Education Policy Commons^™

Perceived Relevance Of Special Education Performance Indicators: Teacher Excellence And Support System, Tiffany Kristin Mrla

Graduate Theses and Dissertations

A study was conducted to investigate the perceived relevance of using a teacher evaluation rubric with performance indicators specific to special education services in place of the standard rubric for teachers used in the State of Arkansas Teacher Excellence Support System (TESS). Through a multi-method approach, the perceptions of special education teachers and administrators regarding implementation of the current model, the significance of perceived differences in pedagogical factors, and potential barriers to effective implementation were identified. This was achieved through survey, interviews, and observations.

Special education teachers and administrators in a given school district were sent a brief survey to …

Advanced Placement In Arkansas: Increasing Equity, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

Each spring, secondary students across Arkansas sit for Advanced Placement (AP) Exams. Arkansas has one of the most aggressive policies promoting AP in the nation. Despite this, Arkansas students are still struggling with inequitable and inadequate access to AP courses. This brief examines the effects of Arkansas’ AP legislation on equity, adequacy, and productivity in AP policy, particularly for the state’s low-income and minority students.

The People’S College?, K. C. Brekken, E. Lee Bernick

Graduate Research Symposium (2010 - 2017)

The so-called People’s College, America’s community colleges provide the most affordable higher education opportunities and educate nearly half the nation’s minority undergraduates (Mullin, 2012). This study examines representation of local community college governing boards to better understand who governs these two-year post secondary institutions. Descriptive representation provides the main framework for studying minority representation: Boards should mirror the populations they serve (Meier, Gonzalez Juenke, Wrinkle & Polinard, 2005). This research finds that these boards are under representative of the black and Hispanic populations they serve and that minority population plays a large role in the variation of the number of …

2015 Arkansas Report Card, Sarah Mckenzie, Gary Ritter

Education Report Card

The Office for Education Policy is pleased to bring you its 2015 Arkansas Report Card for highlighting our students’ characteristics and educational performance through the 2014-2015 academic year. his year marked the first significant change in student assessment in more than a decade, the implementation of a letter grade system for grading schools, and new national data from the NAEP. As we head into a new assessment system this spring, we hope the data presented within continue the conversation that surrounds our education system. The following data are intended to provide a snapshot of K-12 education in our state. Although …

Boston Children Thrive In 5: Connecting Families, Building Community (Presentation Slides), Donna Haig Friedman, Mary Coonan, Anne Douglass, Alice Carter

Center for Social Policy Publications

Presentation about the Boston Thrive in 5 program.

Recommendations And Resources For Evaluating Community School Programs, Janet C. Fairman Ph.D., Amy F. Johnson Phd

School Improvement

The legislative definition of “community schools” is intentionally broad and anticipates the possibility that community schools might vary significantly in their locally-developed goals and intervention programs. The needs of students and their families may vary by community, as does the array of existing resources available in the surrounding area. This leads to a broad set of possible strategies that may imply different expected outcomes and evaluation processes.

The grant program requires pilot schools to meet certain application criteria. Applications require schools to submit an audit or needs assessment, a community resources assessment, an outline of plans and goals based on …

Are School Districts Allocating Resources Equitably? The Every Student Succeeds Act, Teacher Experience Gaps, And Equitable Resource Allocation, David S. Knight

Working Papers

Ongoing federal efforts support equalizing access to experienced educators for low-income students and students of color, thereby narrowing the “teacher experience gap.” I show that while high-poverty and high-minority schools have larger class sizes and receive less funding nationally, school districts allocate resource equitably, on average, across schools. However, the least experienced teachers are still concentrated in high-poverty and high-minority schools, both across and within districts. I then show that additional state and local funding is associated with more equitable district resource allocation. The study offers recommendations for state and federal education policy related to the Every Student Succeeds Act.

