Dissertations / Theses: 'Readiness programs'

1

Smith, Michael A. "The relationship between student-teacher ratio and academic readiness in West Virginia preschool programs." Huntington, WV : [Marshall University Libraries], 2001. http://www.marshall.edu/etd/descript.asp?ref=40.

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Agherdien, Nuraan. "Investigating student readiness for tertiary education." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020593.

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Many tertiary institutions are confronted with the challenge of unprepared students. This epidemic is largely due to factors in and out of individuals‟ control. These factors include academic proficiency, course-student match, support and integration, financial stability, preparation, personal circumstances and engagement. The main objective of this study is therefore threefold: Firstly, to describe what student readiness entails; secondly to understand why there is a lack of readiness among first-year Human Resource Management students, and thirdly, to identify and improve upon interventions that prepare students for tertiary education. For this study student readiness refers to the ability of students to meet the basic requirements to successfully enrol for a course without remedial assistance and to successfully complete their studies in the recommended timeframe. The target population of this study focussed on students who registered on a full-time basis for the National Diploma in Human Resource Management for the academic year 2014 (n=117). A self-administered questionnaire was distributed to the students and an open-ended questionnaire additionally to the lecturers who teach first-year Human Resource Management students. The study was subjected to various statistical techniques such as Cronbach‟s alpha, t-tests, Pearson moment product correlation and Cohen‟s d. In doing so an improved insight into student readiness and success was developed. The main findings of the study indicated that there is a relationship between the type of schooling and readiness factors as statistical significance was noted. In addition, students who scored high on readiness factors were more likely to succeed in tertiary education. Moreover the number of interventions students is exposed to positively influence student readiness and success. This study has contributed to the body of knowledge which relates to the broader educational environment in South Africa and provides recommendations to address student readiness and success.

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Ledgerwood, Angela D. "SUPPORTING SUCCESSFUL IMPLEMENTATION OF EVIDENCE-BASED PROGRAMS: ASSESSING READINESS AND COLLECTIVE EFFICACY." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1188345941.

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Griffin, Donitha Jones. "Influence of Talent Search Program on College Readiness and Success." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3162.

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Precollege programs, such as Talent Search (TS), are widely used to increase college readiness skills, particularly among underrepresented students in higher education. The college examined in this study had implemented the TS program, but little empirical evidence existed about the efficacy of the program. The purpose of this ex-post facto quantitative study was to evaluate the effect that the local TS program has had on college readiness and success as measured by incoming freshmen placement exam scores and students' first-year grade point average (FYGPA). The theoretical framework for the study was Conley's 4 dimensions of college readiness designed to help students succeed beyond high school. The research questions explored the differences in the 2010, 2011, and 2012 Computer Adaptive Placement Assessment and Support System (COMPASS) reading and writing placement scores and FYGPA for TS program participants and non-TS participants. The balanced sample included all 120 local college students who had finished their freshman year. Independent sample t tests were conducted and no significant differences were found in FYGPA or COMPASS reading and writing scores based on program participation. To provide guidance to the local site administrators, the extant literature on precollege interventions and holistic approaches provided best practice recommendations for a white paper that included additional services not currently offered by the local TS program. Positive social change is supported through assuring appropriate precollege support that may lead to increased academic success for students, hence increasing the number of college graduates among this group.

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Cyr, Phillip G. "Cost analysis of maintenance programs for pre-positioned war reserve material stock (PWRMS)." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Jun%5FCyr.pdf.

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Bowe, Wendy. "Comparison of early literacy attitudes of Head Start teachers and the frequency of literacy activities in Wisconsin Head Start classrooms." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002bowew.pdf.

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Tatsui, Timothy Takashi. "Transforming aspirations to actions in early readiness programs action research in early college outreach /." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1264617891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Blair, Cody. "The Effect of Instructional Expenditures on College Readiness." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011794/.

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With limited state and local funds as well as a growing student population, how elected decision makers allocate money to impact college readiness needs to be explored. The purpose of this research study was to explore the impact of instructional expenditures on educational outcomes. This multivariate multiple regression study specifically explored the impact of instructional expenditure ratios and per pupil instructional expenditures of every public school district in Texas on student performance college readiness indicators measured by state assessments (State of Texas Assessment of Academic Readiness [STAAR] Mathematics and English Language Arts [ELA] test scores) and national assessments (American College Test [ACT] and Scholastic Assessment Test [SAT] scores) over a 5-year period. Fifteen different regression models were established with various significant predictors of expenditures and revenue funds. These models explained up to 46% of the variance for college readiness scores over the 5-year period.

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Cho, Youngmin. "THE EFFECT OF EARLY CHILDHOOD RESIDENTIAL MOBILITY ON KINDERGARTEN READINESS: THE ROLE OF PREKINDERGARTEN PROGRAMS." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1491483214205903.

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Miller, Mark Alan. "Exploring rural community readiness for participation in community and natural resource development extension education programs." Connect to resource, 1990. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261410028.

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Powell, Rebecca L. "A study to investigate early childhood programs in relation to how well they prepare children for five year old kindergarten." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004powellr.pdf.

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Motley, Monica. "Identifying and Exploring Capacity and Readiness of Faith-Based Organizations Implementing Lifestyle-Related Chronic Disease Health Programs." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/77422.

