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- Creator:
- Bridges, Karen
- Description:
- The persistent disparities for African American students are and remain an issue of unequal opportunities to learn (Cowan Pitre, 2014). One reason that the gaps are so persistent is that American schools have been pressured to preserve the status quo (Brown, 2010). The educational outcomes for African American students in the United States has remained unchanged for decades. “National Assessment of Educational Progress (NAEP) data presents trends documenting the historic and persistent disparities in the educational outcomes among African American students” (Cowan Pitre, 2014, p. 209). English learners, economically disadvantaged, Latino students and African American students represent a chronically underserved student population in California. What are the realities of principals regarding the effectiveness of the LCAP to meet the needs of K12 African American students? The LCFF and the LCAP represent a change in laws and policies to tackle the disparities in success for African American students. The conceptual underpinnings of this research were community-based reform and systemic equity. The specific student population identified for this study are marginalized African American students. The researcher employed a qualitative methods approach to achieve the purpose of the research. In addition, the research will examine whether principals’ perceptions and capacity in the LCAP context help schools effectively meet the needs of marginalized African American students.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Quirarte, Raquel G.
- Description:
- The number of students who are completing their degree from those entering higher education reveals notable disparities (U.S. Department of Education, 2016). While 50-60% of Whites and Asian Americans graduate from four-year universities, less than 15% of Latinx (11%) and African American/Black (10.2%) students graduate with an undergraduate degree (U.S. Census Bureau, 2017). Previous research has focused on multicultural professional development (Gay, 2010; Hurtado & Guillermo-Wann, 2013; Nieto, 2017), the need to focus on student of color from culturally diverse and socio-economically disadvantaged backgrounds (Ladson-Billings & Tate, 1995; Maramba, 2008; Solorzano, 1997; Yosso, 2005), and culturally relevant and responsive pedagogy (Ladson-Billings & Tate, 1995; William et al. 2016). As such, the purpose of the study is to identify inclusive policies and practices that foster a sense of belonging for students of color and assess how they may negatively or positively affect persistence and graduation rates. This study is framed by Critical Race Theory and Intersubjectivity Theory which together form a meta-theory, and used a mixed methods research approach (student interviews, students online survey, faculty, staff, and administrators online survey), and focused on eight (N=6) student one-to-one interview participants, (N = 120) student online (closed-ended) survey, and (N=131) faculty, staff, and administrator online (open-ended) survey participants. The findings resulted in the emergence of five themes and 20 assertions. The first theme Systemic Barriers and Campus Culture centers on current policies and practices which may be preventing a university campus from being inclusive and cultivate a sense of belonging for student of color. The second theme Mentorship and Coaching centers on utilizing mentors that are cognizant of students of color intersects to allow for a more profound connection. The third theme Culturally Relevant/Responsive Environments focuses not only on the importance of the classroom environment but the need to expand cultural competencies across a university campus among to include faculty, staff, and administrators. The fourth theme Intersubjective Interactions and Sense of Belonging centers on the influence students of color intersubjective interactions with faculty, staff, peers, and administrators formulate their sense of belonging. The fifth theme Transforming Inclusive Policies and Practices address holistically how to transform current systemic barriers to provide a complete cultural shift to best serve students of color. These findings have curricular, policy, and leadership implications. The study’s contribution of a meta-theory – The Theory of Inclusive Student Development may be utilized in future studies.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Herman, Thomas David
- Description:
- This study examines the responses of 133,990 eleventh grade students for traditional high schools in California during the 2017–18 school year. The sample comes from 670 high schools among 330 school districts, representing 57 of the 58 counties in California. The survey comes from the California Healthy Kids Survey, jointly administered by WestEd and the School Health and Safety Office within the CDE. This regression analysis, focusing on four common perceptual elements of school climate, (1) Caring Relationships, (2) High Expectations, (3) Meaningful Participation, and (4) School Connectedness, examined their effect on the dependent variable of grade point average among students of low SES, English Language Learners, and students who are homeless or live in Foster Care. The results reveal that these four perceptual variables (protective factors) do have a significantly positive effect on school climate and such an effect has implications both for educational practice at the high school level, and for state level policy regarding school climate, one of the eight state priorities in the recently enacted Local Control Funding Formula. Specifically, this study showed that the traditional items of Caring Relationships from the California Healthy Kids Survey, when examined separately produce a negative effect on the eight-point self-reported grade scale. However, when these variables are chosen together by students who agree with each of the items the results show a strong positive effect for most students, especially English Learners. Foster youth however, controlling for other variables seemed to resist the effects of three of the four perceptual variables. However, the combined items of the Meaningful Participation variable showed tremendous positive academic effect for foster youth, strongly suggesting that we must provide our foster youth students with voice, relevancy and self-determinacy at their schools and inside their classrooms if we are to activate their academic potential.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Evangelisti, Fred Charles
- Description:
