Theses and Dissertations

Advisor

Moore, Jenifer

Committee Member

Smith, Kaleb

Committee Member

Williams, Adrine

Committee Member

Milam, Alisha

Date of Degree

5-15-2026

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Education (Educational Policy & Organizational Design)

Degree Name

Doctor of Education (Ed.D.)

College

College of Education

Department

Division of Education

Abstract

Accelerated secondary programs serving students performing two to three grade levels below proficiency often operate within compressed instructional timelines aligned to state accountability requirements. However, limited research examines how state-level policy structures influence district pacing practices within these settings. The purpose of this capstone study is to examine how accountability frameworks shape district pacing implementation and how pacing compression affects instructional flexibility for accelerated learners. Guided by a policy-to-practice conceptual framework linking state accountability systems, district pacing structures, and instructional impact, the study addresses three research questions focused on (a) policy influence on pacing design, (b) structural implications of pacing compression, and (c) instructional impact within accelerated contexts. Using a document-based research design, the study analyzes district pacing guides, state accountability documents, assessment calendars, and instructional planning materials. Data are coded thematically to identify patterns of alignment, rigidity, and differentiation within pacing structures. Findings indicate that district pacing practices closely align with state accountability timelines, resulting in limited structural flexibility for accelerated learners. In response, the project produces a Differentiated Pacing Framework Guide, a Pacing Compression Analysis Report, and professional development materials designed to support accountability-aligned flexibility. The study contributes to educational policy and practice by positioning pacing as a structural lever for instructional equity within accelerated secondary education.

Download

Share

COinS