Dissertations / Theses: 'Higher education|School administration|School finance'

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Collins, David D. "Funding of Higher Education in Tennessee: A Qualitative Study of the Perceptions of State Legislators and Higher Education Leaders." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2897.

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The purpose of this study was to identify issues that are considered important to the legislators and higher education leaders of Tennessee in making decisions that affect the funding of higher education. A further purpose was to identify actions that such individuals believe should be taken by higher education leaders to ensure that higher education is accountable and worthy of continued or increased financial support. Using a qualitative research design, interviews were held with 10 legislators and 6 higher education leaders selected in accordance with the concept of purposeful sampling. Legislative participants included five members from the Senate and five members from the House of Representatives. All participants served on either the Education Committee or Finance Ways and Means Committee within their chamber. Higher education leaders consisted of a university president, the President of the University of Tennessee System, Chancellor of the Tennessee Board of Regents, Executive Director of the Tennessee Higher Education Commission, Comptroller of the Treasury, and a member of the University of Tennessee Board of Trustees. Issues identified from the interviews were reduced to eight categories: (a) issues affecting higher education and (b) findings regarding the accountability of higher education. The issues category was divided into eight categories: (a) financial issues that was further subdivided into funding issues, accountability issues, capital expenditures, taxes, fees, and other general financial issues; (b) administrative structure and costs; (c) quality outcomes; (d) faculty issues; (e) technology; (f) program duplication; (g) relationship to K-12 education; and (h) other general issues. Issues that emerged related to accountability included the measurement of educational outcomes and the communication of those results to legislators and the public. Based on the findings of this study, three recommendations are offered: (1) a committee consisting of appropriate representatives should be established to study the issue of accountability and determine appropriate measurements that will provide relevant information; (2) leaders in higher education should make a concerted effort to improve communication with legislators and their staffs; and (3) those in higher education must improve their communication with the public.

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Seay, Sandra E. "The Relationship of Presidential Leadership Style and the Financial Health of Private, Nonproprietary Institutions of Higher Learning." Digital Commons @ East Tennessee State University, 1989. https://dc.etsu.edu/etd/2790.

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The primary purpose of this study was to determine if a relationship existed between the financial health of academic institutions and the leadership style of college and university presidents. Financial health was defined as the ability of an institution to pay its current debts. Secondly, the study tested a number of hypotheses derived from the contingency model of leadership effectiveness. Lastly, the study attempted to determine if there was an association between two lists of institutions considered to be led by effective presidents. The study involved a stratified random sample of 263 private institutions accredited by the Southern Association of Colleges and Schools (SACS). Data analysis for seven of the eight null hypotheses posed was based upon the scored responses from 77 presidents and financial data from 53 of their associated institutions. Financial data from 199 institutions was used to test the remaining hypothesis. The data were analyzed by means of the Jaspen's M correlational technique, one-way analysis of variance, directional t tests for independent data, and a point-biserial correlation. From the data analysis, it was determined that a significant association did not exist between financial health and leadership style and financial health and institutional degree granting status. The scored data failed to support, as well, the major tenets of the contingency model. In addition, a significant association was not established between institutions led by presidents with reputations for effective leadership and institutions led by presidents who were considered effective by the terms of this study. The data analysis did establish that the majority of the responding presidents were task-oriented leaders operating in high control situations and that institutions which offered the bachelor's degree as their highest degree awarded were those most frequently found in the good financial health category while those which offered the master's degree as their highest degree awarded were those most frequently found in the poor financial health category.

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Kroll, Diane M. "Role expansion in student affairs : student affairs officers and fundraising in selected midwestern liberal arts colleges /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382626157.

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Silver, Canady Tisa. "The Relationship between Financial Aid Advising and Community College Student Engagement." Thesis, Morgan State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642094.

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The rising cost of higher education has positioned federal financial aid as an inescapable part of the college experience for a growing number of incoming students (Baum, 2006). In the 2014–2015 academic year, the U.S. Department of Education allocated more than $150 billion of federal financial aid for eligible college students (Federal Student Aid, 2014). Although billions of dollars in federal student aid have been made available, finances or lack thereof, remain an oft-cited barrier to student success (Long & Riley, 2007; Myers, 2008). Community college student support services such as financial aid advising, contribute to promoting successful student outcomes (Cooper, 2010). More research is needed regarding the role of the campus financial aid adviser as it relates to community college student outcomes (McKinney & Roberts, 2012). The purpose of this study was to use the theory of student engagement as defined by Kuh et al. (2006) as it relates financial aid advising to the engagement of community college students. Ex post facto data from the Community College Survey of Student Engagement (CCSSE) 2014 Cohort was used to investigate whether a difference in student engagement existed between students who reported use of financial aid advising and those who did not. The researcher also examined the relationship between the frequency of use, satisfaction with, and importance of financial aid advising and student engagement as well as the five CCSSE benchmarks of effective practice. The results of the study show students who indicated use of financial aid advising reported significantly higher levels of student engagement than those who did not. The researcher found weak to moderate positive relationships between the frequency of use, satisfaction with, and importance of financial aid advising and student engagement. Additionally, each of the financial aid advising variables served as predictors of at least one CCSSE benchmark and student engagement. These findings provide meaningful information regarding the relationship between financial aid advising, particularly student satisfaction with the advising, and student engagement.

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Lin, Hsien Hong. "Why Taiwanese companies and foundations donate to public colleges and universities in Taiwan an investigation of donation incentives, strategies, and decision-making processes /." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1257258920.

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Thesis (Ph.D.)--Kent State University, 2009. Title from PDF t.p. (viewed Apr. 28, 2010). Advisor: Mark A. Kretovics. Keywords: higher education fundraising and administration; Taiwan; existential phenomenology; discriminant analysis. Includes bibliographical references (p. 320-335).

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Lanning, Paul I. Jr. "Developing expertise in higher education fundraising: A conceptual framework." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2372.

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This study is designed to identify traits that enable the novice professional to advance toward expertise in fundraising in higher education. The goal was to develop a conceptual framework that explains how the novice professional can advance toward expertise in fundraising in the higher education sector. This study found that CFREs employed in higher education tend to be Caucasian females between 41 and 60 years of age who move between jobs more commonly and tend to have less formal education than the older males now heading toward retirement. Male or female, younger or more mature, CFREs in this study tended to have fallen into their current careers by accident or without formal training for the profession. CFREs tend to rely upon annual conferences and informal networking for professional development rather than formal education. CFREs in this study identified several traits requisite for expertise in the field, even if they did not exhibit some of those traits themselves. Based upon these findings, a model for skill acquisition in higher education fundraising is proposed, and based upon that model a set of recommendations is offered for revisions to the current qualification and testing of CFREs and for the development of curriculum that will foster expertise. This curriculum is both replicable at multiple sites and expandable to other institutions and to online delivery, providing the industry with a means by which to prepare more fundraising professionals to meet the growing need in the sector.

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Keller, Patricia Ellis. "Donor Perceptions of Stewardship and Recognition Practices at the University of Toledo." University of Toledo / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1207682733.

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Morris, Juanita Michelle Reed Hines Edward R. "Trends and relationships in student enrollment, state support, economic recessions, and student aid in higher education 1976-2003 /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390280881&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1203094108&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007. Title from title page screen, viewed on February 15, 2008. Dissertation Committee: Edward R. Hines (chair), Patricia H. Klass, Ross A. Hodel, W. Paul Vogt. Includes bibliographical references (leaves 196-203) and abstract. Also available in print.

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Chatfield, David E. "The Impact of Performance-Based Funding Models among Ohio`s Universities." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1492017255713609.

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Spooner, Kevin Eugene. "Leadership and Decision-Making Skills of High Poverty Elementary School Principals in an Era of Reduced Resources." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722085.

