Date of Award

2025

Degree Name

Leadership Studies

College

College of Education and Professional Development

Type of Degree

Ed.D.

Document Type

Dissertation

First Advisor

Dr. Feon Smith

Second Advisor

Dr. Thomas Hisiro

Third Advisor

Dr. Kimberly McFall

Abstract

Families and educators understand school choice as a broad concept, however its implications for rural public education in Virginia are less frequently considered. In rural areas, school choice has a disproportionate impact due to funding formulas and the effects of average daily membership (ADM) on school budgets. While there is a great deal of research on school choice, the rationale behind families’ decisions varies depending on the cultural and material resources of their community. It is vital to consider the regional and cultural context when developing strategies to support rural public schools. By analyzing motivations and factors which influence school choice, educational leaders can identify actionable factors to address. This is grounded in the philosophy that community culture plays a central role in shaping family decisions and educational engagement. Many families prefer their child to attend the local public school, but a growing number are opting for alternatives, even when the local option offers convenience and quality. This mixed-methods study investigated the perspectives of families and school administrators in the Middle Peninsula and Northern Neck regions of Virginia. It examined family perceptions of school choice, the factors which motivate their choices, levels of school engagement, support structures at home, and the strategies administrators employ which garner the most support from families and the community. Findings show that school choice in this region is shaped by location, safety, staff quality, and curriculum. Alternative school choice families value class size and communication, while local public school families prioritize proximity. Religion had minimal influence. Key themes include the following: reputation, communication, and lingering segregation. These themes reflect broader issues of trust, equity, and declining public confidence. Essex County has the region’s highest shift to alternative education, influenced by broad access to school choice options, limited family engagement, and ongoing communication challenges. A logic model outlines a strategic approach to strengthening school-family-community relationships through investments in personnel, training, communication, and partnerships. This will lead to improved engagement, trust, transparency, and long-term academic gains and public support for Essex County Public Schools.

Subject(s)

Education, Rural.

School choice.

Education, Rural -- Virginia.

Educational leadership.

School management and organization.

Community development.

Community education.

Education -- Parent participation.

Virginia.

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