Term of Award

Spring 2007

Degree Name

Doctor of Education in Education Administration (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


Department of Leadership, Technology, and Human Development

Committee Chair

Walter Polka

Committee Member 1

Linda Arthur

Committee Member 2

Ralph Gornto


Since the passage of the No Child Left Behind Act (NCLB), 2001, many school districts across the nation have sought to find new sources to meeting the demands mandated by the legislation. Little research exists on the methods Georgia high schools with small student enrollment utilize to meet annual yearly progress (AYP) as outlined in the NCLB. This study was a mixed-method design gathering quantitative and qualitative data from twenty-eight Georgia high school principals and teachers with a small student enrollment. Fourteen of the twenty-eight counties identified responded to the Survey on Characteristics of Successful Schools. No single question received an overall mean of 3.0 indicating there was no single factor determined to meeting AYP. The factor receiving the highest mean (2.87) related to schools devoting adequate resources to professional development. Two of the principals from the small Georgia high schools participated in semi-structure, in-depth interviews. Five teachers from the same schools also participated in semi-structure, in-depth interviews. Interviews yielded insight into the factors principals and teachers felt were instrumental in meeting AYP in their county. The participants were all satisfied with the progress of their individual schools and were confident the school districts would continue to meet AYP.

Research Data and Supplementary Material