Leadership, Policy, and Organizations Capstone Projects

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https://ir.vanderbilt.edu/handle/1803/291

Capstone projects of the Peabody College Department of Leadership, Policy, and Organizations at Vanderbilt University.

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"We Know How to Teach Our Babies!" Redesigning Systems to Recruit and Retain Teachers of Color in Tennessee's Charter Schools
(2023-05-01) Nelligan, Katherine; Sparrow, Carmella
This research study examines the practices used to recruit and retain teachers of color in Tennessee charter schools. Commissioned by the Tennessee Charter School Center (TCSC), a mixed methods approach is employed to analyze the strategies implemented by charter schools, explore factors influencing the recruitment and retention of teachers of color, and investigate variations based on the concentration of teachers of color and contextual factors. The study identifies successful recruitment methods such as teacher referral programs, rigorous interviews, and appealing compensation packages. It is observed that teachers of color are primarily driven by their commitment to making a positive impact on students of color. In terms of retention, teachers of color seek school leaders who share their mission and values, and appreciate personalized coaching, differentiated professional development, and inclusive school environments that affirm their identities. Based on the findings, recommendations are provided to enhance the recruitment and retention of teachers of color, such as utilizing charter autonomy for equitable recruitment, prioritizing the professional purpose and identity of teachers during the hiring process, fostering culturally competent schoolwide systems, and investing in the experiences and professional development of teachers of color. By addressing these disparities and redesigning schoolwide systems to support, it is anticipated that the experiences of teachers of color will be enhanced, ultimately leading to increased recruitment and retention of teachers of color.
“SEE US… SPEAK LIFE INTO US:” TEACHER TURNOVER AND JOB EXPERIENCE IN FULTON COUNTY SCHOOLS
(Vanderbilt University. Peabody College, 2025-05-09) Blanchard Diavua; Justin Keaney; Dr. Marisa Cannata
Teacher turnover continues to be a significant issue facing American public schools today, particularly those with a high concentration of economically disadvantaged students. In our mixed-methods exploration of Fulton County, a large school district surrounding Atlanta, Georgia, we employed multilevel logistic regression to analyze the relationship between teacher and school characteristics and turnover from the 2022-23 school year while simultaneously conducting structured interviews with educators employed at a variety of schools throughout the district about their work experiences and career plans. Our results suggest that levels of administrative support, student discipline, faculty community, and teacher autonomy are key school-level working conditions that impact teacher turnover decisions, and that those conditions tend to be better at low-poverty schools. We also identified differences in how teachers at low poverty and high poverty schools conceptualize their role, and how a lack of time is a significant stressor for teachers at all schools. More research is needed to explore the relationship between these attitudes and stressors and teacher turnover.
RTI² in Action: A K-12 Analysis of Implementation, Variation, and Resource Use in Rutherford County Schools
(Vanderbilt University. Peabody College, 2025-05-07) Angela M. Delloso; Willie Cook; Dr. Marisa Cannata
K-12 education continues to evolve to ensure equity and access for all students. Response to Intervention and Instruction (RTI²) is a data-driven framework designed to deliver individualized academic interventions, monitor student progress, and adjust instruction as needed to facilitate growth. This explanatory-sequential mixed-methods study examines RTI² implementation in Rutherford County Schools (RCS), focusing on intervention staffing, curriculum, scheduling, and variations across schools. Key research questions explore the structure of Tier II and Tier III interventions, the impact of implementation variation on student progression, and the effects of resource investments, particularly the allocation of two interventionists per school. Findings indicate that interventionists play a critical role in student growth, and staffing models, financial resource allocation, and school-level variations significantly influence RTI² effectiveness. While RCS follows a standardized framework, differences in scheduling, data-driven decision-making, and instructional adjustments impact student outcomes. RCS has demonstrated notable student growth, earning a five-out-of-five rating in 2024 from the Tennessee Department of Education. This study underscores the importance of consistent, data-informed intervention practices and resource optimization in improving student achievement.
