An Assessment of Leadership Practice in High Schools: Improving Graduation Rates

This research was based on a multi-case study design focused on the leadership
practice of high school principals and assistant principals and their roles in improving
graduation rates. The study sought to answer one overarching research questions: In
schools that demonstrate an increase in graduation rates what leadership practices are
evidenced in principals and assistant principals and teacher leaders. One sub-question
addressed the tools and interventions that the leadership team practices in relation to
improving graduation rates and the second sub-question addressed the accountability of
changing standards with respect to graduation rates. A third sub-question sought to
answer how interactions of principals and assistant principals relevant to improvement in
student performance are interpreted by faculty and staff. The purposeful sample from
each of the three high schools consisted of one principal, four assistant principals and one
teacher leader. Data collection methods included interviews, observations and qualitative document review of high school graduation rates.
The study reveals six major findings: (a) school leaders establish a clear vision,
mission or goal to increase graduation rates, (b) identification, management and
evaluation of academic enrichment programs are necessary interventions for student
success, (c) school leaders build a culture of student learning and achievement through a
system of processes, programs and support initiatives, (d) the leadership team is
knowledgeable, strongly motivated and devoted to their role as leaders in serving all
students, (e) school leaders use data as guiding variables in making decisions regarding
at-risk student achievement and success, and (f) school leaders develop and foster
positive relationships with students and teachers.