Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students

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dc.contributor.advisorFernandez, Julie
dc.contributor.advisorMacNeil, Angus J.
dc.contributor.advisorBusch, Steven D.
dc.contributor.committeeMemberJohnson, Adrain
dc.creatorLoyde, Delic
dc.date.accessioned2015-06-15T14:11:55Z
dc.date.available2015-06-15T14:11:55Z
dc.date.createdMay 2013
dc.date.issued2013-05
dc.date.updated2015-06-15T14:11:55Z
dc.description.abstractThis study examines the relationships between principal decisions regarding school institutional processes and practices in high poverty high schools in one school district and the impact of those decisions on the high school completion rates of economically disadvantaged students using narrative inquiry and archival data. The schools represented in this study have increasing percentages of economically disadvantaged students. Results of this study reveal that the current demands of the principalship require school leaders to possess a transformational skill set to succeed with the neediest student population in the history of our nation. The findings from this study have practical implications for high school leaders and add to the body of leadership knowledge regarding the importance of principal decision making in the necessary transformation of institutional processes and practices that meet the needs of today’s students. High school completion holds the key to opening doors of opportunity for all students.
dc.description.departmentEducational Leadership and Cultural Studies, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10657/936
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectLeadership
dc.subjectEconomically disadvantaged students
dc.subjectCompletions
dc.subjectInstitutional processes
dc.subject.otherProfessional leadership
dc.titleCampus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducational Leadership and Cultural Studies, Department of
thesis.degree.disciplineProfessional Leadership
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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