Virtual Schooling and Low Socioeconomic Students in Texas Public High Schools: Perceptions of Texas Education Agency Approved Virtual High School Campus Principals

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

Spring 2022

Abstract

Public school classrooms in Texas and in the United States of America have for the past several years ushered in changes to the format and methods in which students are being served. Virtual schools and online classrooms are becoming more of the norm for students at all levels of education in our country. And with this shift in instructional delivery, the plight of low socioeconomic students continues to be a challenge and point of discussion for educators to make decisions as to what is best in serving these students. The purpose of this qualitative study and narrative inquiry was to explore the perceptions of Texas Education Agency approved virtual high school campus principals with regard to the advantages of low socioeconomic students enrolled at their respective campuses. There were three school districts in Texas involved in this study with principals from each of the district virtual campus high schools. The assumption was made that the principals within each school district possess the knowledge of and the experience to provide information that is detailed, yet broad in some sense. The study participants met the following criteria: (a) had a minimum of 2 years of campus leadership experience, (b) had been the principal of the campus for a minimum of 2 years. The data for this qualitative study were collected from questionnaire responses and semi-structured interviews.

Advisor

Melissa Arrambide

Subject Categories

Education | Educational Administration and Supervision

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