A study of Georgia school districts’ balanced scorecard alignment to the College and Career Ready Performance Index

Abstract

The purpose of the study was to measure Georgia school superintendents’ perceived goal alignment to the College and Career Ready Performance Index (CCRPI). The study took place during the accountability shift outlined in Georgia’s approved waiver from the Elementary and Secondary Education Act (2012) and in the context of many school districts using balanced scorecards to measure performance on district goals. Within the study, perceptual data from school superintendents were collected and analyzed on the topics of accountability alignment to the CCRPI and self-reported demographics. Superintendents also reported about the systems that their school districts used to manage performance goals, and alignment levels were compared.

The researcher designed a confidential survey to collect data on CCRPI alignment levels and demographic variables of interest. Independent variables including school district and superintendent characteristics were divided by levels or categories, while a 7-point Likert scale was used to measure the dependent variable: perceived alignment to the CCRPI. Survey items also targeted perceived alignment to certain subcategories in the CCRPI (achievement, post high school readiness, progress, and achievement gap). Internal consistency measures were implemented before and after the data collection process.

A quantitative approach was used to display the degree to which the sample of 72 participating superintendents was representative of Georgia superintendents as a whole. Analysis of Variance (ANOVA) calculations were used to test for mean differences between superintendents who used balanced scorecards as compared to superintendents who used other performance management systems, and perceived alignment was measured across demographic and performance management categories.

While superintendents, in general, reported goal alignment to the CCRPI, perceived alignment to the subcategory of achievement was reported at a greater level than post high school readiness, progress, and achievement gap. When analyzing superintendent and school district demographics, there were no differences in perceived CCRPI alignment, and there were no significant differences between balanced scorecard and non-balanced scorecards users.