Proponents of charter schools argue that contracting out schools to management organizations can improve student performance and decrease costs by giving schools autonomy in exchange for accountability. Little evidence exists, however, on how contracts are determined, whether contracting is an effective policy in education, and the effects of terminating contracts. In New Orleans, most of the public schools have been contracted out to nonprofit management organizations over the past ten years. Several of those contracts have been terminated and schools are then contracted out to new management organizations. The empirical analysis of how authorizers make decisions about which charter schools are allowed into the market, and which schools have their contracts terminated revealed that initial approval decisions were strongly predicted by the subjective ratings of the outside charter application evaluator, but not by other application characteristics derived directly from the applications. Schools were renewed for operation if they had high test levels and/or value added, but family preferences were not taken into consideration (as measured by enrollment levels and growth). The results of the difference-in-differences and matching analysis used to analyze the effect that district-to-charter and charter-to-charter restarts and closures have on student performance indicated that elementary student test scores increase by the second year after both types of restart. The scores increase even sooner, after only one year for charter-to-charter restarts. However, if failing schools are closed instead of being contracted out, students do not experience any change in test scores. High school students experience decreases in test scores and in the probability of graduating following restarts and closures. / 1 / Whitney Ruble

This thesis examines the impact of changes in higher education policy in Australia on equity for students and efficiency in resource allocation. This involves measuring the impact of the 2005 budgetary changes in the Higher Education Contribution Scheme (HECS) on the Private Rate of Return (PRR) and Social Rate of Return (SRR) to higher education for both males and females across different occupations and for different qualifications. This thesis examines the proposition that the movement of Australia‘s higher education system towards a user pays model with price flexibility will deliver greater efficiency. It also considers the argument that students should pay a greater proportion of the cost of higher education as they are the direct beneficiaries. This thesis shows that the increase in HECS fees has coincided with a fall in the quality of university graduates and the demand for a university education by higher achieving and low income students. In addition, this study also found that not only is the SRR positive but is greater than both the real rate of return on Commonwealth Government bonds and Government Trading Enterprises. These findings suggest that there is an inefficient allocation of resources and a need for the Government to allocate relatively more funding to the discipline areas with high Social Rates of Return and graduate skills shortages. This thesis suggests ways to improve the equity and efficiency of Australia‘s higher education system. These policy recommendations aim to increase the quality of and opportunity for higher education in Australia.

<p> The purpose of this study is to explore the educational perceptions of Mexican parents living in the United States and how their experiences gestate Mexican student concepts of education. Additionally, the study explores the high drop-out rate among Mexican students enrolled in U.S. public education, the consequences the drop-out rate has on U.S. society, and the history and culture of Mexico that formed the environment in which Mexican parents lived their experiences. The study was administered using a qualitative, empirical, phenomenological methodology using in-depth interviews. The study sample consisted of six native Mexican parents with students enrolled in an urban school district in Utah. Data was collected using an interpreter, originally from Mexico, literate in English and Spanish. The in-depth interviews were recorded and translated, then transcribed using Dragon voice recognition software. The qualitative data was then analyzed for this study.</p><p> Two major themes were identified in the study. The leading theme ascertained within the data indicated gender roles of <i>machismo</i> and <i> marianismo</i>, as influenced by cultural proclivity, dominate family life, which is the basis of Mexican existence. The second dominant theme showed a narrow worldview inculcated by a group- or family-oriented life world experience. Recommendations to address the identified themes in the study are provided. </p>

<p> An alarmingly number of students drop out of high school every day; however, the need for a high school diploma has become increasingly more important for the U.S. to remain globally competitive. Minority students and students living in poverty are disproportionally affected by this issue dropping out at significantly higher rates. Throughout the years, a number of reform efforts have been targeted at the federal, state, and local levels to address this issue. Some of these efforts have shown promising results. In an <i> Education Week</i> report (Diplomas Count, 2010), 21 urban school districts were identified as districts that are defying expectations based on factors such as district size and poverty level. These districts graduate students at significantly higher rates than districts with similar characteristics. The purpose of this study was to identify key strategies for increasing high school graduation rates. This study examined the practices in five school districts in California that exceeded expected graduation rates. A qualitative approach that included interviewing leaders from each of the districts was utilized to understand the strategies employed. A review and synthesis of the research literature provided the constructs for the conceptual framework used to develop the research and interview questions. Content analysis was performed to identify primary themes across the interviews. </p><p> The data collected and analyzed revealed 19 primary themes or strategies: (a) close supervision, (b) alternative pathways, (c) fostering a sense of belonging, (d) safety prevention programs, (e) curriculum aligned K-12, (f) using technology to improve results, (g) early identification and support of at-risk students, (h) shared accountability, (i) focus on individual student progress, (j) rigorous curriculum, (k) leadership development, (l) collaboration and sharing of best practices, (m) common assessments, (n) data-driven instruction, (o) focused collaboration, (p) professional learning communities, (q) connecting parents to school, (r) strong collaboration between school and community, and (s) transparency. Specific examples of how these strategies are being implemented to improve graduation rates are provided. Implications for education leaders, community partners, parents, and policymakers are also discussed. </p>

