School integration as a reform strategy: the principal’s role, an evaluation study

2018-11-12Segregation in America’s public schools is once more a reality across the nation. In urban, suburban and rural districts, school segregation is the result of housing patterns, legal and legislative influences, school reform efforts and parent choice. While many districts are bound by the demographic constitution of their communities, many suburban districts have racially isolated schools in spite of serving diverse communities. This evaluation study explored the knowledge, motivation and organizational influences that affect a school principal in using integration as a reform strategy to support all students in reaching their academic potential. Using the Clark and Estes (2008) gap analysis framework, the study consisted of a review of the literature and eight interviews of the primary stakeholder focus of the study, the elementary school principal. Key findings include that the school principal must focus on internal and external relationship development, the school principal must be proficient in the use of data and use that knowledge to mentor teachers in the use of data, the school principal must be culturally proficient, and the school principal must focus on teacher quality as his or her highest priority. To accomplish this, districts must provide principals the training they need to use data effectively, training in cultural proficiency and job aids in the form of administrative supports to redefine the focus of principal’s duties. District leadership must provide collaboration opportunities for principals in implementing these changes and site support through visits and mentoring. This study provided solutions recommended to close the knowledge, motivation and organization gaps to school integration with a focus on the role of the school principal. This study concludes with an integrated implementation plan and an evaluation plan to assess the recommended solutions