Leading for Equity: Exploring Leadership Practices for Increasing Academic Outcomes of Marginalized Students
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Fall 2025
Abstract
Evidence of extreme disparity among culturally diverse students’ learning outcomes dates to Coleman’s (1968) study. Despite reconstructed educational reforms over the last half century to address this educational achievement gap—from the Elementary and Secondary Education Act of 1965, to the No Child Left Behind Act of 2001, to the current Every Student Succeeds Act of 2015—the educational achievement gap between culturally diverse students and White students persists (Hung et al., 2020). Using culturally responsive pedagogy as the guiding theoretical framework, this researcher examined how campus leaders (a) developed teacher capacity through professional development and (b) leveraged the Texas Teacher Evaluation and Support System (T-TESS) growth model to accelerate learning for historically marginalized students. The findings of the study reveal that campus leadership is central to advancing the academic success of historically marginalized students through equity-driven beliefs and practices. Leaders consistently defined equity as differentiated support responsive to students’ socioeconomic, racial, linguistic, and ability-based needs, emphasizing inclusivity, belonging, and data-informed decision making to close learning gaps. Professional development was most effective when sustained, collaborative, and explicitly centered on culturally responsive pedagogy, though its implementation varies across campuses depending on leadership priorities and local resources. Finally, leaders strategically leveraged T-TESS as a growth model, aligning its dimensions with culturally relevant teaching goals and using it to provide feedback, guide reflection, and strengthen teacher practice. Collectively, the findings highlight that when campus leaders intentionally embed equity into belief systems, professional learning, and evaluation processes, they create school environments that more effectively support the academic success and engagement of historically marginalized students.
Advisor
Danna M Beaty
Subject Categories
Education
Recommended Citation
Colvin, Michael, "Leading for Equity: Exploring Leadership Practices for Increasing Academic Outcomes of Marginalized Students" (2025). Electronic Theses & Dissertations. 1316.
https://lair.etamu.edu/etd/1316
