Education Policy Commons^™

Elevating Voices: Exploring The Impacts And Experiences Of Required Workplace Dei Training, Marika Barto

Dissertations

Mandatory diversity, equity, and inclusion (DEI) training is a common element institutional DEI initiatives in their response to dismantling racial inequity in government organizations; yet, the lived experiences of racially marginalized participants remain critically underexamined—particularly in government settings, where the bureaucratic structures implementing these trainings are themselves racialized. This research was conducted during one of the most politically hostile environments for DEI work in recent memory. Federal executive actions in 2025, specifically the “Bondi memo,” directed entities subject to federal antidiscrimination laws to cease DEI practices, creating immediate chilling effects that directly impacted this study and reminded us that the …

Rainbow Promises, Uneven Promises: Framing Lgbtqia+ Educational Policy And Possibility In Education, Gerardo Lorenzo-Saucedo

Dissertations

Despite the expansion of LGBTQIA+ inclusive policies in K-12 education, disparities in students’ experiences with safety and belonging persist. This qualitative case study examines how such policies are interpreted and enacted within a high school and district in Southern California, and how these processes shape LGBTQIA+ students’ experiences.

Guided by ecological systems theory, queer theory, and multiple streams theory, this study conceptualizes policy implementation as a dynamic and socially constructed process influenced by power, ideology, and institutional context. Data were collected through interviews, document and artifact analysis, and observations, with analysis that used a multi-phased coding procedure.

Findings revealed that …

Making Data Usable For Schools And Colleges: The Regional Data Collaboratives Approach, Benjamin Boer

Reports, Analyses, and other Publications

This white paper outlines a strategic initiative by the Education Systems Center (EdSystems) to establish regional data collaboratives that improve how schools and colleges use information. Unlike traditional top-down accountability models, these collaboratives focus on longitudinal data sharing to help administrators understand student transitions from ninth grade through postsecondary completion and into the workforce. The framework relies on four core competencies: legal data agreements, secure management, linking analytics, and meaningful presentation of results. By examining factors like dual credit, pathway participation, and 9th-grade performance, these partnerships aim to identify and eliminate educational inequities. Ultimately, the initiative seeks to create a …

All Hands On Deck: How Virginia’S Fentanyl Strategy Can Guide State Policy, Lydia W. Couric

Journal of Statesmanship & Public Policy: Briefs and Commentaries

No abstract provided.

Behind The Scores: How Federal Education Legislation Influenced Dayton Public Schools’ Special Education System For Students Of Color, Simran Kaur

Aurora

This paper analyzes the district special education system of Dayton Public Schools’ through federal legislation requirements and state-reported data to evaluate access, implementation, and equity. Findings show that while the district meets several procedural requirements at federal levels, students with disabilities (especially Black students) face limited access to general education environments, family engagement, and disability identification at a local level. Risk ratios reveal subjective disability categories, which is contributing to the district’s low Achievement Gap Closing rate through the state-wide report card.

Understanding How Teachers Define And Employ Civics Education In Non-Elective Social Studies Classrooms, Joseph Kyle

Seton Hall University Dissertations and Theses (ETDs)

This study explored the perceptions of civics and civic education held by secondary school teachers of non-elective social studies classes in four schools within the same school district. Using a qualitative approach, this study examined how veteran teachers understood and defined civics, the ways in which they employed civics education in their teaching methodology and daily lessons, and the challenges or obstacles they perceived, if any, incorporating lessons reflecting a progressive experimentalist methodology. The study was undertaken in response to popular and governmental rhetoric reflecting a lack of civil discourse and alleging a lack of civics in public education, as …

Bridging The Gap: Implementing A Modified Pacing Guide For Students 2-3 Grade Levels Behind In An Accelerated Program, Crystal T. Tyson

Theses and Dissertations

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 …

An Evaluation Of Mississippi’S Policy For Identifying And Exiting Targeted Support And Improvement (Tsi) And Additional Targeted Support And Improvement (Atsi) Schools, Christopher A. Burrow

