Leading turnaround : the experiences of successful elementary leaders in Missouri turnaround schools

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.

Name thesis:degree_name

Ed. D

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Educational Leadership

Grantor dc:publisher

University of Missouri--Columbia

Year dc:date.issued

2025

Author dc:creator

• Snyder, Cydney Kay

Advisor dc:contributor.advisor

• Crawford-Rossi, Emily

Language dc:language.iso

eng, English

DOI

https://doi.org/10.32469/10355/110288

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/110288