Effective Principal Leadership Practices of National ESEA Distinguished School Principals to Minimize Achievement Gaps

As achievement gaps persist among some groups of students, school leaders are identifying strategies and implementing plans to support the academic needs of diverse student populations. The purpose of this research study was to identify the leadership practices and strategies used by National ESEA Distinguished School principals who have successfully minimized the achievement gaps among Caucasian and non-Caucasian students. Six successful National ESEA Distinguished School principals were interviewed. These leaders represented rural and urban pre-K–12 schools in different geographic regions of the United States. A qualitative research methodology with in-depth interviews was used to gather the data. The participants were asked open-ended questions during the semi-structured interviews. The findings in this study reflect nine leadership strategies and practices identified by these school leaders to minimize achievement gaps. The leadership strategies were compared to Kouzes and Posner's (2017) five leadership practices, which are model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart. Results can be used to inform practitioners about what worked for leaders who have been effective at minimizing achievement gaps. Based on these results, school division leaders should consider designing targeted professional development, mentoring, and coaching around effective principal leadership practices.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Department dc:contributor.department

Counselor Education

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2022

Author dc:creator

• Barker, Darwin Robert

Chairs dc:contributor.committeechair

• Brinkmann, Jodie Lynn
• Gratto, John Robert

Committee members dc:contributor.committeemember

• Cash, Carol S.
• Taylor, Grace Ellen

• achievement gap
• adequate yearly progress
• diversity
• Elementary and Secondary Education Act (ESEA)
• English language learners (ELLs)
• equity
• Latinx
• National ESEA Distinguished Schools
• No Child Left Behind (NCLB)

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

vt_gsexam:34449

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/110150