Education Commons^™

Peer Misbehavior Effects In The Classroom, Alex Hwung

CMC Senior Theses

This paper seeks to evaluate the effects of peer misbehavior in the classroom on student learning outcomes--namely, if there is any truth behind the old saying that “one bad apple ruins the bunch”. Using experimental data, I show that there is a strong initial relationship between the level of misbehavior in a given classroom and performance on a mathematics evaluation; however, the inclusion of lagged peer achievement in the model causes most of that relationship to be absorbed away, suggesting that the bulk of peer effects stem more from the academic performance of other students than from their behavior.

An Analysis Of Education Reform In Sub-Saharan Africa, Katharine Eger

CMC Senior Theses

Sub-Saharan Africa continues to fall behind other developing regions regarding educational attainment, despite recent progress in enrollment. This thesis examines a variety of external conditional factors that could contribute to a country’s relative success, in terms of years spent in school using a prediction model that compares years enrolled in secondary education as a foundation to determine over- and under-performing countries in sub-Saharan Africa.

By exploring various educational policies, historical patterns, and projects executed in Rwanda, South Africa, Ghana, and Botswana, this thesis sheds light on four main challenges that can impact educational attainment: ethnic and racial tensions, an acute …

Mirrors And Windows Ab 101 And The Feasibility Of A Statewide Ethnic Studies Curriculum In California, Tess M. Williams

Scripps Senior Theses

This research examines the failure of AB 101 (Alejo) a bill that would have created a statewide ethnic studies curriculum in California. Through a qualitative analysis consisting primarily of interviews, the analysis challenges the validity of the main oppositional arguments against the bill. Then argues that misunderstandings regarding the implications of ethnic studies curriculum, leading to an unwillingness to fund such programs, has served as the main barrier in enacting a statewide curriculum. Lastly, the work identifies the social and political conditions needed to overcome such barriers. In conclusion, the research suggests that, through time, as local ethnic studies programs …