Education Policy Commons^™

Public School Funding In The Mountain West, 2020-2021, Sean Curry, Mohit Pande, Olivia K. Cheche, Caitlin J. Saladino, William E. Brown Jr.

K-12 Education

This fact sheet examines the state of public school funding across the five Mountain West states of Arizona, Colorado, Nevada, New Mexico, and Utah. The data are sourced from the Education Law Center’s 2023 Making the Grade report, which provides data for all 50 U.S. states and the District of Columbia. The original report provides grades for school funding, enrollment data, and funding data based on the 2020-2021 school year.

How Public Education Policies Drive Economic Growth In Asean : An Analysis Of Resource Allocation Theory, Human Capital Accumulation, And Structural Transformation Pathways, Jiacheng Li

Lingnan Theses (Doctoral degree)

This study examines how public education policies influence economic growth across ASEAN nations through the theoretical lens of resource allocation theory. While ASEAN has maintained an average GDP growth rate of 5.1% since 2000, significant disparities between high-growth and low-growth economies persist in educational investment and outcomes.

Methodologically, the study conducts empirical studies and integrates panel data (1990–2023) across ten member states that underwent spatial econometrics analysis. It dissects three transmission pathways: (1) human capital accumulation enhancing labor productivity via skill development; (2) educational stratification driving industrial restructuring; and (3) spatial spillovers facilitating cross-border knowledge diffusion. These mechanisms are operationalized …

Pathways To Educational Equality : Insights From China’S Higher Education Stratification And Social Stratification, Qingbin Xu

Lingnan Theses (Doctoral degree)

It is essential to examine the equity of the newly established higher education system and elucidate the reasons and consequences of stratification within the context of China’ higher education and social hierarchy, because in the wake of massification and expansion, China’s higher education system has been seeing alterations in stratification patterns. Through the Status Attainment Model and the Wisconsin Model, this study employs a mixed-method approach that integrates quantitative and qualitative techniques to assess higher education and social inequality in mainland China. The findings indicate that the conventional status attainment model, when subjected to structural equation modelling analysis, reveals that …

Master Of Social Work Portfolio, Kyla Wright

Graduate Student Portfolios, Professional Papers, and Capstone Projects

Identifying all learned ten competencies of social work incorporated into educational settings. Utilizing theoretical practices and an integrated, justified intervention for mental health success.

Does Teach Lead To More Teachers? Evaluating The Effects Of The Federal Teach Program, Daniel Sparks

Journal of Student Financial Aid

Teachers are critical to education production. Yet, recruiting and retaining teachers has remained challenging, particularly in high need fields, at schools serving a high proportion of students from low-income backgrounds, and from racially diverse backgrounds. To incentivize enrollment in teacher preparation programs and to support teacher candidates through degree completion, the federal government implemented the Teacher Education Assistance for College and Higher Education (TEACH) Grant in 2008. The TEACH Grant offers undergraduate and graduate students up to $16,000 and $8,000 in grant aid, respectively, to pursue degrees in high need teaching fields. I use difference-in-differences analyses to estimate the effects …

Improving Equity In Financial Aid Policy For Students With Disabilities, Ryan S. Wells, S. Kate Farmer, Morgan D. Woroner

Journal of Student Financial Aid

Disabled college students face significant barriers to degree completion, including systemic inequities in financial aid policies. This Issue Article investigates financial aid policies that unfairly limit aid to disabled students, at times forcing them to choose between maximizing their financial aid and the recommended accommodations to which they have a legal right, such as a reduced courseload. We highlight how current policies, including Pell Grant proration, Satisfactory Academic Progress (SAP) requirements, and lifetime funding caps, create financial and administrative burdens that disproportionately affect disabled students. By examining federal and state-level policy responses, we identify both promising practices and persistent gaps …

Digital Transformation In Jamaica's Education Sector, Grace Willis

Capstone Collection

Digital transformation in Jamaica’s education sector, significantly spurred by the COVID-19 pandemic, represented a seismic shift on this small Caribbean island I call home. This transformation was central to national education reform and involved multiple projects aimed at modernizing educational delivery, infrastructure, and the supporting ecosystem. This study explored the multifaceted implications of these initiatives through qualitative research conducted with ten key stakeholders, complemented by a review of publicly available materials. Interviewees included school administrators, Information Technology (IT) teachers, funding sponsors, representatives from national education bodies, and international development agencies engaged in domestic strategic efforts. Participants were recruited through cold …

Streamlined Technology Systems: Optimizing Technology Systems For Meridian Public School District, Latoya Atterberry

