Date Approved

11-24-2025

Embargo Period

11-24-2025

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership

College

College of Education

Advisor

JoAnn Manning, Ed.D

Committee Member 1

James Coaxum, III, Ph.D.

Committee Member 2

Cecile H. Sam, Ph.D.

Keywords

Educational Policy;Instructional Leadership;Professional Learning Communities;Social Justice Leadership;Student Growth Measures;Student Growth Objectives

Disciplines

Education Policy | Public Affairs, Public Policy and Public Administration | Social and Behavioral Sciences

Abstract

This qualitative single holistic case study explores how school administrators in a Northern New Jersey district implement student growth measures (SGMs) mandated by the New Jersey Department of Education. Grounded in Lipsky’s (1980) theory of street-level bureaucracy, Wright’s Connected Actions Roadmap (2022), and Argyris and Schön’s (1978) theory of action, this work examines how administrators in the case study navigate policy mandates while addressing the demands of leading their schools. Data was collected through two rounds of semi-structured interviews with eleven administrators, supplemented by field notes. Thematic analysis revealed five areas: administrative agency in balancing compliance and authenticity, collaboration as a catalyst for instructional improvement, substandard implementation linked to gaps in assessment literacy, creating responsive systems of support, and structural and attitudinal barriers impeding meaningful implementation. Participants identified time constraints, limited professional development, and inconsistent policy guidance as major obstacles. The research contributes to ongoing conversations about educational leadership, policy enactment, and the necessary conditions for transforming evaluation tools into meaningful levers for instructional improvement.

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