Published ETD Collection
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Browsing Published ETD Collection by Department "Educational Leadership and Policy Studies"
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Item A Three Essay Case Study of a Correctional Education Partnership Between a Community College and Local Sheriff’s Department(2021-05) Thouin, Caroline Lise-Josee; Gonzalez, Elsa; Fernandez, Frank J.; Burridge, Andrea Backscheider; Sampson, McClain M.Background: This three paper dissertation addresses the nationally relevant conversation relating to criminal justice reform as it pertains to educational opportunities for incarcerated individuals. The current study focuses on the partnership between a community college and a local sheriff’s department that work together to offer correctional education opportunities to incarcerated individuals. Purpose: This dissertation explores the decision making processes of this partnership, the ways in which program structure impedes or improves program outcomes, and the experiences and perceptions of program effectiveness from community college teachers working in this partnership. Methods: In all three papers, I employ case study methods to answer the research question(s) posed. In the first paper, I interview four administrative personnel and analyze ten administrative documents. In the second paper, I interview four administrative personnel and complete a document analysis of various administrative documents. Then, I use thematic analysis to organize and present findings. For the third paper, I interview five teachers employed by the community college. Again, I employ thematic analysis to analyze the data. Results: In the first paper, I find that by writing and revising an MOU, correctional education partnerships can set clear roles. At the same time, I find that carceral and educational organizations have vastly different cultures. These differences create challenges in the decision making process. In the second paper, I find that structural factors such as aligning courses with college curriculum, having a knowledge of local labor market trends, creating program evaluation methods, and offering equitable course offerings for men and women are key for partnerships to provide quality correctional education. In the third paper, I find that correctional education instructors must be adaptable to handle the challenges of teaching in this setting. Additionally, I find that without a method of tracking student outcomes post-release teachers are unable to measure the effectiveness of the program. Conclusion: Together, these papers offer a detailed image of the benefits, obstacles, and areas of improvement for this correctional education partnership. This work can inform administrators and policy makers to ensure high-quality instruction for incarcerated individuals.Item CULTIVATING CAPACITY: A PRINCIPAL’S USE OF DISTRIBUTED LEADERSHIP THEORY TECHNIQUES(2020-08) Casper-Teague, Laura L.; Hutchison, Laveria F.; White, Cameron S.; Cooper, Jane M.; Reis, NancyBackground: The demands placed on educators are challenging. High stakes testing along with long hours, low pay, limited benefits, and not enough support lead to teacher frustration. Improving educators’ working conditions must become a priority if our society is to ensure high-quality academic experiences for all children. In the past, educators often worked in isolation to accomplish tasks delegated to them by administrators. The principal was the sole decision-maker and power was concentrated within one or a few individuals with few opportunities for leadership capacity to develop or be distributed among teachers. The author, who was a first-year principal, was in the process of implementing distributed leadership through shared decision-making and collaboration to increase students’ academic achievement. Purpose: This study explored how a principal’s use of distributed leadership to grow capacity in others shaped beliefs and perceptions about distributed leadership. Questions: 1. How have beliefs about involving teachers in the shared decision-making process evolved since completing the study? 2. What are teachers’ perceptions about distributed leadership? Methods: This study employed an inductive qualitative approach based on an autoethnographic framework. Data were recorded by the researcher through field notes, journal entries, observations, and semi-structured interviews to gain insight about leadership practices. Data were coded by hand as themes arose throughout the study and by using NVivo 12 software to seek lexical patterns. Alternative explanations of data were performed by gathering other people’s interpretations to increase the trustworthiness of the findings. Participants were six fourth-grade teachers who were chosen through purposive sampling techniques of critical case sampling and key informant sampling. Findings: The study added to the literature regarding how a reflexive leader can adapt leadership practices to the needs of the people in the organization through distributed leadership techniques to build capacity in others to increase student achievement. Three main themes emerged from the data: carrying out of instructional leader tasks, carrying out of non-instructional leader tasks, and shared decision-making through collaboration. While teachers reported finding value in collaborative activities such as common planning and professional learning communities (PLCs), they voiced concerns about time not always being used wisely during collaborative activities, not always