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- Creator:
- Noureddine, Ikbal
- Description:
- Newcomers coming from the Middle East and North Africa, as English Learners (ELs), face barriers to learning and often lag behind their native-English-speaking peers, and further also face racial disparities in discipline (Burke, 2015; Losen & Keith, 2015). The purpose of this comparative study was to identify MENA high school newcomers’ academic, acculturation and socio-emotional challenges, and examine how these challenges were addressed within restorative justice practices [RJP] high schools compared to Non-RJP high schools at the leadership, communication and cultural awareness levels. The researcher conducted the study in two RJP and two Non-RJP oriented high schools within the same school district, using a concurrent mixed methods approach. Surveys were administered to teachers (N=97) and MENA newcomers (N=46). In addition, individual interviews (N=39) with MENA newcomers and four principals and focus groups (N=22) as well as discussions with teachers were conducted to triangulate data. Quantitative data collected was analyzed using Multivariate, Univariate, Independent Samples t-Test and Pearson correlation tests. Student results showed significant differences in MENA newcomers’ self- awareness and school connectedness. In RJP schools, students were more supported within their microsystem by their teachers. Research findings showed the existence of mismanagement and staffing problems at the leadership level that directly impacted ELs/ MENA newcomers. The finding suggest that MENA newcomers felt disconnected from their school and exhibited low self-image in Non-RJP schools when compared to their peers in RJP schools. MENA newcomers’ school connectedness was affected by their surrounding ecological systems which resulted in academic limitations and coping difficulties in their new schooling environment.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Education (Educational Leadership)
- 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
- Creator:
- Perez, Rochelle Amores
- Description:
- The purpose of the study is twofold: a) to understand the Asian American community college students’self-beliefs, particularly self-efficacy, emotional awareness, and grit, while reaching their academic goals; and b) to unveil the issue of data disaggregation as it relates to Asian American students’ academic achievements. The main theories that guided this study were Asian Critical Race Theory or AsianCrit (Museus & Iftikar) and Ogbu’s Cultural Ecological Theory of Minority Performance. Using a qualitative phenomenological approach, the researcher interviewed 12 students and conducted surveys of 149 participants to elicit experiences regarding their self-beliefs and perceptions of academic support provided by the community college. To debunk the Model Minority Myth, using GPA as an indicator, the researcher obtained average of students’ GPAs by Asian subgroups to show differences in academic achievements. In addition, collecting and reporting practices of the college and the Chancellor’s Office were captured as evidence in lumping Asian Americans as a monolithic group. The findings of this study revealed Asian American students believed they have high levels of self-efficacy, emotional awareness, and grit, that are greatly based on family values. Asian American students’ self-beliefs are shaped by cultural influences that are deeply embedded in the family, which can be beneficial and detrimental internally, as they pursue their academic goals. This study also proved that classifying Asian American students as one group concealed the identities of Asian subgroups. When academic achievements are reported as a monolithic group, it resulted in consequences that marginalized students who really needed help, e.g., colleges did not provide academic support because of the notion that all Asians were doing well. The study’s recommendations include a call for the community college to take a closer look at the students’ motivational traits, such as the attributes of self-efficacy, emotional awareness, and grit, as tools to empower students to reach their infinite potentials as well as call for higher visibility of Asian American students in campus through recognition, culturally relevant pedagogy (more Asian-centered classes), and academic support or student support services that cater to Asian American students’ needs.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Xiong, Xeng
- Description:
- The purpose of the qualitative phenomenological study was to explore second generation Southeast Asian (SEA) students’ understanding and experiences of the SEA diaspora in California. Grounded in segmented acculturation, cultural-ecological theory, and AsianCrit, the study highlighted the perceptions and experiences of second generation SEA high school students concerning their schooling experience, cultural transition, and aspirations. Twelve second generation SEA students (Cambodian, Hmong, and Lao students) at a comprehensive, urban high school in California were interviewed. Through qualitative analysis, the study found 11 themes. Regarding their schooling experience, there were five themes: positive peer relationships, relationships with school staff, opportunities for school and community involvement, independence, and good academic performance. In terms of factors that contribute to their cultural transition, four themes emerged: language, family, beliefs about home environment, and friends. Concerning their aspirations, there were two themes: positive aspirations and autonomy. The study concludes with a discussion on the findings, implications for policy and practice, and recommendations for future research.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Ayub, Zeeshan
- Description:
- The purpose of this research was to contribute to the literature on school climate by investigating the relationship between school resources (e.g., teacher salary, per-pupil expenditure, teacher experience, school size, student-teacher ratio), student perceptions of school climate (e.g., school connectedness, school safety, meaningful participation, caring relationships), and student outcomes (e.g., grades, suspension, absence) after controlling for socioeconomic status (reduced or free lunch, parent’s level of education). To do so, data from the 2016-2017 administration of the California Health Kid Survey 2016-17 (CHKS) conducted by the California Department of Education (CDE) were used. In addition, for school resources variables California Department of Education (CDE) publically available data was used. This study was focused on seventh-grade students (n=144,087) in California because it is a crucial transition age between middle school and high school. Structural Equation Modeling (SEM) was employed for this research to measure school climate as second order factor and to explore the complex relationship of school resources, school climate, student outcomes, and socioeconomic status. Results indicated that school climate can be measured as second order factor with school connectedness, school safety, meaningful participation, and caring relationships as first order factor. School climate do impact student outcomes (grades, suspension, and absence) significantly, whereas school resources (per-pupil expenditure, school size, student-teacher ratio, teacher experience, and teacher salary) impact on school climate and student outcomes is puzzling and need more research. As expected, socioeconomic status is associated with school climate and student outcomes. School leaders cannot change the socioeconomic status of students; however, leaders can provide positive school climate, where all students feel safe, cared, connected, respected, treated equitable, and have a sense of belonging. School resources link with school climate is weak, meaning that leaders can still provide a positive school climate with existing levels of school resources.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Gulley-Reed, Theresa