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Recently, a great deal of interest has been generated around the role of principal and its effectiveness, especially its impact on improving teacher instruction and student learning. Waters, Marzano, and McNulty (2003) concluded that one quarter of all “school effects” on achievement can be attributed to principals. While there is general agreement on the principal’s importance and affect, do we understand how principals have adapted to changes in schools with reduced resources and increased learning needs of students? How have principals made decisions in an environment where resources have been reduced over time? Given the stories of retired principals from high poverty elementary schools, the purpose of this narrative inquiry is to understand how principals made sense of their experience when having to respond to decreasing resources and the need for increased student achievement. Participants in the study included retired principals from high poverty elementary schools who were employed during the time period extending from 2008 through 2014. Findings from the study make sense of the meanings elementary principals have constructed and attached to the phenomena of decision-making in times of financial reduction in order to help other principals who have been challenged by similar circumstances. Three categories of leadership styles and seven skill areas emerged in the study. Principals made use of these styles and skills in their responses to the crisis.

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Dadzie, Dominic S. "Cost Sharing and Equity in Higher Education: Experiences of Selected Ghanaian Students." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371486.

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Stepp, Randolph Scott. "A comparison of classroom teachers' and superintendents' views of teacher salary schedule components." Ashland University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1271445908.

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Hawkins, Whitney Nicole. "Does Looking for Help Matter? The Relationship Between Information Sources and Borrowing Decision Factors in Student Loan Decisions." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492421762767966.

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Leary, Judith A. "Funding Faithful Felons: A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship Recipients." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435679528.

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Cilliers, Johann J. "Die effek van die afstudering van MBA-studente op owerheidsbefondsing." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52195.

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Thesis (MBA)--Stellenbosch University, 2001. ENGLISH ABSTRACT: The theme of this study is an investigation of the financing issues of Universities, with specific reference to the Graduate School of Business of the University of Stellenbosch. The goal of the study is to determine what influence the successful or non-successful completion of studies at the Management School have on the subsidies that the University of Stellenbosch, and therefor the Business School, receive from the state. The following critical factors influence the University's revenue from subsidies. Firstly, time plays a role. It is a fact that when a student is successful in obtaining a degree within the minimum period or longer, or not al all, this directly influences the funding of the University, and therefor also that of the specific department, because each cost unit at University and Faculty level is directly influenced by the number of enrolled students who successfully complete their credits. The principles of the subsidising of instruction inputs and outputs causes that it is more important for the university that students attain their specific credits and therefor their degrees in the minimum prescribed period of time, rather than eventually attaining their degrees. If a student enroll for a number of credits in a specific year, but he does not attain those credits that year, it means that the university will effectively only receive half of the normal subsidy amount, because subsidy will not be calculated for the next year for success. The second factor is the demographic profile of students. Because of the entry of previously disadvantaged communities, and their bigger demand and need for training, there will in future be more and more pressure on the funding principles and the subsidies that universities receive from the government. This will force universities to find ways to support students, and encourage them to attain their degrees within the prescribed time frame, without compromising standards. The third factor is that the central government does not pay the subsidies that it should pay in terms of the so-called subsidy formula. These factors make it imperative that enrolled students should attain their degrees as soon as possible. This study focuses therefor on the so-called subsidy formula and how the success ratio of MBA-students impact on the financing of current expenditure of the Business School of the University of Stellenbosch. In order to make recommendations on which actions the Business School needs to take in the light of successful completion of studies, the following work method was followed. Various personnel of the Administrative Department of the University of Stellenbosch (US), as well as the Business School of the University of Stellenbosch (USB), was interviewed to determine how the formula is used within the framework of the University, as well as to obtain information and statistics on the study patterns of students of the USB. A study was conducted of previous, the current and future funding formulae. Personal interviews were conducted with people at the Management School of the University of Potchefstroom to compare their MBA-course with that of the USB. The most important finding of this study is that Universities should do everything in their power to ensure that students successfully obtain their course credits within the prescribed minimum period, as the subsidy payable for non-successful students are half of that payable for successful students. AFRIKAANSE OPSOMMING: Die tema van hierdie studie is 'n ondersoek na die finansieringsvraagstukke van universiteite, met spesifieke verwysing na die Bestuurskool van die Universiteit van Stellenbosch. Die doelwit van die studie is om te bepaal watter invloed die afstudering of nie-afstudering van studente aan die Bestuurskool (USB) het op die subsidie wat die Universiteit van Stellenbosch, en uiteindelik die Bestuurskool, van die Staat ontvang. Die volgende kritieke faktore beïnvloed die Universiteit se inkomste uit subsidies. Eerstens speel tyd 'n rol. Dit is 'n feit dat indien 'n student suksesvol binne die minimum tydperk of langer afstudeer, of glad nie, dit 'n direkte invloed op die befondsing van die Universteit, en uiteindelik die befondsing van die departement het, omdat elke koste-eenheid op Universiteits- en Fakulteitsvlak direk geraak word deur die getal ingeskrewe studente wat hulle krediete suksesvol voltooi. Die beginsels ten opsigte van die subsidiëring van instruksie-insette en -uitsette veroorsaak dat dit belangriker is vir die universiteit dat studente hulle spesifieke krediete en dus hulle grade binne die voorgeskrewe minimum periode moet behaal, eerder as dat hulle uiteindelik grade moet behaal. Indien 'n student inskryf vir 'n aantal krediete in 'n sekere jaar, maar nie in daardie jaar sy krediete behaal nie, beteken dit dat hy effektief net die helfte van sy normale subsidiebedrag vir die universiteit beteken, aangesien daar vir die volgende jaar nie weer subsidie bereken kan word ten opsigte van sukses nie. Die tweede faktor is die demografiese profiel van studente. Die toetrede van die voorheen agtergeblewe gemeenskappe, en hulle groter eise en behoefte aan opleiding, veroorsaak dat daar in die toekoms meer en meer druk op die befondsingsbeginsels en die subsidie wat universiteite van die staat ontvang, gaan wees. Dit sal universiteite noodsaak om wyses te vind om studente te ondersteun en aan te moedig om hulle grade binne die voorgeskrewe tyd te behaal, sonder om standaarde te verlaag. Die derde faktor is dat die sentrale regering vir die afgelope paar jaar al, nie die volle subsidies betaal wat hy behoort te betaal ingevolge die sogenaamde subsidieformules nie. Hierdie faktore noodsaak dit dat ingeskrewe studente dus so vinnig as moontlik moet afstudeer. Die studie fokus derhalwe op die sogenaamde subsidieformule en hoe die suksesratio van MBA-studente impakteer op die finansiering van lopende uitgawes van die Bestuurskool van die Universiteit van Stellenbosch. Ten einde aanbevelings te maak oor watter optredes die Bestuurskool in die lig van suksesvolle afstudering behoort te neem, is die volgende werkswyse gevolg. Onderhoude is gevoer met verskeie persone verbonde aan die Administratiewe Departement van die Universiteit van Stellenbosch (US), sowel as die Bestuurskool van die Universiteit van Stellenbosch (USB), om te bepaal hoe die formule binne die raamwerk van die Universiteit toegepas word, asook om inligting te opsigte van die afstuderingstendense van studente aan die USB te bekom. Daar is 'n studie gedoen ten opsigte van vorige, die huidige en toekomstige subsidieformules. Die respondent het ook onderhoude gevoer met persone verbonde aan die Bestuurskool van die Potchefstroomse Universiteit vir Christelike Hoër Onderwys om vergelykings te tref tussen hulle MBA-program en die van die USB. Die belangrikste bevindings van hierdie studie is dat Universiteite alles in hulle vermoë moet doen om te verseker dat studente hulle kursuskrediete op tyd suksesvol voltooi, aangesien die subsidie betaalbaar ten opsigte van nie suksesvolle studente die helfte beloop van die subsidie wat betaal sal word vir 'n suksesvolle student.

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Locust, Jonathan E. Jr. "An Outcome Study Examining the Institutional Factors Related to African-American College Graduation Rates and Return on Investment." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1498811978269526.

