Equity Within Educational Literacy at County School District

Date of Award

8-15-2026

Degree Name

Ed.D. in Leadership for Organizations

Department

Department of Educational Administration

Advisor/Chair

Meredith Wronowski

Abstract

Third-grade reading proficiency remains a critical concern for school districts, particularly in rural communities where resource limitations and diverse student needs create challenges for implementing effective literacy supports. This Dissertation in Practice examined the relationship between individualized reading interventions and third-grade literacy outcomes within a rural Ohio school district. Guided by the Organizational Care Framework, this study explored how evidence-based literacy practices, instructional conditions, and collaborative decision-making can support equitable student outcomes. The purpose of this quantitative study was to examine the extent to which individualized reading intervention variables and student characteristics were associated with third-grade reading achievement and growth. The study addressed three research questions focused on (a) the relationship between individualized reading intervention time and literacy outcomes, (b) the relationship between instructional characteristics and student reading performance, and (c) how data-informed collaboration can be used to refine literacy practices and improve student outcomes. Student literacy data were analyzed using Pearson correlation and multiple regression analyses. Variables examined included total daily reading intervention time, intervention instructor years of experience, student special education status, DIBELS 8 Growth Composite scores, i-Ready Reading Diagnostic scores, Amplify literacy assessment data, Third Grade Reading Guarantee outcomes, and Reading Improvement and Monitoring Plan status. Teacher survey data and fidelity observation measures were initially included in the research design; however, limited participation prevented these measures from being incorporated into inferential analyses. Therefore, implementation factors were examined through consistently available instructional variables. Findings indicated that relationships existed among intervention variables, student characteristics, and literacy outcomes; however, instructional and student variables did not significantly predict reading growth within the regression model. The results highlight the complexity of improving literacy outcomes and suggest that intervention intensity, student needs, and contextual factors should be considered when evaluating the effectiveness of reading supports. The findings support the continued use of evidence-based, individualized reading interventions supported by collaborative data analysis and distributed leadership practices. Implications include strengthening literacy intervention systems through ongoing progress monitoring, collaborative professional learning, and equitable allocation of instructional resources. This study contributes to the understanding of how rural school districts can use data-informed decision-making and organizational structures to improve literacy outcomes for third-grade students.

Keywords

Early Childhood Education, Education, Educational Leadership, Elementary Education, Literacy

Rights Statement

Copyright 2026, author

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