Date of Conferral

3-18-2025

Date of Award

March 2025

Degree

Ph.D.

School

Education

Advisor

Kathleen Kingston

Abstract

The COVID-19 pandemic significantly intensified reading achievement challenges among Title I urban elementary school students. There was a need to understand the impact of district-implemented strategies to improve reading achievement during the pandemic. Guided by Fullan’s educational change theory, this qualitative case study explored principals’ perceptions of the influence of district strategies on reading achievement implemented due to the COVID-19 pandemic during the 2021–2022 school year, particularly in Title I urban elementary schools. The study specifically aimed to explore (a) principals’ perceptions of the influence of lesson acceleration, (b) principals’ perceptions of the influence of personalized learning, and (c) challenges principals encountered in implementing new district strategies during the pandemic. Data were collected through interviews with eight purposefully selected principals with at least three years of experience, knowledge of the implementation of the strategies, and current employment within urban elementary schools in one school district in central Maryland. Data were analyzed using Braun and Clarke’s (2006) six-phase thematic analysis method. Key findings revealed that principals viewed the strategies as beneficial, despite challenges associated with their implementation. Findings also provided actionable insights into data-driven decision-making and strategic interventions aimed at addressing learning gaps. These insights suggest the need for tailored instructional practices and instructional resources. This research may result in positive social change by providing recommendations for increasing reading achievement in low-income urban elementary schools, especially in times of educational crisis such as a pandemic.

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