- The tremendous growth in the telecommunication and wireless fields caused by the popularity of the Internet, combined with constant technological innovations, has caused a high demand for skilled workers (Casacchia, 2018). In the Sacramento region this demand is growing at a record pace. Unfortunately, like other states, California cannot find enough skilled high-tech employees. This has forced high technology companies to rely on skilled workers from other countries to fill vacant positions (Werner, 2014). Career Technical Education programs at community colleges prepare students for successful careers. This enables them to graduate with an Associates in Science Degree in Electronic Technology and earn a quality salary with minimum educational costs in as little as two years. However, the Electronics Technology program at American River College (ARC) is experiencing high student dropout rates during their first-semester. This not only negatively affects enrollment for the college and program but also impedes the potential for upward social mobility for students impacted by opportunity gaps who enroll but drop out. This particularly impacts first generation and low-income students. This dissertation examines the factors contributing to the success and failure of college students and seeks to answer the overarching research question: Why do so many first semester students enrolled in the Electronics Technology program at American River College drop out of class during the first semester? This dissertation is framed by Tinto’s (1993) Longitudinal Model of Institutional Departure, which posits that students who consider themselves part of the college environment are more likely to stay in college and complete their educational program. Tinto (1993) identified active participation in student services as a primary element responsible for students feeling connected to the college and increased student retention (Tinto, 1993). A quantitative research design was selected. A survey was developed and administered to first semester Electronics Technology students to assess their knowledge, perceptions and utilization of student services at American River College. The study sought to examine whether their enrollment decisions were influenced by participation in student service programs. The findings of the study confirmed that although students were aware of existing student services, and perceived them to be academically helpful, they were not utilizing them. Based on the factors contributing to their lack of usage by students, this dissertation concludes with recommendations to improve access to and delivery of student services to students. Specific recommendations are made for the Electronics Technology program at American River College in order to retain and graduate skilled workers from the program.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Murray, Amy R.
- Description:
- 504 plans are legally mandated accommodations for students with qualifying disabilities in public schools. This mixed methods study examines teachers' experiences and perceptions of implementing Section 504 plans in one California school district, called Redbud. This research addresses concerns related to the aims of the inclusion mandate as promised under Section 504. In particular, it focuses on concern for students with a Section 504 plan who are educated in a general education (GE) classroom by teachers without Special Education (SPED) credentials. While inclusion is the optimal goal in our public school classrooms, this study explores how GE teachers work with limited training, resources, funding, and support despite growing numbers of students with disabilities. Thus, this dissertation studies GE teachers' perceptions and experiences with Section 504 plan implementation, exploring their attitudes, capacity, and preparation. Teachers surveyed in Redbud convey their levels of comfort in teaching students who have a 504 plan as well as their perception of parents who utilize 504 services. Data reveals that about a third of the teachers feel that 504 plans are unnecessarily provided while almost half of the teachers indicate that 504 plans are not provided for all of the students who need them. Disability Studies in Education and Lipsky's SLB are used as theoretical models.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Kronzer, Matthew Scott
- Description:
- This study sought to capture a broad understanding of how federal financial aid is distributed among nontraditional and traditional students enrolled in public community colleges and how federal financial aid contributes to their educational success. The study analyzed data for approximately 3,940 nontraditional students and 2,060 traditional students who began their postsecondary education in public community colleges and applied for federal financial aid. The study used descriptive statistics to provide context on the access and use of federal financial aid among nontraditional and traditional students within their first, second, and third years; it also used six multinomial logistic regressions to measure the effects financial aid had on their persistence and completion within their first, second, and third years while controlling for extraneous factors. The study used multiple imputation to handle missing data for six variables of interest and propensity score covariate adjustments to account for endogeneity bias associated with estimating the effects of financial aid on student success. The results of the descriptive statistics suggested that among those who applied for federal aid, nontraditional students were generally more likely to receive federal financial aid and received more in aid on average than their traditional peers after the first year of enrollment. More specifically, nontraditional students tended to receive more on average in federal loans, while traditional students tended to receive more on average in federal grants across their first, second, and third years. Additionally, the study found that Pell Grants, subsidized loans, and unsubsidized loans were significant predictors for persistence and completion within the first, second, and third years among nontraditional and traditional students. The effects varied substantially by year, but federal financial aid generally had a greater positive effect on persistence and completion for nontraditional students (10% and 9%, respectively) than for traditional students (6% and -1%, respectively) collectively across three years. The findings from the study reveal opportunities for changes in federal financial aid policy and community college institutional practices. Improving access to federal financial aid may serve to increase the attainment rates of nontraditional students enrolled in public community colleges. As nontraditional students form the majority enrollment in these institutions, it is paramount that steps are taken to increase their success
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Dollesin, Suzie Arlene
- Description:
