Graduate Studies
First Advisor
Nicholas J. Pace
Second Advisor
Shavonna Holman
Degree Name
Doctor of Education (Ed.D.)
Department
Educational Administration
Date of this Version
2-2024
Document Type
Dissertation
Citation
A dissertation presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Education
Major: Educational Administration
Under the supervision of Professors Nicholas J. Pace and Shavonna Holman
Lincoln, Nebraska, February 2024
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.
Advisors: Nicholas J. Pace and Shavonna Holman
Recommended Citation
Frager, Jodi A., "The Use and Impact of Strategic Planning in Nebraska Public Schools" (2024). Dissertations and Doctoral Documents from University of Nebraska-Lincoln, 2023–. 71.
https://digitalcommons.unl.edu/dissunl/71
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Education Policy Commons, Elementary and Middle and Secondary Education Administration Commons, Policy Design, Analysis, and Evaluation Commons
Comments
Copyright 2024, Jodi A. Frager. Used by permission