Published ETD Collection
Permanent URI for this collectionhttps://hdl.handle.net/10657/2
Browse
Browsing Published ETD Collection by Department "Educational Leadership and Cultural Studies, Department of"
Now showing 1 - 20 of 67
- Results Per Page
- Sort Options
Item A CASE STUDY OF DELAYING SCHOOL ENTRY ON THE EFFECTS OF STUDENT ACHIEVEMENT IN MATHEMATICS IN SEVENTH GRADE(2012-05) McDaniel, Tracy 1974-; Freiberg, H. Jerome; Amine, Rayyan; Busch, Steven D.; Emerson, Michael W.The concept known as “red-shirting” in sports to provide an athletic advantage by delaying a child’s entry into sports is also prevalent among parents who perceive an academic advantage for delaying their children’s school entry. Interest exits among parents, teachers, administrators and medical professionals regarding the potential academic benefits and drawbacks of delaying kindergarten entrance for one additional year, even if students meet the state entrance requirement. The parents who wait to send their children to kindergarten normally cite one or two reasons for keeping their child back a year – either the child’s birthday occurs late in the year (July through December), making him or her younger than peers, or the child has exhibited less mature behavior (academic or social) than others of the equivalent age (Frey, 2005). This study examined if it is academically advantageous for students to be older than their peers in the seventh grade and if that advantage changes with a student’s gender or parents’ socioeconomic status. The study used the April 2011 Texas Assessment of Knowledge and Skills (TAKS) mathematics vertical scale scores as they relate to students’ chronological ages of approximately 1,300 students in seven middle schools in a northwest district of Houston, Texas. The students were broken into six cohort groups based on the date of their birth and the state of Texas’s public school enrollment of September first. Archival data was gathered from the TAKS data files to conduct a descriptive statistics study and ANOVA tests to answer the following research questions: Is it academically advantageous to be older than your peers in the grade 7 cohort as indicated by the mathematics achievement scores in the state of Texas’s TAKS tests? The results of this study displayed students with delayed entry perform similar to retained students than the traditional cohort or accelerated students. Does an advantage in chronological age at grade 7 differ in males and females? The study found gender does play a role in how the student will perform later in life. Delayed entry males tend to perform similarly to males in the traditional cohort, whereas females perform similarly to retained female students. Are there differences by socioeconomic status in relation to chronological age? The study found that delayed entry students on a free lunch plan perform similarly to students who have been retained. Through this study the researcher will add to the body of knowledge that exists regarding how a student’s chronological age affects their achievement in mathematics. Frey, N. (2005). Retention, social promotion, and academic redshirting: What do we know and need to know. Remedial & Special Education, 26(6), 332-346.Item A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL(2011-05) Macias, Linda 1960-; MacNeil, Angus J.; Busch, Steven D.; Emerson, Michael W.; Salyards, CherylA critical issue for school administrators is low-performing schools. The enactment of the No Child Left Behind Act in 2001 and the resulting emphasis on school accountability ratings and high-stakes achievement testing have increased the pressure on school leaders to effectively deal with issues that interfere with students’ academic success. Principals of low-performing schools need a different kind of leadership based on proven knowledge, skills, and attributes that bring about the changes required to make the schools high performing. This thesis case study focuses on the factors and strategies that lead to the transformation of Plainville Elementary in the Plains Independent School District (PISD), a large, fast-growing, suburban/urban school district in southeast Texas, from a low-performing school into a high-performing school within a three-year period. Plainville Elementary, referred to as “Painville Elementary” by some employees, was assigned a technical assistance team (TAT) by the Texas Education Agency (TEA) in 2006 due to the school’s poor academic performance on the 2005-2006 state assessment instrument. The “Case of Painville Elementary” was explored through interviews with the district superintendent and campus principal and through a series of focus groups with teachers, campus administrators, district superintendents, and district administrators who worked at, or were involved with, the campus during the time frame studied (2006-2007 to 2008-2009). The thesis research was guided by the following research questions: 1. What factors contributed to the changes in student achievement? 2. What changes in the leadership influenced student achievement? 3. What changes in the climate influenced student achievement? 