This program evaluation examined the impact of intensive, individualized coaching in culturally responsive teaching (CRT) practices on one elementary teacher's professional capacity and student achievement outcomes for students of color. The study was conducted in a diverse suburban district in Illinois where students of color comprise the majority of the student population. Using a mixed-methods case study design, the evaluation addressed research questions focused on coaching's impact on teacher capacity, the relationship between capacity growth and student outcomes, and implications for scaling CRT implementation district-wide.
Through sustained coaching over nine weeks, the focal teacher demonstrated measurable growth across all capacity domains, with assessment practices showing the largest gains. His students of color exceeded growth projections and outperformed their peers across the school on standardized math assessments. Staff survey data revealed strong equity beliefs but significant gaps in CRT knowledge and skills, pointing to a need for sustained coaching rather than traditional workshops. Recommendations included establishing a district-wide coaching infrastructure, restructuring professional learning communities around CRT, developing teacher leaders, and transforming assessment practices to provide students with multiple pathways to demonstrate mastery.
","abstract_html":"<p>This program evaluation examined the impact of intensive, individualized coaching in culturally responsive teaching (CRT) practices on one elementary teacher's professional capacity and student achievement outcomes for students of color. The study was conducted in a diverse suburban district in Illinois where students of color comprise the majority of the student population. Using a mixed-methods case study design, the evaluation addressed research questions focused on coaching's impact on teacher capacity, the relationship between capacity growth and student outcomes, and implications for scaling CRT implementation district-wide.</p> <p>Through sustained coaching over nine weeks, the focal teacher demonstrated measurable growth across all capacity domains, with assessment practices showing the largest gains. His students of color exceeded growth projections and outperformed their peers across the school on standardized math assessments. Staff survey data revealed strong equity beliefs but significant gaps in CRT knowledge and skills, pointing to a need for sustained coaching rather than traditional workshops. Recommendations included establishing a district-wide coaching infrastructure, restructuring professional learning communities around CRT, developing teacher leaders, and transforming assessment practices to provide students with multiple pathways to demonstrate mastery.</p>","abstract_has_math":false,"creators":["Williamson, Aleasa R"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Geri Chesner","Dr. Angela Elkordy","Dr. Stuart Carrier"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-05-01T07:00:00Z","date_published":"2026-05-01T07:00:00Z","updated_at":"2026-07-24T03:21:46Z","subjects":["culturally responsive teaching","achievement gap","education debt","students of color","instructional coaching","professional development","culturally responsive assessment","teacher capacity","diverse suburban schools","elementary education","Accessibility","Contemplative Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Elementary and Middle and Secondary Education Administration","Elementary Education and Teaching","Urban Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/1000","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Geri Chesner","Dr. Angela Elkordy","Dr. Stuart Carrier"]},{"key":"dc:creator","label":"Author","values":["Williamson, Aleasa R"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2029-07-08T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - NLU Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["culturally responsive teaching","achievement gap","education debt","students of color","instructional coaching","professional development","culturally responsive assessment","teacher capacity","diverse suburban schools","elementary education","Accessibility","Contemplative Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Elementary and Middle and Secondary Education Administration","Elementary Education and Teaching","Urban Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/1000"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This program evaluation examined the impact of intensive, individualized coaching in culturally responsive teaching (CRT) practices on one elementary teacher's professional capacity and student achievement outcomes for students of color. The study was conducted in a diverse suburban district in Illinois where students of color comprise the majority of the student population. Using a mixed-methods case study design, the evaluation addressed research questions focused on coaching's impact on teacher capacity, the relationship between capacity growth and student outcomes, and implications for scaling CRT implementation district-wide.
Through sustained coaching over nine weeks, the focal teacher demonstrated measurable growth across all capacity domains, with assessment practices showing the largest gains. His students of color exceeded growth projections and outperformed their peers across the school on standardized math assessments. Staff survey data revealed strong equity beliefs but significant gaps in CRT knowledge and skills, pointing to a need for sustained coaching rather than traditional workshops. Recommendations included establishing a district-wide coaching infrastructure, restructuring professional learning communities around CRT, developing teacher leaders, and transforming assessment practices to provide students with multiple pathways to demonstrate mastery.
"]},{"key":"dc:title","label":"Title","values":["The Impact of Culturally Responsive Teaching Practices on Closing the Achievement Gap for Students of Color"]}]}],"canonical_facts":{"dc:contributor":["Dr. Geri Chesner","Dr. Angela Elkordy","Dr. Stuart Carrier"],"dc:creator":["Williamson, Aleasa R"],"dc:date.available":["2029-07-08T07:00:00Z"],"dc:description.abstract":["This program evaluation examined the impact of intensive, individualized coaching in culturally responsive teaching (CRT) practices on one elementary teacher's professional capacity and student achievement outcomes for students of color. The study was conducted in a diverse suburban district in Illinois where students of color comprise the majority of the student population. Using a mixed-methods case study design, the evaluation addressed research questions focused on coaching's impact on teacher capacity, the relationship between capacity growth and student outcomes, and implications for scaling CRT implementation district-wide.
Through sustained coaching over nine weeks, the focal teacher demonstrated measurable growth across all capacity domains, with assessment practices showing the largest gains. His students of color exceeded growth projections and outperformed their peers across the school on standardized math assessments. Staff survey data revealed strong equity beliefs but significant gaps in CRT knowledge and skills, pointing to a need for sustained coaching rather than traditional workshops. Recommendations included establishing a district-wide coaching infrastructure, restructuring professional learning communities around CRT, developing teacher leaders, and transforming assessment practices to provide students with multiple pathways to demonstrate mastery.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/1000"],"dc:subject":["culturally responsive teaching","achievement gap","education debt","students of color","instructional coaching","professional development","culturally responsive assessment","teacher capacity","diverse suburban schools","elementary education","Accessibility","Contemplative Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Elementary and Middle and Secondary Education Administration","Elementary Education and Teaching","Urban Education"],"dc:title":["The Impact of Culturally Responsive Teaching Practices on Closing the Achievement Gap for Students of Color"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - NLU Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:46Z"}