- This dissertation applied mixed research methods to explore the factors correlated with variation in the percentage of English learner (EL) students completing A-G course requirements in California high schools. Across the State’s high schools, an average value of sixty percent of all students, excluding EL students, completed A-G course requirements, in 2016. In comparison, the average value of this completion rate was seven percent for EL. The lower A-G completion rate for EL students in California is an important policy concern because it represents the achievement gaps among these groups that not only exerts negative individual consequences, but also impacts the entire state’s economic productivity due to its forecasted shortage of future college workers. Thus, I chose a pooled cross section and time series data set for a fixed-effect regression analysis that teased out the separate influences of Institutional, Ethnic/Linguistic, and Socio-Economic characteristics in a high school on this achievement rate. Interestingly, the percentage of Pacific Islander students, percentage of African American students, and percentage of Asian teachers exerted the strongest influences on A-G completion rates among EL students; respectively a one-percentage-point increase in each of these yielded -0.86, -0.33, and +0.25 changes in the dependent variable of interest. Whether causal or correlational, these findings warrant greater investigation both when considering policy interventions and the social justice concern of the “type” of school where EL students are at a clear disadvantage in qualifying for direct entrance into a four-year university, upon graduation. Through a qualitative design as a transcendental phenomenology study, I found a probable correlation between negative discourse, or discourse that negated equitable practices, and social injustice. Such practices that had become the norm included limiting access to college prep courses through counseling in favor of support courses – away from college pathways, and this had a negative impact on EL graduation rates as well. However, the limitations posed by the mere four percent response rate is not acceptable to draw statewide conclusions and policy implications from my qualitative study. Further investigation of this issue is necessary to respond with policy changes based upon the statistical findings if administrators wish to increase A-G completion among ELs in their district.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Chaidez, Adan H.
- Description:
- LatinX students in the United States are not graduating from college at the same rate as their counterparts, especially white students (Fry, 2002). Approximately 51% of Hispanic students graduate with a Bachelor's degree compared to 59% of white students (Kelly, Schneider, & Carey, 2010). Students’ persistence and retention is an essential and vital piece to the successful degree/transfer completion of students at California Community Colleges, yet statewide rates for a 2011-12 first-time student cohort is at an alarming 41.6% (California Community Colleges Chancellor’s Office, 2018). This qualitative research study examined the phenomenon of the experiences of five at-risk students who received Student Success and Support Program (SSSP) services while on academic probation and dismissal at one Northern California Community College. The research study also examined the experience of five Counselors who implemented SSSP services to students on academic probation and dismissal. Two research questions guided this study to examine the students’ and Counselors’ perceptions of follow-up core interventions of SSSP services. (a) What are students’ perceptions of the level of support of follow-up core interventions of Student Success & Support Program (SSSP) Services? (b) What are the Counselors’ perceptions of follow-up core interventions of Student Success & Support Program (SSSP) services? The researcher used the theoretical frameworks of Critical Race Theory, Latino/a Race Theory, and Social Capital Theory to guide the study. Findings of the study revealed the need for further collaboration between Counselors and instructional faculty to support the student holistically. Additionally, allocated time for Counselors is needed for them to strategically and intentionally develop efforts that will support students who are on academic probation and face dismissal. This study concludes with recommendations to develop a supportive and comprehensive support structure that includes faculty mentors, student instructional support, college skills workshops, supplies, and designated time for Counselors to assist students in successfully transitioning out of academic probation and dismissal into graduation and degree/transfer completion.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Ayón, Sandra Eileen
- Description:
- The purpose of this study was to examine perceptions of teachers and coaches working within a coaching model in a small, rural K-12 school district in northern California. This study highlights narratives and experiences of teachers and coaches that work in a coaching model and how those experiences impact their beliefs and practices in their classroom and subsequently the impact on student achievement. This study utilized a qualitative methods design and collected data through in person interviews. The qualitative data collected was analyzed using an open coding process which led to categories and ultimately to emergent themes. Seven themes describe the perspectives of teachers and coaches currently working in the coaching model: belief of student learning, relationships, effectiveness of the coaches, learning focused conversations, supporting role of the coaches, teaching strategies, and teaching practices.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Benitti, Pete
- Description:
- Empirical research on the intersection of wellness and higher education leadership is lacking (Bass, 2008; Cioffi, 2018; Riera, 2013). The emotional wellness of leaders is an issue that has received even less attention (Cioffi, 2018). Findings from this mixed-methods study suggest leaders often incur an emotional toll while dealing with the pressures of leading. These findings are in light of the stress-related turnover that the literature suggests is increasing for leaders (Gagliardi, Espinosa, Turk, & Taylor, 2017; Gardner, 2016; Selingo, 2016; Wheelhouse Center for Community College Leadership and Research, 2016). Further complicating this situation is a perceived lack of support for leaders’ emotional wellness, conceptualized as the wellness support gap. This study uses the constructs of emotional intelligence, emotional labor, mindfulness, and emotional capital as theoretical lens with which to view emotional wellness as an untapped resource and source of support. Recommendations for professional organizations, leadership practice, and policy include the adoption of standards and best practices for the profession that include leaders’ emotional wellness.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership