Time for Some Progress: An Analysis of Policy Efforts in Urban School Districts

Date of Award

Summer 2025

Document Type

Dissertation

Degree Name

Doctor of Education in Organizational Leadership (EdD)

Committee Chair

Eric Parker

Committee Member

David Mccurry

Committee Member

Scott Ebbrecht

Abstract

The United States has experienced ongoing difficulties in urban education reform to reduce achievement and opportunity gaps affecting minority students. This qualitative research through thematic analysis methods studied school reform programs which targeted the reduction of achievement and opportunity gaps in an urban Connecticut school district. The research used semi-structured interviews with 15 participants who included administrators and teachers and community partners to study their views about reform success and implementation obstacles and effective practices. The study revealed seven major themes: (1) Resource Challenges and Structural Constraints, (2) Reform Implementation Patterns and Sustainability, (3) Stakeholder Voice and Decision-Making, (4) School Choice and Community Fragmentation, (5) Career Education and Pathways to Success, (6) Academic Standards and College and Career Readiness, and (7) Early Education Investment and Experiential Learning. The research established that successful urban education reform needs revolutionary leadership systems which unite all participants while tackling classroom issues and community problems and establishing various achievement routes and substantial early childhood funding and equal educational standards. The research provides strategic recommendations to educational leaders and policymakers and community stakeholders who want to build more equitable and effective urban education systems that deliver meaningful education to students.

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