Strengthening Early Literacy Through RTI: An Analysis of K-2 Intervention, Teacher Roles, and Impact of RTI in Hamilton County Schools
(Vanderbilt University. Peabody College, 2025-05) Carrie Funderburk, Amy Galloway, De’Shawn Washington; Dr. Marisa Cannata
This mixed methods study explores the implementation and early impact of the strategy employed by Hamilton County Public Schools to place an RTI teacher at each elementary school. This investment was made in an effort to improve K-2 achievement, as measured by a universal screener. Relying on 20 interviews, as well as observations and universal screener data analysis, results showed that RTI teachers were spending their time in alignment with the district vision for the role, on average, but there was wide variation between schools. RTI teachers are generally satisfied with their support, but there are opportunities for alignment around expectations and filling gaps in professional learning. While there are early results of student growth in schools implementing this RTI teacher strategy with fidelity, more research is needed. Recommendations include aligning district and school expectations, tailoring professional development, improving data systems, and monitoring the implementation of Tier I foundational skills.
Improving Retention and Completion for Adult Learners at Nashville State Community College: A Needs Assessment
(Vanderbilt University. Peabody College, 2025) Nambo, Leslie; Blades, Eliza; House, Emily
According to the Tennessee Board of Regents (TBR), a troubling national trend is underway: the completion rates for adult learners (25+ years old) are generally lower than traditional-aged students (<25 years old). At Nashville State Community College (NSCC), the number of adult learners decreased by 4 percent from fall 2021 to fall 2022, and their completion rates continue to fall below that of NSCC traditional learners. To help NSCC leadership respond to this trend, researchers conducted a mixed-methods needs assessment utilizing survey data from 1,341 enrolled adult and traditional-aged students and 27 one-on-one semi-structured interviews with enrolled adult learners. This study was centered on the following three research questions: 1) What are the characteristics of the NSCC adult learners? 2) What are the needs and strengths of NSCC adult learners, and how do they vary by student characteristics? 3) What supports address the needs and strengths of NSCC adult learners? Researchers conducted descriptive statistics on both survey and interview responses to identify the strengths, needs, and motivational orientations of all students and a two-tailed t-test to determine the statistical significance between the motivational orientations of adult and traditional-aged students. Using Kotera et al. (2023) Shortened Academic Motivation Scale, researchers found that traditional-aged students are more strongly motivated by two specific intrinsic motivators (joy and satisfaction) and amotivation (uncertain about their reasons for attending college) than their adult learner peers. Researchers also identified unique strengths that adult learners bring to the NSCC community, including informal mentoring, discussion and facilitation contributions, and a general willingness to provide ongoing feedback. Additionally, accessibility factors impacting motivational orientations and subsequent decision-making exist on a continuum and are influenced by the presence (or absence) of adult learner theory-informed support structures. Although statistical significance did not emerge for extrinsic motivation factors (preparation, feels, and prestige) or the intrinsic motivation factor (pleasure), further research is needed to determine the meaning of the direction of differences and apparent similarities. These differences may be accounted for by needs and strengths that are developmental in origin or a combination of developmental and environmental factors. Considering these findings, researchers offer the following recommendations: 1. Adopt an adult learner organizational priority in strategic planning, policy development, operations, and research prioritization 2. Create an adult learner welcome center to address key intrinsic and extrinsic motivational factors via programming, support staff, and advocacy 3. Expand community-building opportunities to foster peer-to-peer connections and formalize intergenerational mentorship structures 4. Establish an adult learner research priority to address adult learners who have already stopped out and learn more about the shared motivational orientations between adult and traditional-aged students. These findings include important insights into national, state, and institutional priorities to improve educational outcomes for adult learners (US Department of Labor, n.d.). By adopting these recommendations, NSCC stands to strengthen institutional loyalty to its community, gain recognition as an adult learner-friendly institution, strengthen collaboration efforts with peer institutions, and bolster the US workforce.
Creating a Culture of Care: A Peer-Informed Needs Assessment of Youth Protection at Duke University
(Vanderbilt University. Peabody College, 2025) Catania, Abagail C.; Moore, Kenny J.; House, Emily A. PhD
Duke University hosts over 60,000 minors annually through a wide range of programs, necessitating robust youth protection practices. This needs assessment, conducted utilizing inductive coding and guided by the Consolidated Framework for Implementation Research (CFIR), identified critical barriers to full policy implementation, including cultural disconnects, inconsistent training, operational inefficiencies, limited data-driven oversights, and insufficient leadership engagement. Through qualitative analysis of Duke affiliated stakeholder interviews, peer interview benchmarking, and peer document review, the study offers a five-year strategic roadmap for cultivating a university-wide Culture of Care. Strengthening youth protection at Duke not only fulfills ethical and legal obligations but also positions the institution as a national leader in higher education safety.
