Date of Conferral
9-9-2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Cathryn Walker
Abstract
The problem that this study addressed is that students with disabilities (SWDs) demonstrated low reading achievement in U.S. public schools as shown by annual state standardized scores. The study district achieved the anomaly of more than 50% of SWDs achieving Proficient and Advanced on the state reading assessment. The gap in practice was that it was unknown how the study district stakeholders achieved such success in SWDs’ reading achievement. The purpose of this basic qualitative study was to investigate how archival data supports and how teachers and administrators explain the successful reading achievement of SWDs in the study school district. The five principles framework by the Center for Research on Education, Diversity and Excellence employed to guide the education of at-risk students served as the conceptual framework. Data were analyzed using a priori and open coding with the following themes emerging: teachers and administrators explain the success in SWD’s reading achievement with (a) collaborative practices to support student reading and instructional services, (b) data-driven decision-making used to design instruction and interventions, (c) vision and resource allocation prioritizing learning for all students, and (d) evidence-based practices employed to engage learners and support achievement. A white paper was created to summarize the study findings as best practice guidance on how to strengthen SWDs’ reading achievement, thereby creating positive social change for this population of learners.
Recommended Citation
Hairston, Kisha, "Exploration of How Study District-Wide Stakeholders Achieved Reading Success for Students With Disabilities" (2025). Walden Dissertations and Doctoral Studies. 18406.
https://scholarworks.waldenu.edu/dissertations/18406