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Background: Lifestyle-related chronic disease is the leading cause of mortality and morbidity in the United States, accounting for more than 63% of deaths. Minority communities experience a disproportionate burden of adverse health outcomes related to these diseases. Collaborative partnerships with faith-based organizations (FBO) present a unique platform to effectively implement lifestyle-related health programs, especially in minority communities. Studies have consistently recognized a growing need to improve FBO capacity and readiness to design, deliver, and sustain programs more effectively. Methods: This research includes three phases: 1) preliminary research to gain the perspective of FBO, community, health and research partners actively involved in development and implementation of a collaborative lifestyle-related faith-based health program and to further explore capacity and readiness factors; 2) formative research to develop, pilot, revise, and improve content, format, measures, and implementation of a mixed methods questionnaire, Capacity and Readiness Church Health Assessment (CRCHA), that will further identify and assess FBO organizational capacity and readiness to implement lifestyle-related health and wellness programs; and 3) culminating research to pilot the CRCHA with descriptive and statistical analysis of associations between church characteristics and health programming. Results: Phase 1: Eighteen of 31 capacity and readiness factors were collectively rated as extremely important to participant roles and partnership experience. Qualitative analysis further contextualizes these factors. Phase 2: The CRCHA comprises four major sections with thirteen subsections to gather information about factors, characteristics, and attributes deemed relevant to FBO organizational capacity and readiness. Phase 3: Churches of varying size and capacity successfully completed the CRCHA. Data indicate potential utility for individual churches for self-assessment and capacity and readiness building and for researchers to identify church characteristics most strongly associated with effective health programming. Implications: Exploration of capacity and readiness within a larger and more diverse group of FBO will help to further identify capacity and readiness factors to facilitate active FBO participation in the development and implementation of effective lifestyle-related health and wellness programs. Thus, FBO would be better positioned to actively lead and/or partner in faith-based health programs that address their community's most pressing health issues.
Ph. D.

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Gratz, Debra M. "Measuring the Impact of the Success by Six Program: Influence on Academic Gains and School Readiness." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1370344475.

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Tsubaki, Linda. "Social Construction, Policy Design, and Program Efficacy in the U.S. Navy's Family Readiness Group Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7344.

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It was unclear what the actual role of the Family Readiness Group (FRG) was in helping the spouses of U.S. Navy submariners (SMSs) in learning to live the submariner-family lifestyle. Submarines deploy in regular cycles regardless of world conflict. Submariners and their spouses are isolated from each other during deployments, communities of submariner spouses are smaller than other Navy communities, and spouses must acquire unique social capital to manage unique challenges. The purpose of this study was to explore how SMSs experience or perceive the FRG role in their social construction and adaptation to the SMS lifestyle. The examination was guided by Ingram, Schneider, and DeLeon's social construction and policy design theory. Data were collected using an open-ended survey distributed to 83 SMSs through an online survey platform. Data were coded for themes and subthemes using an iterative process including values and process coding. Key results were that SMSs construct themselves differently than how they are constructed by policy principals. Among SMSs, benefits and burdens perceived to be distributed by the FRG program are different than the distribution of actual benefits and burdens. These differences influenced participants' engagement with the FRG program. More research is needed to define this influence and to explore the origins of relationships that increase lifestyle capital. The implication for social change is that a better understanding of the nature of SMS lifestyles can contribute to better policy decisions and improved program design, leading to better outcomes for military spouses.

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Thomas, Sherlina. "A Phenomenological Exploration of the Experiences of High School Students Enrolled in School-Wide College Readiness Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1830.

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In the early 1980s, the United States experienced a high school dropout epidemic, leading school systems to adopt reform efforts. College readiness programs (CRPs) became a tool to address educational disparities in secondary and postsecondary education for over three decades. While decreases occurred in the overall high school dropout rate across racial and ethnic groups, they have been minimal. This study addressed a research gap on the lack of student input and perceptions about their experiences in CRP programs. This phenomenological study used in-depth, semi-structured interviews with criterion-selected former high school students from 3 schools within the ABC County School System in the southern United States. The sample of 12 students provided data about their lived experiences as Project GRAD scholars. The theoretical framework for this study was Bronfenbrenner's ecological systems theory (EST) based on human development and systems of the environment. Based on results of the interview questions and emergence of themes, 95% of the students indicated their motivation for attending college was based on family. While the traditional college readiness program had some positive influence on student's secondary and post-secondary plans, such programs were not the primary contributing factor, but rather parental/family support was. Furthermore, personal student accounts of their involvement with the Project GRAD program reflect a positive experience. However, such accounts did not reflect a consistent and active supporting relationship with the organization. This finding is in opposition to reported data by many college readiness programs. Implications for social change will bring awareness and modification to programs with the intent of alleviating educational dropout epidemics.

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Konerza, Judith Ann. "The Effectiveness of Parental Involvement in Preschool Education Programs on Parent Perceptions of their Child’s School Readiness." Diss., North Dakota State University, 2012. https://hdl.handle.net/10365/26845.