Findings from a Fidelity of Implementation Assessment of the “Future is Mine LLC’s” Leadership Network Program
(Vanderbilt University. Peabody College, 2025-05) Williamson, Amy; Zuniga, Shannon; Dr. Claire Smrekar
This capstone project examines the implementation fidelity of the Future is Mine LLC’s Leadership Network (FLN), a three-year initiative aimed at improving postsecondary readiness in under-resourced school districts through coaching, planning, and professional development. Using a mixed-methods approach—document analysis, survey data, site visits, and interviews with coaches and district leaders—the study assesses how faithfully FLN was implemented and evaluates the reliability of its current Fidelity of Implementation (FOI) model. Findings reveal that while program elements like coaching and assessments were widely valued, the FOI model often failed to reflect true district engagement or progress. The study proposes an updated fidelity framework rooted in Carroll et al.’s (2009) FOI model to better capture adherence, dosage, quality of delivery, responsiveness, and sustainability. Recommendations include improving onboarding, embedding professional development more explicitly, and tracking long-term district success post-partnership.
Lessons Learned in the Age of Political Polarization: A Case Study of Five Independent Schools
(Vanderbilt University. Peabody College, 2025) Helvey, Cameron W.
We are living in an age of political polarization and nowhere has it played out more publicly in the United States than within education where schools, classrooms, and campuses have become the battlegrounds for deep divisions around any number of controversial topics, the mismanagement of which can have steep consequences for educational institutions and their leaders. Being informed by years of quantitative research on the topic within the independent school sector, this qualitative research study provides a front row seat to the inner workings of five independent schools and their experiences leaning into the important work of managing political polarization. The findings are groundbreaking and extremely informative for all those who lead in educational spaces and beyond including 1) how political polarization is impacting the experiences of students, teachers, and school leaders in independent schools, 2) ways in which schools are changing their programs or policies in response to the recent social and political environment, and 3) how schools are meeting the needs of students, teachers, and school leaders. Beyond insightful and captivating stories from the experiences of these schools, this paper includes the introduction of the Helvey Power-Expression Paradigm, which is the first of its kind, a visual representation of the inverse relationship of power differentials that exist between school leaders, teachers, and students within a school community and the impact that has on each of their freedom of expression in schools. Finally, the research suggests three recommendations to the National Association of Independent Schools (NAIS), culminating in a proposed Principles of Good Practice: Leading Through an Era of Political Polarization.
Modernizing Missouri’s Academic Program Management: Balancing Statewide Oversight and Responsiveness
(Vanderbilt University. Peabody College, 2025) Kelsey Johansen; Lindsey Koch; Allen Mullis; Emily A. House, Ph.D.
This mixed-methods study evaluates Missouri's academic program approval and review processes through stakeholder perspectives, neighboring state practices, and program performance data. Research identifies four challenges: process complexity causing implementation delays; barriers to data integration; limited institutional collaboration; and tensions between oversight and innovation. Through document analysis and 17 stakeholder interviews across Missouri's public institutions, plus comparative analysis of eight neighboring states, the study provides evidence-based recommendations to enhance academic program governance. Recommendations include creating collaboration frameworks, streamlining approval processes, enhancing data integration with comprehensive dashboards, and establishing continuous improvement mechanisms.