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Peters, Dennis L. "The Tennessee School Board Chairperson's Perception of School Accountability." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2764.

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The purpose of this study was to obtain and analyze information about the perceptions of local school board chairpersons in Tennessee toward school accountability. A questionnaire was designed to gather information from all school board chairpersons in the state of Tennessee. The questionnaire contained 32 attitudinal statements related to school accountability and 11 demographic questions about the chairpersons and the system they represent. The mean score, frequency, and percentage of the responses were computed and analyzed. The Kruskal-Wallis one-was ANOVA was computed to determine if significant differences existed in the mean score of the 32 attitudinal statements based on the 9 demographics which contained more than two subgroups. When only two subgroups were available in the demographics, or the Kruskal-Wallis identified that a significant difference did exist among the subgroups, the Mann-Whitney U - Wilcoxon Rank Sum W Test were computed. The Mann-Whitney U Test identified the differences and pinpointed the subgroups that did have significant differences. Findings derived from school board chairpersons' responses to the questionnaire: (1) Parents are responsible (99.1%) for getting children to attend school. (2) Schools should be equally funded (98.2%) before a school accountability program is implemented. (3) More research on value-added testing needs to be completed before teachers and principals are held accountable by test results. (4) Programs to improve attendance (86.7%) and graduation rates (85.7%) need to be implemented for all school systems. (5) School board chairpersons need more education concerning site-based management and how it relates to accountability.

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Jordan, Brian C. "A longitudinal study of selected impacts of the School District Finance and Quality Performance Accreditation (SDFQPA) Act on representative Kansas school districts, 2002-2011." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13460.

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Doctor of Education Department of Educational Leadership David Thompson Information gained from the present study should provide important policy insights into whether adjustments to the School District Finance and Quality Performance Accreditation (SDFQPA) Act funding formula have supported the original goal behind SDFQPA, which was to provide more equal funding to public elementary and secondary pupils in Kansas. The study assessed selected fiscal and pupil performance impacts following changes to the SDFQPA funding formula during the years 2002 - 2011. The information gained from the present study also can be compared with the insights gained from the DeBacker study of 2002 which analyzed SDFQPA funding formula impacts from 1992 - 2001. The result of extending and expanding the DeBacker study to new data in 2011 is significant. When considered jointly, information from the two studies should provide insight about selected school funding variables impacted by the SDFQPA funding formula over a twenty-year span. The population for the study included all 289 Kansas school districts in existence in 2011. The study sample, 112 school districts, was arranged into decile groups based on assessed property valuation in 2002. The design resulted in 28 school districts in four decile groups of Deciles 1, 5, 6, and 10. Decile 1 school districts were considered poor, Deciles 5 and 6 were considered average wealth, and Decile 10 school districts were considered wealthy. The study was conducted in two phases. The first phase consisted of an extensive data review based on the critical element of local fiscal capacity to support schools across two book-end years 2002 and 2011. The following represent the fiscal and student performance variables analyzed in the first phase: enrollment, general fund amounts per pupil, supplemental general fund amounts per pupil, capital outlay fund amounts per pupil, bond and interest fund amounts per pupil, number of pupils per certified employee, and average teacher salaries. Other pupil performance variables examined included: graduation rates, dropout rates, and state reading and math assessment results. The second phase of the study attempted to expand on researcher observations made during the first phase through the use of surveys and telephone interviews. Surveys were mailed to the 112 school districts in the study sample to gather contextual information about the specific variables and also to gather information not available from the data. Survey information included the following: construction or remodeling of facilities, closing or combining of schools, and changes in secondary curricular offerings. Telephone interviews were also conducted with 5 randomly selected school districts from each of the four studied deciles to clarify the survey data and to gather school leaders’ perceptions about changes to the SDFQPA funding formula. Results of the study indicated that adjustments to SDFQPA from 2002-2011 did indeed increase the level of fiscal resources available to average wealth school districts at a greater rate than resource increases experienced by wealthy school districts. Pupil performance across all deciles improved, with the most dramatic improvements occurring within the average wealth school districts. The school districts within Decile 1 experienced the most improvements to facilities, and increases in curricular offerings when compared to other deciles. The results indicated that positive changes have occurred in the educational experience offered by Kansas school districts from 2002-2011. The positive changes were discovered with only cautious optimism, however, as more recent changes to SDFQPA could potentially undo the growth experienced by Kansas school districts from 2002 to 2011.

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Kinder, Keenan D. "Paying for Performance| Public School Property Taxes and Public-School District Performance in Missouri." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13806297.

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An increase in the property tax rate of a school district creates an increase in local revenues for the district (Missouri Department of Elementary and Secondary Education. [MODESE], 2017). The overarching question becomes: Do increases in the local tax levy compare to improved student performance? The purpose of this quantitative study was to examine the difference between property tax rates of Missouri public school districts to student performance as viewed through the lens of benefit tax theory (Duff, 2004). Secondary data were obtained via the MODESE which included property tax rates and information from the Annual Performance Reports for public school districts for academic years 2014–2015, 2015–2016, and 2016–2017. The categories examined from the Annual Performance Reports were: academic achievement, subgroup achievement, career and college, attendance, and graduation. Public schools with higher tax rates were found to have the best attendance rates and the highest graduation rates. Overall, public school districts with higher tax rates realized higher Annual Performance Report scores.

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Packer, Chad Douglas. "School Referenda and Ohio Department of Education Typologies| An Investigation of the Outcomes of First Attempt School Operating Levies from 2002--2010." Thesis, University of Cincinnati, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3599104.

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The complexities surrounding public school funding are not unique to Ohio. There have been numerous legal challenges in the State Supreme Courts and seminal cases from the U.S. Supreme Court which have assigned the practices and formulas by which schools are funded to the individual states. Although previous research has investigated voter approval related to school referenda from the 614 public school districts in Ohio, a significant question remains as to which factors are affecting the school districts and their attempts to pass school operating levies. This study focuses on seven typologies developed by the Ohio Department of Education for comparing districts based on nine demographic variables and the factors which predict the outcomes of first attempt school operating levies within each of those typologies. The following research question was developed to provide researchers and practitioners information on factors affecting school levy referenda in Ohio public school typologies: What factors (proposed levy size in mills, length of the levy, election month, type of levy, effective millage rate, and value per pupil) are significant predictors for the passage for first attempt operating levies proposed between the years 2002 and 2010 in each of the seven Ohio Department of Education Typologies? According to the Ohio Secretary of State's certified election results, 2,199 school operating levies were on the ballot during this time frame with 327 being first attempts. These 327 first attempt school operating levies comprised the data set for this study. Using binary logistic regression, the results of this study indicate four of the six variables tested were significant predictors of first attempt school operating levy passage. The proposed levy size in mills (Typologies 3 and 6), election month (Typology 2), type of levy (Typologies, 1, 2, 3, and 6), and effective millage rate (Typology 2 and 6) were found to be factors significant at the p < .05 level. From this, practitioners and researchers can begin to investigate how these factors are being addressed in current and future operating levies. The results of this study have presented practitioners in all 614 school districts in Ohio with evidence of the factors which affect first attempt operating levies within the different typologies. Without a radical change to Ohio's school funding formula, the practice of relying on voters in each school district to pass tax levies will remain; therefore, a "one size fits all" approach to passing proposed referenda is not recommended.

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Welch, Catherine E. "Factors Affecting Postsecondary Enrollment among Vermont High School Graduates| A Logistic Regression Analysis." Thesis, New England College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13859163.

