ORCID

https://orcid.org/0009-0006-6669-5791

Date of Award

2025

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Joan Birringer-Haig

Second Advisor

Serafino Celano

Third Advisor

Stephen Kotok

Abstract

The Covid-19 pandemic revealed the reality of learning loss which caused an extended period of online and hybrid learning. Questions about socioeconomic inequities between school districts also manifested. Through the guidance of the theoretical frameworks of John Rawls’ Theory of Justice nd the Hanover Research Toolkit for Systemic Implementation of Equity, this non-experimental study compared the demographics, academic programs, opportunities, and instructional practices of school districts at various socioeconomic levels in New York State. The methods used for this study included simple and multiple linear regressions. The study found that students who are economically disadvantaged, students with disabilities, needs resource indexes, districts’ ability to raise funds, per pupil expenditures, and suspension rates were all related with 8th grade ELA proficiency scores. The study also found that students who are economically disadvantaged, students with disabilities, needs resource indexes, districts’ ability to raise funds, suspension rates, experienced teachers, and advanced educational programs associated with the districts’ high school graduation rates. The study shed light onto how students fared in the current system, where districts in areas where their needs resource index was better equipped along with their ability to raise funds outside of taxpayer dollars showed higher proficiency scores and graduation rates, while the opposite was the case for districts whose needs were higher along with the inability to raise funds from outside sources.

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