This dissertation discussed the impact of the North Carolina Tort Claims Act and the history of governmental immunity that has protected school districts and school employees in North Carolina. The research question addressed was: how have North Carolina state courts interpreted the North Carolina Tort Claims Act in litigation against North Carolina school districts and their employees? The North Carolina Tort Claims Act provided citizens with a vehicle to sue local governmental agencies and their employees, such as school employees. The act also provided immunity for schools, especially for excessive damages in the case of negligence by an employee. The study examined how state courts have responded to different plaintiffs since the passage of the North Carolina Tort Claims Act in 1951. The decisions in the cases analyzed have been mostly favorable to schools, which has strengthened immunity for school employees. There were four legal aspects addressed by the courts after the passage of the North Carolina Tort Claims Act either most frequently or were unique to the case law of North Carolina. Those legal aspects were tests of school districts' governmental immunity; contributory negligence on the part of the plaintiff; the official capacity of school employees in lawsuits; and …

We live in a culture where school systems are accused of being negligent or at fault for any undesired outcome. This can leave school districts and their employees anxious about potential consequences, regardless if the negligent claim is warranted or not. Therefore, there is a need for all educators to understand their responsibilities to provide a safe learning environment, and this may look different from state to state across the United States. The purpose of this study was to analyze how California state courts have interpreted the concept of sovereign immunity and tort claims filed against California public-school districts and their public-school employees related to negligence of supervision on school grounds. This legal research case study design was guided by the following research question: what are the exceptions to sovereign immunity regarding negligence related to the supervision of students as required by California statute? This study analyzed twelve various cases of California public-school districts and employees involving negligence in supervision claims on school grounds after the 1963 California Tort Claims Act was enacted. Based on the issue, rule, application, and conclusion of the twelve cases, eight were ruled in favor of the plaintiff or appellant, and four cases had final …

The implementation of professional learning communities (PLCs) has led to systemwide reform within school districts and campuses regarding how campus leaders support the teachers' collaborative work and continued professional learning. Current research emphasizes the importance of campus administrators cultivating an environment where PLCs can flourish and ensuring that PLC teams have the resources to work effectively. However, campus administrators simply putting these supports in place does not make them effective. This study sought to explore campus leader and teacher perceptions of administrator actions that support PLCs for teachers in core-content subjects at two suburban north Texas high schools. An explanatory sequential mixed methods research design was utilized, and three data collections tools were used: an electronic survey, interviews with campus administrators and teachers, and the analysis of campus and PLC artifacts. Survey data indicated that participating teachers had an overall positive perception of the current campus practices which support PLC teams. Teacher interview data revealed that teachers preferred that campus administrators take a neutral role in PLC team meetings, that administrators ensure PLC teams are meeting the established campus PLC expectations, and that administrators observe the team, listen, and ask questions to help the team. Campus administrators viewed their actions …

Using an exploratory case study approach, this study examined the school leadership factors that contribute to building Latinx student social capital as well as the best practices for creating a more equitable AP program. Through this qualitative study, the organizational and leadership factors of the AP program at Stripes High School (pseudonym) were examined, and how these factors contributed toward closing the opportunity gap. This study used semi-structured interviews with district and campus leaders and an AP teachers focus group to determine leadership beliefs and actions that were successful in building an accessible and equitable advanced academics program for Latinx students, as well as an AP student focus group to triangulate the findings. The results of this study showed Latinx students, already lacking social capital, also face many barriers of different forms: systemic, structural and cultural in their educational opportunities for AP courses and exams. The case study campus overcame these barriers and increased equity by allowing Latinx students more access to AP courses and exams through district- and campus-level administrators working to remove barriers and hire and support the most capable and socially aware AP teachers who aim to grow and nurture the students who they serve. Based on …

The purpose of this study was to investigate the current state of community participation in Pakistani schools in the capitol city of Pakistan. All national education policies developed by the government of Pakistan stress the need for community participation in the schools. School leaders are mandated to develop strategies to involve parents and community members in schools. This research focused on a single case with multiple subunits geographically situated in Islamabad, Pakistan. In the current study, participants were educational leaders at the central office, campus principals, and representatives of parents and community members in the school and college management committees. Qualitative data included one-to-one interviews, focus groups, and collection of available documents related to community participation in Pakistani schools. Findings of the study revealed four goals and outcomes of the community participation in Pakistani schools. These goals are financial support to the schools, advocacy for schools, academic support and feedback, and support in administration. Major challenges faced by community members and parents during participation in schools include lack of information and awareness, role ambiguity and lack of training, financial constraint and unwelcoming behavior of school and central office administration. Data revealed that educational leadership behaviors which impact community engagement include …