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The State of Vermont has long had one of the highest high school graduation rates in New England, hovering around 87.8% with a lagging college enrollment rate of 52.3% at any 2- or 4-year postsecondary institution in the country (New England Secondary School Consortium, 2015). This research explored the factors that have the greatest effect on the college enrollment patterns of Vermont high school graduates. Specifically, this study explored the relationship between the following factors and 2- and 4-year college enrollment: (a) academic preparation, (b) access to college information, (c) early career exploration and education planning, (d) gender, (e) grade point average, (f) parent educational attainment, (g) parental expectations, (h) student location, and (i) student perception of affordability. This descriptive, correlational quantitative study used binomial logistic regression to determine which of the factors listed in the preceding section had the greatest impact on the college enrollment patterns of Vermont high school graduates. The dataset for this research was the Class of 2014 Senior Survey from the Vermont Student Assistance Corporation, administered to all students graduating from Vermont high schools in 2014. This research looks to inform work currently being done at the state level to raise the number of adults living in Vermont with a postsecondary credential to 70% by the year 2025

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Spencer, Rosa Chiffon. "A Study of High School Dual Enrollment Participation at Alabama's Public Colleges and Universities." Thesis, The University of Alabama, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10639302.

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This case study explored dual enrollment program implementation and student participation at a public high school in Alabama. The study gathered current data to describe the salient actions and cultural beliefs that influence dual enrollment program participation. The findings help to better understand the institutional practices that attract students to participate in dual enrollment programs. This study describes the process by which a high school generates student participation in dual enrollment programs and identifies its established institutional practices that lead to higher student participation. The findings described the noticeable actions and cultural beliefs that facilitated student participation. The following research questions provided the data needed to answer the overarching questions of this study: 1) What were the strategies the high school used to attract students to participate in dual enrollment programs; 2) How did the high school assist students in successfully completing dual enrollment programs; and 3) What challenges does the high school face in the implementation of dual enrollment programs?

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Burchett, Bonnie L. "The Role of Values in Higher Education: A Case Study of Two Higher Education Institutions." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2888.

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The primary purpose of this study was to develop case studies providing a description of how two higher education institutions addressed the role of values. The researcher attempted to provide insight and understanding into the implicit and explicit values of the institutions through a values audit process. The methods of transmitting those values internally and externally were examined, as well as, implications for students, faculty, and staff. There was also an analysis as to what evaluation process was used to ensure compliance or alignment and to gauge that alignment between educational practices and the institutions' mission and purpose. The study examined the established and appropriate reward systems for recognizing and assuring compliance or alignment. The ethnographic case study was chosen as the research model for the investigative process for this study. Two case studies were conducted in which a four-year public institution, East Tennessee State University; and a four-year private Christian, liberal arts institution, Milligan College were examined. Each institution was treated as a case study, then a cross-case analysis was conducted between institutions noting similarities and differences. Four ethnographic techniques were used in the data collection phase of the research study: researcher's notes, face-to-face interviewing, document analysis, and participant observation. In each technique, the researcher emerged as the primary instrument for data collection. Based on the data collected, it was found that an institution's vision, mission, values, and goals provide the context in which it operates. The leader emerged as the individual who sets the tone for values for the institution. Effective strategies for communicating and implementing the values throughout all levels of the organization are critical. Compliance and alignment of members with the values must be expected, encourages, rewarded, and punished. Institutions may employ differing, yet, effective strategies for values definition, communication, and implementation. Recommendations made, as a result of the study are the following: (1) a periodic, broad-based review of the vision, mission, and values be conducted, (2) effective and continuous communication strategies be formulated and implemented into the hiring, supervision, and evaluation process, (3) an individual or an area be responsible for reviewing, transmitting, and evaluating the values, (4) periodic values audits be conducted internally and externally, and (5) further research be conducted in areas impacted by institutional values.

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Davis, Maria Salome E. "Dual enrollment| A correlational analysis of high-school students' participation and college persistence in Florida." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3648295.

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The purpose of this quantitative correlational study was to determine the relationship between dual enrollment (DE) participation and college persistence among 399 high-school students enrolled in the five campuses of a state college in southeastern Florida from Fall 2010 to Fall 2012 using archived student records. Multiple regression was used to examine the correlation between college persistence and DE credits earned, GPA earned in DE courses, and algebra grades and to determine which variable was the greatest predictor of college persistence. The results of the study indicated that there was a significant but small correlation between DE participation and college persistence. Using analysis of variance, the result showed that there was a significant difference between the college persistence of DE and non-DE students. DE students had a mean college persistence score higher than non-DE students. The results of the study using Pearson correlation also showed that there was no significant correlation between GPA earned in DE courses and college persistence. No significant correlation between algebra grades and college persistence was found. The most important result of this study indicated that there was a highly significant correlation between a student’s DE credits earned and his or her college persistence and the best predictor of college persistence was the DE credits earned. Based on these findings, more research is required to investigate how DE and non-DE students compare in terms of the relationship between the variables GPA, DE credits earned, algebra grades, and college persistence.

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Mook, Donald James Jr. "The Impact of School Choice on Funding Ohio’s Public Schools." Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1544016092672826.

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Green, Althea C. "Nontraditional Military-Enlisted Students?Increasing Diversity in Medical School Cohorts." Thesis, Keiser University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815668.

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The U.S. physician population lacks diversity, and this lack of diversity is reflected in the medical student population. Medical schools have implemented various types of programs to increase the diversity of their student population, and by extension, the physician population. A public Northeastern medical school implemented a postbaccalaureate premedical (PBPM) program for military enlisted service members with a goal to increase diversity among its medical school cohorts. A quantitative causal-comparative ex post facto study compared diversity variables of the PBPM military enlisted students with the public medical school student group, as well as the national student group.Chi-square analysis found significant differences between the military enlisted students and the two other comparison groups in four of five diversity measures. The military students were statistically different in age, marital status, number of dependents, and socioeconomic background. The groups did not differ significantly in terms of their racial/ethnic demographics. The study validated Tinto’s framework of student persistence with a military population.

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Albert, Ernst. "Overcoming the Challenges of Retaining Novice Teachers in a County Public School." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602144.

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Retaining novice teachers in a Northeast Florida county public school is an ongoing challenge. Research indicates that 14% of new teachers will leave the field within 5 years. The purpose of this case study was to investigate the major factors that contributed to this unique group of novice teachers’ decisions to continue to teach at the school during their first 5 years in the field. The societal model served as the conceptual framework for this study of factors affecting teacher turnover, with emphasis on teacher and school characteristics in relation to teacher attrition. Data collected from 9 interviews and an observation and analyzed inductively were used to answer the key research question about what factors contributed to new teachers’ retention. The findings of this study indicated that teacher preparation, administrative support, school environment, working conditions, and student characteristics influenced teacher retention at the local site. Recommendations that stemmed from the findings were formulated into a proposal for a new teacher professional development series that the participating school can use to improve new teacher retention rates. This study promotes positive social change by implementing measures to stabilize new teacher retention rates, which will improve student learning and promote academic success by creating stability in the learning environment.

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Barr, Denny Hayes. "High Academically Achieving Rural High School Students' Perceptions of the Influences on Their College Choice Decisions." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788082.

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Research on college choice decisions of high school students has increased over the past forty years but has generally centered on demographic characteristics such as race, gender, or socio-economic status of students. There has been little research on the influences on the college choice decisions of high academically achieving students from rural areas. Nationally, 27% of rural high school students attend four-year colleges, compared to 37% of students who come from urban or suburban areas. In addition, 73% of students choose to attend college within their home state. However, preliminary data from one rural school system in North Carolina showed that over a two-year period, 96.45% of students who attend high school in that county school system remained in the state of North Carolina for college. This data implies that rural high school students remain in state for college at a higher rate than students from urban and suburban areas and do not seek admission to highly prestigious colleges around the United States to which they may be attractive candidates for admission. Seven to nine students and the faculty member or members who works most closely with students during their college search were interviewed from one rural high school each in North Carolina, South Carolina, and Virginia to determine their perceptions of the influences on their college choice processes. Focus group sessions were held with the student participants at each of the high schools to insure the accuracy and understanding of data and to expand on themes identified during the coding of data. This study found that rural students face a variety of barriers in their college search processes. These barriers, both real and perceived, worked to lead rural students to choose in state colleges that were in proximity to their homes. Rural students and the high school faculty who work with them often work with incomplete or inaccurate information of the opportunities available to students outside of their own states of residence.

