This study was designed to explore campus administrators' best practices to achieve a campus rating of a B or better in the Texas Education Agency A-F rating system. This study takes an in-depth look at the various roles and responsibilities campus administrators' have to exhibit to influence campus accountability. The phenomenological study…

With the demands on student learning and school accountability, school leaders and teachers must be provided with high-quality structures and conditions for effective and meaningful school improvement. This, coupled with highly effective leadership, is crucial. This qualitative study examines Illinois's current state comprehensive school…

The 2015 "Every Student Succeeds Act" (ESSA), builds upon decades of federal efforts to improve student achievement through state-level systems of accountability and school improvement (U.S. Department of Education, 2017). Research on school improvement has shown that actions of the school principal have a significant impact on school…

The researcher examined male and female principals serving at a Title I elementary school that has been reported by TEA as a "met standards" campus. To guide this study, the researcher examined male and female elementary school principals' predominant priorities in increasing student achievement at low socioeconomic Title I schools. Male…

Critics of standards-based reform often cite an accountability policy environment that disproportionately affects teachers compared with principals and district officials. We directly examine this disproportionality. In our three study states of Texas, Ohio, and Kentucky, we use survey analysis to understand how policy environments for district…

Critics of standards-based reform often cite an accountability policy environment that disproportionately affects teachers compared with principals and district officials. We directly examine this disproportionality. In our three study states of Texas, Ohio, and Kentucky, we use survey analysis to understand how policy environments for district…

Perceived shortage of principals, increased accountability demands, the changing role of principals, and the growing influence of the state over school administration have created a set of challenges for principal certification and licensure that have propelled a renewed need for analysis of certification and licensure processes. Recent calls to…

School site leaders historically have experienced high levels of burnout and turnover. Principals cite long work hours, increased responsibilities with local, state, and federal accountability, increased stress and low pay as a few of the reasons jobs are abandoned within the first five years. LEAD currently provides professional learning for…

The principal is ultimately responsible for decisions regarding the master schedule at the elementary level of education (Canady & Rettig, 2013; Young, 2008), and these scheduling decisions are influenced by multiple factors (Benamati, 2010; Harris, 2013; Howard & Rakoz, 2009). Although principals have become increasingly aware of the need…

Due to a surplus in the State General Fund, California's Pre-K-12 teachers and administrators have an additional $490 million to spend on programs supporting professional development. The $490 million represents one of the largest investments in professional development and teacher effectiveness ever made by California and has the potential to…

This is the executive summary for the guidance document, "Maximizing the Use of New State Professional Learning Investments to Support Student, Educator, and School System Growth: State Guidance for Key District Stakeholders." It has been created to help districts determine the most effective uses of new state professional learning money…

In Charlotte-Mecklenburg (N.C.) Schools, educators have leapt into the Common Core with both feet, creating an internal website for teachers to share performance tasks and implementing systemwide, school-based professional learning that has put the standards into practice and tested students on them in the 2012-13 school year. The district began…

This report describes the implementation of policies and initiatives supported by Title I and Title II-A of the federal Elementary and Secondary Education Act (ESEA) during the 2013-14 school year. Title I is one of the U.S. Department of Education's largest programs, accounting for $15 billion in the 2016 federal budget. Historically, Title I has…

This report describes the implementation of policies and initiatives supported by Title I and Title II-A of the federal Elementary and Secondary Education Act (ESEA) during the 2013-14 school year. Title I is one of the U.S. Department of Education's largest programs, accounting for $15 billion in the 2016 federal budget. Historically, Title I has…

In 2004 the General Assembly of the State of Ohio (USA) enacted Senate Bill 2, which created the Educator Standards Board "to develop and recommend to the state board of education standards for entering and continuing in the teaching and principalship professions". Since that time the Ohio Department of Education has established a…