Semester of Gradation
Fall 2025
Degree Type
Dissertation
Degree Name
Educational Leadership
Department
Educational Leadership
Committee Chair/First Advisor
Jen Wells
Second Advisor
Arvin Johnson
Third Advisor
Sherry Everett
Abstract
This qualitative case study involved a sample of Title I elementary schools, their principal, academic coach, and district Title I supervisor, who are involved in the school strategic planning process. The study aimed to explore the strategies and processes Title I schools use to develop, implement, and monitor their school strategic plans to grow student achievement. Data collection methods included a demographic questionnaire, a document analysis of each school’s strategic plan and mid-year monitoring plan, and one-on-one semi-structured interviews. The findings highlighted the importance of well-developed plans that incorporate implementation processes and strong monitoring used to adjust, if needed, the plan during the year. Participants emphasized the need for plans to be fluid documents that can be adjusted based on data throughout the year as needed. Additionally, they noted that when a plan is developed with a specific focus and not too many goals, actions, and strategies, implementation and monitoring are more successful and can lead to better outcomes. The findings from this study have implications for growing strategic planning practices in Title I schools, specifically focusing on how monitoring can impact the outcomes when applied consistently and used to course correct and further highlight the value of the strategic planning process.
Keywords: School strategic planning, School improvement practices, monitoring school strategic plans, evaluating school strategic plans, quality strategic plans, Title I plans