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Pratschler, Marianne. "Effects of mentoring preservice teachers on inservice teachers in professional development school environments." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/694.

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Colleges and universities collaborte with P-12 public schools in professional development school (PDS) partnerships to improve teacher training, provide professional development for inservice teachers, improve student achievement, and promote action research. Most research has been done on advantages for preservice teachers and for students in classrooms. The purpose of this qualitative study was to better understand inservice teachers' mentoring experiences in order for a local college to support and enrich the professional lives of inservice teachers. Research questions addressed inservice teachers' perceptions regarding mentoring interactions, effects on their own classroom practices, and professional growth. The purposeful sample was comprised of 17 mentor teachers from 3 elementary schools that had PDS partnerships with a local college. Individual interviews and school cohort focus group transcripts were coded and analyzed using a data analysis spiral. The researcher also collected unobtrusive data relevant to professional development activities in the PDSs. Results indicated that mentor teachers viewed mentoring experiences as positive and felt rejuvenated. Participants noted that reciprocal learning took place and that they had grown professionally. The local college has implemented changes and plans to continue to improve programs based of the study findings. Other colleges and universities can utilize the study results and the PDS model to improve inservice teachers' mentoring experiences. Inservice teachers may be empowered by successful mentoring experiences to create change in their schools as they take leadership roles, engage in action research, and promote academic success for all learners in the 21st century.

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McKeithan, Tashon. "Racial perceptions and its relationship with perceptions of school success." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3662626.

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The White-Black achievement gap still persists, leaving Black children far behind their White peers. Research shows that children who struggle during their early childhood years are more likely to be at risk for academic failure in their elementary and high school years. Educators and social scientists continue to grapple with creating schools that improve Black educational achievement. This study is grounded in the premise that racial perception is intrinsically linked to school success. Racial preferences are explored through participant selection in the forced choice questionnaire. Racial perceptions are examined in this study by how children take in racial stimuli and their reactions in response to these stimuli. Two themes emerged from the participant responses: physical attributes (or visual cues) and behavioral attributes. Generally, participants perceived the physical traits of the Black doll positively. In the past, the studies of racial perception indicated that Black children were rejecting the visual images (dolls, pictures, etc.) that indicated internalization of negative physical (visual) perceptions of Black images. Unlike these former studies, the participants in this study show positive perceptions of physical characteristics of Black images. The participants ascribed negative behavioral characteristics to the Black doll, especially those related to school. The fact that Black children are ascribing negative behavioral traits to the doll they most identify with should not be overlooked. The consistent assignment of negative behaviors to the Black doll by Black children is problematic because the children identify with the group which they believes regularly behaves undesirably. This presents a conflict in how Black children are developing their racial perceptions and the perceptions of school success that may incorporate into their developing racial identity structures. This study has raised several issues for further research and also suggests a need for intervention during the early childhood years. The disconnect between the students identifying positively with physical characteristics of Blacks but assigning negative behavioral traits to Blacks is too great to ignore. Given that racial perceptions are tied to school success, interventions that develop positive racial identity outcomes are necessary in schools.

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Omale, Johnson John. "Oral Health Knowledge, Attitudes, and Practices Among Secondary School Students in Nigeria." ScholarWorks, 2011. http://scholarworks.waldenu.edu/dissertations/1177.

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Secondary school students in Nigeria face challenges regarding their oral health. Few researchers have investigated oral health knowledge, attitudes, and behaviors in Nigerian populations. The purpose of this study was to assess the level of oral health knowledge, behaviors, and practices among secondary school students in Enugu State, Nigeria, in relation to their oral health status. The theoretical framework of this study was based on the health belief model. A cross-sectional study was conducted to collect data from 12 secondary schools in Enugu State, using a close-ended questionnaire as well as oral examination (dental caries and periodontal diseases) of the students who attended junior secondary (JSS) I, II, and III classes. A total stratified sample of 671 students was included in the study. Bivariate nonparametric tests and logistic regression were used to analyze the data. According to the results of the study, the levels of dental caries and periodontal diseases were relatively low. However, only one fourth of the students had received professional fluoridation, and almost 50% of the participants had never visited a dentist. Students from a missionary school had lower levels of periodontal diseases than those from public schools, with an odds ratio of 0.612 (95% CI [0.402, 0.934]). Students from JSS III class tended to have a lower level of periodontal diseases than those of JSS I class (OR: 0.567, 95% CI [0.363, 0.886]). The social change implications of this study can be the development and incorporation of oral health promotion programs into the school curriculum. These programs may increase the adoption of preventive oral health strategies by students, such as regular dental attendance, to maintain their good oral health for a life time.

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Cuppett, Kevin S. "How Do Stakeholders Engaged in School-University Partnerships Create Value for their Own Organizations?" Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613386.

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The purpose of this study was to determine how stakeholders engaged in school-university partnerships, specifically in the work preparing future school administrators, created and captured value for their own organizations. These case studies examined three partnerships that involved three school systems who all partnered with the same college, which allowed for multi-site and within site analysis. The study used the voices of key stakeholders, partnership documents, and observations of key events within the partnerships as data sources to focus on what stakeholders took away from the partnerships for their own organizations. The review of literature included research on the role of school-university partnerships in principal preparation reform, and the impact of such reform on leadership succession in schools. In addition, the literature on collaboration provided a clear context for identifying, analyzing and interpreting the actions of stakeholders in these partnerships. The partnerships were examined using negotiated order theory as a conceptual and theoretical framework. This framework proved valuable for determining the actions stakeholders in regard to the preconditions and processes of collaboration, with specific focus on value creation and capture as outcomes. The findings showed that value creation and capture were specific and significant for all organizations, although there was variance across the partnerships as to what and how value was created and captured. Recommendations were offered for organizations interested in creating school-university partnerships. Recommendations could also be broadly applied to many types of organizations in the social sector that are interested in partnering as a means of creating and capturing value for their own organizations.

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Edmondson, Frederick Stephen. "Effects of a faculty mentoring program on African-American and Hispanic-American college students: Self-disclosure, self-esteem, solidarity, and academic achievement." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2585.

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The purpose of this study was to examine self-disclosure, self-esteem, and solidarity in the mentoring relationship and the subsequent impact on academic achievement regarding African and Hispanic American college students. The Faculty Mentor Program is a component to meeting the challenge of improving retention and graduation rates for African and Hispanic Americans at California State universities. There were 287 subjects of which 83 responded to the survey. The subjects were members of a Faculty Mentor Program at a California State University. The survey consisted of the Wheeless Solidarity Scale, the Wheeless Five-Factor Disclosiveness/Disclosure Scales, and the Coopersmith Self-Esteem Inventories (Adult form). The hypotheses stated that there is a significant positive relationship between the amount of interpersonal contact and the protege's self-disclosure; between self-disclosure and self-esteem; between self-disclosure and solidarity; between protege solidarity and protege self-esteem; among the variables self-disclosure, self-esteem, solidarity, amount of contact, and academic achievement; between the amount of time the protege has been in the Faculty Mentor Program and level of academic achievement. Statistical procedures used for analyzing data were analysis of variance, content analysis, multiple regression, Pearson Product Moment Correlation, summary-comparison analysis, and t-test. The Pearson Product Moment Correlation disclosed a significant positive relationship between self-disclosure and solidarity and no statistical positive relationship for self-disclosure and self-esteem, solidarity, and self-esteem, and grade point average and time with the mentor program. A multiple regression revealed a statistical significance between self-esteem and grade point average. A summary comparison analysis disclosed that the proteges found the mentor relationship helpful and the program to be helpful.

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Seipel, Sandra Helene. "Stakeholder Perceptions| The Impact of a University-based Laboratory School on a Campus-based University Educator Preparation Program." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877170.

