Using Rigorous Expectations to Improve Student Learning

Date of Award

8-15-2026

Degree Name

Ed.D. in Leadership for Organizations

Department

Department of Educational Administration

Advisor/Chair

Davin Carr-Chellman

Abstract

The school system continues to grapple with the consequences of the educational opportunity gap and with questions about how to ensure rigorous learning experiences for all students. This paper examines findings from a transformative participatory action research study conducted at a diverse New Jersey high school, which investigated the relationship among teacher expectations, academic rigor, and student achievement. This study drew on data from the New Jersey School Climate platform and semi-structured interviews with teachers. It analyzed how teachers communicate their expectations, how students perceive them and how instructional practices and student-staff relationships impact students' perceptions of their school environment. The results of this study have identified three themes: the role of differentiated expectations, the importance of student-teacher relationships and the importance of creating meaningful learning experiences. The research emphasized the discrepancy between teachers' perceptions of course rigor and how student perceive their own course rigor and relationships with their teachers. Findings from his paper argue that fostering high expectations and culturally responsive instructional practices can serve as mechanisms to promote educational equity and improve academic outcomes for all students. Furthermore, implications for leadership, professional development and instructional practices were presented.

Keywords

leadership, professional development instructional practices

Rights Statement

Copyright 2026, author

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