A quantitative, causal-comparative study between single gender and traditional mixed gender schools was conducted to examine how single gender schooling affected the academic achievement of African American males in a high-poverty urban community. This study examined the differences in TSI and EOC scores between African American males who attended a single gender male high school and a traditionally mixed gender high school serving students in the same community in Fort Worth, Texas. A two sample t-test was used to compare the STAAR and TSI scores of the two groups of African American males. Microsoft Excel was used to collect the descriptive statistical data and analysis was conducted in SPSS version 25.0 for Windows. A detailed description of the participants, the research design that was used in the study, a description of instruments that was used to analyze the data, research problem, research questions on which the study was based, and a description of data analysis methods that was used. This quantitative research compared the STAAR and TSI scores in language arts, math, and reading. The findings of study indicate the single-gender school model impacts the academic achievement of African American males in a particular community in Fort Worth, Texas. The …

Little, if any, research exists that provides guidance for educators on the use of a dynamic assessment as a tool for better identifying Latinx students for gifted programs. The purpose of this qualitative case study was to explore the perceptions of campus principals and elementary teachers as dynamic assessment was being considered as part of the gifted and talented identification protocol. Data were collected through teacher and principal interviews and focus groups, along with an analysis of current practices and protocols within the studied district. The findings revealed several key themes that emerged from educator perspectives on the ability of emergent bilingual students to be placed in gifted programs and how dynamic assessment could or could not play a part in the assessment process. The study provides support and context for future research about dynamic assessment as applied to gifted and talented identification of Latinx students, including (a) the development of a dynamic assessment, (b) the implementation of a dynamic assessment with presentation of data that supports or do not support its use, (c) training to support the implementation of a dynamic assessment, (d) the human capital and time associated with implementing a dynamic assessment, and (e) educator mindset associated …

Across the United States, African American males face barriers to securing a quality education. Barriers such as educational gatekeeping, and low identification, have caused African American males' enrollment in advanced placement courses to be at a rate lower than all other ethnicity and gender populations. A qualitative approach to research was used to explore how and in what ways district and school leaders created or hindered equitable advanced academic program opportunities for African American males. Through the lens of critical social theory, individual face-to-face interviews with district/campus educators and a focus group interview with African American male students, the lived experiences of participants within the advanced placement program were brought to the fore. Three questions guided the study: 1) How do district and school policies and practices create equitable advanced academic program opportunities for African American males; 2) How and in what ways do district and school leaders create or hinder equitable advanced academic program opportunities for African American males; and 3) What conditions have supported or hindered African American males in their ability to enroll and succeed in advanced academic courses. Findings revealed four themes to creating equity for African American males within the advanced placement program which included, …

The purpose of this qualitative study was to determine the cultural competence of district leaders and their potential resulting influence on campus leaders in the face of a rapidly changing educational and community landscape. A secondary purpose was to ascertain district and school leaders' placement on the cultural proficiency continuum to gain a greater understanding of (a) the potential effect, if any, that district leaders' level of cultural competency had on the cultural competency of campus leaders, and (b) how the cultural competency level of both district and campus leaders influenced district policies, practices, and school climate. The analysis and interpretation of findings of this research study were based on a conceptual framework, informed by the six constructs of the cultural proficiency continuum as developed by R. Lindsey, Nuri-Robins, D. Lindsey and Terrell. Four district office leaders and three campus principals, from the same district, were selected as participants. The campus principals represented elementary, middle, and high schools. Data were gathered from semi-structured face-to-face interviews with each participant, three meeting observations, and document analysis. Findings revealed evidence of a strong relationship between district leaders' cultural competence, campus principals' cultural competence, and district policies and procedures. There was also a direct …