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The purpose of this study was to determine if the Gearing Up for Kindergarten program created a significant impact on parent understanding of children's development and aspects of school readiness. Parent perceptions of their child's readiness to make the transition to school were also assessed. The study also measured the Gearing Up for Kindergarten impact on children's scores on selected academic measures. A selected sample of 75 parents were surveyed with pre, post, and post post program assessments using the Practical Parent Assessment of School Readiness survey. The survey used Likert scale measures to assess parent perceptions of readiness in the 5 domains of child development: Approaches to learning, Social and emotional development, Physical well-being and motor development, Language development, and Cognition and general knowledge. The survey found significant differences between the treatment and control group on selected measures of the social and emotional scales. The survey also measured parent perceptions of their child's readiness for the transition to school and found no significant difference between treatment and control groups. The AIMS Web children's assessment measured children's academic knowledge with three one minute tests: letter identification, number identification, and oral counting. This assessment compared children's scores using an ANOVA and found no significant differences in children's scores between treatment and control groups.

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Edge, Donna L. Huffman Jane Bumpers. "Math literacy the relationship of algebra, gender, ethnicity, socioeconomic status, and avid enrollment with high school math course completion and college readiness /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11046.

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Cantres, Dianah. "School-Wide Factors in New York State High School Counseling Program Readiness." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1378.

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While current accountability regimes in U.S. public education focus on the job performance of individual school professionals, research in industrial/organizational psychology has established the importance of system-wide factors for organizational outcomes. The purpose of this study was to identify school-wide factors that predict guidance program readiness in New York State high schools. This nonexperimental, quantitative study was based on a survey sample of 97 guidance counselors in New York State. Multivariariate analyses of variance showed that two school-wide independent variables-urbanization of school location and counselor-student ratio-predict scores on guidance program readiness, measured using the American School Counselor Association Readiness Survey. This instrument assesses program readiness on seven subscales-community support, leadership, guidance curriculum, staff/time use, counselor's beliefs and attitudes, counselor's skills, district resources-and overall program readiness. Because prior research shows that this instrument predicts guidance program effectiveness, the findings of the present research have important implications for school reform debates. Specifically, it would appear that school-wide factors significantly influence guidance program outcomes, calling into question the adequacy of accountability systems based on the job performance of individual guidance counselors and other education professionals. This research contributes to a growing body of evidence in support of the whole system paradigm of school reform, which seeks to improve both individual and system outcomes through system transformation.

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Allen, Stacey A. "Evaluating readiness for technology in schools : developing planning tools and critical metrics to prepare for 1: 1 programs." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/98549.

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Thesis: S.M. in Technology and Policy, Massachusetts Institute of Technology, Engineering Systems Division, 2015.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 99-105).
Technology use in education is rapidly expanding with varying results. The success of education technologies in schools depends on both the quality of the material presented through technology in terms of content and pedagogy and also the quality of the implementation of the program. With the acknowledgement that high quality materials are essential to the success of any technology, this thesis is concerned with the implementation of technology programs in schools, as it is impossible to utilize the technology for learning gains when students or teachers cannot access the materials. Prior research in education technology has not addressed readiness or planning practices for such large-scale programs as they exist today, specifically for 1:1 initiatives ("1:1" describes a system in which all students have personal learning devices, such as tablets or laptops). The main objective of this thesis is to determine the best practices in preparedness and planning for large-scale technology initiatives in US high schools. The research is designed to aid school system administrators and policy makers in their technology decision-making processes through the creation of a rubric of metrics and a model for sustainable implementation. The rubric and model were informed by data gathered through a case study approach, focusing on schools that are currently implementing 1:1 initiatives. The rubric outlines a spectrum of potential readiness levels across a number of critical metrics and allows school leaders to self-assess their readiness for a 1:1 program. In addition to the rubric and sustainable implementation model, this thesis aims to determine best practices in planning for a 1:1 program. Through a second round of case studies and interviews with school leaders, past planning practices and gaps in knowledge and planning were examined. From the school leaders' reflections on best practices, conclusions for improvement of current planning tools were drawn. These improvements include the creation of mentor relationships for schools and the use of a thorough, yet simple, needs assessment that includes detailed timeline for implementation. Both the readiness rubric and the study of planning practices led to a number of policy recommendations not only for schools, but for all levels of government in support of effective technology use in education.
by Stacey A. Allen.
S.M. in Technology and Policy

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George, Rajamma Varghese. "Readiness for continued learning and empowered nursing practice among graduating nursing students of associate and baccalaureate degree programs." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40158.

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The critical shortage of competent nurses, disillusionment, and high attrition rate among graduates entering the workforce provided the impetus for this investigation. The purpose of this study was to determine the perceived level of empowerment among graduating nursing students of two basic nursing educational programs and the relationship of empowerment to selected variables. The selected variables were self-directed learning readiness, self-esteem, level in the program, and demographics. In addition, predictors of empowerment were investigated. A sample of 294 nursing students of associate and baccalaureate degree programs from five schools of nursing in the Mid-Atlantic region participated in the study. Instruments used were the Vincenz Empowerment Scale, Self- Directed Learning Readiness Scale, and Self-Esteem Inventory and a data sheet for demographics. The survey was completed from June to September 1994. Nursing students in general perceived themselves to have fairly high levels of empowerment, self-directed learning readiness, and self-esteem which was significantly higher for graduating students as compared to freshman students. There were no significant differences among the variables under study between baccalaureate and associate degree students or the type of institution they represented as private or public. Similarly, there were no differences in their perceived levels of empowerment, self-directed learning readiness, or self-esteem based on gender, racial/ethnic background, or affiliation with Student Nurses' Association. The wide variation in age and educational background ranging from high school to graduate degrees were associated with the participants' levels of self-directed learning readiness and self-esteem. In addition, participants who were involved in community organizations reported higher levels of empowerment. Regression analysis indicated self-directed learning readiness and self-esteem contributed significantly to the variance in empowerment. The findings add to the empowerment literature. Implications for nursing education include: (a) enhancing students' level of self-directed learning readiness and self-esteem may assist in empowering them, and (b) the basic educational process plays a significant role in nursing students' perceived levels of empowerment.
Ed. D.