Theses and Dissertations

Technology has become a cornerstone of modern education, reshaping how teachers instruct and students learn. "Technology plays a pivotal role in shaping modern learning environments, offering opportunities for enhanced engagement and personalized learning experiences" (Ascione, 2023). This project focuses on the critical role of effective professional development in equipping teachers to integrate technology into their instructional practices meaningfully. Drawing on the TPACK (Technological Pedagogical Content Knowledge) and SAMR (Substitution, Augmentation, Modification, Redefinition) frameworks, this project examines how tailored professional development programs can bridge gaps in teachers’ technological and pedagogical knowledge, guiding them toward transformative technology use. This project culminates in …

Creating A Framework For Offering Alternative Credentials At Mississippi State University, Marian Montgomery Chancellor

Theses and Dissertations

As workforce demands evolve and learners seek more flexible, skills-focused education options, Mississippi State University’s College of Professional and Continuing Studies (CPCS) must innovate to remain responsive and competitive. This capstone project explores how MSU can design and implement a scalable framework for micro-credentials that align with employer needs, faculty expertise, and adult learner goals. Grounded in qualitative research, including interviews with faculty and industry leaders, the study identifies key workforce gaps—particularly in communication, leadership, and technical skills—and outlines a 6-stage development lifecycle for credential creation. Findings emphasize the importance of industry collaboration, applied learning, and policy support. The resulting …

Improving Engagement Through Readers' Theater: A Systematic Literature Review And Teacher Process Portfolio With Program Proposal, Karen K. Crum

Theses and Dissertations

This project investigated the impact of Readers’ Theater on elementary students’ attitudes toward reading, the teacher’s perception of effectiveness of Readers’ Theater as a tool to improve reading comprehension, and students’ test-related anxiety, within the context of the Mississippi Academic Assessment Program (MAAP) mandated by the Literacy-Based Promotion Act. While existing literature has highlighted Readers’ Theater as an effective instructional strategy that engages reluctant readers and enhances both reading fluency and comprehension through repeated, performance-based readings, gaps in current research exist regarding Readers’ Theater effectiveness as an instructional strategy to mitigate reading- and test-anxiety. Through research questions focused on how …

Expanding Access: A College Access Model For English Learners, Amanda Blackwell Mcleod

Theses and Dissertations

As one of the fastest-growing student populations in K -12 schools, English Learners (EL)s remain significantly underrepresented in postsecondary education. Barriers such as academic preparedness, financial constraints, and sociocultural factors hinder their access to postsecondary education. However, by developing targeted strategies to assist ELs in accessing and completing college, institutions can address these challenges and ensure a more diverse and sustainable student body in the face of declining enrollment. Effective models for helping EL students access college include family engagement, early college exposure, peer mentorship, and student-centered advising. By assisting ELs in accessing college, institutions can strengthen their enrollment efforts, …

The Effectiveness Of Positive Behavioral Interventions And Supports (Pbis) In Title I Secondary Schools, Robyn Rush-Grace

Theses and Dissertations

Positive Behavioral Interventions and Supports (PBIS) is grounded in behaviorist theories, particularly Skinner's operant conditioning, which suggests that positive reinforcement can shape behavior over time. PBIS uses a tiered system to address student behavior, providing universal support for all students (Tier 1), targeted interventions for students who need more support (Tier 2), and intensive, individualized interventions for the few students who exhibit the most significant behavioral challenges (Tier 3). The literature on PBIS generally supports its effectiveness in reducing office discipline referrals, suspensions, and expulsions, as well as improving student behavior and overall school climate. Research specific to Title 1 …

Barriers In Trauma-Responsive School Implementation: A Study Exploring And Comparing Rural, Suburban, And Urban Districts In Indiana, Allison L. Makowski

All-Inclusive List of Electronic Theses and Dissertations

Trauma responsive practices are a type of educational practice currently being utilized in our schools. Our students come to school every day with some type of trauma which is a negative event that a child experiences. Types of traumatic experiences could be in the form of a natural disaster, car accident, or some type of abuse. The current study examined barriers that schools experience when implementing trauma responsive practices. The schools were examined further to investigate whether or not there were differences in barriers in rural, suburban, and urban school districts in the state of Indiana.

