Date of Award

2026

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Joan Birringer-Haig

Second Advisor

Stephen Kotok

Third Advisor

Roger Bloom

Abstract

Throughout New York State, sixth-grade learners are taught in a wide variety of schools with various configurations in diverse communities. The institutional and environmental differences may impact students' learning as they navigate a complex transition year. This non-experimental ex post facto study examined whether school type, community, and school factors were associated with the academic proficiency of sixth-graders in English Language Arts and Mathematics in New York State. In addition, the study identified the strongest predictors of high school graduation rates. The theoretical lens of Erikson’s psychosocial theory and Bronfenbrenner’s ecological systems theory was used. This study included 1,112 public schools in New York that provided an education to sixth-graders during the 2022-2023 school year. Using hierarchical multiple regressions and two-way between-subject ANOVAs, this study provided empirical evidence on the relationships among school type, community type, and school factors and academic proficiency. Findings provide insights to inform decisions by educational leaders and policymakers on grade configuration and resource allocation in New York schools.

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