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Konerza, Judith Ann. "The Effectiveness of Parental Involvement in Preschool Education Programs on Parent Perceptions of their Child?s School Readiness." Diss., North Dakota State University, 2012. https://hdl.handle.net/10365/26845.

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The purpose of this study was to determine if the Gearing Up for Kindergarten program created a significant impact on parent understanding of children's development and aspects of school readiness. Parent perceptions of their child's readiness to make the transition to school were also assessed. The study also measured the Gearing Up for Kindergarten impact on children's scores on selected academic measures. A selected sample of 75 parents were surveyed with pre, post, and post post program assessments using the Practical Parent Assessment of School Readiness survey. The survey used Likert scale measures to assess parent perceptions of readiness in the 5 domains of child development: Approaches to learning, Social and emotional development, Physical well-being and motor development, Language development, and Cognition and general knowledge. The survey found significant differences between the treatment and control group on selected measures of the social and emotional scales. The survey also measured parent perceptions of their child's readiness for the transition to school and found no significant difference between treatment and control groups. The AIMS Web children's assessment measured children's academic knowledge with three one minute tests: letter identification, number identification, and oral counting. This assessment compared children's scores using an ANOVA and found no significant differences in children's scores between treatment and control groups.

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Irizarry, Eric F. "The Hillcrest reading program closing the achievement gap before it starts /." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/rp/irizarrye/ericirizarry.pdf.

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Thomas, Kenisha Monique. "A Study of Contributing Factors Associated with Postsecondary Readiness among Youth Residing in Georgia's Foster Care Independent Living Programs." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2019. http://digitalcommons.auctr.edu/cauetds/198.

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The purpose of this quantitative study was to ascertain the extent to which the level of postsecondary readiness among youth residing in Independent Living Programs is influenced by the level of one or more of the following; graduation preparedness, independent living skills, sustainable independent living skills, and knowledge of their foster care rights. Approximately 15% of the 437,465 youth residing in foster care during FY 2016–2017 reached the age of emancipation. A quantitative research design was used in this descriptive study to examine the relationship between postsecondary readiness among youth residing in Independent Living Programs and their level of (a) graduation preparedness, (b) independent living readiness, (c) sustainable independent living skills, and (d) knowledge of their foster care rights. Participants placed in Georgia Independent Living Programs and preparing to exit the foster care system or emancipated from foster care were selected for this study using the purposive sampling method. Each of the 69 participants completed the Postsecondary and Education Readiness Survey. The instrument was pilot tested with 10 participants and determined to be valid and reliable. The data for the study were analyzed using the following statistical tests: descriptive statistics, frequency distribution, standard deviation, cross tabulation, and Spearman Rho. Participants represented a diverse group, including male, female, between the ages of 16 to 20 years old, black/African American, white, Hispanic/Latino/Spanish, other ethnic background, and between 1 and 18 years in foster care. The following results related to the four research questions/hypotheses: (a) there was a significant (moderately positive) relationship between the postsecondary readiness and graduation preparedness variables; (b) there was a significant (weak positive) relationship between the postsecondary readiness and independent living skills variables; (c) there was a significant (weak positive) relationship between the postsecondary readiness and sustainable independent living skills; and (d) there was a significant (weak positive) relationship between the postsecondary readiness and foster care rights variables. The following recommendations were inspired by the results of this study: increase funding for the Educational Training Voucher (ETV) program, provide additional independent living training for foster care youth and caregivers, and partner with other agencies serving young adults.

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Bradley, Jeffrey James. "College Readiness and Dual Credit Participation of Alternative High School Students." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062810/.

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The purpose of this study was to explore the extent to which alternative schools add value to the college readiness of their students, as well as to measure the capacity of alternative school students to successfully complete dual credit courses while enrolled at the alternative school. This mixed methods study utilized an exploratory approach with a descriptive research design to explore the extent to which alternative schools produce college-ready students. The Texas Success Initiative Assessment was used to measure participants' academic readiness levels in mathematics, reading, and writing. Additionally, participants had the opportunity to provide their own perspectives on their college readiness levels through a student survey and semi-structured face-to-face interview. The results of this study reveal that the college readiness levels of alternative high school students varied across academic areas. Of the tested participants, 41.1% were college ready in reading, 52.1% in writing, and 16.7% in mathematics. Additionally, the findings reveal that dual credit course participation was not a viable option because of course prerequisites and the amount of time needed to complete dual credit courses. Results of this study expand on the literature to provide a better understanding of the effectiveness of alternative school programs, the college readiness levels of alternative high school students, and the capacity of alternative high school students to successfully complete college coursework while in high school.