The aim of this quantitative study was to explore the connection between self-perceived cultural proficiency among school leaders and the discipline gap for Black students in high schools in North Texas. The study sought to achieve this by (a) identifying the level of cultural proficiency perceived by school leaders, (b) examining the disciplinary rates of Black students in each participating high school, and (c) exploring how school administrators' beliefs regarding cultural proficiency impacted the disciplinary rates of Black students on their campuses. To assess their implementation of cultural proficiency practices, Hine's cultural proficiency leadership framework was utilized. The study found a significant positive correlation between the total cultural proficiency score and the number of out-of-school suspensions for Black students, while a negative correlation was observed for White students. Additionally, a positive correlation was observed between the total cultural proficiency score and the number of in-school suspensions for Black students, while no statistically significant correlation was found for White students. The participants in the study met three criteria: (a) working at a 5A or 6A UIL-identified campus in North Texas, (b) having at least 9% of the student population identified as Black and African American, and (c) serving as school leaders …

As rates of autism diagnosis continue to rise, more autistic students are graduating high school, and seeking to pursue postsecondary education options. Dual credit coursework has proven to be advantageous for college enrollment, success, and completion rates. Autistic students, however, are not equally represented in these college-level courses. The purpose of this qualitative study was to review dual credit recruitment practices and experiences, as told from the perspective of autistic students who completed one or more dual credit courses. Relying on student voice and a disability studies perspective, the intent of this study was to inform school leaders on how to facilitate the recruitment and participation of autistic students in dual credit courses, reducing the impact of institutional ableism. Traditional informational sessions proved ineffective as a recruitment tool. While parents influenced students' decisions to enroll in dual credit classes, parents' previous college experience factored into how much support students received. Teachers had the most meaningful influence due to their personal relationships with the students. Students with early-identified advanced academic ability received more encouragement to enroll, suggesting staff training and recruitment intentionality are key components for increasing autistic students' enrollment in dual credit programs. The intense bullying that students experienced in …

The purpose of this study was to evaluate the benefit accrued to fifth-grade students who participated in a summer school accelerated instruction program utilizing accelerated instructional practices in a Texas school district. The secondary intent was to determine the program's effect on student regression or retention as measured by Measures of Academic Progress (MAP) scores and State of Texas Assessment of Academic Readiness (STAAR) tests in reading and mathematics. The district provided summer accelerated instruction to fifth-grade students who did not pass reading and/or mathematics portions of STAAR for the May administration. For this study, I focused on the 2018 summer accelerated instruction offered by the district, using a mixed methods design to analyze the effectiveness of accelerated instruction for the students who participated in the summer program. A paired samples t-test was conducted to evaluate if students who failed the May STAAR in either reading or mathematics increased their scores on the June STAAR. Also, a paired samples t-test was conducted to determine if these same students increased their fall MAP test when compared to the spring MAP test. Teachers were interviewed to determine their perceptions of the most beneficial parts of summer school for students who attended. The …

Principals today face greater job complexities and more diverse challenges than ever before because of decreases in resources, funding, and district support, along with increases in accountability expectations, student diversity, and unfunded federal and state mandates. Principals today are tasked with myriad responsibilities ranging from facilities management and fiscal and legal concerns to instructional leadership and stakeholder relationships. The purpose of this study is to examine the role of formal, structured leadership coaching and engage in further inquiry to determine the effect of leadership coaching on principal efficacy in a complex and challenging educational environment. This convergent parallel mixed-method research approach is meant to determine if elementary principals' participation in formal leadership coaching programs increases their level of efficacy, as well as how different districts structure and implement these programs for the benefit of their administrators.

This mixed-methods study identified the effective practices of the principal and leadership team in an Improvement-Required (IR) high school that significantly influenced student achievement and guided their school from IR to a rating of Met Standard in one year. IR or F schools under the new system are schools that failed to meet the state accountability target goals. The high school in this study had a large culturally and economically diverse student population with a high percentage of English learners. The leadership practices were identified through four themes revealed by the qualitative data analysis of focus group and individual in-depth interviews: (a) importance of instructional, collaborative leadership, (b) intentional planning of effective instruction for all students, (c) consistent use of data to guide instruction, and (d) ongoing, data based, targeted staff development. The study findings are significant due to strong corroboration between the qualitative data collected from the interviews and the quantitative results from the faculty survey.