- Description:
- This study on human capital and financial literacy supplements current literature on institutions’ responsibilities in advancing financial literacy. Students’ knowledge, when entering the post-secondary environment, is seen through the lens of their cultural, economic, and social experiences. The purpose of this study was to examine the level of financial literacy knowledge post-secondary students bring to the post-secondary environment. Recommendations were made to inform leaders and drive policy to better prepare students for success. This study utilized a mixed-method approach to access the quantitative and qualitative data. Quantitative data were collected and analyzed using a Likert scale from current and former student surveys and a Pearson correlation. Qualitative data were collected from four open-ended written responses on the student survey instrument. Qualitative data were also collected from 6 interview questions of 11 current and former students. Qualitative data was analyzed using a coding process to evaluate themes that developed from or that were entrenched in the data. The researcher discovered that there were significant correlations between budgeting, interest rates, debt, and savings. More precisely, quantitative inquiry suggested that there were significant correlations between money left over from previous pay period, college tuition paid through credit cards, understanding interest rates prior to incurring student loan debt, more interest rate information on debt decisions, family savings, and personal savings. Qualitative analysis of transcribed interviews and written responses indicated limited skills in the following areas: budgeting, interest rates, savings, debt, financial literacy training, financial literacy knowledge, financial aptitude, financial planning, and managing finances.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Easley, Chandler Morgan
- Description:
- Decades-long reliance on exclusionary practices in response to unwanted behaviors in high schools has resulted in a discipline gap, or a trend in which students of color, particularly black students, are sent out of class, suspended, or expelled at much higher rates than other students. The purpose of this study is to investigate the interaction of classroom environment, student engagement, and behavior as a proactive measure to address student behavior. This phenomenological study includes classroom observations and high school student interviews to collect data on classroom environment elements, engagement components, and cultural responsiveness. Observations and interviews were analyzed through open coding for themes which include teacher disposition and response to behavior, relationship building, relevance and youth culture, mutual respect, and meeting individual needs. Findings show that classroom environment and student engagement are highly influential on each other as well as the presence or absence of student-teacher conflict in the classroom. The students’ emotional experience in the classroom is crucial to their engagement and behavior. Students need to develop positive relationships with their teachers and feel that their identities are valued and individual needs are met in order to participate in constructive and cooperative ways. To effectively address behavior, teachers must get to the root cause of the action rather than assign a formulaic punishment. Recommendations are made to support proactive measures regarding student behavior and positive classroom experiences.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Nazir, Saima
- Description:
- The purpose of this study was to heighten understanding of English learner (EL) students’ social experiences in a school setting, while developing an expanded awareness of the students’ family system whose language and culture is at crossroads with the dominant language/culture, and with the formal educational institution. This phenomenological study focused on the voice of EL students to explore the social, familial, cultural, and academic experiences of ELs to reveal factors contributing to their adjustment and overall success in the United States. The study consisted of 20 participants who are freshmen students in a northern California university, who have previously been categorized as EL in the U.S. school system, and who speak one of the top 10 languages spoken in California schools (e.g., Spanish, Vietnamese, Mandarin, Arabic, Tagalog, Cantonese, Korean, Hmong, Punjabi, and Russian). These students were selected to gather the factors that contributed to their persistence in graduating high school while also corresponding to the 10.3% of ELs in the state of California who completed all courses required for UC and/or a CSU entrance (California Department of Education, 2018). The theoretical frameworks for this study include Bronfenbrenner’s bioecological model of human development (Bronfenbrenner & Morris, 2006) and Ogbu and Simons’ cultural-ecological theory (1998). This study utilized a phenomenological research design to answer the following research questions: 1. What are the factors contributing to freshmen and sophomore university EL students’ adjustment and overall success? a. What are the social experiences of previously categorized EL students in the U.S.? b. What are the familial/cultural experiences of previously categorized EL students in the U.S.? c. What are the academic experiences of previously categorized EL students in the U.S.? The data produced from this research study were collected through a demographic questionnaire and one-on-one interviews. The qualitative findings of this study revealed the following 14 themes that relate to freshman university previously categorized EL students’ adjustment and overall success in the U.S.: barrier due to EL classification, interactions with EL peers, interactions with non-EL peers, media’s portrayal of language minorities, school involvement, family’s reason for coming to the U.S., family sacrifices, family involvement, family expectations, societal views of ELs’ culture, interactions with teachers, perception of the ELD program in their school, insight on their educational opportunities, and their view of the role of a degree/school credential. The implications of the study’s findings, recommendations for practice and policy, including leadership, are discussed.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Rajagopal, Kadhir V.