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Thomas, Kaemanje S. "The Effectiveness of Select Upward Bound Programs in Meeting the Needs of 21st Century Learners in Preparation for College Readiness." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/cauetds/10.

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This mixed-methods study examined the effectiveness of the Upward Bound TRIO program in preparing a low-income and first-generation population for the successful completion of high school and acceptance into postsecondary institutions of higher learning. Data collection methods for this study were comprised of teacher and student surveys and program director interviews. A comparison of two Upward Bound programs was conducted in the southern regions of Virginia and Georgia. The results were analyzed and queried as to whether the current program objectives were effective in meeting the needs of low-income, first-generation students and whether the program provided the necessary academic and technological skillsets and support needed to gain employment in knowledge capital economy. The goal of Upward Bound is to increase the rate at which participants complete secondary education and enroll in institutions of higher learning. The significance of this study is that it offers insight on the necessary support structures needed to assist low-income and first-generation students. The study was an in depth analysis of the Upward Bound TRIO program’s current objectives in meeting the needs of the 21st century learner. Information gathered from the literary sources as well as other sources provides additional insight for the researcher on program practice, evaluation, efficiency, and low-income first-generation students’ success.

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Hile, David Lee Hile. "Parent Experiences and Student Outcomes in the READY! for Kindergarten Program: A Mixed Methods Bounded Case Study." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531732208202651.

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Angove, Dawn A. (Dawn Annyce). "The Status of Transitional First Grade Programs in Regions 10 and 11 in North Central Texas." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331325/.

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The purposes of this study were to identify public school districts that currently offer, or are planning to offer, transitional first-grade programs, to describe existing transitional programs, to describe the genesis of transitional first-grade classes in the North Texas area, and to assist in the establishment of a networking system for schools in the North Central Texas area that currently have, or are planning to have, transitional first-grade classes. The 158 school districts in Regions 10 and 11 were surveyed. The findings of the study indicate that about one-third of the districts offered transitional first-grade programs during the 1988-89 school year, and two-thirds of the districts saw a need for transitional first-grade classes. These transitional programs were implemented to meet the needs of children who had completed kindergarten but were not ready for regular first grade. Transitional first-grade programs focus primarily on language arts and math skills for kindergarten and early first grade. While curriculum materials vary from district to district, language arts is likely to be based on a whole-language approach, and math is likely to focus on manipulatives.. Kindergarten teacher observation is used in the screening procedures in the majority of the districts. A number of instruments are used in the transitional screening process. The Gesell School Readiness Inventory, used in 24% of the districts, is most popular. About one-half of the districts use an informal method of evaluating the transitional program. A pretest-posttest method is used in 32% of the districts, and a longitudinal student tracking method is used in 20% of the districts. Of the 158 districts surveyed, 122, or 77%, of the districts are interested in being included in a networking system to exchange information about transitional first-grade programs.

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Adams, Constance R. "Factors associated with the successful and unsuccessful transition from welfare to work among women participating in a mid-western work-readiness program." MU online access free, to others for fee Free online access, 2002. http://wwwlib.umi.com/cr/mo/preview?3052140.

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Wellman, Kristen Suzanne. "Students' Perceptions on the Impact of Teacher Expectation Bias on Classroom College Readiness Opportunities." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157639/.

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As increasing emphasis is being placed on student college and career readiness, instructional approaches seek to develop content and skill proficiency. I gathered student perspectives on teacher expectations and instructional opportunities in core content classes in order to determine if expectation bias influences college readiness preparation in the classroom. Student academic self-concept and college readiness were examined alongside beliefs about teacher expectations and instructional opportunities in a conceptual framework for student perceptions. In this qualitative study, I utilized four focus groups of high school students from two cohorts to analyze perceptions across students from mostly on-level core classes and those from mostly advanced core classes. Findings showed students held high expectations of their own current and future performance, as well as perceived teachers generally hold high expectations, though this was shown through the development of relational capacity rather than instructional opportunities to develop college readiness skills or connect to students' future ambitions. The results of the study provide insight to educators seeking to create stronger connections for students between current educational experiences and future postsecondary opportunities.

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Cox, Lashia. "Effectiveness of Early Childhood Programs on the Literacy Achievement of Kindergarten Children." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2400.

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Early childhood development programs enhance children's development of knowledge, skills, and processes. Despite efforts to improve early childhood education in the United States, poor student performance in early literacy and kindergarten achievement is still occurring, and questions remain unanswered about the utility of early childhood education programs. Drawing from the theory of constructivism, the purpose of this quantitative, quasi-experimental, retrospective study was to determine the effectiveness of early childhood programs on the literacy achievement of kindergarten children. The research question addressed the differences in literacy achievement of kindergarten children based on the early childhood programs they attended. Using repeated measures analysis of variance tests for 501 student test scores, no significant interaction effects existed between program participation and gains across time for prewriting (F [2, 998] = 0.87, p = .42), cognitive (F [2, 998] = 0.84, p = .43), or language (F [2, 998] = 1.26, p = .28). However, using the Pearson correlation coefficient, younger participants had significantly more gain from pretest to posttest for prewriting (r [499] = .14, p = .002) and cognitive (r [499] = .21, p = .001) but less gain for language (r [499] = .10, p = .03). Knowing that literacy achievement can be improved in an early childhood setting contributes to the knowledge base on the effects of early learning. Educators could benefit from these findings when implementing early childhood policies and adopting effective practices to help develop successful readers in kindergarten and beyond.