4. What changes in teacher expectations influenced student achievement? The triangulation of the data provided the researcher with 10 factors that led to the transformation of Plainville Elementary from a low-performing school into a high-performing school. The data further supported that school transformation was guided by an effective leader.Item A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms(2011-05) Bennett, Vivian; White, Cameron S.; Busch, Steven D.; Amine, Rayyan; MacNeil, Angus J.The study describes the historical timeline for public schooling, multicultural education, educational trends and PLATO (Programmed Logic for Automated Teaching Operations). More specifically, the literature highlights the self-paced practice of PLATO. Since the luminescence of the healthcare referendum has grown dim, education has taken the forefront in the political spectrum. The sense of urgency to revamp the current system is partly due to America’s global ranking. The literature review has left the quench to explore a derivative of PLATO as an option in the regular education classroom. A combination of qualitative and quantitative methodologies will be explored. Two district administrators, instrumental in acquiring PLATO for a southeast Texas district, will be interviewed; and, culminating data will be shared in the forms of cross tabulations, frequency tables, and graphs using archival data furnished by the district. Specially requested were the demographic - i.e. gender, ethnicity, age, socioeconomic status - of the 2010-2011 enrollees along with the number of credits recovered. The results of this study will be viable for districts which are on the cutting edge of transforming schools for 21st century learners.Item A Longitudinal Study Of Fifth Grade Students Participating In The One Way Dual Language Program And Its Implication On English Language Learner Program Decision Making(2013-05) Elizondo, Virginia 1973-; Freiberg, H. Jerome; Amine, Rayyan; Busch, Steven D.; Emerson, Michael W.School age children of newly arrived immigrants in the United States are at a disadvantage because of their inability to speak or understand the English language. Although English is not the official language of the United States, it is the language that the United States embraces as a common tongue. In order to function as full citizens, immigrant children need to master the English language. Numerous school programs are designed to help students acquire English. Among these programs is the Two Way Dual Language (TWDL) model (Thomas & Collier, 1997) which assists non-English speaking students to acquire English. The program is unique in requiring two groups of students, a non-English speaking group and an English speaking group, to be in the same classroom, usually in a 50/50 balance. Students are partnered with a student from the opposite group as a peer support system. This is one of the defining characteristics of this program. Many schools, such as the one in this study, are faced with the issue of having a homogenous group of non-English speaking students. In its current form, traditional Two-Way Dual Language would not be possible in this setting. Gomez and Gomez (2005) made this realization and adapted the TWDL to fit classroom settings with primarily non-English speaking students. The name of their model is One Way Dual Language (OWDL). This model takes the effective components of TWDL and situates them into a setting in which all students are English Language Learners. Additional strategies and methods are included to supplement the lack of an English-speaking partner. This study examined a cohort of students who were participants in the One Way Dual Language program. This study examined the outcomes of the OWDL on a group of English Language Learners through a longitudinal study of their growth and expectation of growth in grades 2 through 5. The data from the TELPAS test was retrieved from the study district’s department of research and accountability. This study used descriptive statistics of the One Way Dual Language program and its impact on English acquisition levels. This study has provided program decision makers with a perspective of the role the One Way Dual Language program played on English language acquisition and development with an intact student cohort over a four-year period.Item A Midcycle Evaluation of an Intervention Program on Middle School Math Scores(2012-05) Craig, Jason 1975-; Emerson, Michael W.; Busch, Steven D.; MacNeil, Angus J.; Van Beck, ScottThe purpose of this study was to conduct a mid-cycle examination on the effects of a nonprofit organization’s middle school intervention program on sixth grade math TAKS scores at a suburban middle school in Houston, Texas. This study examined the effectiveness of two of the project goals in the first year of a two-year implementation: Increased achievement for targeted cohort students and all students in the sixth grade. The program consists of six components (baseline analysis of student data, targeted collaboration among teachers and schools, performance coaching to improve teaching and learning, continuous assessment for learning, family engagement, and extra instructional time and support to meet higher standards). Although scores did not improve in the first year of implementation, this study evaluated the goal to improve student performance in middle school that leads to increased success toward college and career readiness standards in high school.Item A NARRATIVE INQUIRY INTO THE DEVELOPMENT OF AN ACADEMY:(2011-05) Crowell, Ethan; White, Cameron S.; Craig, Cheryl J.; Busch, Steven D.; Yuping, AnselmThe research in this thesis focuses on the experience of one administrator and two teachers in a magnet program with a global studies theme. The research methodology is narrative inquiry and strives to make meaning from the participants experiences in the program and in their classrooms. This experience is collected from storytelling, interviews, and journal writing over the course of a year. The focus of the research is the lived experience of the co-researchers and the “lessons learned” during the development and implementation of a new global studies program and the “re-development” of