understanding the focus of PLCs, and not all members putting forth the same amount of effort during collaborative activities. Analysis of data revealed that teachers found value in collaborative activities when PLCs were vertically aligned, included support staff, and allocated time to problem solve and learn from specialists. The researcher found that her perceptions about the value of distributed leadership to develop capacity in others evolved over the course of the study to include a belief of teachers as leaders of their students who can also become leaders of others when provided necessary supports. Conclusion: The findings suggested that participants’ perceptions of distributed leadership were influenced over the course of the study to include thoughts and beliefs of distributed leadership enhancing and empowering teachers to become more equipped to lead students and other staff to grow in their skills and to work together collaboratively to influence student achievement.Item Examining the Challenges to Refugee Education: A Case Study of the Syrian Refugee Crisis in Jordan(2021-05) Myrick, Keri D.; Short, Paula Myrick; Zou, Yali; El-Badawi, Emran I.; Rolle, R. AnthonyBackground: Since 2011, the Hashemite Kingdom of Jordan has hosted approximately 1.4 million displaced Syrians (GOJ, 2017). Nearly 83% of Syrian refugees in Jordan reside in host communities (Betts & Collier, 2017). One-third are children between five and 17 years (UNHCR 2020). The influx of school-age refugees from Syria has created unprecedented challenges for teachers, schools, and host communities in Jordan. Purpose: This three-paper dissertation addresses the challenges to refugee education through a case study of the Syrian Refugee Crisis (SRC) in Jordan. Paper one assesses the relevance, progress, effectiveness, and impact of emergency education responses (EER) the Government of Jordan implemented in the years immediately following the Crisis’s start. The analysis provides insight into these interventions, the consequences of which have not been sufficiently addressed by existing research. Paper two explores the impact of the SRC on Jordanian teachers’ professional and personal experiences and, subsequently, their ability to provide quality education for their students. Themes detailed in this chapter will help policymakers better understand the implications of EER interventions for the teachers involved. Paper three considers how the refugee experience shapes identity and affects sense of belonging. It also posits that consideration of refugee identity as a form of social identity deserves recognition in student development theory and proposes a universal approach for understanding refugees’ identity formation and sense of belonging. The literature review reveals a critical gap in the research on refugees and higher education. Collectively, these studies highlight some of the challenges to refugee education that host countries and communities face. These studies have important implications for refugee students’ ability to get to and through higher education. Methods: Paper one uses a systematic literature review approach and Collins’ (2005) framework for qualitative policy analysis. Paper two is an interview-based, exploratory case study of teachers working in public, host-community schools. I used a grounded theory strategy for data analysis (Strauss & Corbin, 1990). Paper three is a synthesis of extant qualitative research (Timulak, 2009). Results: The EER interventions in Jordan allowed the Ministry of Education to hire more than 7,000 teachers and open 205 double-shift schools. These additions gave Syrian students access to formal school but also created serious unintended consequences, e.g., overcrowded classrooms, shortened teaching times, learning deficiencies, and declines in teachers’ physical and mental wellbeing. Teachers innately turned to Al-Ghazali’s Master-Pupil Relationship and Islamic Educational Psychology principles to support refugee students’ individual, educational, and psychological needs. Their practices highlighted how refugees’ unique backgrounds play a critical role in how students adapt and develop. Through intentional behaviors, teachers helped the refugees feel like they belonged. Belongingness requires inclusion, membership, and empathy. Inclusive school environments provide settings where refugee students can escape from trauma and migration stressors. The sense-of-belonging construct supports a holistic approach to student development that Western theories often overlook. Research suggests students with a developed sense of belonging have higher academic achievement and better overall wellbeing. Conclusion: This research has implications for educational policy and the effects of particular interventions on teachers and their refugee students, while also demonstrating the need to revisit student development theory in light of refugee identity.Item Examining the Effectiveness of a Social and Emotional Learning Program in Middle School(2020-12) Lander, Jean; Hawkins, Jacqueline; Gonzalez, Emiliano; Hassett, Kristen S.; Thorpe, Johanna L.Social and emotional learning (SEL) programs focus on life skills that are central to individuals’ health and psychological wellbeing across their lifespan. They are designed to build competence in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Background: Although many researchers have found connections between SEL programming in elementary schools with more positive attitudes toward oneself and with others, there is limited research on the effectiveness