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Closing the teacher diversity gap was fundamental to closing the achievement gap between White and Black students. The gap in teacher diversity has continued to widen over the last decade. As the number of Black students in public education increases, the number of Black teachers continued to decline. The teaching profession remained a predominately white female workforce. A lack of teacher diversity had a negative effect on all student achievement. Black teachers served as role models to Black students. Those Black students taught by Black teachers had better academic achievement, behavior, motivation, and aspirations to attend college. In order to improve the Black teacher pipeline, policy makers and stakeholders must improve the academic attainment for Black students. When more Black students attend and complete college, the nation could improve the number of Black teachers in the classroom. This research study has compared the teacher diversity gap’s effect in two school districts. Both school districts were similar in population demographics, but different in teacher diversity. The variables compared included student performance data and student outcome gaps. The results showed that teacher diversity did not have a statistically significant effect on student outcome gaps or student performance.

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The paper examines a continuous-time principal-agent model in which agent’s preference exhibits habit formation over consumption. As agent’s concern over the standard of living strengthens, his continuation utility is less sensitive to current wealth but more sensitive to the standard of living, leading to lower demand for risk-sharing compensation. The optimal contract has lower pay-for-performance but incentivizes agent’s higher effort. In the Leland (1994) capital structure model, agent’s habit formation preference combined with the optimal contract lowers firm’s leverage and mitigates the debt-overhang problem. / 2025-05-28T00:00:00Z

Canonical variate analysis (CVA) is a widely used method for analyzing group structure in multivariate data. It is mathematically equivalent to a one-way multivariate analysis of variance and often goes by the name of canonical discriminant analysis. Change over time is a central feature of many phenomena of interest to researchers. This dissertation extends CVA to longitudinal data. It develops models whose purpose is to determine what is changing and what is not changing in the group structure. Three approaches are taken: a maximum likelihood approach, a least squares approach, and a covariance structure analysis approach. All methods have in common that they hypothesize canonical variates which are stable over time. The maximum likelihood approach models the positions of the group means in the subspace of the canonical variates. It also requires modeling the structure of the within-groups covariance matrix, which is assumed to be constant or proportional over time. In addition to hypothesizing stable variates over time, one can also hypothesize canonical variates that change over time. Hypothesis tests and confidence intervals are developed. The least squares methods are exploratory. They are based on three-mode PCA methods such as the Tucker2 and parallel factor analysis. Graphical methods are developed to display the relationships between the variables over time. Stable variates over time imply a particular structure for the between-groups covariance matrix. This structure is modeled using covariance structure analysis, which is available in the SAS package Proc Calis. Methods related to CVA are also discussed. First, the least squares methods are extended to canonical correlation analysis, redundancy analysis, Procrustes rotation and correspondence analysis with longitudinal data. These least squares methods lend themselves equally well to data from multiple datasets. Lastly, a least squares method for the common principal components model is developed. / Ph. D.

The major purpose of this study was to gain an understanding of the instructional leadership role and responsibilities of middle school assistant principals and their level of involvement in instructional leadership. Specifically, this study determined the extent of involvement of the middle school assistant principal as an instructional leader in the Commonwealth of Virginia. The data gathered compared instructional leadership tasks to various demographic variables and determined the amount of time spent performing the instructional leadership tasks. The Sources of Instructional Leadership(SOIL) survey instrument was revised and used in addition to a demographic survey to collect the data. A total of 396 surveys were mailed to middle school assistant principals across the state of Virginia. The SOIL survey includes 31 instructional leadership tasks that describe the instructional leadership responsibilities of assistant principals. The research design is non-experimental and descriptive. The methodology was a modification of the methodology used in a study conducted by Bush (1997). The design used a demographic survey, the SOIL survey and time study to collect data. The data collected answered the following research questions: 1. What instructional leadership roles and responsibilities are performed by middle school assistant principals in Virginia? 2. What is the relationship between instructional leadership responsibilities performed and specific demographic variables? 3. How much time do middle school assistant principals spend on instructional issues each week? Conclusions from the data reveal the primary instructional leadership responsibilities of Virginia middle school assistant principals are: (1) developing a school climate that is conducive to learning (2) improving student discipline, and (3) communicating a concern for student achievement. The data also indicate that older assistant principals are more involved in observing and evaluating staff than younger assistant principals. Additionally, the study found that the more instructional leaders in a school, the more involved assistant principals are with tasks that are associated with developing an academic climate. Furthermore, almost 80% of the participants indicated they spent between 10-30% of their instructional task time developing an academic climate each week. Nearly 50% of the participants spent the least amount of time on tasks that focus on coordinating the instructional program. / Ph. D.

