Abstract
High School Teachers’ Experiences Using Data-Driven Decision Making to Implement
Supplemental Accelerated Instruction
by
Stephen C. Smith, Sr.
BA, Midwestern State University, 2002
MS, Walden University, 2018
Proposal Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Walden University
May 2025
, Abstract
A suburban Texas district implemented supplemental accelerated instruction (SAI)
according to Texas’ House Bill 4545 to assist students who failed to demonstrate
proficiency on State of Texas Assessments of Academic Readiness (STAAR) exams.
However, district high school teachers struggle to use data-driven decision-making
(DDDM) with SAI to improve student proficiency on STAAR exams. The purpose of the
study is to explore high school teachers’ experiences using DDDM to implement SAI for
students who failed to demonstrate proficiency on STAAR exams. The conceptual
framework is Mandinach et al.’s theory of DDDM. The research question addresses
teacher experiences using DDDM with SAI to support students below proficiency on the
STARR exam. Data collected for this basic qualitative study will come from 12-15
semistructured interviews of teachers experienced with SAI. The semistructured
interview data will be analyzed thematically using a priori, axial, and open coding to
identify teacher themes about their experiences. The study’s findings may lead to local
positive social change by identifying potential barriers to student STAAR proficiency,
resulting in improved educational outcomes and graduation rates.
,High School Teachers’ Experiences Using Data-Driven Decision Making to Implement
Supplemental Accelerated Instruction
by
Stephen C. Smith, Sr.
BA, Midwestern State University, 2002
MS, Walden University, 2018
Proposal Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Walden University
May 2025
, Dedication
This project study is dedicated primarily to my family. To my wife Christy, thank
you for all the support, and—more importantly—the patience you provided from the
beginning of this journey as well as your belief in me that sustains me daily. To my
children, Sache, Stephen, and Elijah: you are my inspiration. I also hope my work is the
beginning of an educational and aspirational legacy for my grandchildren, Ellyjah and
Carlee-Symone; I hope they learn from me that hard work pays off! To my mother,
Dorothy, making you proud has always been the driving force in all my endeavors since
childhood, and I thank you for passing down your work ethic and determination. To my
fellow teachers and coaches: your help, advice, and understanding throughout my masters
and doctoral journey is much appreciated and helped immensely while I navigated the
roles of teacher, coach, and student. Lastly, thanks to Coach Kenith Pope, the dean of
running-back coaches on the collegiate level: although we have never met, the idea of
pursuing a masters and later a doctoral degree while coaching and teaching began with
your introduction at the 2017 Texas High School Coaches Association convention in
Houston, Texas.
High School Teachers’ Experiences Using Data-Driven Decision Making to Implement
Supplemental Accelerated Instruction
by
Stephen C. Smith, Sr.
BA, Midwestern State University, 2002
MS, Walden University, 2018
Proposal Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Walden University
May 2025
, Abstract
A suburban Texas district implemented supplemental accelerated instruction (SAI)
according to Texas’ House Bill 4545 to assist students who failed to demonstrate
proficiency on State of Texas Assessments of Academic Readiness (STAAR) exams.
However, district high school teachers struggle to use data-driven decision-making
(DDDM) with SAI to improve student proficiency on STAAR exams. The purpose of the
study is to explore high school teachers’ experiences using DDDM to implement SAI for
students who failed to demonstrate proficiency on STAAR exams. The conceptual
framework is Mandinach et al.’s theory of DDDM. The research question addresses
teacher experiences using DDDM with SAI to support students below proficiency on the
STARR exam. Data collected for this basic qualitative study will come from 12-15
semistructured interviews of teachers experienced with SAI. The semistructured
interview data will be analyzed thematically using a priori, axial, and open coding to
identify teacher themes about their experiences. The study’s findings may lead to local
positive social change by identifying potential barriers to student STAAR proficiency,
resulting in improved educational outcomes and graduation rates.
,High School Teachers’ Experiences Using Data-Driven Decision Making to Implement
Supplemental Accelerated Instruction
by
Stephen C. Smith, Sr.
BA, Midwestern State University, 2002
MS, Walden University, 2018
Proposal Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Walden University
May 2025
, Dedication
This project study is dedicated primarily to my family. To my wife Christy, thank
you for all the support, and—more importantly—the patience you provided from the
beginning of this journey as well as your belief in me that sustains me daily. To my
children, Sache, Stephen, and Elijah: you are my inspiration. I also hope my work is the
beginning of an educational and aspirational legacy for my grandchildren, Ellyjah and
Carlee-Symone; I hope they learn from me that hard work pays off! To my mother,
Dorothy, making you proud has always been the driving force in all my endeavors since
childhood, and I thank you for passing down your work ethic and determination. To my
fellow teachers and coaches: your help, advice, and understanding throughout my masters
and doctoral journey is much appreciated and helped immensely while I navigated the
roles of teacher, coach, and student. Lastly, thanks to Coach Kenith Pope, the dean of
running-back coaches on the collegiate level: although we have never met, the idea of
pursuing a masters and later a doctoral degree while coaching and teaching began with
your introduction at the 2017 Texas High School Coaches Association convention in
Houston, Texas.
