Doctor of Education (Ed.D.)
Michael F. DiPaola
This qualitative study examined the implementation of the Every Student Succeeds Act (ESSA) in Virginia and how this implementation impacts student achievement. Three research questions were the focus of this study. First, how is a local rural district implementing components of ESSA related to school improvement? Second, what are principals' beliefs about the potential benefits and liabilities of the implementation of ESSA regarding school improvement? Finally, what are the recommendations to principals regarding improving the implementation of ESSA to enhance the effectiveness of school improvement? This study supported the idea that entrepreneurial or creative thinking is essential in providing sustainable success for improvement in schools. A document review of school improvement plans found that schools contained elements of best practice and were in alignment with the requirements for school accountability under ESSA. Structured interviews were conducted to explore principal beliefs and perceptions of ESSA accountability and school improvement policies. Common themes identified from school improvement plans included recognition of gap groups, specific academic goals for gap groups, steps or initiatives to close gaps groups, implementation of social emotional learning, and steps to increase attendance. Common themes from principal interviews included principals identifying the benefits of evaluation measures beyond standardized testing, participant understanding of ESSA and social emotional learning as an intervention.
© The Author
Reed, Craig B., "A Program Evaluation Of The Implementation Of School Improvement Policies Of The Every Student Succeeds Act In A Rural School District In Virginia" (2020). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1593091760.