Date of Award
Spring 6-12-2026
Document Type
Dissertation
Degree Name
Ph.D. in Educational Leadership and Policy Studies
Organizational Unit
Morgridge College of Education, Educational Leadership and Policy Studies
First Advisor
Kristina Hesbol
Copyright Statement / License for Reuse
All Rights Reserved.
Keywords
Community engagement, Covid learning loss, Equity use of data, Rural education, Rural leadership, Standardized tests
Abstract
The COVID-19 pandemic disrupted education systems worldwide and posed unique, multifaceted challenges for rural public schools. This dissertation investigates how rural public school principals in Colorado interpreted and applied standardized testing data to enhance student academic achievement in the post-pandemic context. Although prevailing narratives of “learning loss” often focus on standardized test scores, this study critically analyzes how rural principals engaged with assessment data and implemented equitable, data-informed leadership practices to foster student success.
This study is anchored in a resilient and equitable data-informed leadership framework that integrates resilient leadership theory (Patterson & Kelleher, 2005) with equity-oriented data use (Datnow & Park, 2018). Employing a qualitative photovoice methodology in conjunction with interviews and field observations, the research examines principals’ perspectives on leadership strategies, challenges, and adaptive responses to disruptions caused by the pandemic. This approach demonstrates how principals transcended deficit-based interpretations of test scores by contextualizing assessment data within broader community settings and student experiences.
The findings indicate that rural principals employed context-sensitive approaches to interpreting standardized assessments, considered test scores as one of several sources of evidence, and prioritized student-centered and equity-focused strategies in leadership decision-making. These principals redefined academic success through relational trust, community engagement, and targeted instructional support. By foregrounding the perspectives of rural leaders, this study advances a more nuanced understanding of equitable data use in rural contexts and provides implications for accountability policy and leadership practice in the post-COVID-19 era.
Copyright Date
6-2026
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Naichen Zhao
Provenance
Received from ProQuest
File Format
application/pdf
Language
English (eng)
Extent
286 pgs
File Size
2.3 MB
Recommended Citation
Zhao, Naichen, "Beyond the Myth of “Learning Loss”: A Photovoice Study on Rural Principals’ Leadership in Fostering Post-Pandemic Student Achievement" (2026). Electronic Theses and Dissertations. 2751.
https://digitalcommons.du.edu/etd/2751
Included in
Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Rural Sociology Commons