Date of Award

5-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Executive Leadership

First Supervisor

Daniele Lyman-Torres, EdD

Second Supervisor

Mary Coughlin, EdD

Abstract

The persistent achievement disparities across income levels and between White students and students of Black and Hispanic heritage have been a problem faced by the United States education system for decades (Dorn et al., 2020). Transformative superintendent leadership effectively closes the achievement gaps in education (Leithwood, 2010). However, in New York State the average length of superintendency is 3 years and the superintendent's consistent turnover negatively affects school districts (Alsbury, 2008; DuFour & Marzano, 2011; Whitt, et al., 2015). Districts do not see district-wide improvement in teaching and learning without the substantial, consistent engagement of the district central office (Seashore Louis et al., 2004).

This study examines potential correlations between superintendent turnover and its impact on student achievement within the Big 5 Conference of School Districts in New York State. Employing an explanatory sequential mixed methods approach, it utilizes quantitative data spanning 2 decades of superintendent tenures in these districts alongside qualitative insights from critical stakeholders.

Quantitative analysis reveals persistent achievement gaps and lower graduation rates in Buffalo, Rochester, Syracuse, and Yonkers compared to the New York State average. Transformational leadership attributes were lacking across all districts, with issues such as minimal stakeholder involvement and misalignment of mission and budget values. Qualitative findings highlight the importance of building a collaborative culture, leading people effectively, and improving communication within these districts. Stakeholders emphasized the need for consistent leadership and supportive organizational cultures to address the unique challenges posed by these districts.

Overall, the study underscores the educational crisis facing these Big 5 districts due to high turnover and inadequate leadership. It emphasizes the urgent need for sustained, transformative leadership to ensure equitable educational opportunities and improved student outcomes.

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