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A gap in research on the impact of a university-based laboratory school on a campus-based educator preparation program and a decrease in the number of university-based laboratory schools requires current laboratory school programs to evaluate strengths and weaknesses to provide quality evaluative data to ensure continued viability. This qualitative study sought to expand the extant research by identifying perceptions of stakeholders, educator preparation program students, faculty, administrators, and laboratory school teachers, parents, and administrators—to examine the impact of a laboratory school on an educator preparation program. The case study outlined stakeholder perceptions at one university and one laboratory school and investigated the perceptions of stakeholders regarding the impact of a university-based laboratory school to a campus-based educator preparation program. Four major themes emerged related to the impact of a laboratory school on an educator preparation program include: experimentation, early practice and ability to bridge theory to practice, expertise of faculty and teachers, and safety and support of environment to practice new learning. A fifth overarching theme was identified as significant to research: complexity of the organization.

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Moore, Sara R. "Literacy Through Photography| Third-Year and Beyond, First-Generation College Student Experience with Culture and Academic Discourse." Thesis, Wilkes University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729098.

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This qualitative portraiture study examines current issues that surround the experience of third-year and beyond, first-generation college students. There is a need to understand the self-perceptions of first-generation college students. Very few studies follow the group into the third year of college. Most programs track the population for just one year beyond matriculation. Success for first-generation college students is vital, as the group has been identified as a growing population with low college completion rates. This study is presented at a critical time, when the President of the United States claims a college education is necessary to live above the poverty line and achieve middle-class status. The United States government has based public policy and higher education funding upon both student need and institution completion rates. This study used arts-based research and literacy through photography techniques to explore the narrative experience of a small sample of first-generation college students while engaged in interpretative photography. The technique aimed to promote imagination, creativity, critical thinking, and personal reflection. The study engaged participants in literacy through photography and sought to synthesize data in the form of writing samples, interpretative photography, and transcribed interviews to uncover patterns that better explain the tenants of culture leading to academic discourse within a disadvantaged population. The portraiture method was used to provide rich and descriptive data by illuminating themes through participant-researcher collaboration with reflective and narrative components.

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Shea, Thomas McKennon Jr. "The Value of Why| Understanding Alumni Giving Motivation and Identity in the Graduate and Professional Theological School Context." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828069.

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As graduate school enrollment continues to grow and more graduate institutions become responsible for their own fundraising efforts, attention to the specific context of graduate and professional school fundraising will be increasingly important. This study sought to identify the primary motivations of graduate alumni to make financial gifts to their graduate alma maters. Secondarily, it explored how prior experiences with undergraduate institutions, particularly through the lens of research related to organizational identification, affected their giving behavior. Data gathered from alumni and development staff interviews at four graduate theological institutions indicated 11 distinct themes that could describe the variety of giving motivations mentioned by alumni. At the individual level, alumni were found to have a cluster of motivational themes, typically three to six themes, that they described as influencing their giving behavior. The themes of mission, involvement, and vocational alignment appeared in alumni motivation clusters more frequently than others. Additionally, each institution had a particular motivation that was mentioned more prominently than others, leading to the conclusion that institutions are a major influencer on the motivations of their alumni. Nearly all of the alumni not only gave equally or more frequently to their graduate alma mater than their undergraduate alma mater, they also reported equal or greater identification with their graduate alma mater. This affirms the prior research of Mael and Ashforth (1992) that organizational identity is a significant contributor to alumni giving and that having attended other institutions is not detrimental to the formation of a graduate school identity. Overall, this study demonstrated that identifying the giving motivations of graduate alumni can be an important step in crafting strategies for effective alumni fundraising. Given the discrete set and limited range of possible motivations, graduate institutions similar to those in this study would be able to identify both the primary motivations of their alumni donors as well as the motivations unique to their own institutional identity. With that knowledge, they would then be able to cultivate alumni as donors in ways that are more engaging, relational, and authentic.

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Smith, Penny L. "Planned Change in Higher Education: A Case Study of the NASSP Alliance for Developing School Leaders." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2795.

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The problem was that much effort was being put into an alliance for preparing school leaders with little evidence concerning how effective such groups were in promoting positive change. The purpose of this study was to provide a historical background for the National Alliance for Developing School Leaders that included the rationale for the endeavor, the identification of key actors and their roles, and perceived changes resulting from Alliance affiliation. The information gleaned from the study was intended to answer the formulated research questions. Data were collected using semi-structured interviews and through examination of relevant documents. Data were coded and clustered to assist with the organization of a plethora of information. The information was then used to tell the story of the National Alliance for Developing School Leaders as told by those directly involved in the conception and development of the Alliance. Evidence indicated that change had occurred as a result of the National Alliance for Developing School Leaders, however, the degree of change experienced varied across university sites. Conclusions drawn indicated that the Alliance provided faculty and students exposure to new materials and teaching techniques, opportunities for increased presentations and publications, higher visibility, professional development opportunities that included area school administrators, and increased professional dialogue regarding changes needed in administrator preparation programs. Evidence existed that more on-site visits and opportunities to dialogue about the successes of each program as well as the difficulties encountered by the universities attempting to change their preparation programs were desired by Alliance participants. Participants reflected on their experiences resulting from involvement with the National Alliance for Developing School Leaders and then shared insights regarding essentials necessary for successful multiorganizational collaborative efforts.

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Hunter, Virginia Rae. "Higher Education Finance| A Case Study of Minority-Serving Institutions in New Mexico." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10604717.

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This study explores the relationship between state and federal funding policies and the ability of minority-serving institutions (MSIs) to support low-income and minority students. The way US public higher education is financed has changed dramatically since the Great Recession. State appropriations to institutions have declined (SHEEO, 2017), tuition increases have dramatically outpaced growth in household income (College Board, 2016a) and state financial aid has drifted from need-based to merit-based (College Board, 2016b). Many wonder how this policy environment is impacting low-income and minority students and the institutions that serve them. MSIs have risen to the forefront of institutions committed to serving these students, and more should be known about how these institutions are affected by the current fiscal policy environment. The purpose of this study is to explore the relationship between finance policies and the ability of MSIs to serve their students. Case study methodology was used to provide an in-depth analysis of how three campuses in New Mexico respond to state and federal finance policies and shifting revenue streams, and how these responses impact students. The three campuses include one Native American-serving Nontribal Institution that is a community college, and two Hispanic-Serving Institutions—a community college and a regional comprehensive university. These campuses share similar geographic and student characteristics, but are funded through different finance polices. The findings suggest that: local appropriations play a critical role in the fiscal stability of community colleges in New Mexico; state funding favors well-resourced institutions and students; and institutional leaders perceive federal funding as providing the most support for low-income student success. This study also reveals that finance policies in the state are not aligned to their full potential for increasing degree attainment.

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Amador, Luis A. "Motivators and Demotivators of Dominican Immigrant High School ESL Students in Puerto Rico." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5601.

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The problem is that Dominican student immigrants enrolling in Puerto Rican high schools need to be English proficient and the English as second language program (ESL) is not effectively supporting these students to develop English proficiency to graduate from the target high school. The purpose of this qualitative case study was to understand the perceptions of Dominican immigrant ESL students regarding motivators and demotivators in ESL classes to develop English proficiency at the target site. Using Krashen's conceptual framework, students' perceptions of motivators and demotivators regarding ESL classes, and their suggestions for improving the ESL instruction were explored. A qualitative case study design, using purposeful sampling was used to collect data through semi structured one-on-one interviews from 8 ESL students who met the criteria of being a Dominican ESL student and being 18 years or older. Data were analyzed using ATLAS.ti 7. The findings indicated more time and instructional support was needed for ESL students to develop English proficiency and targeted professional development was needed for the ESL teachers. Themes emerging from the findings were that ESL teachers should (a) use motivators and specific instructional strategies, (b) be aware of demotivators, and that (c) additional instructional time was needed to improve students' English proficiency. A white paper with recommendations to improve ESL instruction developed to present to district stakeholders. The adoption of these recommendations will result in social change by strengthening ESL students' English and literacy support, leading to ESL students' academic success, high school graduation and opportunities to attend college or join the workforce.