Theses and Dissertations

The Every Student Succeeds Act (ESSA) requires states to identify schools for improvement based on overall performance and the performance of student subgroups. While substantial research has examined CSI schools, limited attention has been given to state policies governing the identification and exit of TSI and ATSI schools. This project evaluates Mississippi’s policy for identifying and exiting TSI and ATSI schools to determine whether the system appropriately identifies underperforming subgroups, promotes sustained improvement, and aligns with ESSA's equity-focused intent. Guided by the policy analysis triangle framework, the study employed a desk-based secondary data analysis of Mississippi’s publicly available state and …

From Barriers To Opportunities: Adult Learner Decision Factors And An Implementation Plan For The Awarding Of Credit For Prior Learning, Kristi Leigh Dearing

Theses and Dissertations

With approximately 36 million adults in the nation having some college credit but no degree, these adult learners are the key to filling the gap in the workforce as more jobs will require postsecondary education by 2031 (Jeffe & Rollins, 2024; Carnevale et al., 2023). Adult learners returning to college after sometimes an extended absence encounter barriers that may impact the ability to enroll. Adult learners must balance financial, family, and work responsibilities while completing coursework. By awarding credit for prior learning through portfolio assessment, colleges and universities have an opportunity to recognize the value of the knowledge, experiences, and …

A Research-Informed Wellness Guide For Creating A Culture Of Educator Wellness And Retention In Schools, Anthony L. Herbert

Theses and Dissertations

Teacher attrition in high-poverty K–12 schools continues to undermine instructional continuity, organizational stability, and educational equity. While compensation and accountability pressures contribute to turnover, emerging research identifies workload intensity, emotional exhaustion, and the absence of systemic wellness supports as central drivers of burnout and departure decisions. The purpose of this capstone project is to develop a research-informed wellness guide designed to assist site-based leaders in embedding educator wellness within school systems as a strategic approach to improving teacher retention. This study addresses the question: What leadership strategies and school-level practices does the research recommend for creating supportive, wellness-centered environments in …

A Qualitative Content Analysis Of Research On Principal Internship And Residency Design, Stephen Vanderford

Theses and Dissertations

Principal preparation programs continue to demonstrate variation in internship structure, mentoring quality, and alignment between field-based experiences and the complex demands of school leadership. Although national research emphasizes immersive, year-long clinical practice, internship expectations remain inconsistent across preparation programs. This capstone project synthesizes research identifying essential components of educational leadership internship and residency experiences. The purpose of this study is to examine exemplary content, instructional strategies, and mentoring practices associated with high-quality internship and residency models. Guided by the Talent Development Framework and informed by the PSEL, the study examines how internship structure, experiential learning, and mentoring processes align with …

Closing The Implementation Gap: A Research-Based Playbook For High-Quality Teacher Mentoring Programs, Angela White

Theses and Dissertations

This capstone project addresses the ongoing problem of inconsistent, unstructured, and unsustainable mentoring practices in K–12 schools, which contribute to new teacher burnout, uneven instructional support, and high turnover rates. The purpose of the project is to design a research-based mentoring implementation system that strengthens novice teacher support while building mentor capacity. The study is guided by the Consolidated Framework for Implementation Research (CFIR) and informed by ERIC implementation strategies, which together provide a structured lens for understanding barriers, facilitators, and effective actions related to mentoring implementation. The research questions explore how intervention characteristics, school-level contextual factors, and implementation processes …

Lgbtqia+ Inclusion In K-12 Education: A Systematized Review Of U.S. South Atlantic Region Educational Policy, Benjamin Little

Educational Specialist, 2020-current

LGBTQIA+ students experience disproportionate rates of discrimination, bullying, and mental health challenges within their educational settings, while educational policies shaping school climate vary considerably across jurisdictions. The purpose of this systematized review was to identify trends in the structure and implementation of LGBTQIA+ inclusion policies across K-12 state-level public education systems within the U.S. South Atlantic region and to examine how these policies addressed the needs of transgender youth and LGBTQIA+ students of color. This review synthesized publicly available state education documents, legislative materials, and nonprofit policy reports using a systematized review methodology guided by PRISMA principles and qualitative theme …

Discussing Barriers And Solutions To Address Student Accommodation And Support Services, Anna K. Garst