of SEL programming in middle schools. Purpose: This study aimed to add to the literature by investigating the effectiveness of a SEL program on social and emotional competencies in middle school students. Methods: This study used archival records of a quantitative pre-experimental intervention with a convenience sample comprised of 5th grade girls, ages 10-11, who received a total of 30 lessons on study skills, digital citizenship, and social and emotional skills from September 2019 through March 2020. The analysis examined the effectiveness of a SEL program as measured by the Washoe County School District Social and Emotional Competency Assessment (WCSD-SECA) by comparing self-reported student scores on the WCSD-SECA before the instruction occurred to WCSD-SECA scores obtained after instruction. Results: Quantitative data from this study indicate several outcomes. First, correlations revealed that students who self-scored highest at pretest also self-scored highest at posttest. Students with low scores also maintain a similar course, implying that, while all students learned valuable skills from the SEL program, students who are not as advanced as other students in social and emotional skills continue along the same trajectory as their classmates, neither catching up or surpassing those who scored highest at pretest. Second, a series of repeated measures t-tests indicated a decline in students’ scores from pretest to posttest in all eight subscales. Though the results showed change in the opposite direction hoped for with some of the students, the students did have a raised sense of awareness about these concepts and began evaluating themselves with a more informed sense of self. Conclusion: Education bias, anxiety surfacing in the Spring of 2020 about the COVID-19 pandemic, and the necessity of administering the WCSD-SECA in a different format—online, rather than as a pen and pencil assessment as was administered for the pretest—are all factors that may have contributed to the results in this study. As the findings of the study show, students have self-perceived strengths and weaknesses about their social and emotional competencies and interventions in schools should be designed to enhance their strengths and address their needs. With this understanding in mind, an action plan was generated to inform educators about how assessments, such as the WCSD-SECA, that identify students’ self-perceived social and emotional competencies can be used to create curriculum for student growth in these areas.Item Examining the Institutional Characteristics Predicting the Six-Year Graduation Rate for Black, Latinx, and Pell Grant Students(2020-12) Bryant, Justin Lamar; Horn, Catherine L.; Zou, Yali; Wong, M. C. Sunny; Kidd, Terry T.Background: The present mood hovering over the American higher education system now expects post-secondary institutions to show that not only are their admissions policies without prejudice but that their students complete college within six years and that college graduates are ready to meet the labor demand of the country. This addendum to current federal policy seems reasonable given the exorbitant increase in college cost and student loan debt that continues to outpace the U.S. inflation rate (Chakrabarti, Nober, & Van der Klaauw, 2020). Despite the unified efforts by federal and state governments and initiatives by organizations in the not-for-profit sector, however, the national college graduation rates have made only incremental improvements over the last few decades. Purpose: This study sought to answer the following research questions: (1) What institutional characteristics predict six-year graduation rates among Black, Latinx, and Pell Grant students; (2) Does the racial composition of faculty have a positive relationship to the graduation rate for Black, Latinx and Pell Grant students; and (3) Which, if any, institutional funding source(s) positively associate with six-year graduation rates among Black, Latinx and Pell Grant students? The study applied Bensimon’s Equity Scorecard as the theoretical framework. Methods: Using panel data across nine years (2009 to 2018), this study utilized OLS regressions for the analysis. The dependent variables of interest were the six-year graduation rates for Black, Latinx and Pell Grant students, respectively. The key independent variables of interest were MSI designation (e.g., Hispanic Serving Institutions (HSIs), Historical Black Colleges and Universities (HBCUs)), the racial composition of faculty, and federal and state funding levels across various categories. Results: HBCUs showed a positive relationship with the six-year graduation rate for all students, but particularly for Black, Latinx and Pell Grant students. The number of Black faculty showed a positive relationship with the total six-year graduation rate, and specifically for Black, Latinx and Pell Grant students. The number of Latinx faculty showed a positive association with the Black and Latinx graduation rate. Federal funding in the form of Pell and other grants had a negative association to the total graduation. Institutional expenditures towards academic support and student affairs had a positive relationship with the Black graduation rate while private funding and institutional endowment showed a positive association to the Latinx graduation rate. Conclusion: Learning from the successes of HBCUs, other institutional types ought to adopt strengths-based approaches found within HBCUs to improve the six-year graduation rates for marginalized communities. Diversifying faculty