The purpose of this qualitative, multiple case study was to explore the practices and behaviors of successful Latin@ principals in high-need Texas middle schools focusing on the following three areas: learning, leadership, and context. Varying qualities of leadership essential for leading high-need middle schools coupled with contextual factors such as policy and community were examined. More importantly, this research sought how successful Latin@ leaders promoted a culture of learning in high-need middle schools with a focus on English learners (ELs). High-need schools are defined as those presenting a context that challenges the success of students. The study on leadership in high-need schools focuses on an investigation of strategies principals in these schools may employ and determining ways in which high-need school leaders are prepared and supported. Factors affecting the condition in high-need schools may include: (a) student and community characteristics (e.g., ethnic minorities, mobility, poverty, non-native language speakers), (b) student performance (e.g., math and reading scores, graduation rates, attendance), and (c) other factors (e.g., teacher and leader turnover, staff morale, student engagement). The context of schools matters and effective leaders in high-need schools must be able to lead using contextually appropriate responses. Two Latina principals serving in high-need middle schools, …

African American women in educational leadership roles face a myriad of barriers and challenges. Black feminist theory and impostor phenomenon theory offered a potent conceptual lens for understanding the experiences of successful African American women. A qualitative phenomenological study was conducted to examine and explore strategies that African American women use to (a) navigate the impostor phenomenon in relation to career mobility, and (b) identify and understand how social constructs in educational leadership organizations can contribute to their experiences. The research also examined the historical and contemporary problems of subjugation, oppression, racism, and sexism as narrated by 12 African American women who are in educational leadership roles. Data collected from the participants were triangulated and analyzed thematically resulting in six themes: (1) experiences of being questioned and undermined by superiors; (2) experiences of other people's perceptions about African American female leaders; (3) the need for a mentor; (4) giving others a chance to question them; (5) intentional self-care; and (6) lack of support from leaders and mentors. It is recommended that those who work within the education systems focus on acquiring an understanding of the internal struggles African American women navigate in response to systemic, external challenges, so they can …

Principal workloads and demands are steadily increasing while principal health and well-being are declining, resulting in increased rates of principal turnover. Currently, principals are experiencing numerous work-related stressors that are increasing burnout. In many cases, school leaders are sacrificing their families and health to lead their schools. As school success is linked with principal leadership, principal burnout and wellness demands further discussion and investigation. Yet, there is a limited body of research that examines the lived experiences of principals who experience burnout. Consequently, this researcher conducted a phenomenological qualitative study of 12 Texas K-12 elementary and secondary public school principals in central Texas. Findings pointed out that principals experience burnout in waves. While the COVID-19 pandemic greatly impacted the burnout principal experienced, political divisiveness and social media attacks intensified their burnout. Additional findings revealed that burnout can cause principals to question staying in their role and negatively affect the quality of their family relationships as well as their health. Principals coped with their burnout by being aware of their emotions, spending time doing things that brought happiness, exercising, and reverting back to their faith in God. Additionally, principals believed that having knowledgeable district leaders who are visible, trust their leadership, …

Research has shown that LGBTQI youth are four to six times more likely to attempt suicide than their heterosexual peers. Many schools across the nation have focused their efforts on creating safer climates for diverse populations, including LGBTQI youth and staff. The purpose of this study was to determine the extent to which school leaders practice culturally proficient school leadership in order to build and foster positive relationships with students and staff who are members of the LGBTQI community. The overarching research question was: To what extent do school leaders identify and practice culturally proficient leadership in relation to LGBTQI students and staff? A sequential mixed-methods explanatory research design was utilized to examine the perceptions of secondary school leaders and staff in one mid-sized urban school district regarding culturally proficient school leadership. For the quantitative portion of the study, a School Climate Questionnaire and a School-Wide Cultural Competence Observation Checklist was employed. Descriptive statistics were used to analyze quantitative responses. For the qualitative portion of the study, data pertaining to the experiences and perceptions of secondary school leaders, obtained through focus group interviews, were examined. A two-part data analysis process, including both deductive and inductive coding, was used. Evidence from …

The study of culturally relevant pedagogy (CRP) within a social and emotional learning (SEL) program is timely as it supports the increasing body of literature on narrowing the educational gaps prevalent among Black students. Current research is lacking regarding if and how educators utilize CRP to support the learning of SEL competencies with Black students. For this study, the tenets of cultural relevance, SEL competencies, and the leadership practices of one urban district seeking to increase its overall accountability rating as deemed by the state of Texas were examined. The purpose of this study was to determine the adequacy of the district's response to the needs of Black students in terms of cultural relevance when selecting a SEL program and developing a support plan for the program's implementation at the campus level. A secondary purpose was to examine the extent to which the district embedded CRP practices into their adopted SEL program. A qualitative exploratory research design and case study research approach were utilized. Documents related to the SEL program chosen by the district were analyzed. In addition, semi-structured interviews with district leaders and a focus group with campus administrators were conducted. It was found that there were no direct …