the same program in a three year window. Attention is paid to multiple stories within the storied flow of the co-researchers and the organizational narrative. The primary researcher is embedded in the research field, and addresses the special challenges of magnet program leadership. Four qualities of narrative inquiry are pursued, they are: (1)research on the boundaries of formalistic research (2) narrative truth (3) knowing through relationship (4) research in the storied midst. Reflection on the magnet school landscape, and the relational connections that affect perceptions of the magnet program both in the school and the broader community is the final piece of this research.Item A Principal’s Journey: The Impact of the Tribes Process in the Development of Positive Teacher-Student Relationships(2012-05) Hernandez, Berky 1972-; White, Cameron S.; MacNeil, Angus J.; Busch, Steven D.; Emerson, Michael W.; Guillory, JulieOne of the primary factors in students reaching their optimal academic and/ or social potential are the relationships they may or may not encounter during their educational career. The purpose of this study was to examine the correlation between the implementation of the Tribes Learning Communities process as it relates to developing student-teacher relationships, impacting student achievement, and student discipline. The study involved teachers and students from an urban middle school in Houston, Texas grades six through eight. Both a quantitative and qualitative research approach was used to determine the outcomes of the study. With permission from the district, research data was acquired from various forms. The study involved teachers and students completing pre and post-survey questionnaire regarding classroom activities and teacher traits. The data was then analyzed by teacher’s years of experience using the Tribes Process and then again by grade level. Students’ report card grades, assessment scores and discipline referrals were also used to determine the impact of the process. An inductive data analysis via teacher interviews was performed to determine teachers’ perceptions of the Tribes process as it relates to relationships, achievement, and discipline in their own classrooms.Item A Study of Relationships Between Ninth Grade Centers and Student Achievement(2012-05) Ned, Charles 1973-; Warner, Allen R.; MacNeil, Angus J.; Busch, Steven D.; Sconzo, GuyIn an era where ninth grade is the most populated grade level, and studies show that more students drop out in ninth grade than any other grade level, there was a need to review research to determine if ninth grade centers have a significant impact on student achievement. Statistics show, and researchers agree, that a student’s attendance and academic success in his or her ninth grade year can determine, and even predict, whether the student remains on track to graduate high school in four years. The purpose of this quantitative study was to determine if relationships exist between participation in ninth grade centers and student achievement, as measured by retention rates, standardized test scores, attendance rates, and dropout rates. The data used in this study came from 132 traditional high schools and 10 stand-alone ninth grade centers within the Greater Houston area or Region 4, which encompass 53 school districts covering 7 counties. The Region 4 students come from a number of diverse backgrounds. The overall racial composition is 43% Hispanic, 29% Caucasian, 22% African American, 6% Asian, and 0.2% Native American, although these ratios vary widely between school districts. About 75% of students from Region 4 come from economically disadvantaged families and 19% have limited English proficiency. Pearson’s chi-squared test of homogeneity of proportions was used to identify any differences between the variables under analysis. The results of the data analysis revealed there was a significant difference between the ninth grade center group, those separated from other grade levels and housed at a stand-alone campus, and the Region 4 group of ninth graders, those housed in a traditional 9th-12th grade setting, in their dropout rates and student performance on standardized tests. The Region 4 group of ninth graders had significantly higher attendance rates when compared to that of the ninth grade center group. The data results also revealed that there were no significant differences between these groups when analyzing retention rates. The results of this study may provide more insight into strategies and interventions educators may use to improve ninth grade student performance and the organizational design that will benefit students the most.Item A Study of the Effectiveness of an Online Credit Recovery Initiative in Preventing High School Dropouts(2013-05) Williams, April Lyman; MacNeil, Angus J.; Fernandez, Julie; Emerson, Michael W.; Busch, Steven D.; Borneman, Robert C.According to the Texas Public Education Information and Management System (PEIMS) Student Data Report (2011), a total of 21,813 students in the class of 2011, Grade 9 cohort, dropped out. The focus of this study is to determine the current state of online learning opportunities available to at-risk, inner-city youth, in order for them to complete their high school diploma. A non-experimental, descriptive design research study was conducted. The study looked at a population of inner-city students who completed online credit recovery programs, as well as inner-city students who completed credit recovery courses through a traditional model, focusing on graduation rates. This study found that students had a higher graduation rate in online credit recovery