03/19/2026
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Marian A. Dyer "Perceptions of Accreditation's Impact on School Quality and Equity.”

Candidate: Marian A. Dyer
Degree: Doctoral in Research & Evaluation in Education
Defense Date: April 1, 2026
Time: 4 p.m.
Location: Zoom: Coburn Hall 275
Thesis/Dissertation Title: "Perceptions of Accreditation's Impact on School Quality and Equity.”

Dissertation Committee

  • Dissertation Supervisor: Jill Hendrickson, Ph.D., Professor, Research and Evaluation in Education, School of Education; Associate Dean, School of Graduate Studies, University of Massachusetts Lowell
  • Committee Member: Hsien-Yuan Hsu, Ph.D., Associate Professor, School of Education, University of Massachusetts Lowell
  • Committee Member: Stacy Szczesiul, Ed.D., Associate Dean of Online Education, Accreditation & Licensing FAHSS; Associate Professor, University of Massachusetts Lowell

Abstract
Most public high schools in the United States are accredited by one of the regional accrediting agencies. These agencies use research-based measures of school quality and performance standards to evaluate conditions in schools and provide feedback for improvement, creating an important lever for affecting school change. This descriptive study examined the perceptions school leaders have of the impact accreditation has on the quality of schools, especially with respect to Culturally Responsive and Sustaining Practices (CRSP). These practices have been shown to improve student experiences and outcomes and are an important element of effective schools. An electronic survey of school leaders, in states with no regulatory requirement for accreditation, captured these perceptions for analysis, resulting in descriptions of school leaders’ perceptions across different school demographics. Although research on the impact of accreditation in higher education exists, research into the impact accreditation of public high schools in the United States has on student achievement and equity is limited. This study provided perspective on how school leaders perceive that impact and is a foundation for future research on the impact accreditation has on school improvement. Study findings included perceptions of impact and other observations related to accreditation. Despite nearly half of participants not knowing their accrediting agency, participants reported limited impacts on school operations from accreditation, with about 25% reporting impacts on CRSP. Principals of color were more likely to report this impact. Participants also presented differing opinions of accreditation’s value for the effort and resources required.