Exclusionary discipline is a consequence of behavior for students who break the student code of conduct. Extensive research about the effects that exclusionary discipline can have on secondary students, as evidenced by reduced graduation rates, has been conducted; but, research studies investigating the potential impact that exclusionary discipline can have on the academic outcomes of students at the elementary level have yet to be conducted. The use of exclusionary discipline is overrepresented in students with low socio-economic (SES) backgrounds; large populations of low-SES students are educated at Title I schools that receive federal funding to support academic growth. The purpose of this causal-comparative, non-experimental study was to investigate the impact that exclusionary discipline consequences had on fifth-grade students who attended all of the elementary schools within one north Texas school district during the 2018-2019 school year. In conjunction with the examination of the effect that the assignment of exclusionary discipline consequences can have on the academic outcomes of fifth-grade students, student-specific variables such as attendance at a Title I or non-Title I campus, student race, timing of exclusionary discipline assignment, and students in various educational programs were investigated to determine the potential impact of exclusionary discipline on fifth-grade students by …

To determine the impact of an administrator's decision on student placement in kindergarten classrooms, teachers were asked to share their perceptions on how that decision impacted their ability to deliver instruction and follow the district scope and sequence, as well as how that decision impacts student academic achievement and social and emotional development. This qualitative study was designed to gather data from kindergarten teachers using focus group interviews and individual interviews of campus principals from two campuses within the same district. The following two ways in which kindergarten classrooms were created were explored: (a) by random assignment or (b) knowledge of students' academic and behavioral performance based on information relevant to their Pre-K experience. Campus principal participants reported that they each chose their method to provide equity in the classrooms and fairness amongst their teachers. Teacher participants reported that overall, they preferred to have as much information about incoming students as possible and to be a part of the process of placing students into classrooms for the following year. By examining these teachers' perspectives, the findings from this study may positively influence policy and practice for campus administrators as they decide how they will place students in kindergarten classrooms. Continued …

To determine the impact that school leaders have on school culture and teacher retention, a sequential explanatory mixed methods approach was used to study schools in a district feeder pattern in in a large, suburban district in Texas with a student population of approximately 25,000. In Phase 1, teachers at one elementary, one middle, and one high school were asked to complete a 26-question Likert scale survey about school culture. The last statement in the survey asked participants if they were willing to participate in a focus group about school culture and teacher retention. In Phase 2, focus group interviews were conducted with volunteer participants who took the survey and stated they would be interested in participating in a focus group. Three focus groups were held to divide the participants by grade level grouping taught: elementary, middle, and high school. Focus group participants stated that they believe school leaders play a vital role in creating the culture of the school and in teachers' desire to remain not only teaching at their school, but also remaining in the field of education. The survey data supported these findings. By examining teachers' perspectives, the findings of the study may positively inform and influence …

Overwhelming evidence supports the fact that music instruction greatly increases academic achievement on standardized test scores at the elementary, middle and high school level. When school districts face budget deficits, typically they alleviate the shortfall by eliminating music programs. Currently in Dallas ISD, teacher salaries are affected by how well a student performs on the STAAR exam. In this quantitative, causal-comparative study, 5th grade music STAAR mathematics scores are investigated to discover if instrumental music instruction using the Little Kids Rock Modern Band method improves academic achievement on the STAAR exam.

With high stakes testing in public schools, pressure for success prompts schools to implement intervention programs for reading and mathematics, often at the expense of extra-curricular and elective activities. Previous literature indicated a correlation between reading comprehension and mathematical understanding. This study examined the specific intervention programs being utilized by two rural Texas school districts and the impact these programs had on student mathematic scores as measured by the State of Texas Assessment of Academic Readiness (STAAR). STAAR scores and student Response to Intervention (RtI) status were collected and identified over a five-year period for students Grades 3-7. Difference in scores for RtI and non-RtI and growth over time were examined using independent sample t-tests and one-way ANOVAs, respectively. Contrary to previous research, no significant impact was found on student math scores as a result of the reading enrichment programs utilized by the districts in the study. Results suggest current reading enrichment programs may not be the most effective for closing the achievement gap in mathematics and emphasized a need for further research to identify specific reading enrichment programs that could impact both reading and mathematics scores to increase both efficacy and efficiency of district intervention programs.