Author ORCID Identifier

https://orcid.org/0009-0008-5947-2367

Date Available

12-16-2025

Year of Publication

2025

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

Educational Leadership Studies

Faculty

Lars Björk

Faculty

Amanda U. Potterton

Abstract

This dissertation examines the role of New York City elementary school leaders in shaping fifth graders' middle school choice processes in two public schools serving predominantly economically disadvantaged, Latino families. As school choice increasingly influences students' academic trajectories, understanding how leaders engage families in this decision-making process is essential for promoting educational equity. The study explored how public elementary school principals, counselors, and teachers support families during the universal middle school application process.

Using a qualitative comparative case study design, I conducted semi-structured interviews, field observations, and document analysis to compare leadership practices at two demographically similar elementary schools with different patterns in their middle school enrollment outcomes, Mateo Serrano Elementary and James Ashford Elementary. I identified four major themes in the data. First, while leaders at both schools expressed empathy for families navigating a complex choice system, they also demonstrated cognitive dissonance regarding families’ prioritization of school location over academic offerings. Second, engagement levels varied significantly: while guidance counselors led the process at both sites, only James Ashford leveraged distributed leadership, cohesive communication systems, and principal-driven resource allocation to expand support for families. Third, schoolwide practices at James Ashford—such as individualized counseling sessions, multiple communication modalities, and field trips to middle schools—played a key role in shaping families’ access to information and mobility through choice. Finally, the differences between schools aligned with distinct feeder patterns, with James Ashford’s students more likely to enroll in a higher-opportunity middle school located farther from home.

The findings highlight how leadership practices impact students’ choices, either broadening or limiting their opportunities, and contribute to understanding the role of school leadership in ensuring equity in public school choice programs. This study contributes early evidence to the underexplored field of middle school choice and underscores the impact of sending-school leadership practices.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2025.593

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