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Brett, Armand George. "Stages of affirmative action and diversity policy in the California State University system." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2944.

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Demographic changes in California have made the goal of a more culturally diverse faculty extremely important to the future of higher education. Confounding issues associated with affirmative action policy seemed to be contributing to a stalling of progress. This study sought to identify a range of conceptions and approaches used in dealing with affirmative action and to assess the work of affirmative action directors regarding their dealings with faculty and the hiring process. Value conflict and political sensitivity discovered during preliminary research led to the use of a qualitative, key-informant, semi-structured interview approach with assurances of anonymity placed in the forefront. Interviews were conducted with five affirmative action directors and ten department chairs on five California State University campuses. The data were analyzed to develop categories then re-analyzed to test emergent theory. Four ideological stages associated with the evolution of affirmative action emerged from the data. This framework is used to organize the complex issues and show that some of the problem stems from divergent conceptions of affirmative action. Also found was a significant amount of miscommunication. Affirmative action directors did not seem sufficiently aware of the common ground they shared with faculty relative to solving the diversity problem. A range of sub-issues associated with the structure and culture of a complex university are also identified. These sub-issues illustrate three things: variations of purpose between affirmative action directors and faculty; views of affirmative action directors toward faculty; and a legitimacy problem which depends on the administrative placement of affirmative action directors, their administrative style and their credibility with faculty. The four stage framework helps to show that while faculty appear to be reconceptualizing quality to meet the diverse cultural needs of a drastically changing student clientele, affirmative action policy adjustments are failing to keep pace. For the purpose of minimizing conflict and streamlining transition, recommendations include changes in affirmative action directors' jobs. Also recommended is: use of the framework to study other universities; and alternation of the type of procedures used in this research with quantitative methods to refine the framework or develop others.

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Stewart, Mark. "The transformation and development of Christian institutions of higher education." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2557.

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A qualitative case study was conducted of Bethany College of the Assemblies of God in Scotts Valley, CA. A twofold purpose motivated this study: The first was to add to the understanding of the transformation processes of Christian higher education institutions, and the second was to develop a set of principles to be applied to the changing Christian institution by administrators and governing boards. From the study, which consisted primarily of document analysis and was supported by interview data, findings were reported and five major emergent themes were identified. These themes were: (a) The vital role of key leaders and the qualities they exhibited; (b) the importance of maintaining an unchanging core central mission; (c) the necessity of ongoing program expansion; (d) the environment or climate impacting change; and (e) the role of other key “players” in the growth and change process. Findings were discussed from the perspective of an administrator in Christian Higher Education.

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Trautenberg, David Herbert. "Braking and entering| A new CFO's transition into K-12 urban school district." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125796.

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In this autoethnography, I examine the challenges I faced as a private-to-public-sector novice CFO entering a resource-constrained 41-thousand-student K-12 urban school district in Colorado. This study chronicles how I deliberately slowed down my interactions within a complex adaptive system (CAS) through ethnographic interviewing to identify the relationships, processes, and tools; and create the conditions necessary to align and optimize resources at the district level to improve student outcomes. There is scant research on how a new K-12 education CFO transitions from a traditional budget-manager approach toward one that promotes inquiry and cost-effectiveness. Unlike CFOs in the private sector, oftentimes I was estranged from strategic and capital-allocation decisions, particularly around instruction. I lacked the time, skilled staff, and resources to perform fundamental cost-benefit analyses. I had come to work in a school system after obtaining an MBA from the Stanford Graduate School of Business and working in Wall Street for 20 years. Having no experience working in the public sector more generally or education more specifically, I came with a particular mindset and approach not altogether suited for this environment. Consequently, my transition to this new milieu was quite chaotic. I intentionally embraced entry planning as a way to make sense of a CAS that oftentimes defied comprehensive analysis. I learned, slowly, that successful entry required intellectual rigor and emotional sensitivity. I repeatedly found that interventions based on adaptive change that fundamentally shifts how works gets done increased employees’ anxiety. I assumed the roles of researcher, learner, and knower in evolving an induction approach that recognized entry never stopped because the CAS never rested. I explore entry through three case studies. The first of these pertains to my participation in Teachers’ Master Agreement Negotiations; the second centers on my engagement with Nutrition Services, a low-status but high-value allocator of resources; and the third analyzes how I merged the roles of CFO and educator to increase my district’s understanding of municipal-bond finance in preparation for a general-obligation bond offering. Keywords: CFO entry; entry planning; complex adaptive systems; teachers’ negotiations; nutrition services; school finance

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Calhoun, Jack Willard. "High School Student Athletes and Nonathletes' Disciplinary Referrals and Grade Point Averages." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/87.

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High School Student Athletes and Nonathletes' Disciplinary Referrals and Grade Point Averages by Jack Calhoun MEd, Georgia Southwestern State University, 1998 BS, Georgia Southwestern State University, 1997 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2014 This quantitative study investigated how athletic participation in public high schools influenced students' academic achievement and positive social behavior. Disciplinary referrals are on the rise in American schools and are a cause of concern for teachers, administrators, parents, and community members. School personnel currently implement programs designed to curb discipline problems in the classroom and foster productive behavior among adolescents. There is some debate and conflicting literature on whether sports participation has a beneficial influence on students. The writings of Virgina Chomitz, who hypothesized a positive relationship between academic achievement and physical fitness, guided this research. This study analyzed grade point average (GPA) and discipline referral data for 4,433 students in a suburban American high school over a 3-year time period. The GPA and referral data for athletes and nonathletes were compared using multiple t tests, and it was found that athletes had significantly higher GPAs and lower discipline referrals when compared to nonathletes. These results, which match the original hypotheses, provide greater insight into how participating in athletics may improve a student's behavior and academic achievement. With this knowledge, educators may place greater emphasis on athletics as a method to promote achievement and positive experiences among high school students. These positive effects will contribute to social change for students at an individual level and for entire school environments.

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Wood, Daisy Bertha. "School-university partnerships: An exploration of the relationship." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618700.

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The purpose of this study was to investigate the accuracy of a particular model for collaboration when applied to a successful school-university partnership. A specific framework for establishing and maintaining successful school-university partnerships, proposed by Frank Wilbur of Syracuse University, was identified in the literature. Wilbur's model was selected as the conceptual framework for this study since it contains critical elements supported by at least four other researchers studying and writing on collaborative endeavors and was, in fact, the most comprehensive of any of the suggested conceptual frameworks. The answer to one overall research question was sought: to what extent does Wilbur's model for school-university partnerships fit when applied to a highly successful school-university partnership? Answers to questions pertaining to Wilbur's nine most important factors (e.g., leadership; economics; governance and communication) positively impacting interinstitutional alliances were explored in an existing school-university partnership known as the Center for Collaborative Advancement of the Teaching Profession.;Historical documents regarding the Center, including the initial grant proposal, interim and final reports, and published articles, were reviewed for content and consistency in answering the main and subsidiary research questions. Individual, paired, and focus group interviews were conducted with persons felt to be most knowledgeable of the Center's activities.;Evidence that particular elements of successful partnerships were considered and included in the design, implementation, and maintenance of the collaborative effort was sought to determine the extent to which Wilbur's model could be applied to this partnership. The nine factors included in Wilbur's conceptual framework for creating successful school-university partnerships were evident, in varying degrees, in the establishment and maintenance of the Center for the Collaborative Advancement of the Teaching Profession. However, the data indicated that the success of the Center may also be attributable to a tenth factor which Wilbur's model does not include.

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Hockersmith, Wendy. "Transition Experiences of First-Generation Students Enrolled in a High School to Community College Partnership Program." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076140.