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Keil, Valerie. "Impact of Childcare Center Programs on Reading Achievement of English Language Learner Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3614.

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Some children struggle to learn the academic skill of reading. Providing effective assistance to struggling students, especially to English Language Learners (ELLs), can be a challenge for teachers. The purpose of this study was to examine the impact of childcare programs on the reading achievement of ELLs in kindergarten and first grade. Vygotsky's sociocultural theory along with developmentally appropriate practices constituted the theoretical framework. The overarching research question examined differences in overall reading achievement of ELLs based on the completion of formal childcare programs. A causal-comparative design was used with a cluster sample drawn from a United States federal database of 3,214 ELLs divided into 2 groups: children who participated in formal childcare (FC) programs and those with no formal childcare (NFC). Four independent-samples t tests were performed to compare reading achievement of FC and NFC participants from the fall 2010 kindergarten class (FC n = 1,348, NFC n = 1,414), spring 2011 kindergarten class (FC n = 1,485, NFC n = 1621), fall 2011 first grade class (FC n = 650, NFC n = 698), and spring 2012 first grade class (FC n = 1,482, NFC n = 1,622). Using the Bonferonni method to reduce Type I errors due to familywise analyses, the a priori alpha level decreased to 0.0125. ELL students who participated in formal preschool childcare programs achieved higher scores in reading throughout kindergarten and first grade. Based on these findings, a project was developed for family childcare providers to use to facilitate literacy development. Positive social change may result from ensuring that more children begin kindergarten and first grade with a foundation of reading skills needed for ongoing learning and academic success.

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Dalpe, John Kyle. "The relationship between academic and non-academic preparation and postsecondary education outcome by students in the state Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Project." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3339101.

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Edge, Donna L. "Math literacy: The relationship of algebra, gender, ethnicity, socioeconomic status, and AVID enrollment with high school math course completion and college readiness." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11046/.

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The questions guiding this research seek to discover the factors that affect high school math course completion and college readiness in a Texas suburban public school district. The first research question examines the relationship between 8th grade completion of Algebra I and high school mathematics course taking patterns and college readiness. The second question evaluates the relationship between race, gender, socioeconomic status and enrollment in the Advancement Via Individual Determination (AVID) program to college math readiness and high school mathematics course completion. Participants included 841 high school graduates of the class of 2006; 76% of the graduates were White, 15% Hispanic and 7% African American. Twenty-three percent of students were economically disadvantaged and 46% of students completed Algebra I in 8th grade. Chi-square, Cramer's V, and multiple regression were conducted to evaluate possible relationships between variables. The Chi-square and Cramer's V showed statistically significant (p<.05) relationships between 8th grade algebra completion and both college readiness and high school math course completion. A significant statistical relationship was also found between college readiness and each of the independent variables, ethnicity, economic status, completion of 8th grade algebra and enrollment in AVID. The number of math courses completed in high school was statistically related to ethnicity and economic status.. The findings of this study indicate that early access to Algebra I can positively affect the number of high school math courses a student completes and the likelihood that the student will be college ready after high school graduation.

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Monachino, Kimberly S. "A Study of the Advancement Via Individual Determination (AVID) Program and Student Self-Efficacy and Academic Achievement: An Exploration with Middle and High School Students." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1352560328.

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Pebly, Melissa. "Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5005.

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Library storytime programs provide opportunities for preschool children to develop readiness skills in early literacy that are linked in research to later success in learning to read and write. Children with disabilities that do not demonstrate school readiness skills upon entry to kindergarten are often placed in self-contained special education settings where opportunities to learn to read and write are diminished. English Language Learners (ELL) who have disabilities face additional challenges in benefiting from the models of language that are optimal for learning literacy when placed in self-contained settings. Despite the critical role that storytime programs play in equalizing the opportunities for children to learn early literacy skills, librarians report having few children with disabilities in their programs, and those that do attend experience difficulty participating due to sensory, behavioral, motor and communication challenges. Librarians in public libraries report minimal training in how to support children with disabilities and their families in meaningful participation in preschool storytime sessions. This study explored the impact of professional development, utilizing the principles of Universal Design for Learning (UDL) to increase the accessibility of early literacy content associated with foundational skills in reading and writing during preschool storytime. This mixed methods study incorporated elements of both descriptive and quasi-experimental design, and is one of the first conducted in a public library to measure pre and post data on how librarians plan and implement storytime before and after professional development. Parents' experiences attending preschool storytime were also collected and analyzed in order to inform future policies and practices in the public library.

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Chen, Tavymae W. "Predictive Utility and Achievement Outcomes of Two Simultaneous District-Developed Interim Assessment Programs." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/487.

