A Study on Administrators' Perceptions of the Optional Flexible Year Program: School Improvement Effort in a Rural Texas School District
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The purpose of this exploratory study was to examine how administrators from a single, rural school district in southeast Texas experienced the implementation of a reform policy, the Optional Flexible Year Program (OFYP), during 2007 through 2012. Detailed interviews were conducted with six district administrators responsible for OFYP implementation in both the elementary and junior-senior high schools, as well as the central office within the district. The research was guided by a single question: what were the perceptions and recollections of the Springhill ISD school leaders responsible for implementation of the Optional Flexible Year Program (OFYP)? Through purposeful selection, participants completed in-depth interviews aimed at studying the real-life contexts of their experiences. Analysis of participant responses revealed four major themes: (a) engagement, (b) communication, (c) collaboration, and (d) relationships. The findings of this study suggest that effective education reform implementation requires a data-driven approach taking into consideration the unique needs of the local district and accompanying stakeholders. Implications for leadership, policy, and additional research are discussed as state and national leaders continue to improve policy aimed at reforming our nation’s schools.
Optional Flexible Year Program
Rogers, Melanie Arrington (2015). A Study on Administrators' Perceptions of the Optional Flexible Year Program: School Improvement Effort in a Rural Texas School District. Doctoral dissertation, Texas A & M University. Available electronically from