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A significant issue facing high schools is preparing students for their transition to college. High school students who are the first in their family to attend college have more difficulties preparing for this transition. Studies have explored the transition experiences of first-generation college-going students participating in partnership programs, showing that not all program components strengthen the transition experience for this population (Domina & Ruzek, 2012; Jordan, 2006; Watt et al., 2008). Since participation in these programs may contribute to a successful transition experience, it is crucial to expand our understanding of how participation helps these students overcome the numerous challenges in the transition process (Barnett et al., 2012; Choy, 2001). This qualitative study involving interviews of 20 first-generation students examined how a district-level high school to community college readiness partnership program facilitated a successful transition from high school to community college for first-generation college-going students. The study drew on a conceptual framework involving cultural capital (Bourdieu & Passeron, 1977) beyond the “deficit” model (Ovink & Veazey, 2011), social capital (Coleman, 1988), and ecological systems theory (Bronfenbrenner, 1977). Participants described both partnership program components and individualized attention through human resource relationships as being pivotal contributors to their positive transition experience. Although participants stated that the partnership program addressed many barriers to support their successful transition to community college, their transition experience remained challenging at times. Participants shared that their parents’ inexperience with the college process gave them a feeling of “being on their own” during the transition from high school to community college. As a whole, however, participants stated that they had a successful high school to community college transition because the partnership program gave them the background knowledge they needed. In addition, participants shared that with guidance from the partnership program, they felt more prepared than they would have had they not participated in the partnership program. Based on participants’ transition experiences, this study offers a deeper understanding of the aspects of the partnership program that support a successful transition experience, with implications for existing and future programs, as well as policy.

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Robinette, John Emerson. "Public School Funding and School Systems Meeting Adequate Yearly Progress in Tennessee." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1314.

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The purpose of this study was to determine if there was a relationship between level of funding and achievement of school systems in Tennessee based on the standards of the No Child Left Behind Act (NCLB) of 2001. This study focused on Tennessee school systems and their adequate yearly progress (AYP) status of "targeted" or "good standing" from 2007 through 2009. Federal, state, and local funding, as well as per-pupil expenditure, average teacher salary, and number of students, were used as variables. All data were gathered from the Tennessee Department of Education website. The researcher performed 6 independent samples t-tests and one chi square analysis. The study showed significant differences in the means of federal, state, and local funding levels between targeted systems and systems in good standing. Targeted systems received more federal, state, and local funding than systems in good standing from 2007 through 2009. The study showed no significant difference in mean per-pupil expenditures between targeted systems and systems in good standing. The study showed a significant difference in the mean teacher salaries. Targeted systems had higher teacher salaries than systems in good standing from 2007 through 2009. The study also showed a significant difference in the mean number of students between targeted systems and systems in good standing. Targeted systems had more students than systems in good standing. The findings indicate that targeted systems are receiving as much funding as systems in good standing. To help control for the number of students in each system, the two groups (targeted and in good standing) were compared using per-pupil federal, state and local dollars. The analysis indicated no significant difference between targeted systems and systems in good standing for federal money. The analysis did indicate a significant difference between the two groups for state and local money. However, for state money systems in good standing had the higher mean and for local money, targeted systems had the higher mean. Mean per-pupil expenditures were relatively equal between targeted systems and systems in good standing. System size, based on the number of students, showed a significant relationship with the NCLB status of a system. The mean number of students in targeted systems was more than 3 times as large as systems in good standing (17,656 to 5,284). Also, a group of systems with over 4,445 students had over 5 times the number of targeted systems than a group of systems with fewer than 2,094 students.

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LaPrince, Shelly L. "A qualitative exploration of management education| Business school offerings in comparison to employer expectations." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568149.

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The exploratory qualitative research study explored management education business school offerings in comparison to employer expectations. Through the lens of alumni and human-resources personnel participants, the research examined the skills deemed as transferrable to the workplace and competencies that undergraduate-management education alumni lack upon entry into the workplace. This research study used interviewing as the data-collection method to explore the experiences of undergraduate business-school alumni from two universities, which from here on out will be referred to as University A and University B, as well as human-resources personnel from the states where these universities are located. Existing literature relating to the effectiveness of management education programs did not fully address the problem at the undergraduate level. The findings of this study reaffirmed the need for employers, business school administrators, and faculty to increase collaborative efforts to ensure that undergraduate business-school program competencies are aligned with employer expectations.

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Lombo, Lombo. "Second Chance for School Dropouts in Kenya through Adult Education." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1696.

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Most Kenyan high school dropouts do not have a school reentry option, and without a high school diploma, they lack access to tertiary or higher education institutions for training and career development. This case study was an investigation of how an adult learning center in Kenya educated high school dropouts and helped them to gain access to vocational training or higher education. The research questions addressed the pedagogy, learning experiences, and curriculum of the Baraka Adult Learning Center (BALC) and also focused on how the BALC met students' aspirations, needs, and goals based on the perceptions of teachers and adult learners. The conceptual framework was based on liberatory education theory, transformative learning theory, and andragogy. Data collected from classroom observation s, curriculum review, and interviews with 9 current students, 3 former students, 5 teachers, and the principal were analyzed inductively by sorting and coding to generate emergent themes. The results of the study indicated that instructors followed the regular high school curriculum with little adaptation and lacked training about teaching adult learners and self-directed learning approaches. The adult learners perceived returning to school as getting a second chance. A professional development project for BALC instructors was developed to address some of the needs identified in the study. This training could have an impact on the adult learners by better assisting them to gain access to vocational training and higher education.

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Gana, Clifford Velapi. "Towards an effective and efficient financial management system at Bankuna High School of the Department of Education in the Limpopo Province." Thesis, University of Limpopo (Turfloop Campus), 2005. http://hdl.handle.net/10386/841.

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Thesis (MPA) --University of Limpopo, 2005 This research has attempted to investigate whether there were proper financial controls at Bankuna High School of the Ritavi Circuit in the Tzaneen Area of the Limpopo Province of the Republic of South Africa. The researcher has, after an extensive evaluation of data arrived at some conclusions and he had made a few recommendations. The researcher is of the belief that the results of this research can be applied in most former historically disadvantaged African schools. Also this study can help Provincial Departments of Education in their future training on Financial Management for poor African schools.

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Gobeli, Brett Robert. "A two-year causal comparative study of Illinois school districts' instructional expenditures and their relation to student achievement growth." Thesis, Aurora University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10148299.

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The distribution of funds is critical to support quality education and represents large portions of school district's overall budget. With the increase of expenditures in education in the United States, the changes are not evident with increased student achievement. The problem that this study addressed is the spending of districts and student achievement growth. There has been mixed research evidence from the research regarding the relation between the size of a district’s educational budget and students’ level of educational achievement. Based upon the mixed results established by previous research, this study has determined, within the state of Illinois, if a relationship between the funding and student achievement growth exists. In particular, the study assesses the relation between expenditures in the instructional expenditures of school districts and student achievement growth. This study adds to the body of evidence on utilization of resources with particular emphasis on the budget spent for instruction and student achievement growth. In particular, the study assesses if there was a correlation between the instructional expenditures and academic achievement growth for public school districts in Illinois. This quantitative longitudinal, causal comparative study of extant data investigated the relationship of the independent variables of instructional expenditures, district size, teacher experience level, and teacher salary level as they relate to student achievement growth. The determination of student achievement growth was measured by examining American College Testing (ACT) composite scores from one year to the next. A final analysis was completed to determine the evidence of a relationship over two years of study. A further discussion of research results, their role in the larger field of student growth research, and suggestions for future research were provided. The summary of the research findings was shared regarding student achievement growth in relation to the proportion of the district's budget for the instructional expenditures, size of the district, type of district, income level of student families, teacher experience level, and teacher salary level.

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Dissertations / Theses on the topic 'Higher education|School administration|School finance'

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