and appropriating institutional support for marginalized students also ought to be a priority for institutions focused on enhancing six-year graduation rates for all students.Item Perceptions of Inclusion Support Models in Elementary Mathematics: Co-Teaching Experiences and Barriers(2020-12) Hughes, Kellian L.; Hawkins, Jacqueline; Hassett, Kristen S.; Antonelli, Janeen; McCormick, MarinaBackground: General and special education teachers develop mathematical thinking with students in diverse general education classrooms. Students present with a variety of academic needs and often include students with disabilities who are taught in inclusive classrooms. Conversely, special educators are tasked with supporting students with disabilities to learn mathematics. Both content-specific general education teachers and special education teachers are tasked with utilizing their expertise in both content and accommodated support to guide increasingly diverse groups of students. Given the diverse nature of America's classrooms, general education mathematics teachers and special education teachers who support students with various levels of need often work hand-in-hand to support mathematics instruction. Special and general education teachers must possess the skill sets necessary to facilitate inclusion models that can improve the performance of students with disabilities. Delivering appropriate math instruction to students with disabilities is influenced by both the perceptions of teachers of co-teaching models within math classrooms and their own experiences with co-teaching. Purpose: This study gathered archival data from a district survey that addressed teachers' experience in co-teaching and perceptions of barriers in co-teaching. Specifically, the study provided responses to the following two research questions (RQs). RQ1: What are the levels of experience of general education teachers, special education teachers, and math content specialists in utilizing co-teaching models? RQ2: What are the perceptions of general education teachers, special education teachers, and math content specialists of barriers to co-teaching including: planning, professional development, teacher roles and responsibilities, campus expectations, content knowledge, and beliefs about co-teaching? Method: This archival record study involved a sample of teachers who represented educators from twenty-four elementary schools and six intermediate schools (N=253). A three-part electronic district survey on co-teaching gathered demographic information and teacher experiences and perceptions in co-teaching. Teachers completed the online district survey using google forms anonymously. The archival data were analyzed using SPSS to provide descriptive stats for each group of teachers and to identify any group differences using MANOVA. Outcomes were displayed using various charts and graphs. Results/Findings: Additionally, in addressing teachers’ awareness of co-teaching, approximately 74.7% of the total teachers had read about co-teaching. However, only 14.2% of all teachers had attended co-teaching training. Key findings overall showed that teachers reported the highest usage of the station teaching model (63.2%) and lowest usage of the parallel teaching model (21%). Finally, teachers (80.6%) strongly agreed or agreed students with disabilities would benefit from co-teaching instruction and teachers (74.3%) strongly agree or agreed that co-teaching would improve their instructional practice. The results of the General Linear Model MANOVA identified an overall difference in responses by teacher groups. Follow up analyses identified significant differences in teacher responses at the item level. Math specialists and special education teachers expressed more confidence in teaching and engaging students with disabilities more than general education teachers. Also, math specialists expressed stronger confidence in their capacity to teach mathematics concepts to students with disabilities than general and special education teachers. Conclusions: The results indicated that teachers have a positive perception of the benefits of co-teaching in the mathematics classroom. However, a gap existed between teachers' knowledge and completed training in co-teaching models. This gap suggested a need for professional development on the implementation of co-teaching. Future research should focus on the effectiveness of co-teaching on student achievement in mathematics and the success rate of co-teaching relationships.Item Persistence to a STEM Degree: Analyzing the Perceptions, Academic Experiences, and Study Behaviors of Freshmen Students to Guide Future Retention Strategies(2021-05) Martens, Monica L.; Hawkins, Jacqueline; Pattison, Donna; Hassett, Kristen S.; Messa, Emily A.Background: In higher education it has been difficult not only to attract students to STEM (science, technology, engineering, and mathematics) majors but also to address the challenges that prevent degree completion. Broadly, these challenges concern course experiences, support systems, and the self-regulation of learning. Feeling confident and engaged is important. This research brings into focus the experiences of freshmen in foundational STEM courses at the University of Houston who were taught by faculty involved in a multiyear project to improve retention. Purpose: The goals of this study were to analyze data from end-of-semester student surveys in order to (a) summarize how respondents described their experiences; (b) understand if students moved out of or into a STEM major in later