Date of Award

Spring 5-11-2024

Document Type

Dissertation

Degree Name

Doctor of Education in School Leadership

Department

Teaching & Educational Leadership

College

College of Education and Health

Committee Chair

Dr. Steve Bounds

Second Committee Member

Dr. Pam Dixon

Third Committee Member

Dr. Robin Finley

Program Director

Dr. John Freeman

Dean of Graduate College

Dr. Sarah Gordon

Abstract

In 2019 the world experienced a medical emergency that impacted education across the world. Several states in the United States had professional learning communities introduced into their schools as a means to enhance academic achievement prior to COVID 19. In order to show support to the schools and increase student achievement, a state introduced a specific professional learning community (PLC) model to be followed as a guideline to improvement and sustainability during a crisis. This study compares the state specific PLC model schools to schools who did not follow the state specific PLC model to examine the statistically significant difference between the schools. The findings revealed there was not a significant difference between the schools except for the variable of ethnic composition in schools with a high non-white population. In 2019, this difference was observed in the domains of ELA, reading, and English. Conversely, in 2021, the distinction manifested across all evaluated content areas.

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