Living Academic Research
Dr. Delic Loyde
Campus Leadership Institutional Process Practices
That Positively Impact the Completion Rate of Economically Disadvantaged Students
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Dr. Delic Loyde
Title: Leadership Coach/Consultant, DL Consulting Research Topic: Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students Institution: University of Houston, Main Campus Committee Chairs: Dr. Julie Fernandez and Dr. Angus J. MacNeil Bio: Dr. Delic Loyde is a graduate of Angelo State University with a Bachelor of Music Education, earned her Masters of Education and Superintendent’s Certification from Stephen F. Austin University, and her terminal degree of Doctor of Education with a specialization in Educational Leadership from the University of Houston, Main Campus. Dr. Delic Loyde completed the Harvard Principal Institute on the Urban Principalship and maintains membership via the Raise Your Hand Texas Alumni Harvard Updates. She has served as a teacher, middle school and high school principal, and central office director. She has been recognized by the National Secondary School Principal's Association, and the International Center for Excellence in Education for her effective leadership efforts. She has twice been selected Principal of the Year. She has served as a presenter for the Texas Alliance of Black School Educators Emerging Leaders Series. Dr. Delic Loyde currently serves as a leadership consultant and professional learning coach. |
 @delic15
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BIODr. Delic Loyde is a graduate of Angelo State University with a Bachelor of Music Education, earned her Masters of Education and Superintendent’s Certification from Stephen F. Austin University, and her terminal degree of Doctor of Education with a specialization in Educational Leadership from the University of Houston, Main Campus. Dr. Delic Loyde completed the Harvard Principal Institute on the Urban Principalship and maintains membership via the Raise Your Hand Texas Alumni Harvard Updates. She has served as a teacher, middle school and high school principal, and central office director. She has been recognized by the National Secondary School Principal's Association, and the International Center for Excellence in Education for her effective leadership efforts. She has twice been selected Principal of the Year. She has served as a presenter for the Texas Alliance of Black School Educators Emerging Leaders Series. Dr. Delic Loyde currently serves as a leadership consultant and professional learning coach.
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Scholarship
Dr. Delic Loyde has served in education for over thirty years as a teacher, middle and high school administrator, and Central Office Director. She has served in schools and school districts with high percentages of students who come from economically disadvantaged and highly mobile environments. Dr. Delic Loyde has received many awards for her work with these students, most noteably the National Association of Secondary School Principals (NASSP) National Breakthrough School Principal Award and the International Center for Leadership in Education (ICLE) Model School Principal Recognition. She has twice been selected as the school district Secondary School Principal of the Year, recognized at the regional level and was selected as a finalist in the statewide H-E-B Principal of the Year Competition. Dr. Delic Loyde’s scholarship focus is one on leadership decision making and practices that have a positive impact on economically disadvantaged students as well as analysis of school improvement efforts and their effectiveness. She creates and presents professional learning on topics aligned with her scholarship focus..
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Abstract
This study examines the relationships between principal decisions regarding school institutional processes and practices in high poverty high schools in one school district and the impact of those decisions on the high school completion rates of economically disadvantaged students using narrative inquiry and archival data. The schools represented in this study have increasing percentages of economically disadvantaged students.
Results of this study reveal that the current demands of the principalship require school leaders to possess a transformational skill set to succeed with the neediest student population in the history of our nation. The findings from this study have practical implications for high school leaders and add to the body of leadership knowledge regarding the importance of principal decision making in the necessary transformation of institutional processes and practices that meet the needs of today’s students. High school completion holds the key to opening doors of opportunity for all students. |
The Unexpected
from Research The Interview
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