semesters; (c) determine any differences between first-generation (FG) and continuing-generation (CG) respondents; (d) determine any differences between respondents who were participants in Recitation sessions and respondents who were not; and (e) investigate the relationship between course outcomes, study behaviors, and course experiences. Methods: The sample comprised first-time-in-college freshmen who completed either a foundational biology or physics course during spring or fall in 2016 or 2017. The research design was quasi-experimental and explored associations and relationships among variables using Pearson’s chi-square test of independence, independent samples t tests, and Pearson's correlation coefficient. Results: On average, respondents were more positive than negative about their course experiences and future career plans, as well as their capacity to engage in a variety of learning strategies. Regarding procrastination, they indicated meeting deadlines, but were less positive about avoiding procrastination habits. Next, while there was attrition out of STEM majors, some non-STEM majors switched into STEM. Concerning group differences, FG respondents had more responsibilities outside of college, for care of family and work. Recitation respondents had more responsibility for care of family. FG respondents reported less confidence and more procrastination tendencies. Recitation respondents reported less confidence, a greater tendency to study with others or ask for help, and a greater impact on the semester from procrastination. For all respondents, a better grade outcome—earning a grade of A or B instead of a C—was linked to positive study habits and lower procrastination tendencies. The same outcome was associated with greater confidence, passion for the course subject, and a sense of belonging in the class. These three aspects were also related to all positive study habits, in particular those that related to making connections among content and with one’s prior knowledge. Conclusion: Higher confidence levels and a sense of belonging in a learning community, which were shown to be different for some respondents, likely have important positive effects on students’ success and persistence in college. Study strategies may play a role. Study strategies encompass a broad range of actions—from time management and rote memorization to self-appraisal of learning and connecting content within a single course to one’s prior experiences. This latter aspect had the strongest associations with feelings of confidence, belonging, and passion for a subject. Therefore, it is this aspect of learning that seems the most strategic target of future program improvements.Item Program Differences in the Development of English Learners in Rural Texas Schools(2021-05) Hernandez, Rebecca Lisa; Santi, Kristi L.; Hawkins, Jacqueline; Zhang, Jie; Gillman-Rich, LynnBackground: Not all districts required to implement a bilingual education program can employ a sufficient number of bilingual certified teachers in grades PK-5. As a result, rural districts find themselves having to file for a bilingual exception with the Texas Education Agency and instead implement an English only English as a Second Language (ESL) program. Purpose: The purpose of this study is to determine the what is the relationship, if any, between third grade TELPAS, English Learner status, and longitudinal STARR results for Spanish-speaking English Learners (ELs) who are participating in bilingual or English as a Second Language (ESL) second language acquisition programs in grades 3-8. Methods: This is a quantitative study that used a descriptive-comparative design to determine to what relationship, if any, exists between the initial TELPAS status in grade three to the grade eight outcome measure, the STAAR. Additional analyses included examining relationships between TELPAS composite for grade three and STAAR Reading achievement data for grades three through eight for the Limited English Proficient (LEP) and former LEP students and for gender. Results: This study compared longitudinal STAAR Reading results for students in three rural Texas schools. The results showed that there is no relationship between the TELPAS composite at third grade and the level of performance on eighth grade STAAR. In addition, students showed a change in the level of performance on the STAAR between the eighth grade than third grade regardless of the language program in which they were participating. Conclusion: This study aimed to examine the relationship third grade TELPAS and longitudinal STAAR data of LEP students as measured by the STAAR Reading test in grades 3-8. The data show that districts have an opportunity to look historically at the STAAR data of their students to ensure that each student is receiving the targeted instruction they need in order to meet the needs of ELs. The results show that most students, regardless of the second language acquisition program, have reached Approached and Meets by the end of eighth grade. What is worth noting is that while this is the case, several students stay at a lower level of performance for two to four years before movement to Meets Grade Level performance as defined by the Texas Education Agency. Thus, schools can do more to move students to grade level performance by analyzing data and targeting instruction.Item TEACHING STUDENTS WITH DISABILITIES IN THE INCLUSIVE CLASSROOM: FOSTERING COLLABORATION BETWEEN SPECIALISTS AND NONSPECIALISTS(2020-12) Flores, Lisa Marie; Santi, Kristi L.; Hawkins, Jacqueline; Cobb, Jennifer