Education Commons^™

A Comparative Study Of Sat® Scores Of Students From High Schools Of The Arts And Non-Arts High Schools, Debra R. Cahl

Doctor of Education (Ed.D)

In 21st Century public schools today, many rapid changes in college and career readiness play havoc among teachers and administrators who are attempting to keep up within a fast-paced, global economy. Preparing students to be successful upon graduation from public schools is a prime responsibility of the educational system in America. A tremendous amount of effort has been employed within the last two decades to close student achievement gaps and to improve teaching effectiveness, curricula, and standards in public schools. Due to concerns for failing students, shrinking budgets, and insufficient rigor to compete in a global economy, the arts were …

Barriers For Pseudo School District’S College Bound Scholars’ Scholarship Attainment, Annette Burnett

Ed.D. Dissertations in Practice

The need for college-educated, skilled workers is ever increasing, however the number students attending post-secondary education is decreasing and furthermore there is a gap between low-income students attending post-secondary education and their non-low income peers. Washington state has created the College Bound Scholarship program which financially assists low-income students to attend post-secondary education opportunities.

The purpose of this research study was to examine the barriers and supports needed for students in Pseudo School District to meet the requirements of the College Bound Scholarship: (a) graduate from a Washington high school with a grade point average of 2.0 or higher, (b) …

It Takes Two: Compatibility Of Perspectives Between Students And Teachers And The Effects Effort Has On Student Academic Achievement And Subjective Well-Being, Leah E. Bracey

Senior Projects Spring 2017

This research study examined the unique matching of perspectives between teachers and students on the notion of who is assumed to be responsible for student academic achievement and subjective well-being. Students (N=190) in grades 9-11 and teachers (N=19) from a Newark, New Jersey public magnet high school completed various locus of control, classroom climate and well-being psychological questionnaires. Descriptive statistics and correlational tests were conducted for the analysis of the data. The surveys provided an in depth understanding of the distribution of perspectives which existed in this academic institution. Students found themselves, more often than not, feeling responsible for their …