<p> In 1994, <i>Geography for Life</i> was published. From this publication the national geography and state geography standards were developed. These national standards were the basis of the state standards. </p><p> North Dakota Studies is a Grade 9-12 course offered in North Dakota high schools. This course is offered under mandate in North Dakota high schools, so a broad range of data could be obtained by contacting those teachers. </p><p> Prior research has shown that students exposed to 3-D geographic technologies have better spatial abilities than students without a technologic background. A recent study showed that adults wanted to know more about geography and wished their children knew more about geography than they did (Kozak, Dobson, Wood, Wells &amp; Haynes, 2013). </p><p> Analysis of the survey results showed that there may be geographic concepts and content not included in the North Dakota studies curriculum. It also showed while all five themes of geography are included, Human-Environment Interaction has the greatest amount of class time when compared to the time spent in class on the five themes of geography. </p><p> Responses from respondents indicated that the majority of North Dakota Studies teachers do not have a geography degree and many have not had continuing education credits in Geography for many years, if ever. </p><p> Recommendations include greater inclusion of high school level topics at North Dakota Geographic Alliance summer institutes. Topics of these institutes should include geo-special techniques and manners in which to include project-based learning. Scholarships could be offered to teachers to attend seminars and in turn facilitate segments of future institutes. The North Dakota Department of Public Instruction, when next addressing state standards, should take care in addressing not only the standards from the second edition of <i>Geography for Life,</i> but also incorporating concepts from the Common Core and skills from the 21^st Century Framework.</p>

<p> The investigator in the study compared traditional middle and high school teachers to alterative teachers regarding the perceived organizational support, self-efficacy, and retention. The purpose of the study was to determine if there was a difference in the level of self-efficacy between alternative school teachers and traditional school teachers. The researcher also examined the relationships between Perceived Organization Support and teacher self-efficacy between alternative school teachers and traditional school teachers. It was also examined whether alternative teachers perceived their own self-efficacy the same as traditional teachers. </p><p> The research design was a quantitative approach, using one survey for traditional and alternative teachers, in a causal-comparative design. The traditional middle and high school group served as a comparison group for the alternative school group. The survey used Likert-type scale scoring to gather quantitative data from traditional and alternative school teachers. </p><p> The conclusions for research questions one and three came calculating a mean scale score from taking the mean from each of the surveys item's score. The scale score (dependent variable) was then entered into a one-factor analysis of variance (ANOVA) to examine potential mean differences between teachers working at alternative and traditional schools (independent variable). The conclusion for research question two came from three separate simultaneous multiple regression approaches examining potential mean differences on the impact of teacher characteristics on self-efficacy comparing between the traditional and alternative teacher groups. </p><p> The researcher found that there were significant differences in teacher retention between traditional and alternative school teachers. Conclusions for this study suggest that teacher retention in alternative education warrants further comprehensive study.</p>