Boston Children Thrive In 5: Connecting Families, Building Community, Year 4 - Summative Evaluation Brief, Prepared For Thrive In 5, Donna Haig Friedman, Mary Coonan, Anne Douglass, Alice Carter

Center for Social Policy Publications

Boston is a diverse vibrant community that has become a 'majority minority' city; 64% of Boston households with young children are people of color. However, economic and racial disparities hinder the realization of children's potential: over 38,000 children five and younger live in the city and 24% of these children live below the federal poverty line.

In 2008, cognizant of persistent academic achievement gaps, especially for low income children and children of color in the city, the late Mayor, Thomas M. Menino, and United Way of Massachusetts Bay issued a school readiness call for action. Sixty-five community leaders, representing all …

New York State’S Missing Data, John Yinger

Center for Policy Research

It’s Elementary is a series of essays on topics in education and education policy. The main focus is on education finance in New York State, but general research findings in education and education policy issues in several other states are also discussed. John Yinger, Professor of Economics and Public Administration at the Maxwell School, Syracuse University is the author of most of these essays, although a few are written by or co-authored with other scholars.

'Very Quiet Day, Vague Tension': Digitizing And Sharing The Stories Of School Desegregation And Busing In Boston, Andrew Elder

Joseph P. Healey Library Publications

In the summer of 2015, University Archives & Special Collections at UMass Boston began to work with a number of area archival institutions to create “a digital library of material that can be widely disseminated for both curricular and scholarly use” related to the history of school desegregation and busing in Boston. Too often, the history of Boston school desegregation seems weighted down by some of the most visible characters involved – politicians, policy-makers, court officials – so we decided early on to focus largely on identifying materials that tell a more complex, personal history of school desegregation and busing …

Too Little Stem Workforce In The United States: Framing The Discourse In A Global Setting, Patrice-Andre P. Prud'homme

Theses and Dissertations

Policymakers and industry leaders are claiming that the U.S. has an insufficient number of STEM graduates. As the rhetoric of a shortage of skilled scholars and employees in STEM-related fields expands, there is a plethora of publications that refers to a phenomenon dating back to the 1950s. Nonetheless, this new paradigm presents a critical challenge to policies and programs that surround STEM education in countries around the world. While STEM, including the underlying human capital component is a major factor of economic growth in the United States, it is also in Australia and Germany. The policy analysis study is presented …

The Nature Of Teacher Learning In Collaborative Data Teams, Robert Michaud

The Qualitative Report

As data teams have grown in popularity in recent years, they have been increasingly looked to by educational researchers because of the tantalizing prospect of combining teachers’ on the job professional development with increased and effective data use to drive instruction. Data teams have been increasingly implemented within schools by educational leaders attempting to take advantage of what teachers learn from each other in the context of a data team. Many conceptual models of data team function have been proposed, but few empirical studies have examined how teachers learn from collaborating with each other in a data team. This paper …

A Critical Discourse Analysis Of The Obama Administration’S Education Speeches, Adriane Kayoko Peralta

LMU Theses and Dissertations

This qualitative study examined 45 education speeches presented by President Obama and leaders of the U.S. Department of Education from January 2009 through December 2010. These speeches were interpreted with the use of critical discourse analysis and reviewed through the lens of interest convergence theory. The first aim of the researcher was to uncover the underlying ideologies represented in the Obama Administration’s education speeches. The second objective was to understand how those ideologies impacted the Administration’s proposed reform ideas. Specifically, the researcher was interested in how the underpinning ideologies and proposed solutions affected the education of poor students of color. …

Brown V. Board Of Education (1954) An Analysis Of Policy Implementation, Outcomes, And Unintended Consequences, Carla M. Mccullough

LMU Theses and Dissertations

Brown v. Board of Education (1954) was a significant court case fought to provide equal educational opportunities for African-American students. Though the case was fought with good intentions, there may have been unintended consequences that occurred due to the policy implementation. The purpose of this research was to explore the policy, its implementation, and assess the extent to which the goals of the original policy were met. This study used a mixed-methods approach and was set within one large urban school district. The qualitative portion of the study included interviews with a small group of educators who were directly impacted …

College Knowledge: How Immigrant Latino Parents Access Information, Ana F. Ponce

LMU Theses and Dissertations

Among ethnic groups in California Latinos continue to have the lowest high school graduation rates and the lowest college completion rates. This study focused on understanding the role parents can play and ways schools and educators can support immigrant Latino parents to improve these rates.

