Publication Date

12-2018

Date of Final Oral Examination (Defense)

10-22-2018

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Curriculum and Instruction

Department

Curriculum, Instruction, and Foundational Studies

Supervisory Committee Chair

Kathleen Budge, Ed.D.

Supervisory Committee Member

Arturo Rodriguez, Ph.D.

Supervisory Committee Member

Carl F. Siebert, Ph.D.

Supervisory Committee Member

Patrick Charlton, Ph.D.

Abstract

This dissertation examines the intersection of high school principals and college and career readiness initiatives in five high school contexts. Because school principals are responsible for setting the vision in a school, college and career readiness initiatives have the potential to overlap significantly with the principal’s direction of the school. Moreover, studies indicate college and career readiness programs might rely on the active support of the school administrator if they are to succeed. What the school leader cares about tends to be what staff focus on; therefore, this study examines how three factors influence the effectiveness of a college and career readiness program: (1) the relationship between the principal and the college and career program advisor, (2) the principal’s contributions to the program, and (3) the principal’s perceptions of the role such programs play in connection with their vision for the school. The findings of this study indicate each of these factors influence the extent to which a college and career readiness program is allowed to permeate a school’s culture and ultimately its effectiveness.

DOI

10.18122/td/1490/boisestate

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