courses, while fewer students that completed traditional credit recovery graduated. Results suggest that online learning has the potential to decrease the number of dropouts in urban areas, allowing more students to successfully gain a high school diploma.Item ADMINISTRATIVE LEADERSHIP EFFECT ON COLLEGE ENTRANCE EXAMINATION PARTICIPATION AND PERFORMANCE(2015-05) Collins, Cory A.; MacNeil, Angus J.; Busch, Steven D.; Emerson, Michael W.; Borneman, Robert C.; McGlohn, Robin; Bevers, WalterCollege entrance exam scores, namely the SAT and ACT, are an important criteria for students applying for admission to their college of choice. Clinedinst, Hurley, and Hawkins (2012) stated that almost ninety percent of colleges and universities ranked college entrance exam scores as considerately or moderately important in the admission process, and more than 1.6 million high school graduates participated in taking the SAT and/or ACT in 2012. With college entrance exams having such a profound impact on college admission and with the existence of large achievement gaps, it becomes a responsibility of school leaders to work towards improvement of participation and performance on SAT and ACT. This study investigated leadership practices that have positive impact on college entrance exam participation and performance. The study analyzed SAT and ACT data in identified high performing Texas high school campuses, campus groups as identified by Texas AEIS reports, and state averages. Selected Texas public school districts and high schools were contacted to participate in interviews that sought to identify leadership actions associated with their identified strengths in the area of SAT and ACT participation and performance. This study used the archival data from the Texas AEIS report and College Entrance exam reports together with collected interviews of school leaders. The study identified practices that will inform and influence school leaders to improve student participation and performance on SAT and ACT.Item AFRICAN AMERICAN MALES: A QUALITATIVE CASE STUDY ON SCHOOL FACTORS THAT AFFECT RESILIENCE AND COLLEGE READINESS(2012-08) Brown, Leonard 1967-; Holland, Patricia E.; Busch, Steven D.; MacNeil, Angus J.; Hines, Mack T.The purpose of this study is to identify elements of the school environment that foster resilience and positively influence African American male students’ state of college readiness. A qualitative approach was used to examine the support and resources needed to help educators foster resilience in, and better prepare African American males for college. Specifically employed in this qualitative study were ethnographic interviews to help determine school related factors that might influence the resilience of young African American males. Through a descriptive analysis of the findings, this researcher attempted to describe a framework for building resilience in African American males. Additionally, this researcher examined elements of the data for college readiness indicators outlined in the review of literature. Through a descriptive analysis of how the experiences of the three resilient young men in the study reflect the concepts and notions from the review of literature, four prevailing themes were identified as influencing academic resilience and college and career readiness in African-American males; the importance of mother-figure influence, the motivation in the desire to dispel negative stereotypes, the value placed on education by influential adults, and the involvement or lack thereof of school counselors and administrators in the college and career preparation process. Results of this study should prompt educational leaders to re-examine the extent to which they influence academic outcomes for African-American male students. Educational leaders need to employ programs that: foster the connection between mothers and schools because of the overall influence mothers have on the development of resilience attributes in African-American male students; emphasize the value that education has and how it influences life outcomes; foster cultural awareness and the elimination of negative stereotypes; and get counselors and administrators actively and directly involved in the college and career preparation process.Item AN ANALYSIS OF EXECUTIVE LEADERSHIP BELIEFS THAT CONTRIBUTE TO DISTRICT FINANCIAL STABILITY(2015-12) Fairchild, Jennifer Helen Renee; MacNeil, Angus J.; Borneman, Robert C.; Emerson, Michael W.; McGlohn, RobinFunding Texas schools and the effect those finances have had on student achievement has been the center of many recent debates. Since the Gilmer-Aiken Act of 1949, which established the basis for the Foundation School Program, Texas has struggled with equity issues associated with school funding. State funding criteria as defined by Chapter 41 and Chapter 42 of the Texas Education Code, also referred to as the Robin Hood system, allowed for a redistribution of tax funds between property wealthy and property poor school districts. Superintendents faced with changes in a district’s financial status have found themselves exploring alternative ways to provide the services and guidance that the district needed to align with the goals and admonishments of the school board. The purpose of this study was to determine the strategies that Superintendents and Chief Financial Officers believe they utilized to ensure district financial stability in today’s changing economic designations. This qualitative study used interviews with six Superintendents and two Chief Financial Officers in eight districts, selected purposively to represent property wealth designated districts within the Eagle Ford Shale boundaries of