Framed with a funds of knowledge approach (Gonzalez, N., Moll, L., & Amanti, C., 2005), this mixed-methods qualitative and quantitative study was conducted in a public charter high school in a low income area of Los Angeles where the student body was primarily Latino. The mission of the school was to prepare students for higher …

Disability And Power: A Charter School Case Study Investigating Grade-Level Retention Of Students With Learning Disabilities, Esther Lorraine Perez

LMU Theses and Dissertations

Students attending charter schools, including those with learning disabilities, are subject to policies set by individual charter management organizations. One practice used within some charter schools is grade-level retention, or having students repeat a grade level. Literature overwhelmingly indicates that retention is associated with negative outcomes, yet the practice continues to be used. One particular charter school that uses a strict retention policy and retains students with learning disabilities was studied to understand how the process unfolds. Using the conceptual frameworks of critical disability theory and critical pedagogy, the study draws inferences regarding how this phenomenon blends with ableism and …

Implementing Calendar Reform In A Suburban Catholic Elementary School: A Case Study, Catherine Cichocki Muzzy

LMU Theses and Dissertations

Time-based reform proposals are founded on the assumption that more time in school will produce great learning outcomes. Research shows that when schools adopt time-based reform initiatives, there are certain considerations that they should make and methods they should follow to ensure the change produces the outcomes intended. This was not the case in a local Archdiocese where a calendar extension was adopted by several elementary schools.

This qualitative case study focused on the adoption of a calendar extension at one Catholic elementary school. The researcher gathered data from the pastor, principal, teachers, parents, and students to determine how these …

Catholic School Leaders’ Perceptions Of Governance Models In Los Angeles Parochial Schools, Kristopher Leo Knowles

LMU Theses and Dissertations

The purpose of this quantitative study was to provide insight to the perspectives of leaders and individuals in authority within the Archdiocese of Los Angeles system of Catholic parochial schools regarding current models of governance, levels of authority, and decision-making processes. There is a lack of clearly-defined levels of decision-making authority from the bishops to the Archdiocesan Department of Catholic Schools down to the individual schools.

The pastors, principals, and Department of Catholic Schools personnel shared their perspectives of current governance structures and elements of three emerging alternative governance models. Data were analyzed through a factor analysis of the survey …

The New Ecology Of Biliteracy In California: An Exploratory Study Of The Early Implementation Of The State Seal Of Biliteracy, Tanya Margarita Deleon

LMU Theses and Dissertations

Nearly 25,000 graduating high school students across California have earned state recognition for achieving proficiency in multiple languages in 2014. This exploratory, mixed-methods study investigated the early implementation of the State Seal of Biliteracy (SSB) in California. Sixty-two district personnel were surveyed, three SSB directors were interviewed, and a document review was conducted. Overall, the study revealed four themes that influence the implementation of the SSB at the district level: Intentional Creation of an Ecology of Biliteracy, Developing Notions for Biliteracy Scripts and Assessment, Privileging Sequential Biliteracy Development—Scarcity of Biliteracy Pathways, and Individual and Collective Agency for Biliteracy. Hornberger’s (2003) …

Breaking The “At Risk” Code: Deconstructing The Myth And The Label, Kara Christine Allen

LMU Theses and Dissertations

The term “at risk” is a label that is used to describe students who encompass a host of prominent socially and politically constructed titles that are intended to simplify student understanding and awareness and allow for clear reporting. The purpose of this study was to demythologize the concept of “at risk” by creating the conditions for student voice and critical dialogue to emerge, through the use of narrative inquiry. This research hoped to provide an outlet for young people to find and use their own voices, while finding their own place within their lived histories. The research also aimed to …