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The purpose of the present correlational, ex post facto study was to evaluate the predictive ability and academic achievement criterion outcomes of two district-developed interim mathematics assessment programs for a sample of 5,801 grade 6 students in a large urban school district. Average scores for both interim assessment types were statistically significantly more related to 2013 FCAT 2.0 scores (r = .75 and .72; p < .001) than all other predictors (i.e., student demographics, Florida school grade, and student course GPA) except for 2012 FCAT 2.0 scores (r = .78; p < .001). Further, the newer interim assessment program with an instructional purpose and curriculum-based sequencing had slightly stronger overall predictive power (rs = .88) and a higher criterion mean score (M = 218.08) than the older, state-test mirror interim assessment program (rs = .85; M = 215.47). Regression models by prior year FCAT 2.0 Achievement Level yielded some predictor ranking discrepancies by prior achievement level. Although not statistically significant at the .01 level, groups of students with a more moderate total number of interim assessments outperformed groups with all or nothing. Overall, the two types of interim assessment programs evaluated in the present study were good predictors of the state high-stakes test, 2012 Grade 6 Mathematics FCAT 2.0. However, more research must be done to identify with certainty whether or not the act of taking the interim tests and receiving feedback contributes to improved student learning.

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Baker, Emmett Andrew. "Predictors of Postsecondary Success: An Analysis of First Year College Remediation." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011868/.

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This study was a quantitative multiple regression investigation into the relationships between campus factors of high school students graduating in 2013 who immediately enrolled in first-year college freshman level remedial coursework at a large, Central Texas two-year postsecondary institution. The goal of this study was to determine which high school campus-level factors predicted enrollment into college remedial education coursework. The dependent variable was a continuous variable representing the percentage of students from Texas public high school campuses enrolled into at least one student credit hour of remedial education during their first semester as a first-year college student. Eight high school campus-level independent variables were included in the regression model at the campus-level: at risk percentage, economically disadvantaged percentage, limited English proficient percentage, advanced course/dual-enrollment percentage, college ready math percentage, college ready English percentage, ACT average, and SAT average. Pearson correlations and linear regression results were examined and interpreted to determine the level of relationship between the eight selected variables and first-year college student remedial coursework. The multiple regression model successfully explained 26.3% (F(8,286) = 12.74. p < 0.05, r2 = 0.263) of the variance between first-year college students enrolled into remedial coursework at a large, Central Texas two-year postsecondary institution and the campus-level variables from high schools from which they graduated and indicated campus-level economic disadvantaged percentage and campus-level SAT average to be statistically significant at the p < 0.05 level.

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Pearson, Phyllis Findley. "Beyond High School Readiness in the 21st Century: A Multi-Case Study of the Perspectives of African American High School Students in Accelerated Learning Programs and Their Experiences of Success in Terms of Efficacy, Ethnicity, and Future Aspirations." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/542.

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Secondary Education reform efforts have focused on perpetual achievement gaps for more than a decade, highlighting the essence of state level standardized test scores in reading and math, among diverse student groups in relation to their white peers. The reauthorization of ESEA (2013), is a reform effort described as the Student Success Act, whereby the expectation of student success is described in terms of all students graduating from high school, both college and career ready. The concept of no child left behind remains at the base of the law, which designates federal funds for education programs designed to ensure equal access to educational opportunities for all students regardless of their demographics. In the 21st century, a major challenge of secondary school reform efforts is to guarantee equal access while supporting overall student success in accelerated learning environments. The major purpose of this study was to explore the perceptions of African American high school students’ on their experiences of success in accelerated learning programs, including Advanced International Certificate of Education (AICE), Advanced Program (AP), and International Baccalaureate (IB). Other key interest areas of influence on their perceptions of success included academic efficacy, ethnic identity awareness, and future aspirations. The theoretical frameworks of Bandura’s social cognitive theory (1986), Erikson’s (1968) identity development theory, McClelland’s (1961) human motivation theory, Benard’s (1993) resiliency theory, and Phinney’s ethnic identity development model (1992) framed this research study. Using a qualitative design, in-depth interviews were conducted to obtain thick, rich, detailed materials to gain a deep understanding of the self-concepts, beliefs, and views of how African American high school students think about key influences on their success in accelerated learning programs. Data analysis applying a thematic approach through an inductive and interactive systematic process of data coding and analysis generated themes regarding knowledge strengths, academic and cultural diversity, resource systems, stereotypical expectations, future focused, commitment to give back to the community, and networking for progress. Implications for secondary education policy makers include the need for a more comprehensive resource system, to address opportunity gaps in accelerated learning programs, and expectations gaps in the preparedness of diverse students for college and careers. Understanding African American high school students’ experiences of success may assist in fostering an environment of wholeness and inclusion, in turn possibly leading to a full health approach to student success, including the physical, psychological, mental, and spiritual/inspirational aspects of human development for optimal learning and increased academic and overall life success among African American high school students and all diverse student groups.

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Heath, Hayden Lee. "Assessing Program-Readiness for Dental/Medical Tolerance." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505149/.

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Many clients with developmental and/or intellectual disabilities (ID/DD) do not tolerate routine medical or dental procedures and may require intrusive interventions, including restraint of various types (i.e. chemical, mechanical, physical, etc.) during appointments. Graduated exposure, or stimulus fading, along with reinforcement for compliance, have been shown to increase cooperation and tolerance in some clients; however, many do not respond to these types of interventions. Nine participants diagnosed with ID/DD recieved compliance/tolerance training for routine medical or dental procedures. Results of these interventions were evaluated in the context of several potential indices of readiness, such as medical diagnoses, level of disability, and presence of challenging behavior, among others. Several of the variables appeared to be correlated with program responsiveness; however, a larger sample will be necessary to draw definitive conclusions. Client characteristics and past assessments (anecdotals, preference assessments, terminal probes, and survey data) were evaluated. The analytical framework developed for this analysis may be useful to future researchers and clinicians as a model for assessing readiness for tolerance training programs.