<p> The purpose of this exploratory case study is to focus a lens on lead teachers of California Partnership Academies (CPAs), who are responsible for overseeing the operation and coordinating the components of a complex, contra-normative secondary reform model. This study examines the stresses experienced by four CPA lead teachers at two different sites in a district committed to placing the <i>Linked Learning</i> model in the center of its secondary school reform strategy. Previous research has identified stressors inherent in the lead teacher role, and in the career academy reform studied here. This research assess the impact of those stressors, strategies lead teachers employ and conditions that facilitate lead teachers' work by looking at the dynamics of their role, the context in which they work, and patterns of leadership distribution through three key relationships, each focused on a particular routine.</p><p> This study found that the primary role-related stressor these CPA lead teachers experienced was overload, which may have implications for the sustainability of the model, particularly as it is scaled up. The contra-normative nature of this reform was evident in the conflicts that arose for lead teachers in each of the three relationships examined. In their relationships with administrators focused on the master schedule, traditional patterns of student placement into AP and non-AP tracks conflicted with the effort to create pathways for all students to access both college and career. Teachers struggled to create strategies for addressing this issue. In lead teachers' work with their peers on interdisciplinary curriculum, the collaborative and interdisciplinary nature of the reform conflicted with the autonomous, individualistic and subject-oriented nature of teacher culture. Where collective co-performance defined school-wide patterns of leadership distribution, lead teachers were better able to influence collaborative teacher norms. Lead teachers' relationships to community and industry partners facilitated integration of work-based learning into the CPA instructional program, accessed new resources and challenged the traditional segregation of academic and vocational education. This work was greatly facilitated by district support but limited by the capacity of site administrators who were often unaware of these partnerships, and were not developing systemic ways to include them in the school's vision or program.</p>

<p> Noting that colonial policies worked against the integral development of Nigeria, post-colonial administrations employed different policy initiatives to redress the situation. This case study aimed to measure the effectiveness of secondary school civic education in this regard. The Federal Capital Territory Abuja was chosen as the place of study due to its rich demographic variables. Fifty-four participants, covering six different segments of stakeholders were interviewed for analysis and results. The examination results in civic education at the end of the nine years of "Universal Basic Education" (UBE) program and the crime data of secondary school age students were also examined for enhanced credibility. The latter served as indicators of students' understanding of the content of civic education and the demand for effective citizenship respectively. Since civic education was introduced into the UBE program to shore-up dwindling national objectives through education, the study used Human Capital Theory as the theoretical framework. This study was conducted between April and September, 2013. The findings showed that ingrained ethnic consciousness in the community, bad leadership, distorted value outlook, and get-rich-quick syndrome diminished the effectiveness of secondary school civic education in the quest for the actualization of national objectives. </p><p> <i>Key Terms: National Objectives, Civic Education, Universal Basic Education, Human Capital</i></p>

This thesis is concerned with the organisation of education and training systems and the extent to which their design may challenge or reinforce social inequalities. In modern societies, people’s life chances are inextricably linked to the education they are able to access and the knowledge and skills (typically manifested through formal qualifications) they acquire, thus how countries organise their education and training systems is of fundamental importance in determining the opportunities available to its citizens and to their life chances. The specific focus of the thesis is on the design and organisation of post compulsory education and training systems - a stage that represents a particular challenge for policy-makers - and within that, on how systems might conceptualise academic and vocational learning in more productive ways. Education systems are not context-free structures: the design of a nation’s education and training system provides a window onto its traditions, its social values and economic stance, and its current preoccupations and ambitions for itself. Thus the thesis uses the example of the Higher Still reform of post compulsory education and training in Scotland (from 1999 onwards) to reflect more generally on education and social inequalities in Scotland and to ask how we should understand the way in which Scotland has approached reform of its education and training provision. It seeks to explicate the reasons for the adoption of the Higher Still reform strategy, to identify the factors that determined its specific design and development and to reflect on how the particular reform strategy embodied by Higher Still relates to certain aspects of the Scottish context and its policy processes. The thesis then examines the institutional response to Higher Still and its impact on the opportunities available to young people. It locates the Higher Still example within the broader field of education policy, considering what the experience of the Higher Still reform reveals about the possibilities of re-designing an education and training system in ways which promote social equality and the scope for manoeuvre that policy-makers, in a specific national context, have in relation to system reform.

<p> School administrators struggle with an emerging threat to school safety-cyberbullying. When does a school administrator have authority to punish a student for off-campus, online speech? When does a student cross the line from protected speech to punishable act? The Supreme Court of the United States has yet to decide such a case that would provide school administrators with a standard to utilize when faced with cyberbullying on campus. This dissertation will examine current research, case law, state statutes, and current cyberbullying frameworks put forth by Williams (2008), and King (2010), and Willard (2011) to provide guidance to school administrators on how to approach cyberbullying incidences. In addition, an interview with Assistant United States Attorney Luke Walker will be employed in an effort to bring to light how timely research, such as this dissertation, is needed for school administrators. A repeated concept stemming from this research study is the idea that while no Supreme Court standard currently exists, school administrators should not punish students for merely content alone, but make a strong connection to the student speech causing a substantial disruption to the learning environment. School administrators should also work to promote, not stifle, student speech as they create a safe learning environment.</p>