Doctor of Education in Educational Leadership
First Committee Member
Pamela Salazar, Co-Chair
Second Committee Member
James Crawford, Co-Chair
Third Committee Member
Fourth Committee Member
Graduate Faculty Representative
Number of Pages
A descriptive rationalist policy analysis was used to examine current licensure policies in all fifty states and the District of Columbia. The differences and similarities between states that received Race to the Top competitive grant funds and those that did not were examined, in addition to the proposed policy reforms included in recipients of Race to the Top competitive grant funds. The demands made of public school principals in the 21st century have increased significantly. In addition to the continuing role of school manager, today's principals are also expected to be instructional leaders, and in some cases exemplary leaders.
With the accountability era of the reauthorization of ESEA, No Child Left Behind, and now, the Blue Print for Reform, principals are charged with ensuring academic growth for all children. They are also now responsible for moving their staff, the students, and the community to higher levels of achievement.
Despite the dramatic changes in expectations of principals, there have been minimal changes in licensing requirements to ensure that only the most qualified of candidates are placed in these encompassing roles.
Education policy; Educational accountability; Licensing; Policy; Principals; School principals — Certification; United States
Educational Administration and Supervision | Education Policy | Policy Design, Analysis, and Evaluation
Mausbach, Jerri, "Licensing policies of public school principals" (2011). UNLV Theses, Dissertations, Professional Papers, and Capstones. 952.