Effective leadership practices and reading achievement at the secondary level

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Data have changed the manner by which schools are judged, and ultimately how the leaders of schools are judged. With a 20-year stagnation in the nation’s reading achievement scores and the push for college and career readiness, educational leaders must be equipped with the research-based practices that have been proven to address the need for improved reading achievement at the secondary levels. Limited research has been conducted to identify the leadership practices of effective secondary leaders who have increased students’ reading achievement. This case study analysis examined three distinct cases in which reading achievement was the focus. The purposeful mix of grade level, locale and theoretical frameworks was intended to shed light on the issue of secondary reading achievement stagnation and begin the discussion of what leadership practices can be used to build a foundation for leaders to build on. Ultimately, the goal was to identify practices that led to an increased reading achievement at the secondary levels. However, the findings from these three case studies suggested that a systematic and progressive approach would be more effective than the arbitrary use of various reading achievement improvement practices.

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