“You Gotta Work:” Sensemaking and Support Strategies in a Career and Technical Education Dual Enrollment Program
(Vanderbilt University Peabody College, 2025-05) Enos, Solomon K.; Halman-Peguillan, Malina; Morales-Miranda, Davie
Tennessee has set a remarkable example in expanding career and technical education (CTE) access. Over 401 public high schools in the state enroll over 100,000 students in CTE (Williams, 2023), and educational legislation led by Governor Bill Lee and the Tennessee General Assembly has awarded over $530 million in state funds to expand CTE opportunities across the state (TDOE, 2024). Since 2005, the Tennessee Lottery has funded the state’s Dual Enrollment Grant (DEG), providing qualified students the opportunity to take Tennessee College of Applied Technology (TCAT) courses tuition-free and awarding more than $59 million in grants in 2024 (Tennessee Lottery, 2025). In 2022, the state revised DEG regulations so that students can complete their first TCAT credential for free and expanded access to all secondary school students (College for Tennessee, n.d.). Considering Tennessee’s remarkable investment in CTE dual enrollment (DE), this research project seeks to 1) identify the strategies and practices that high school leaders and staff utilize to support students in CTE DE, and 2) understand how school leaders and staff use sensemaking to interpret and implement CTE DE policies. The research uses a qualitative approach to understand high school leader and staff perspectives at two schools within the Metro Nashville Public School (MNPS) District. We interviewed high school counselors, college and career readiness (CCR) coaches, CTE instructors, and district/state leaders. Our analyses identified four strategies and practices that staff and leaders currently utilize: they 1) focus on soft skills; 2) recognize parents as underutilized stakeholders; 3) tailor advising and teaching to students’ interests and goals; and 4) help undocumented students and their families overcome a unique set of challenges. We also identified four understandings of sensemaking that school leaders and staff utilized to interpret and implement CTE DE policies: 1) relying heavily on school counselors; 2) drawing upon personal or professional experiences; 3) creating a school- and district-wide culture of college and career readiness; and 4) emphasizing the invaluable role of CCR coaches on the student support team. We believe the following four recommendations will build upon the strategies, practices, and understandings we identified in our findings: 1) remove barriers of entry for undocumented students to receive CTE DE credit; 2) support the continued employment of CCR coaches and expand the role to other high schools within MNPS; 3) increase parent involvement in the college and career goals of their students; and 4) cultivate a collaborative sensemaking ecosystem. While our research explored the ways that school leaders and staff experienced the growth of CTE DE, focusing specifically on sensemaking and support strategies, we suggest several examples of potential future research, including 1) a needs assessment to identify gaps in student services that may prevent student enrollment in career and technical education dual enrollment by role with a particular focus on the traditional school counselor and CCR coach; 2) an explanatory study on recently graduated DE students who later matriculated at TCAT to understand what influenced them to enroll; and 3) a document analysis of advising, enrollment, and instructional guidance and protocols, to assess alignment between state, district, school-level policy.
Bridging the Gap: Junior Achievement’s Role in Shaping Tennessee’s Workforce
(Vanderbilt University. Peabody College, 2025) Amanda Brown and Darren Ramalho
This mixed-methods study evaluates the impact of Junior Achievement (JA) programming in Tennessee on students’ financial literacy, durable employment skills, and career readiness. Based on the analysis of quantitative and qualitative data, the research underscores JA’s effectiveness in preparing students across diverse geographic contexts for economic and career success. The study acknowledges the need for further disaggregated data, longitudinal tracking, and curricular embeddedness in schools. Findings also support JA’s alignment with statewide workforce development goals and recommend integrating state programming into core educational strategies across regions in the state to cultivate equitable, experiential learning that ultimately benefits the school-to-work pipeline.
The Haven Center: An Exploration of Alumni's Civic Engagement, Identity, and Self-esteem
(Vanderbilt University Peabody College, 2025-05) Quinterrence Bell; Jessica Cetin; Izabela Taylor
This mixed methods study explores the long-term impact of the Haven Center’s youth programming on alumni civic engagement, identity, and self-esteem. Drawing from 45 interviews with alumni and staff, findings indicate that alumni reported sustained civic participation, growth in self-understanding and personal identity, as well as positive self-esteem and confidence. Recommendations include implementing a knowledge management system, clarifying program theory of action, and elevating alumni voices. This study contributes to the broader understanding of how service-learning and early exposure in youth development programs can foster sustained personal development and indirect community impact.
Missouri Department of Higher Education and Workforce Development: An Evaluation of CORE 42’s Impact in Missouri
(Vanderbilt University. Peabody College, 2024-05-06) Krech, Lindsay; Laughlin, Laura; Felder, Jade
Statewide articulation agreements are a burgeoning initiative in higher education, designed to increase graduation rates and lower costs for college students. In response to Senate Bill 997, the 2016 Missouri Transfer Curriculum Act charged the Missouri Coordinating Board for Higher Education (CBHE) with developing a standard general education core transfer curriculum for the state’s 2-year and 4-year public higher education institutions and any independent institutions electing to participate. Previous research on the efficacy of statewide articulation agreements is mixed. The researchers use convergent parallel design to understand the degree to which CORE 42 has satisfied the state’s goal of supporting transfer student persistence toward graduation. Quantitative findings reveal a decline in overall transfer student enrollment after CORE 42’s implementation but showed a positive relationship between Pell Grant eligibility and perception of CORE 42 on persistence to graduation. Qualitative findings reveal institutions’ initial perceptions of CORE 42 vary by institution type, that the implementation has required increased effort on institutional personnel, and a faculty perception of tension between CORE 42 and academic freedom. Based on these findings, researchers present recommendations for the Missouri Department of Higher Education and Workforce Development.