M.; Hardyzak, HeatherBackground: A review of the literature of general education and special education teachers' efforts to collaborate in an inclusion setting revealed existing barriers they encounter day-to-day working with students with disabilities. In particular, there is (a) a lack of involvement of general education teachers’ participation in the creation of students’ Individualized Education Plans (IEPs) that raises concern about how the targeted learning needs of students with disabilities are being addressed in inclusive settings, (b) nonspecialist teachers who do not feel prepared to work with students with disabilities or did not feel supported by their specialist co-teacher, and (c) the lack of understanding and proper use of diagnostic assessment data to meet the individual needs of students with disabilities. Research Question 1. What, if any, is the relationship between total experience for all education professionals (administrators, teachers, and instructional coaches) and their use of diagnostic assessment data for students with disabilities? Research Question 2. What, if any, is the difference in the current level of knowledge and experience of administrators, teachers, and instructional coaches based on their use of diagnostic assessment data for students with disabilities? Research Question 3. What, if any, is the difference in the current level of knowledge and experience in elementary and secondary school levels based on their use of diagnostic assessment data for students with disabilities? Research Question 4. How often does the district offer professional development specifically related to the practice of inclusion? What is the attendance breakdown by the educational title? Method: The current research utilized a descriptive, casual comparative design combined with quantitative survey data. The study was conducted in a suburban school district in Southeast Texas. The district enrolled 9,389 students, of which 739 (7.9%) have disabilities, and a total of 553 teachers, 25 campus administration, 132 professional supports, and 113 education aides. A Spearman rho correlation coefficient analysis was conducted to determine the relationship between the total experience of administrators, teachers, and instructional coaches based on their roles regarding diagnostic assessment data for students with disabilities in the 2019–2020 school year. A One-Way Anova was also conducted to determine the differences in the current level of knowledge and experience of administrators, teachers, and instructional coaches based on their roles regarding diagnostic assessment data for students with disabilities in the 2019–2020 school year. Lastly, the investigator analyzed special education inclusion, professional development opportunities. Results: There were no statistically significant relationship or difference between years of experience and how or when the data were shared, between years of position type and how or when the data were shared, nor between the school level and how or when the data were shared. For the second research question, there were more general education and special education teachers who attended inclusion PDs when compared to instructional coaches and campus administrators. Additionally, when analyzing PDs offered more frequently, there was a greater turnout for general education teachers when compared to PDs that were offered less frequently. Conclusion: According to the survey data, all special education teachers were involved in the IEP planning and sharing of data for students with disabilities, alternatively, some general education teachers still faced barriers when being included in the sharing of data towards the creation of students’ IEP goals in special education. In addition, professional development centered around inclusion should be offered more frequently in order for more general education and instructional specialists to attend them. It was the case that when teachers had more choices for times and titles of professional development, they tended to be actively participating in the selection being offered by the district.Item The Effect of Political Affiliation or Political Ideology Match/Mismatch Between High School Teachers and Students on Student Academic Outcomes(2021-05) Ortiz, Michael A.; Rangel, Virginia Snodgrass; Clifford, Scott; Horn, Catherine L.; Blaine, JenniferBackground: The current American political divide is expanding to levels unseen in previous decades due to a combination of factors such as increased polarization and mass party sorting. The educational system has been unable to escape the effects of these political divisions, which has led to increased politicization of both the curriculum and classroom experiences. Additionally, high school students are becoming more politically aware, vocal, and engaged. With teachers setting a classroom’s discourses, rules, values, and reward systems, the teacher’s political values and beliefs become an influential variable in curriculum delivery and teacher/student interactions. Purpose: This study analyzed how teachers and students identified in terms of their political party affiliations and ideologies and what differences emerged when disaggregated by race/ethnicity and gender. Additionally, this study investigated whether or not a political party affiliation match/mismatch or ideology match/mismatch between teachers and students had any statistically significant impact on student grades. Methods: This cross-sectional, quantitative study utilized a non-experimental research design and collected data