I examine the student-achievement implications of school-level budgetary autonomy in public schools. I propose a theoretical model of a principal's allocation decisions and empirically examine determinants of participation and the resulting impacts on student achievement. A principal's years of administrative experience positively impact program…

This interpretive phenomenological study explored the lived experience of rural high school principals in New York State and developed an understanding of why they choose to remain in their role as school leaders. The study answered two research questions: "What role, if any, does self-efficacy play in the sustainability of rural high school…

For more than forty years, the United States' public education system's "zero-tolerance" policies, and disciplinary practices rooted in those policies, have negatively impacted and marginalized minority students far greater than the general student body population. Over the years, nationwide studies have identified complex multifaceted…

The recent changes to school accountability under the "Every Student Succeeds Act" (2015) have highlighted the negative effects of chronic absenteeism on student achievement. For many students, poor attendance habits begin as early as kindergarten and continue through high school. Resulting in literacy and math gaps, the impacts of…

Given the increasing emphasis on student achievement in the public school setting the development of building leadership is vitally important. As a school-based factor, principal leadership is second in its impact only to the effects of the classroom teacher (Leithwood, Louis, Anderson, & Wahlstrom, 2004; Darling-Hammond, Davis, LaPointe, and…

Educational institutions--and, more specifically, principals--are faced with meeting the mandates and demands set forth by local, state, and federal initiatives. Accountability has forever changed the context in which the traditional role of a principal leads. This study examines the beliefs, attitudes, and opinions of public high school…

In the K-12 setting, integrated co-teaching has developed as a popular service for students with disabilities. This paper examines how administrators define the most effective model of integrated co-teaching. Additionally, this paper explores the extent to which administrators' supervisory expectations/practices are consistent with the model…

The literature on the principalship is extensive, revealing ways in which principals can foster or impede school success. At the same time, another formal secondary school-level position, the department chair, has garnered little scholarly attention. Thus far, the literature offers a limited account of the roles that chairs should or do perform in…

Small City School Districts across New York State are becoming increasingly fearful of losing newly hired, highly talented teachers. In the United States, 8% of teachers leave the profession annually and greater than 50% quit teaching before reaching retirement age (Sutcher, 2016). A study done on teacher retention decisions in New York City…

This study was designed to analyze non-principal staff supervisors' perceptions of PLC efforts, encouragements, and activities in the six dimensions of a professional learning community (PLC) characterized as shared and supportive leadership, shared values and vision, collaborative culture, a focus on learning, supportive relationships, and…

This technical report provides information about the sample, survey instrument, and resultant data for the American Instructional Resources Surveys (AIRS) that were administered to principals and teachers in spring 2019 via RAND's American Educator Panels. The AIRS focused on instructional resources used and supported in English language arts,…

This article explores the critical role of school leaders in language policy change, and specifically in shifting their language education policies and practices from monolingual to multilingual. We examine the process of language policy change in three schools that were involved in a project aimed at increasing the knowledge base of school…

The introspective, cognitive act of reflection is linked with professional growth for teachers (National Board for Professional Teaching Standards, 2010; National Council on Teaching America's Future, 2009; Learning Forward, 2009). However, current federal, state, and local mandates, policies, structures, and procedures in schools do not always…

The current study builds on earlier leader succession research, focusing on a school where the "insider"--who was believed to be strong before being hired as the formal school leader--drew sharp criticism after assuming the principalship. Interviews with staff members who worked with the insider leader in her role as teacher and…

Authentic field experience is an important component in educational leadership programs. This article revisits the literature examining the cultural gap that exists in public education, while taking a closer look at what it means to be a culturally responsive leader and teacher. The need to integrate culturally responsive practices to connect and…