Education improves the opportunities and life-chance outcomes of our children, and is a key factory in both economic and community development. Although high school graduation rates have shown improvement nationwide in recent years, public education is suffering from increasing inequality between different school districts and within the same school districts. Such inequalities widen academic outcome gaps and can result in entire school districts being branded as academic failures. However, there is also encouraging evidence of struggling schools and school districts moving toward improvement. Innovative leaders who are committed to inclusive and rigorous academics, shared leadership, and an in-depth understanding of the diversity of their student population are moving their schools toward improved academic performance. Initiatives that involve broad-based community leadership are also producing positive changes in student outcomes, consistent with Collective Impact theory. Using Grounded Theory methodology and mixed research methods, this research has identified two struggling Mississippi school districts that saw F ratings become C ratings, and leadership as the critical key to this change. There is hope for struggling school districts. Although adequate funding and change in the education system is needed, inclusive leaders committed to the whole student can lead a struggling school district into academic success. Ability is inherent in every child; it is the job of administrators, educators, parents, politicians and community members to create a school environment for it to blossom and grow.
","abstract_html":"<p>Education improves the opportunities and life-chance outcomes of our children, and is a key factory in both economic and community development. Although high school graduation rates have shown improvement nationwide in recent years, public education is suffering from increasing inequality between different school districts and within the same school districts. Such inequalities widen academic outcome gaps and can result in entire school districts being branded as academic failures. However, there is also encouraging evidence of struggling schools and school districts moving toward improvement. Innovative leaders who are committed to inclusive and rigorous academics, shared leadership, and an in-depth understanding of the diversity of their student population are moving their schools toward improved academic performance. Initiatives that involve broad-based community leadership are also producing positive changes in student outcomes, consistent with Collective Impact theory. Using Grounded Theory methodology and mixed research methods, this research has identified two struggling Mississippi school districts that saw F ratings become C ratings, and leadership as the critical key to this change. There is hope for struggling school districts. Although adequate funding and change in the education system is needed, inclusive leaders committed to the whole student can lead a struggling school district into academic success. Ability is inherent in every child; it is the job of administrators, educators, parents, politicians and community members to create a school environment for it to blossom and grow.</p>","abstract_has_math":false,"creators":["Travis, Mary D."],"institution":null,"degree_name":"Master of Science (MS)","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Mark M. Miller","David Cochran","Julie Reid"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-05-01T07:00:00Z","date_published":"2019-05-01T07:00:00Z","updated_at":"2026-07-24T05:45:12Z","subjects":["school districts","public education","collective impact","education reform","educational inequality","leadership","Education Policy","Human Geography","Public Affairs, Public Policy and Public Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/638","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Mark M. 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Although high school graduation rates have shown improvement nationwide in recent years, public education is suffering from increasing inequality between different school districts and within the same school districts. Such inequalities widen academic outcome gaps and can result in entire school districts being branded as academic failures. However, there is also encouraging evidence of struggling schools and school districts moving toward improvement. Innovative leaders who are committed to inclusive and rigorous academics, shared leadership, and an in-depth understanding of the diversity of their student population are moving their schools toward improved academic performance. Initiatives that involve broad-based community leadership are also producing positive changes in student outcomes, consistent with Collective Impact theory. Using Grounded Theory methodology and mixed research methods, this research has identified two struggling Mississippi school districts that saw F ratings become C ratings, and leadership as the critical key to this change. There is hope for struggling school districts. Although adequate funding and change in the education system is needed, inclusive leaders committed to the whole student can lead a struggling school district into academic success. Ability is inherent in every child; it is the job of administrators, educators, parents, politicians and community members to create a school environment for it to blossom and grow.
"]},{"key":"dc:title","label":"Title","values":["Hope for Struggling School Districts"]}]}],"canonical_facts":{"dc:contributor":["Mark M. Miller","David Cochran","Julie Reid"],"dc:creator":["Travis, Mary D."],"dc:date.available":["2019-03-26T07:00:00Z"],"dc:description.abstract":["Education improves the opportunities and life-chance outcomes of our children, and is a key factory in both economic and community development. Although high school graduation rates have shown improvement nationwide in recent years, public education is suffering from increasing inequality between different school districts and within the same school districts. Such inequalities widen academic outcome gaps and can result in entire school districts being branded as academic failures. However, there is also encouraging evidence of struggling schools and school districts moving toward improvement. Innovative leaders who are committed to inclusive and rigorous academics, shared leadership, and an in-depth understanding of the diversity of their student population are moving their schools toward improved academic performance. Initiatives that involve broad-based community leadership are also producing positive changes in student outcomes, consistent with Collective Impact theory. Using Grounded Theory methodology and mixed research methods, this research has identified two struggling Mississippi school districts that saw F ratings become C ratings, and leadership as the critical key to this change. There is hope for struggling school districts. Although adequate funding and change in the education system is needed, inclusive leaders committed to the whole student can lead a struggling school district into academic success. Ability is inherent in every child; it is the job of administrators, educators, parents, politicians and community members to create a school environment for it to blossom and grow.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/638"],"dc:subject":["school districts","public education","collective impact","education reform","educational inequality","leadership","Education Policy","Human Geography","Public Affairs, Public Policy and Public Administration"],"dc:title":["Hope for Struggling School Districts"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Science (MS)"]},"updated_at":"2026-07-24T05:45:12Z"}