South Central Texas. Face to face interviews were used to gather information about the strategies Superintendents and Chief Financial Officers believe contributed to district financial stability and described their experiences in regard to sudden property wealth conditions. The study design allowed participants the opportunity to verbalize their current views and beliefs on what strategies contributed to financial stability. The following themes emerged from the data: (a) Participants believed tax ratification elections and bonds were effective methods to keep locally generated funds from state recapture, (b) Participants believed monitoring and fiscal responsibility were necessary when faced with sudden wealth to maintain financial stability, and (c) Participants believed their community expectations sought no district financial status or practice change and renewed objection to state recapture. Outliers, relevant to the study were also included. Data collected from the eight participants indicated an awareness of their financial responsibilities and implications associated with sudden wealth. Varied methodologies were used to ensure financial stability despite the fact all districts were Chapter 41 and utilized multiple approaches. Notwithstanding the methodology used, the consequences and debt of their approaches inevitably reverts to the taxpayer.Item An Examination of Early Childhood Centers and Traditional Elementary Schools: Which Instructional Setting Provides the Most Academic Gains for Pre-K Students?(2015-05) Leal, Gerardo; MacNeil, Angus J.; Borneman, Robert C.; Busch, Steven D.; McGlohn, RobinEarly childhood education is an important component within the field of education because it is a significant and vital building block for the academic foundation of students. In recent years, research has documented the extensive success and growth of early childhood education for low-socioeconomic, minority, and English language learner students (Henry, Gordon, & Rickman, 2006). As a result of these successes, early childhood centers have been created in the United States primarily for specific communities which require such services. This study focused on determining whether significant differences existed in the academic achievement of prekindergarten students in independent early childhood centers and traditional school-based early childhood programs as measured by the Frog Street literacy and math assessments. Data in this study were from the years 2012-2013 and 2013-2014 for bilingual and monolingual prekindergarten students who attended traditional comprehensive elementary schools and those who attended independent early childhood centers (ECC). Monolingual prekindergarten students in independent early childhood centers were compared against monolingual prekindergarten students in traditional comprehensive school settings in the areas of literacy and math. Bilingual prekindergarten students in independent early childhood centers were compared against bilingual prekindergarten students in traditional comprehensive school settings in the areas of literacy and math. Additionally, a cross comparison was made between bilingual prekindergarten students in early childhood centers and monolingual prekindergarten students in traditional comprehensive school settings in the area of math. Finally, monolingual prekindergarten students in early childhood centers were compared against bilingual prekindergarten students in early childhood centers in the area of math. Results revealed that no statistically significant differences existed in regards to the academic achievement of bilingual and monolingual prekindergarten students in either of the academic settings as measured by the Frog Street literacy and math assessments. The study further revealed that the independent variable (the early childhood center or the traditional school) did not have an impact on the dependent variable (the literacy and math academic achievement of the prekindergarten students).Item AN INVESTIGATION INTO THE IMPACT OF GRADE RETENTION AND GRADE(2012-05) Medrano, Imelda 1964-; MacNeil, Angus J.; Busch, Steven D.; Emerson, Michael W.; Boutwell, SharonThe purpose of this study was to examine the impact of grade retention and grade placement on student achievement in both reading and math over the course of five-years. A comparison was drawn amongst two cohorts of students in 3rd through 5th grade: (a) students in each grade who were retained in the year 2006-2007 due to failing report card grades or failure to meet minimum expectations on the state-mandated assessment in either math or reading, and (b) students in each grade who failed to meet promotion standards in 2006-2007 due to failing report card grades or due to failure to meet minimum expectations on the state-mandated assessment in either math or reading and were placed in the next grade level. The research questions guiding this study were: (1) How did report card grades for math and reading of the retained students compare to those of the placed students of similar achievement levels on five different time points, years 2007-2011? (2) How did the achievement levels on state-mandated assessments for reading and math of the retained students compare to those of the placed students of similar achievement levels on five different time points, years 2007-2011? (3) How were absence rates distributed amongst the retained and placed groups of students and did the absence rate impact the achievement of the students in math and reading as measured by performance on state assessments on five different time points, years 2007-2011? And (4) How were the factors of gender, ethnicity, and