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Short Title

Bridging the Gap: College Readiness and the Influence of School Leadership

Keywords

principal tenure, student achievement, college-readiness

Abstract

This quantitative study examined the relationship between school leadership experience and African American students’ completion of Texas Education Agency-approved college readiness courses. Using 2021–2022 data from the Texas Academic Performance Report (TAPR) in Region 7, the study analyzed average years of experience for principals and assistant principals across high schools. Pearson correlation analysis, with Holm correction and effect size calculations, was used to explore potential relationships. Results showed no significant correlation between principal experience and course completion, but a statistically significant positive correlation was found for assistant principal experience (r = .26, p = .034), indicating a small effect size. These findings suggest that assistant principals may have a more direct influence on college readiness outcomes, likely due to their proximity to students and instructional staff. The results support Distributed Leadership Theory by highlighting the impact of shared leadership roles on student success. Implications include redefining the assistant principal’s role to include responsibilities related to post-secondary preparation and investing in their professional development to improve access and outcomes for historically underserved students.

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