Advisory Committee Chair
Dr Amy Dagley
Advisory Committee Members
Dr Jennifer Summerlin
Dr Keith Gurley
Dr Lynn Kirkland
Dr Yvette Bynum
Document Type
Dissertation
Date of Award
1-1-2025
Degree Name by School
Doctor of Education (EdD) School of Education
Abstract
ABSTRACT For over 40 years, the standards-based reform movement has significantly influenced educational policy in the United States (Shanahan, 2014). Educators across the country are under increasing pressure to improve student achievement as states implement policies that link test scores to accountability measures. Recently, the adoption of mandatory grade retention policies has emerged as a popular intervention for addressing low academic performance. Effective leadership is vital to the success of policy initiatives. However, there is limited research on how school principals experience mandatory retention policies. Understanding how administrators navigate retention policies is essential for identifying effective leadership strategies that facilitate successful implementation. The findings of this study indicate that principals influence school policy initiatives through their background knowledge, personal belief systems, and prior experiences. In response to mandatory policy changes, participants highlighted the importance of transparent communication, collaborative relationships, and shared leadership as key elements for effective policy implementation.
Recommended Citation
Coleman, Kiana Billings, "Mandatory Grade Retention: A Phenomenological Study Of The Lived Experiences Of Principals During The Implementation Of The Alabama Literacy Act" (2025). All ETDs from UAB. 6829.
https://digitalcommons.library.uab.edu/etd-collection/6829
Comments
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