socioeconomic status distributed among the retained and placed groups of students and did those factors impact the achievement of the students in math and reading as measured by performance on state assessments on five different time points, 2007-2011? The statistical treatment included both ANOVAs and MANOVAs. The data revealed that students who were retained consistently scored higher than students who were placed on final report card grades as well as on state-mandated assessments for both reading and math, however, the advantage dwindled from up to ten percentage points during the second year of the study down to only three percentage points in the fifth and final year.Item ANALYZING ASSISTANT PRINCIPAL PERCEPTIONS OF PRINCIPAL’S AUTHENTIC LEADERSHIP SKILLS: IMPLICATIONS FOR TRUST(2015-12) Martin, Steve Owen; MacNeil, Angus J.; Emerson, Michael W.; Busch, Steven D.; Borneman, Robert C.The principal is a true leader, exercising managerial and organizational leadership functions. The demands on principals have changed and principals “are asked to lead in a new world marked by unprecedented responsibilities, challenges, and managerial opportunities” (Hess & Kelly, 2005, p. 1). Leadership models such as the Transformational Leadership model and the Transactional Leadership model have promise, but seem to fall short of equipping leaders to meet the demands of leadership in this modern era (Avolio & Gardner, 2005). The Authentic Leadership model, however, is distinct from other forms of leadership and is a model that will enhance trust, hope, and optimism (Endrissat, Muller, & Kaudela-Baum, 2007; Avolio, Gardner, Walumbwa, Luthans, & Douglas, 2004). Trust in principals has been shown to have a positive relationship with teacher work engagement and student achievement (Tschannen-Moran & Hot, 2000). This study used a Pearson correlation coefficient to examine the relationship between an assistant principals’ perception of their principal’s level of Authentic Leadership skills (independent variable) and the assistant principals’ perceptions of trust in their principal (dependent variable). The Authentic Leadership Questionnaire (ALQ) was used to rate the assistant principals’ perceptions of their principals’ Authentic Leadership skills and the Workplace Trust Survey (WTS) was used to rate the assistant principals’ level of trust in their principal. A cumulative Authentic Leadership score and the scores of four components of Authentic Leadership (relational transparency, internal moral perspective, balanced processing, and self-awareness) were examined for a relationship with trust. Findings indicated a significant positive relationship between assistant principals’ perceptions of their principal’s Authentic Leadership skills and their levels of trust in their principals. There was also a positive relationship between each of the four components of Authentic Leadership and trust.Item Assistant Principal Frustrations,Obstacles, and Recommended Changes(2011-05) Martinez, Jose; Busch, Steven D.; Amine, Rayyan; MacNeil, Angus J.; Emerson, Michael W.Educational research suggests that assistant principals encounter frustrations and obstacles which impede them from fulfilling their duties and responsibilities. Furthermore, the research also shows there are changes that can be made which would improve job satisfaction and effectiveness for assistant principals as well as reduce frustrations and obstacles. Considering these ideas, the purpose of the study is to identify frustrations and obstacles assistant principals encounter in their daily work environments and possible changes assistant principals envision and recommend for the profession. A survey was administered to assistant principals in the Gulf Coast Region of Southeast Texas resulted in a comprehensive response from 371 current campus assistant principals. The study will focus on the following four questions: 1) What do practicing assistant principals report as frustrations that prevent them from effectively performing their job responsibilities? 2) What genuine obstacles or restrictions do practicing assistant principals identify as concerns in accomplishing their professional duties?; 3) What issue would practicing assistant principals change to enable them more in their role as assistant principal; and 4) Is there a statistically significant difference among assistant principal years of experience, school state accountability rating, district setting, grade level, and a school’s economically disadvantaged status with regards to their perceived frustrations, obstacles, and recommended changes? The assistant principals’ responses regarding their perceived frustrations, obstacles, and change recommendations will be tallied and analyzed for significant frequencies and trends in the responses using a One-Way Analysis of Variance(ANOVA). For this study, each factor that will be extracted via factor analysis will be examined according to five demographic variables (years of experience as an assistant principal, geographical setting, grade levels of school, socio-economic status, TEA Rating). This study will use the criterion of 95% confidence level (p < .05) to determine statistical significance. The major findings from this study showed the lack of student motivation and lack of parental involvement as the primary frustrations, obstacles, and recommended changes by acting assistant principals. This information will be useful for principals and administration preparation programs in designing coursework that can address these needs. In addition, recommendations from this study are for further research to emphasize how the daily issues faced by an assistant principal