- Description:
- Failure in algebra is the #1 trigger of dropouts in high school according to a former superintendent of Los Angeles Unified School District (LAUSD) (Helfand, 2007). Too many urban students of color are failing or performing below basic in foundational mathematics. The author, a teacher at West High School, has been able to achieve different results with low income urban students in algebra. The author has used specific strategies that have helped the majority of his once low-performing students to consistently succeed in algebra and outperform their peers throughout the entire Grand District and state of California. The strategies used by the author have been integrated into an instructional model called C.R.E.A.T.E. This project focused on documenting the impact C.R.E.A.T.E. could have on the results other math teachers experienced with their students in foundational math classrooms, specifically, algebra and geometry. Furthermore, the study revolved around the issue of replicating the success the author has had with C.R.E.A.T.E. in other classrooms. The purpose of this study was to examine if the implementation of C.R.E.A.T.E. in other teachers’ classrooms at West High School resulted in a majority of low income and underperforming students succeeding on district and statewide math assessments in algebra I and geometry. The documentation of strategies and results from the implementation of C.R.E.A.T.E. may provide evidence for administrators at the district and state level to determine if the C.R.E.A.T.E. model should be implemented as a way to address the pressing crisis of failure in math for diverse urban populations.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Mason, Justin Christopher
- Description:
- The purpose of this study was to investigate the role of the teacher in Advanced Placement (AP) access for high school students. There are many benefits to students who participate in the AP program including access to a rigorous curriculum, college course credit or placement for successful completion of an AP exam, and an advantage when applying to competitive colleges and universities. Access to AP courses remains an unlikely opportunity for many low-income students who attend schools that offer few AP courses, and African-American and Latino students are underrepresented in AP participation. This study uses a mixed methods design with both quantitative and qualitative methods. The first phase of the study was an online survey of AP teachers in three school districts in Northern California. The second phase of the study used follow-up interviews to collect additional data from selected Advanced Placement teachers. The online survey and follow-up interviews were designed to collect data on the perceptions and practices of AP teachers in the pre-screening of AP students, the promoting of AP courses to students, and in determining AP course offerings. This study indicates that the AP teacher plays an important role in determining both student access to AP courses as well as in the decision making process of determining whether their school will offer a specific AP course. AP teachers reported students should be pre-screened before enrolling in an AP course at higher rates in larger schools (F=3.749, p=.033) and in schools with higher API scores (F=4.478, p=.018). Additionally, responses from the follow-up interviews indicate that teachers are making the decision to pre-screen students or to allow open access without following any state, district, or site policies. While an overwhelming majority of AP teachers report that it is part of their role to promote their AP course to students, only a small percentage are actively promoting their AP course to minority students and to students who are not already in an honors or AP track. This study indicates that the AP teacher can be a powerful factor in providing a more equitable access to AP courses as well as in closing the AP participation gap for historically underrepresented students.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Abdulmalik, Hasan
- Description:
- Ninth grade transition to high school marks a critical educational juncture and a significant event in the lives of adolescents. This is a pivotal year where transitioning students suddenly find themselves struggling to navigate large, impersonal, and competitive environments. In school districts across the United States the enormity of the problem associated with ninth grade transition cannot be understated. Educators struggle to improve the overall success rate for these students because ninth grade is the most failed grade in public school. The purpose of this quasi-experimental research study was to analyze the impact of a summer school intervention program that focused on preparing students for the transition to high school. The study analyzed critical components associated with high school transition, achievement, and success for 120 students in the Sacramento, California area. The findings from this study will add valuable insight to the body of knowledge and research that currently exists for the development and implementation of ninth grade transition to high school programs. The study has identified trends, practices, and negative factors that are alarming. The significance of socioeconomic conditions and ethnicity has compounded the systemic failure of ninth graders in suburban and urban high schools. Academic achievement, student behavior and attendance are the three overarching areas that have been identified as needing intervention. If left unattended this issue will have a profound and devastating effect on student outcomes, increased dropouts rate, school budgets, and forecasts a dismal future for students of color in public schools. The study used quantitative research methods that examined the relationship and significance between multiple variables in the three general areas of academics, behavior and attendance. An analysis of descriptive statistics, inferential statistics, and t-tests examined the variables and found that there were varying degrees of difference, but there was no significant relationship between the two groups in the study.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership