Leadership Roles of Administration Under the Common Core Reform

Julia Mahfouz, Nikolaus J. Barkauskas, Erica B. Sausner, Mindy L. Kornhaber

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


This qualitative study focuses on school administrators’ understandings and actions as leaders of the Common Core reform. In interviews with eight school and district leaders from five diverse districts in Pennsylvania, several aspects of Common Core, or PA Core, implementation were consistent across regardless of student population demographics and urbanicity. The findings show that (a) administrators view themselves as leaders of buildings or districts but not of reform implementations; (b) while it may not require them to make drastic changes, the PA Core is considered an opportunity to address aspects of the district or school that are in need of improvement; and (c) administrators are aware of their school context and their diverse students’ needs, but the PA Core is not yet adapted to address these diversity issues. These findings suggest that the Common Core pushes administrators to focus on certain areas of school improvement, such as curricula, assessments, and professional development that attends to the Common Core requirements; yet, the Common Core is similar to previous practice, even if its standards are deemed more rigorous.

Original languageEnglish (US)
Pages (from-to)793-817
Number of pages25
JournalEducation and Urban Society
Issue number9
StatePublished - Dec 1 2018

All Science Journal Classification (ASJC) codes

  • Education
  • Urban Studies


Dive into the research topics of 'Leadership Roles of Administration Under the Common Core Reform'. Together they form a unique fingerprint.

Cite this