are symptomatic of a larger systemic failure in the organizational structure of American schools. Systemic restructuring of schools will be suggested which allows for a transformation of the role of the assistant principal from the present reactive, managerial approach that has resulted from the industrial age to a leadership focused, proactive approach that is needed in the 21st century. Most campus principals are selected, interviewed, and hired from an assistant principal pool. Since assistant principals in most school districts do not have the opportunity to effectively develop as effective instructional leaders, many principals are assigned to lead schools without the necessary preparation of required skills. Considering these factors, it is critically important to begin the process of transforming the role of the assistant principal by identifying the frustrations and obstacles assistant principals face.Item Attitude of Ninth Grade Teachers Toward Inclusion of Special Education Students and Its Relationship to Classroom Discipline Referrals(2012-05) Flournoy, Sarah; Freiberg, H. Jerome; Amine, Rayyan; Busch, Steven D.; Emerson, Michael W.This study determined the attitude of ninth grade teachers toward inclusion of special education students was positive overall at 2.78 on a 7-point scale with one being the most positive and seven the least. Further, there is no statistically significant difference in the attitude mean of special education teachers when compared to general and elective teachers. This study proposed to address four questions in two parts. The first part was an ANOVA performed on results of a Likert attitude survey given to 160 ninth grade teachers intended to identify aggregate attitude (question one) and the attitude of core, elective, and special education teachers (question two), at an urban district in Texas. In part two, the attitudinal findings from part one were compared to a district generated report of discipline referrals for ninth grade special education students to determine if any correlation exists between teacher attitude and discipline (question three) and core, elective, and special education teacher attitude and discipline (question four). Questions three and four could not be statistically answered; because of the way discipline data is currently collected by campus rather than by teacher. There was no way to disaggregate the discipline data by teacher or instructional designation. Nevertheless, the campus with the highest number of discipline referrals also had the most negative attitude while the campus with the fewest referrals had the most positive attitude. Three campuses were involved in the study with a potential sample of 160 educators invited to participate. A total of 22 percent, or 35 individuals, returned a completed survey. A follow-up study should be pursued to both confirm this study’s findings regarding teacher attitude toward inclusion and to statistically establish a correlation between attitude and discipline referrals. The low response rate especially among special educators prompts validity questions; while the availability of discipline data only at the campus level limited statistical correlation analysis. Future discipline data should be collected at the teacher level, to parallel student academic performance data. Teacher attitude data toward inclusion could be used to provide professional development.Item BREAKING THROUGH THE GLASS CEILING: PERCEPTIONS OF BARRIERS AND SUCCESSES OF FEMALE SUPERINTENDENTS IN TEXAS(2013-08) Benson, Terri Cabbell 1976-; Busch, Steven D.; MacNeil, Angus J.; Emerson, Michael W.; Stockton, Donald J.In Texas, women account for 75% of educators and 18% of superintendents of public school systems. The purpose of this study was to identify career pathways of six female Texas superintendents and their perceptions of barriers and successes in ascension to superintendency. Participants were six female Texas school superintendents who responded to a survey instrument and participated in a focus group process. Responses were categorized into themes and codes to illuminate participant perceptions of pathways, barriers, and successes in the superintendency. Results indicated that facilitating factors were family support, prior experience, and doctoral education. Participants claimed no overt barriers. However, identified inadvertent barriers were familial obligations and societal expectations of women. These results indicate the need for the identification of future leaders using the identified external and internal influences for women and then the utilization of mentorship and guidance along appropriate career pathways in order to facilitate career advancement.Item Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students(2013-05) Loyde, Delic; Fernandez, Julie; MacNeil, Angus J.; Busch, Steven D.; Johnson, AdrainThis study examines the relationships between principal decisions regarding school institutional processes and practices in high poverty high schools in one school district and the impact of those decisions on the high school completion rates of economically disadvantaged students using narrative inquiry and archival data. The schools represented in this study have increasing percentages of economically disadvantaged students. Results of this study reveal that the current demands of the principalship require school leaders to possess a transformational skill set to succeed with the neediest student population in the history of our nation. The findings from this study have practical implications for high school leaders and add to the body of leadership knowledge regarding the importance of principal decision