Associations Between School-Based Arrests And High School Graduation Status Of African American Female Students In Florida, Rannisha Missick

Walden Dissertations and Doctoral Studies

Zero tolerance school discipline policies, originally intended to address serious threats such as weapon and drug possession, have increasingly been applied to minor behavioral infractions, disproportionately affecting African American students, particularly females. These exclusionary practices, including school-based arrests, have been linked to adverse educational outcomes. The purpose of this quantitative correlational study was to examine associations between school-based arrests due to zero tolerance policy violations and high school graduation status of African American female students in Florida. The study was guided by the intersectionality theory, which posits individuals who belong to multiple marginalized groups experience compounded forms of discrimination. Archival …

Inequality And Covid Risk At School: Racial Disparities In Indoor Density, Vaccination Rates, And Consequences For Absenteeism, Michael C. Quinn, Michah W. Rothbart, Amy Ellen Schwartz, Brian Elbel

Center for Policy Research

During the COVID pandemic, schools were widely believed to be a venue that facilitated disease transmission. While some worried Black and Hispanic students would disproportionately face greater risk of COVID exposure at school (school COVID risk) – given well-documented racially disparate school environments and resources – little empirical evidence exists documenting or refuting potential disparities in school COVID risk. This paper begins to fill this gap by examining racial disparities in the school environments that contribute to COVID risk at school—specifically, vaccination rates and classroom space per pupil (indoor density) - in New York City elementary schools. We then document …

Fostering Meaningful Learning: Experiences Of Linguistically Diverse Trainers In Early Childhood Care And Education (Ecce) Professional Development, Anna Howell

Dissertations and Theses

Linguistically diverse trainers play a critical role in reshaping professional development (PD) within Early Childhood Care and Education (ECCE), yet their contributions remain marginalized within English-dominant institutional structures. This qualitative study explored how these trainers define and deliver meaningful learning experiences despite systemic barriers, limited resources, and monolingual policies. Grounded in critical constructivism, the research centered the lived experiences and voices of linguistically diverse trainers across multiple contexts. Through semi-structured interviews, participants shared how they co-constructed relational, culturally grounded, and linguistically affirming PD environments rooted in community knowledge and emotional connection. Findings reveal that meaningful learning occurs when training reflects …

What Happened To The Creative In The Creative Curriculum?, Lacey Peters, Mark K. Nagasawa, Maria Mavrides Calderon, Abigail Kerlin, Helen Frazier, Beth Ferholt, Erica Clarke Yardy, Margie Brickley, Alisa Algava

Straus Institute for Thriving Children & Families

This empirically-grounded commentary questions the basis for New York City Public Schools’ (NYCPS) adoption of the Teaching Strategies products—the Creative Curriculum (CC) and Teaching Strategies GOLD—as the mandated curriculum and assessment systems for early childhood education (ECE) programs administered by the New York City Public Schools. In an analysis shaped by our hybrid positionalities as early childhood educators, parents, policy makers, and researchers, we argue that this decision is a local case of neoliberalism’s simultaneous narrowing of educational quality and a transfer of public funding into private hands under the guise of the free market. Our commentary, …

Examining Enrollment Populations At A Predominantly White Research Institution In The Northeast United States, Terrence Calvin Harris

Theses and Dissertations

This qualitative critical race case study investigates the underrepresentation of Black and Latinx students at Heister University, a predominantly White public research institution in the Northeastern United States. Despite its location near two diverse cities and its reputation as an affordable, high-quality university, its student body remains disproportionately White. This study explores whether admissions and recruitment policies, either overtly or covertly, contribute to systemic barriers limiting access for students from minoritized groups. Using Critical Race Theory and Colorblindness Ideology, the research examines the intersection of race, policy, and institutional practice through interviews policy reviews, demographic data. Findings reveal that “inclusive” …

The K-12 Education Workforce In Nevada, 2024, Olivia K. Cheche, Caitlin J. Saladino, William E. Brown Jr.

K-12 Education

This fact sheet presents data on the share of workers in the K-12 education workforce in Nevada. The U.S. Bureau of Labor Statistics’ Occupational Employment and Wage Statistics Query System provides data on the amount of employment in all job sectors at the state and metropolitan statistical area (MSA) levels. This fact sheet focuses on employment and wage data for the State of Nevada, the Las Vegas-Henderson-Paradise, NV MSA, and the Reno, NV MSA as of May 2024.

Illinois Longitudinal Data System: Data Governance, Processes, And Integration, Benjamin Boer, Kate Eischens

Practitioner Toolkits and Resources

The Illinois Longitudinal Data System (ILDS) supports data-driven policy and practice across Illinois’ education and workforce sectors by facilitating secure, interagency data sharing and governance. Established by state statute, ILDS’s mission is to provide high-quality, timely, and actionable information from birth through career to inform equitable outcomes and engaged communities. This document provides an overview of the ILDS and documents policies and processes for its governance; data management, staging, and request; technologies and data security; legal; and, communications.