Safety, Sense of Belonging, and Organizational Culture experienced by Black Male Leaders at Education Nonprofits
(Vanderbilt University. Peabody College, 2024-05-07) Massey, Aaron; Beckford, Kevin
This mixed-methods study aims to investigate the experiences of Black Male senior leaders at educational nonprofits, focusing on safety, sense of belonging, and organizational culture. This quality improvement project is conducted under the auspices of the National Association for African Americans in Human Resources (NAAAHR). Conducted by Kevin Beckford and Aaron Massey (Vanderbilt, Ed.D), this improvement project draws from the perspectives provided by 73 Black male senior leaders via survey, 20 in-depth interviews with Black male senior leaders of education nonprofits, and 5 in-depth interviews with Expert practitioners who support Black male senior leaders. This study aims to provide insight into the following question: How are safety, sense of belonging, and organizational culture experienced by Black male senior leaders in educational nonprofits? Subsequent questions of interest include the following: 1. What supports, resources, and strategies do Black male senior leaders utilize around safety, sense of belonging, and effectiveness while serving in leadership at an education nonprofit? 2. How do Black male senior leaders understand and experience institutions and systems in the education nonprofit space? 3. How can Human Resource professionals and individuals serving in a leadership support capacity (e.g. Chiefs of Staff) support African American males leading education nonprofits? The study focuses on Black men who are currently (or have previously) served in leadership roles, specifically as CEOs, Executive Directors, Executive Partners, and/ or Co-Founders of educational nonprofit organizations.
Effects of School Setting on Fifth-Grade Student Outcomes
(Vanderbilt University. Peabody College, 2024-05-06) Etheridge, Ryan; Wood, Joanna
Over four academic years, Metro Nashville Public Schools systemically moved over 6,000 fifth-grade students from the middle school setting to the elementary school setting. This study evaluates the first year of the transition to understand the impact of an additional year of elementary school on student literacy and numeracy performance, social and emotional competencies, and enrollment trends. The first group of students to transition did not represent the overall demographics of the school district. They were disproportionately students of color, came from low-income backgrounds, and had lower levels of prior academic performance. This program evaluation employed a mixed methods approach to understand staff perspectives and to compare outcomes of students who remained in elementary schools for fifth grade to those who transitioned to a middle school. We interviewed teachers and administrators and conducted regression analysis and propensity score matching to determine the impact of this transition. Students in the first cohort of the transition outperformed their peers in literacy and math. Our qualitative analyses confirmed that school teachers and administrators are overwhelmingly positive about the social and emotional benefits of the elementary setting and the developmental support that an additional year in elementary school provides. Those findings are replicated, in part, in the quantitative data. Finally, students allowed to remain in elementary school for one additional year were less likely to transfer between their fourth- and fifth-grade years.
From Phonics to Fluency: Mapping Early Literacy in Mountain View Whisman School District
(Vanderbilt University. Peabody College, 2024-05) Sanders, Dominick; Gies, Benjamin; Easter-Thomas, Michalyn
Mountain View Whisman School District (MVWSD) noted a decline in early literacy achievement for students in the aftermath of the Covid-19 pandemic, especially among students of color. This study explores the initial stage of the district’s response to declining achievement in early literacy; MVWSD’s pilot of the science of reading-based Orton–Gillingham curriculum in Tier 2 intervention classrooms. Using a mixed-methods approach, the research team examined achievement data, conducted surveys, and observed classrooms to assess the implementation of the science of reading curriculum. Researchers also investigated the role of parental involvement in literacy practices, and the extent to which literacy practices are culturally relevant.