Masters Theses, 2020-current

Accommodation and support services are essential for fostering academic achievement and positive well-being among college students with disabilities, yet many students delay or avoid seeking support. The present study used an explanatory mixed-methods design to examine disability and mental health service utilization among college students with disabilities, while also exploring the prevalence and intersecting experiences of basic needs insecurity. Quantitative survey data were collected from 275 students with diagnosed disabilities at a large public Mid-Atlantic university. Results indicated that perceived lack of need for support was the most frequently reported reason for not using services, followed by self-stigma, lack of …

Solving Affordability Challenges In Education, Housing And Childcare, Brad J. Hershbein, Michelle Miller-Adams, Brian J. Asquith, Chloe R. Gibbs

Presentations

These three presentations emphasize that affordability challenges across education, housing, and childcare stem from structural market and policy frictions, and that effective solutions require coordinated public investment, simplified systems, and attention to both supply and demand. The first presentation argues that while college tuition growth has slowed and aid has increased, affordability challenges persist due to complexity, misperceptions, and uneven costs, and it advocates for simple tuition-free programs combined with investments in advising, streamlined pathways, and stronger school-to-work connections. The second presentation highlights a growing housing affordability crisis in the Rust Belt driven by aging housing stock and limited supply, …

Beyond Barriers: Understanding The Struggles And Support Systems For English Language Learners In Mississippi Public Schools, Gurkirt K. Sandhu

Honors Theses

English Language Learners (ELL) make up a growing portion of Mississippi’s public school population, yet questions remain about how effectively schools are supporting their academic development. This study explores the structure and implementation of ELL programs in the state of Mississippi, with a focus on how these programs are experienced by those directly involved: ELL administrators, parents, teachers, and former ELL students. By examining both institutional practices and personal perspectives, this study aims to better understand the strengths and limitations of the present Mississippi ELL support systems. This study employed a qualitative approach to gather insights from the above-mentioned individuals …

Understanding Stakeholders’ Perceptions Of Liberia’S Accelerated Learning Program: A Generic Qualitative Study, Aagon Fremling Tingba, Jr.

Walden Dissertations and Doctoral Studies

No abstract provided.

Homeschool Policy In Mississippi: Perceptions Of Regulations Among Parents, Alumni, And Policy Advocates, Kaley Lecroy

Honors Theses

In recent years, the growth of homeschooling and alternative education methods such as hybrid and virtual schools has reshaped educational opportunities for both parents and students. As more options become available and more parents opt for the flexibility of non-traditional school, it is imperative that we examine the educational guardrails in place for these students. Even more importantly, it is imperative that the perspectives of home educators and homeschool alumni have a place at the table when we review the regulations in place. This thesis seeks to understand the perspectives of current and former Mississippi home educators, Mississippi homeschool alumni, …

Gender And Grades: The Gap In How Men And Women Fear Economic Collapse, Riley O'Connor

Student Scholar Symposium Abstracts and Posters

Due to prescribed gender roles in society and wage gaps, historically, women have had to rely on spouses and family for economic survival. Now, with access to higher education and increased salaries, their economic fears are shifting. In this paper I analyze the extent of the gender gap in the fear of economic and financial collapse of Americans. Using the Chapman Survey of American Fear, an original data set surveying the degree to which American adults fear incidents collected in spring of 2025, men and women of the same education fear economic collapse differently, signifying men fear economic collapse less …

Institutionalization Of Diversity, Equity, Inclusion, And Accessibility In California Community Colleges, Kristin Lui-Martinez

LMU Theses and Dissertations

The California Community Colleges Chancellor’s Office accomplished system change using regulatory power to institutionalize diversity, equity, inclusion, and accessibility (DEIA) into Education Code. This qualitative research study investigated the origins and intention of the regulations that added DEIA competency criteria into employee evaluations and faculty tenure review through document analysis. The study also used interviews to examine the faculty perceptions of the regulations and understand how faculty supported or resisted the regulations. Applying critical policy analysis and Felix’s (2021) multicontextual implementation framework, this study examined three main questions: (a) how did the California Community College Chancellor’s Office collaborate and engage …