through surveys using nonprobability, purposeful sampling. The sample included high school students who were at least 18 years old at the time of survey administration and their English Language Arts teachers across the five high school campuses in Spring Branch ISD, a suburban school district in Houston, Texas. Descriptive statistical analysis, Pearson Chi-square tests, independent sample t-tests, and two-way ANOVA were used to analyze the data. Results: The results indicate that the student and teacher populations overwhelmingly identify with the Democratic party and are overwhelmingly liberal in their ideologies. However, the teaching population is far more liberal and closely affiliated with the Democratic party than the student population, whereas the student population is far more conservative and closely affiliated with the Republican party than the teaching population. Conclusion: Study findings suggest that political affiliation or ideology match/mismatch evaluations between students and teachers were not significantly related to student grading outcomes. Furthermore, the findings also indicate that the modality of either in-person or online instruction in addition to any political affiliation or ideology match/mismatch were not significantly related to student grading outcomes. These findings support the existing literature in higher education in which a politically motivated grading bias was not found to be a statistically significant factor in academic outcomes. Lastly, as a result of this study, no additional changes are recommended to Spring Branch ISD’s policies surrounding teacher or student political expression in the classroom.Item The New Traditional Student: Recapturing Adult Students(2020-12) DeCuir, Karla Hernandez; Hawkins, Jacqueline; Hassett, Kristen S.; Lenderman, Kristian A.; Cantu, Jose L.Background: Adult learners are a growing population of college students in the United States. Public institutions of higher education have recently evolved to recognize the needs of the adult learner in college; however, services and appropriate guidance for adult learners remains inadequate. Close to 75% of students enrolled in college in the United States report one or more characteristics of nontraditional students. However, college resources, course format, and schedules remain vastly geared to the traditional learner. Challenges confronted by the nontraditional student typically force them to leave college without completing a college degree. In fact, there are currently 36 million people nationwide who have completed some college credits but who do not have a college degree. In Texas, that number is 2.2 million people. Most often, public institutions hold the responsibility of designing suitable programs to help this group of students return and finish a bachelor’s degree. Purpose: The goals of this study were (a) to define the characteristics of adult students enrolled at a target institution, (b) to review the current programs for adults that exist at public institutions across the nation and define the key characteristics that make these programs unique, and (c) to analyze the needs and resources that adult students say they need to succeed as they return to college. Methods: This archival record mixed methods analysis provided a quantitative analysis of enrolled students at the target institution who are considered adult students (25 years old or older). The study also conducted a qualitative analysis of institutional interventions and programming from a sampling of 4-year institutions, and, to help administrators at the target institution to understand the specific needs of adult students, an analysis of an archival survey that included feedback from enrolled students who are considered adult learners. Results: Adult students represented in this study had a significantly large number of credits completed (range, 4-333 credits). The majority had from 61 to 90 credits already completed. These students mostly had GPAs above 3.0 and showed higher numbers of enrolled credits when they enrolled in a combination of online and face-to-face courses. Adult programs at 4-year institutions typically included flexible admission standards, online courses, and academic programs and services that aligned with the students’ needs. Student survey responses helped to identify the course delivery format and support needs that could help them to progress in their academic pursuits. Conclusion: College enrollments from traditional students are shrinking. Enrollments from adult students will become a reliable source to leverage enrollment numbers. Adult programs are becoming more popular among public institutions, especially among small to midsize universities. Adults transfer a large number of credits and perform well once they re-enroll. This group of students wished to return and complete a degree but feared the added debt and ability to succeed if enrolled back in college. Institutions that offer flexibility in admissions requirements, academic programs that specifically cater to them, including stackable credentials, clear tuition costs with flexible payment options, and resources to help them succeed will help this group of students achieve a long-term goal, while contributing to meet the goals of the institution and perhaps their state. Student feedback from surveys indicate that adult students want programs that are designed for them; they want academic services to help them succeed, which are offered at times when they can access them; and they want opportunities to advance in their careers.