{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/110288"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/110288","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Leading turnaround : the experiences of successful elementary leaders in Missouri turnaround schools","abstract":"This paper explores the experiences of leaders who have successfully navigated the Comprehensive School Improvement (CSI) process. Over the last two decades, the federal government has implemented several programs aimed at turning around low-performing K-12 schools. These programs have largely been unsuccessful. The Every Student Succeeds Act (ESSA) brought on a new era of school turnaround, one in which states were given significant funding and autonomy to run the turnaround process of the lowest 5% of Title I schools. These schools are deemed CSI schools,, and they have three years to exit CSI status with the additional support and funding. In Missouri, less than 10% of CSI schools exit this status. This study aimed to provide insight into the experiences of the few leaders who have successfully navigated the CSI process through a phenomenological approach. The study included interviews with four Missouri principals, two from the 2019 CSI cohort and two from the 2022 cohort. The findings of this study suggest that leaders were successful in spite of Missouri's poorly organized systems and that there is a need for an overhaul of the CSI process in Missouri.","abstract_html":"This paper explores the experiences of leaders who have successfully navigated the Comprehensive School Improvement (CSI) process. Over the last two decades, the federal government has implemented several programs aimed at turning around low-performing K-12 schools. These programs have largely been unsuccessful. The Every Student Succeeds Act (ESSA) brought on a new era of school turnaround, one in which states were given significant funding and autonomy to run the turnaround process of the lowest 5% of Title I schools. These schools are deemed CSI schools,, and they have three years to exit CSI status with the additional support and funding. In Missouri, less than 10% of CSI schools exit this status. This study aimed to provide insight into the experiences of the few leaders who have successfully navigated the CSI process through a phenomenological approach. The study included interviews with four Missouri principals, two from the 2019 CSI cohort and two from the 2022 cohort. The findings of this study suggest that leaders were successful in spite of Missouri's poorly organized systems and that there is a need for an overhaul of the CSI process in Missouri.","abstract_has_math":false,"creators":["Snyder, Cydney Kay"],"institution":"University of Missouri--Columbia","degree_name":"Ed. D","degree_level":"Doctoral","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":["Crawford-Rossi, Emily"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-24T03:08:32Z","subjects":[],"languages":["eng","English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/110288"],"render_values":[{"text":"https://doi.org/10.32469/10355/110288","href":"https://doi.org/10.32469/10355/110288","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10355/110288","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Crawford-Rossi, Emily"]},{"key":"dc:creator","label":"Author","values":["Snyder, Cydney Kay"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-01-23T21:47:41Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2026-01-23T21:47:41Z"]},{"key":"dc:date.issued","label":"Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Columbia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed. D"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Columbia"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/110288"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/110288"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This paper explores the experiences of leaders who have successfully navigated the Comprehensive School Improvement (CSI) process. Over the last two decades, the federal government has implemented several programs aimed at turning around low-performing K-12 schools. These programs have largely been unsuccessful. The Every Student Succeeds Act (ESSA) brought on a new era of school turnaround, one in which states were given significant funding and autonomy to run the turnaround process of the lowest 5% of Title I schools. These schools are deemed CSI schools,, and they have three years to exit CSI status with the additional support and funding. In Missouri, less than 10% of CSI schools exit this status. This study aimed to provide insight into the experiences of the few leaders who have successfully navigated the CSI process through a phenomenological approach. The study included interviews with four Missouri principals, two from the 2019 CSI cohort and two from the 2022 cohort. The findings of this study suggest that leaders were successful in spite of Missouri's poorly organized systems and that there is a need for an overhaul of the CSI process in Missouri."]},{"key":"dc:title","label":"Title","values":["Leading turnaround : the experiences of successful elementary leaders in Missouri turnaround schools"]}]}],"canonical_facts":{"dc:contributor.advisor":["Crawford-Rossi, Emily"],"dc:creator":["Snyder, Cydney Kay"],"dc:date.accessioned":["2026-01-23T21:47:41Z"],"dc:date.available":["2026-01-23T21:47:41Z"],"dc:date.issued":["2025"],"dc:description.abstract":["This paper explores the experiences of leaders who have successfully navigated the Comprehensive School Improvement (CSI) process. Over the last two decades, the federal government has implemented several programs aimed at turning around low-performing K-12 schools. These programs have largely been unsuccessful. The Every Student Succeeds Act (ESSA) brought on a new era of school turnaround, one in which states were given significant funding and autonomy to run the turnaround process of the lowest 5% of Title I schools. These schools are deemed CSI schools,, and they have three years to exit CSI status with the additional support and funding. In Missouri, less than 10% of CSI schools exit this status. This study aimed to provide insight into the experiences of the few leaders who have successfully navigated the CSI process through a phenomenological approach. The study included interviews with four Missouri principals, two from the 2019 CSI cohort and two from the 2022 cohort. The findings of this study suggest that leaders were successful in spite of Missouri's poorly organized systems and that there is a need for an overhaul of the CSI process in Missouri."],"dc:identifier.doi":["https://doi.org/10.32469/10355/110288"],"dc:identifier.uri":["https://hdl.handle.net/10355/110288"],"dc:language":["English"],"dc:language.iso":["eng"],"dc:publisher":["University of Missouri--Columbia"],"dc:title":["Leading turnaround : the experiences of successful elementary leaders in Missouri turnaround schools"],"dc:type":["Thesis"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed. D"],"thesis:institution_name":["University of Missouri--Columbia"]},"updated_at":"2026-07-24T03:08:32Z"}