Date of Award

5-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Shelly Melchior, Ph.D.

Second Advisor

Gunner Cazers, Ph.D.

Third Advisor

Denise Knight, Ed.D.

Abstract

This dissertation explores the perceptions of rural educators in Alabama in relation to the achievement gap. It places a special emphasis on how these teachers understand, articulate, and address the challenges facing rural schools. This study is guided by three research questions: (1) How do rural teachers in the state of Alabama understand and describe the achievement gap, particularly in relation to rural schooling? (2) How do rural teachers in Alabama identify the variables that impede the closing of the achievement gap for rural students and schools? (3) What do rural teachers in Alabama receive as necessary for improving student progress, both in terms of state and national assessments and broader academic outcomes such as high school graduation and postsecondary opportunities? The impact that COVID-19 may or may not have had on rural student achievement is also explored. Through qualitative, semi-structured interviews and both thematic and content analysis, this research provides a refined understanding of the unique opportunities and challenges in rural education. By using narrative analysis, seven common themes were identified from participant interviews. The findings from this study suggest that the rural educators included in this study view the achievement gap as a multifaceted issue deeply influenced by limited resources, socio-economic factors, and insufficient access to educational resources and support. The study concludes by providing recommendations for policy and practice to narrow the achievement gap and support rural students' long-term success.

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