Date of Award

8-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Executive Leadership

First Supervisor

Dr. Marie Cianca

Second Supervisor

Dr. Vicma Ramos

Abstract

The purpose of this study was to examine potential solutions for high-needs rural elementary school leaders to improve academic outcomes for students from low-income families. Students from low-income families in rural elementary schools continue to underperform academically compared to their non-economically disadvantaged peers. Students should not reach adulthood with the same income inequalities they had when they entered school. Solutions are needed to find ways for school administrators to reverse this trend. The study used the New York State Education Department (2018) Culturally Responsive-Sustaining Education (CR-S) Framework to examine effective leadership practices from the perspectives of school leaders in high-achieving, high-needs rural elementary schools in New York State. This phenomenological study collected data from eight semi-structured interviews with school administrators in rural elementary schools with successful academic results as measured by Grades 3-8 math and English language arts assessments in New York State. From the results of this study, three key implications emerged for leadership practices that lead to successful student achievement: supporting a unified culture, establishing a collaborative approach to the instructional cycle, and systematically responding to individual student needs. Recommendations for school leaders include deep learning about the CR-S Framework, investing in a positive school culture, and creating collaborative planning and data team meetings that incorporate all aspects of standards, curriculum, instruction, and assessment.

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