Graduate Studies

 

Date of Award

Spring 2024

Document Type

Dissertation

Department

Educational Administration

First Advisor

Nicholas Pace

Second Advisor

Shavonna Holman

Abstract

In the landscape of modern education, the role of a superintendent has become increasingly complex, marked by demands for higher student achievement and round-the-clock communication. This complexity, underscored by technological advancements and evolving accountability measures, underscores the criticality of strategic planning for school districts. This dissertation aims to explore the relationship between superintendent engagement with strategic planning and student outcomes, particularly focusing on high school graduation rates and ACT scores in Nebraska public schools. Drawing on theoretical frameworks such as Systems Theory, the study employs a quantitative approach, utilizing surveys administered to superintendents alongside publicly available archival data on graduation rates and ACT scores. Through analysis, the study seeks to ascertain the extent to which strategic planning impacts student achievement and whether superintendents are effectively implementing and engaging with strategic plans. The research questions center on the inclusion of essential components in strategic plans, the relationship between strategic planning and student outcomes, and the fidelity of plan implementation. The significance of this study lies in its potential to inform strategic planning processes in school districts, providing insights into the effectiveness of superintendent engagement and its impact on student success. By addressing gaps in existing literature and focusing on Nebraska public schools, the research aims to guide decision-making and improve educational outcomes. However, the study acknowledges limitations such as subjective perceptions and the specificity of results to Nebraska, thus emphasizing the need for further research in this critical area of educational leadership and management.

Comments

Copyright 2024, Jodi A. Frager. Used by permission

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