Utilizing Social Emotional Learning with and for Newcomers
(Vanderbilt University. Peabody College, 2024-05) Espahbodi, Arya
Maple Walnut School District (MWSD) is a public school district in Maple, CA, consisting of nine elementary and two middle schools, serving approximately 4,600 students. Newcomer students, defined as those who have lived in the United States for less than six months or who had no formal schooling in their home country, can face a range of academic, behavioral, social-emotional, and cultural challenges. The MWSD leadership requested qualitative and quantitative analyses to help them understand and provide the resources and support Newcomers need to succeed socially and academically. My analyses led to several key findings. These include: 1) Educators recognize the diversity within the Newcomer population and that this diversity makes it challenging to provide support; 2) Newcomers face challenges in connecting with peers and teachers; 3) Newcomer English language and communication needs are, at best, partially met, and 4) Mental Health and Trauma have been one key family engagement and family community partnerships utilized by MWSD. I make several recommendations based on my findings. A few of these are: 1) Implement transformative SEL without using affinity spaces in weekly or bi-weekly advisory that alternates the period being replaced, 2) I recommend MWSD create and sustain collaborative, community of practice Professional Development opportunities by partnering with outside experts and ensuring teachers and staff have meaningful opportunities to use, practice, and apply what they have learned, and 3) I further recommend MWSD connect families and community partners in ways that can promote direct contact with youth and families, including leading to familial employment.
Diversity by Design: A Deep Dive into Duke University’s Pre-College Program
(Vanderbilt University. Peabody College, 2024) Alibrandi, Amanda; Baker, Brittaney; Mehta, Ishani
This research paper delves into the multifaceted approach employed by Duke University's Pre-College Program to enhance diversity through recruitment, affordability, and programmatic structure. Drawing on qualitative data gathered through stakeholder interviews, focus group sessions, and survey analysis, the study sheds light on key strategies and challenges encountered in fostering a more inclusive pre-college environment. The findings reveal the critical role of strategic partnerships, transparent financial aid policies, and effective internal communication in promoting diversity within the program. Additionally, the paper discusses the influence of the organizational structure changes required to bridge the gap between program goals and operational realities. Through comprehensive analysis, this research offers valuable insights and recommendations for advancing diversity initiatives within Duke University’s Pre-College Program. Moreover, this work aims to provide the field of higher education with tools and resources to cultivate more inclusive learning environments.
Tennessee Association of Independent Schools (TAIS) Mentorship Analysis
(Vanderbilt University. Peabody College, 2024) Johnson, Paige; Palmer, Lillian; Reznicek, Kimberly
The Tennessee Association of Independent Schools (TAIS) is a non-profit organization that advocates for and supports independent schools in Tennessee. TAIS sought to understand the current state of mentorship in their 61 member schools, intending to provide tailored resources to these schools. We conducted a mixed-methods explanatory sequential study to understand how mentorship is defined across TAIS schools, the extent to which TAIS schools utilize adult-student mentoring programs in grades 5-12, and the perceived outcomes of adult-student mentorship programs in TAIS schools. We surveyed 300 educators and interviewed educators at three case study schools. Key findings include the following: 1) School characteristics, such as boarding, non-sectarian affiliation, and regional location, influence mentorship participation and program type–group advisory, one-to-one mentorship, and opt-out. 2) Relationships are the definition and the outcome of these mentorship programs. 3) Multiple goals of mentorship influence implementation challenges such as training, time, and structure. 4) With supports lacking, opportunity costs are high, particularly in the area of teacher capacity and bandwidth.
Charter School Founders Program: Supports for School Leaders
(Vanderbilt University. Peabody College, 2023-05-12) Moore, Robert L. III; Woods, Shauntelle L.
Presently, students of color in a southeastern state do not have access to high-quality schools. The Charter School Founders program seeks to create schools that provide opportunities to students and families to mitigate systemic educational inequities. This mixed-methods study investigates the supports charter school leaders and founders found useful in launching and running their schools. This study is the first of its kind in the literature world of charter school founding. Our research examines charter school stakeholders' perspectives on the Charter School Founders Program’s supports. This compiled report seeks to answer the following questions: (1) To what extent is the program providing the support school leaders need to launch and run their schools? And what supports do they think are the most useful? (2) What additional supports do fellows and school leaders need currently not provided? (3) To what extent do supports compare from a school founder program to similar programs nationally? The conceptual framework, consisting of the three main buckets of culture and people, instruction, and organization, served as a foundation for our research (Grissom et al., 2022). Based on the findings of our study, we recommend that the Charter School Founders Program expands academic support for academic programming and accountability, provides practical recruitment and hiring strategies, build a charter facilities incubator, prioritize sustainability in financial planning, and increase the responsiveness of leadership development.

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