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Cottle-Willard, Elizabeth. "Reading achievement for students in Marshall University Graduate College's 2005 Summer Enrichment Program program evaluation." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=678.

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Brandes, Pauline J. "A readiness model for implementation of Program Management." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ30890.pdf.

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Ockey, Teresa Lynn. "The Parents As Teachers Program And Kindergarten Literacy Readiness." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2551.pdf.

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Haverkos, Peter John. "A Case Study of a Pre-College Readiness Program." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1429616467.

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Lambert, Ellen L. "Building Social Self-Efficacy: Investigating How Refugee Adolescents Cultivate School Readiness Through a Summer Youth Readiness Program." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363190015.

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Dolin, Justa L. "Attendance and reading gains Marshall University Summer Enrichment Program /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=676.

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Richards, Kimberly H. "Assessment of organizational readiness to change and an intervention program." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000224.

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Reyes, Ernesto Oscar. "COMMUNITY COLLEGE AND HIGH SCHOOL PARTNERSHIP: COLLEGE MATH READINESS PROGRAM." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/377.

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This study describes the partnership between an urban community college and seven high schools from its inception. The purpose of the partnership was to increase the number of high school seniors transitioning into college-level math courses through the college math readiness program, an existing community college intermediate algebra course. In addition to archival records and documents, college math faculty, high school math teachers, administrators and staff, and college students were interviewed for this study. Four major challenges were identified in the following areas: student recruitment process, data management, lack of information to students, and collaboration among math faculty and math teachers. Despite all challenges, the partnership and the college math readiness program was perceived by stakeholders to be a successful program for the students and the institutions involved.

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Pope, Janet M. "How do GEAR UP Program Experiences Support College Readiness| A Qualitative Narrative Multiple-case Study Exploring College Readiness." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10002425.

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While the American dream could have different meanings for Americans today, one dream for many middle and high school students is to have the opportunity to attend college; however, a challenge facing students across the United States is that they are graduating from middle and high school unprepared to enter the postsecondary institution of their choice. Despite over thirty years of educational reform attempts since “A Nation at Risk” (1983) was published, there continues to be a growing concern that middle and high school graduates are not college and career ready (Choy, Horn, Nunez, & Chen, 2000; Conley, 2010; Jackson, 2009). Consequently, middle and high school students deemed college-eligible are often not college-ready. Students who are not in the top academic quartile in middle and high school may have aspirations of attending college, but often fail college entrance exams (Leonard, 2013). They contend that middle and high school graduation course requirements are often less than rigorous, or misaligned with courses necessary for college admission. Due to the lack of early academic preparation, students may need to take remedial courses once in college (Adelman, 1999). Public universities across the United States invest billions of dollars remediating about one-third of their incoming freshman, which in turn costs students more time and money (Bettinger & Long, 2009; Wimberly & Noeth, 2005). This study explores the fundamental distinctions of college readiness through the examination of a grant project received under the federal college-ready program, Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP). The study could reveal important information, which may bring about necessary changes in middle and high schools. By investigating how GEAR UP students describe their experiences with the project, as well as how these experiences contribute to college readiness, student voices and stories may benefit policymakers and administrators as they plan for academic and social supports for future middle and high school students.

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Simonson, Bernard L., Bernard L. Simonson, Daniel J. Noll, and Bernard L. Simonson. "An analysis of the requisition process and readiness for F/A-18E/F Integrated Readiness Support Team (FIRST) program." Thesis, Monterey, California. Naval Postgraduate School, 2002. http://hdl.handle.net/10945/3527.

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Approved for public release; distribution in unlimited.
Approved for public release; distribution in unlimited.
Naval Aviation is beginning a transformation into a new era of logistics support. The beginning of a U.S. Navy/Industry teaming effort started with the U.S. Navy's F/A-18 E/F program. The new aircraft is supported through both standard military logistics programs and a brand new commercial logistics application known as F/A-18 E/F Integrated Readiness Support Teaming (FIRST). The non-traditional contract with Boeing is intended to outsource some maintenance, supply and inventory control for the new aircraft onto Boeing. The intended benefits behind the new concept include reduced costs, increased supply responsiveness and greater efficiency through commercial logistics applications. Promising increased aircraft readiness and seamless implementation, both Boeing and U.S. Navy representatives have great expectations for the new system. Our research investigates the impact FIRST is having on F/A-18 E/F Operational Availability (Ao) through an evaluation of Supply Response Times (SRT) and actual squadron Mission Capability Rates for the period of 01 April 2002 through 30 June 2002. Our results suggest that although repairable parts are currently delivered more quickly through the FIRST program, the contract measurement of SRT may not reflect any long term improvements in F/A-18 E/F readiness.

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Noll, Daniel J. Simonson Bernard L. "An analysis of the requisition process and readiness for F/A-18E/F Integrated Readiness Support Team (FIRST) program /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Dec%5FNoll%5FSimonson.pdf.

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Dissertations / Theses on the topic 'Readiness programs'

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