During the 2015-2016 school year, 1.3 million students nationwide experienced homelessness. Yet hardships like homelessness represent dynamic rather than static states, and so annual figures understate the cumulative risk that students face over time. Moreover, despite recent efforts to understand eviction and foreclosure as exploitative and…

Locally controlled public schools are one of the cornerstones of our nation's democracy, yet many schools are not preparing students for success. Far too many students are not graduating, and many of those who do graduate are woefully unprepared for college or a meaningful career. Successfully initiating and sustaining meaningful improvements in…

Spurred by the "No Child Left Behind Act" of 2001, virtually every educational reform program now includes an accountability component that requires sound data collection and reporting (NCLB, 2002, section 101). Drawing from empirically based and theoretical literature in the field, this dissertation examines Adequate Yearly Progress…

Principals are responsible for leading efforts to reach increasingly higher levels of student academic proficiency in schools associated with adequate yearly progress (AYP) requirements. The purpose of this quantitative, correlational study was to identify the degree to which perceptions of principal transformational, transactional, and…