Each year, thousands of educators make the difficult transition from classroom to administrative office. A large body of research supports the view that many of them are inadequately prepared to meet the demands of their new role. Researchers have found that university training programs need to be supplemented and reinforced with field-administered programs that emphasize practical knowledge and skills. Their research shows that leadership training programs can significantly facilitate a first-year administrator's successful transition and raise the performance of experienced principals. This descriptive case study, describes how the Sarasota County, Florida, School District conceived, planned, and designed a four-tier administrator-training program using the Leadership Academy Model. The tiers were designed to serve, respectively, aspiring administrators, assistant principals, new principals, and experienced principals. During the period studied, only the first two tiers were implemented. The case study narrative covers the design concepts and details of all four tiers and the implementation experiences of the first two tiers. Program participants completed a written survey at the close of their academy year. The program directors used the surveys to help gauge how the program was received and to identify areas for improvement. The survey results indicated that the program was being well received. The case narrative includes a summary of these results. I served as the director of the Sarasota program over the timeframe covered by the study, but prior to undertaking the study, I had moved to another staff position within the district. In this work, I trace in some detail how leadership training in public education has been research driven, and how it evolved from early Effective Schools Research. I also briefly review a number of notable implementations of such programs across the United States, both at the state and local district level. I am hopeful that this documentation will prove helpful to other school districts that are considering the implementation of leadership training programs. Toward this end I have included a final chapter documenting the insights I have gained over the course of my career in educational leadership and from my research and experiences while conducting this study. The chapter includes specific recommendations for future program designers and implementers, and suggests several areas for possible future research. / Ed. D.

There is increasing recognition of an impending shortage of educational leaders to fill vacant administrative positions. Consequently, interest in finding ways to support, guide, and retain novice principals has emerged. Mentoring is a popular and effective means of transferring knowledge from an experienced principal to a newly appointed one. Little attention, however, has been given to the process of formal administrative mentorships and how they can be shaped to meet the varied needs of new school principals. The purpose of this study was to explore the personal experiences of novice and veteran principals and the underpinnings of the formal administrative mentoring program in one local school district in Virginia. Seventeen principals were interviewed as participants in this case study. The study was implemented through the use of qualitative research methods of inquiry, including interviews with an administrator of the mentoring program, in-depth interviews with principals, and examination of available documents. This research presents the perspectives of both novice and veteran principals regarding the extent to which their formal mentoring experiences helped them. The data that emerged from this study demonstrated that the formal administrative mentoring experience provided the participants with a greater clarity of role, developed their understanding of the organization, thus facilitating their socialization into it, and helped with diminishing their feelings of isolation. The participants reported that mentoring helped increase their understanding of three major roles of the contemporary principal: (a) instructional leader; (b) school visionary; and (c) team builder. According to the novices, mentors helped them learn how to integrate into the school system through interaction with their communities and how to negotiate their needs within the school division. Novice principals' responses reflected ambivalence about this particular area of their mentoring experience and the help it afforded, however; their responses appeared to be related to their years of experience and the positions they had previously held in the division. Mentees and mentors alike reported that mentoring helped reduce their feelings of isolation through the development of camaraderie with one another as well as a network of colleagues. Most of the participants in the study reflected overall positive perceptions related to their formal administrative mentoring experiences. / Ed. D.