived by Nebraska teachers in reporting and non-reporting grades?

Nebraska\u27s standards reporting system is the School-based, Teacher-led, Assessment Reporting System (STARS). This refers to each Nebraska school district\u27s standards accountability and reporting process. The purpose of this study was to compare the perceptions of Nebraska second grade teachers (a non-reporting grade for state accountability) with the perceptions of Nebraska fourth grade teachers (a reporting grade for state accountability) regarding the effects of STARS on school improvement. The study was not intended to provide a judgment on the effectiveness of the STARS process. In fact, the perceptions studied would be relevant to any accountability system that included some grades and not others for reporting. This quantitative study surveyed public school teachers in Nebraska second and fourth grades. The research questions investigated if there was a difference in perceptions of second grade teachers and fourth grade teachers as to whether or not the implementation of the STARS process has impacted the following school improvement practices: student achievement, improved school curriculum, improved school climate, improved classroom instruction, improved assessment practice, improved image of the teaching profession. The results of the study found no statistically significant differences between the responses of the second grade teachers and the fourth grade teachers in the research questions. Teachers responding to the survey perceive STARS as a component of school improvement. The response to the research questions would indicate that a common perception of STARS might not be universal in all classrooms, buildings, or districts. The findings of this study would indicate STARS has caused teachers to perceive accountability as a school improvement practice