We sought to identify codes and themes in the mission statements of Kentucky's school districts and examine the relationship between district characteristics and the mission statements.
We undertook a mixed methods design, specifically, a sequential transformative strategy with a theoretical lens overlaying the sequential procedures and guiding the analysis.
Analysis revealed a range of 1–7 codes per mission statement and a mean of 3.05. Generic student success and individual attention represented the most frequently occurring codes in the mission statements. Chi-square tests of bivariate association yielded no significant differences between districts by locale. Logistic regression analysis revealed that the percentage of students in the district scoring proficient or distinguished in both reading and mathematics was associated significantly (p < 0.05) with the theme of student support.
Although we cannot establish causation between mission statements content and student outcomes or vice-versa, district mission statement remain a visible and public expression of why an organization exists that should guide actions and decision-making, whether instructional, financial or otherwise.
Our study revealed shared institutional language within mission statements across Kentucky's school district, largely without regard to local context. Our analysis suggests that federal and state policy makers are influencing mission statements more so than those at the local level.
Our analysis provides further evidence that suggests that federal and state policy makers are influencing mission statements more so than those at the local level.
The authors thank Joe Worth for his assistance in collection of mission statements for this project.
Ingle, W.K., Greenwell, T. and Woods, J. (2020), "Commonplace and common language: Kentucky's district mission statements", Journal of Educational Administration, Vol. 58 No. 3, pp. 321-340. https://doi.org/10.1108/JEA-09-2019-0158Download as .RIS
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