making in the necessary transformation of institutional processes and practices that meet the needs of today’s students. High school completion holds the key to opening doors of opportunity for all students.Item Course Withdrawal as a Student Attrition Factor(2015-12) Wanjagi, Lillian; Horn, Catherine L.; Ramos, Miguel A.; Schilt, Alexander Frank; Zou, YaliStudent attrition has serious implications for society as a whole and for students who do not complete postsecondary education (Yorke, 1999). Graduation rate and degrees awarded are the ultimate goals, but there are intermediate achievements as students move toward degree completion that should be tracked and studied. Examples of intermediate measure well-studied are term-to-term retention and year-to-year retention (Moore & Shulock, 2009). Failure to focus on course completion, however, shortchanges possible interventions to increase degree completion (Adelman, 2006). The Texas legislature passed Senate Bill 1231 in 2006 to address student course completion. The bill limits undergraduate students enrolling as first-time freshmen at a public institution of higher education in fall 2007 or later to a total of six dropped courses (Ws) during their entire undergraduate careers. When these six Ws have been used, the student would have to complete all subsequent courses without an option to drop the class. The purpose of this study was to examine whether the goal of reduced withdrawals had actually been realized at Big Town University, a large major research university in Texas post implementation of the new withdrawal policy that limits how many courses undergraduate students could drop controlling for student gender, student ethnicity, student ACT or SAT score, student major, change of student major, and semester GPA. Two cohorts were examined – 2,128 students who enrolled as FTIC pre-implementation the revised withdrawal policy in fall 2005 and a second cohort of 2,067 students who enrolled as FTIC in fall 2007 post-implementation of the revised withdrawal policy. A generalized linear mixed-effects model via use of generalized estimating equations was used to statistically model the variables of the study over time. Results indicated that students did drop fewer classes after the withdrawal policy was implemented. The independent variable of Cohort = 2007 Withdrawal Policy Implementation was statistically significant (p = .042), indicating that students who attended UH after implementation of the withdrawal policy were 23% less likely to withdraw from a class when compared to students who attended school before implementation of the withdrawal policy. Two variables were found to impact the chance of dropping a class - college semester GPA and ethnicity. The variable of GPA was a significant for the dependent variable of Number of Dropped Classes (OR = 0.46, SE OR = 0.03; p < .0005). The magnitude of the odds ratio indicates that for each one unit increase in a student’s GPA, the student is 54% less likely to drop a class. Student ethnicity was tested as a control variable and students who were classified as Asian, Pacific Islander were 62% more likely to drop a class than White students (OR = 1.62, SE OR = 0.46, p < .0005). Results of this study can be used to improve advising practices for students who are considered at risk of dropping classes. Course attrition is the result of many complex variables for example goal change or attainment, uncertainty of educational/career plan, adjustment/transition difficulties, academic difficulty, and personal reasons over which the institution has little control (e.g. health and finances). Recommendations from this study focus on the academic support that institutions could provide to help mitigate the chances of dropping courses due to poor academic performance. The university should track persistence and completion rates of courses by program of study and persistence and completion rates for students in retention-related initiatives to measure the effectiveness of existing programs. Semesterly reviews of students’ attempted hours versus completed hours could provide early flags for students that may require additional support to complete their courses. Based on the finding of this study, monitoring the students GPA and the changes to the GPA for each semester may also be helpful to identify students at risk of dropping classes. This significant relationship of academic performance as measured by GPA to student persistence has been validated by many other studies (Adelman, 2004, 2006; A. W. Astin, 1997; Bennett, 2003; Pascarella & Terenzini, 2005) Academic advisors should target students with lower GPAs to provide them with extra assistance to support timely and efficient course completion. Students who are found to have an excessive number of course repeats, failures, and withdrawals should be monitored and required to have mandatory advisement prior to future enrollments. Mid-semester grades and early alert reports for these students should be monitored for potential problems. Effort should be exerted to identify signals along the way of students for students who may be on or off track for completing a degree. Academic Advisors should consider tracking individual student progress metrics like success in first-year math or English or any required core curriculum, credit accumulation, course completion, course drops, and time and credits to degree. This study also suggests that there is need for specialized academic support programs for Asian, Pacific Islander students. Suzuki (2002) suggests increase outreach to underrepresented APA in admissions recruitment as well as when advertising programs and services on campus.