My dissertation consists of three chapters that focus on the economics of education. In particular I look at public school financing, gender discrimination in advising, and the effectiveness of out-of-school-time programs for disadvantaged schools. The first chapter analyzes the effect of an extremely large funding shock on Wyoming public schools in the 2006-07 school year. The effect of the shock is estimated on high school graduation rates and NAEP math and reading scores via synthetic control methods. The funding shock in Wyoming, which was the largest increase in education expenditure for any state in the nation from 1998-2008, is shown to have been largely unsuccessful in raising graduation rates and test scores. The second chapter uses a field experiment to analyze college advising differentials by student and advisor gender. Advisors assess the expected performance of students in both mathematics and English and recommend one of the two subjects to the student. Surveys are randomly assigned, and the experiment is designed such that student gender is the treatment. Advisors are found to discount the ability of female students relative to males in both mathematics and English. Additionally, male advisors recommend mathematics with much greater likelihood than do female advisors. The final chapter analyzes the effect of the 21st Century Community Learning Centers program on disadvantaged schools. Using a regression discontinuity design, it is found that 21CCLC has a more positive effect on middle schoolers than on elementary school students, but that results vary widely depending on the cohort and grade level. The program seems to have potential for significant improvement in school outcomes, but also has potential to have negative effects. There is some evidence from 2007-2011 that the program is improving over time.

<p> A severe and worsening nursing shortage exists in the United States. Increasing numbers of new graduate nurses are necessary to meet this demand. To address the concerns of increased nursing demand, leaders of nursing schools must ensure larger numbers of nursing students graduate. Prior to practicing as registered nurses in the United States, graduates of nursing schools must pass the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Various companies, such as the Assessment Technologies Institute (ATI) and Kaplan have created NCLEX-RN predictor tests that report candidates&rsquo; chances of passing the NCLEX-RN. ATI created a test called the RN Comprehensive Predictor and Kaplan created an NCLEX-RN predictor examination called the Kaplan Readiness Test. Students with less than optimal scores on the predictor can remediate to improve their knowledge of nursing, critical thinking, and test-taking skills. The intent for the ATI RN Comprehensive Predictor and the Kaplan Readiness Test is to predict the probability of success on the NCLEX-RN. The focus of the quantitative study was the ability of the aforementioned examinations to predict both success and failure on the NCLEX-RN. The overall TEAS score did not have a significant relationship with NCLEX-RN results. However, the ATI TEAS Math score was significantly higher (<i>p</i> = .005) for students who passed the NCLEX-RN. Data analysis showed no significant relationship between the Kaplan NCLEX-RN Readiness Test and NCLEX-RN results (<i>p</i> > .05). A significant relationship between the ATI RN Comprehensive Predictor and the NCLEX-RN scores existed in both the total sample (<i>p</i> = .001) and the BSN subsample (<i> p</i> = .001). In the MSN student subsample, all 37 students passed the NCLEX on the first attempt.</p>

Minority enrollments at selective colleges and universities have historically been low. Affirmative action programs have been a primary driver for increasing enrollments. These programs were called into question in the Grutter and Gratz US Supreme Court cases (2003). The Court’s opinions in these cases provide direction for institutions in setting admissions policy. Using a qualitative methodology, this study examined the University of Georgia’s response to the Grutter and Gratz Supreme Court decisions. The study utilized data from interviews with UGA officials, as well as documentary evidence, to chronologically reconstruct the actions that UGA initiated following the Grutter and Gratz decisions. The study utilized a narrative analytic approach to analyze UGA rationale for its action. It assessed officials’ statements to identify dominant narratives related to the use of race in admissions at UGA. This study positioned the dominant narratives of officials’ relative to competing understandings of admissions, race and the law extracted from the scholarly literature. A metanarrative was developed to highlight commonly held assumptions in the debate around the use of race in higher education admissions. The metanarrative was found to be a useful tool for managing competing perspectives in efforts to develop viable policy approaches for admissions in the future. The study is important in at least two ways: 1) it explains sources of conflict in the affirmative action debate and 2) it suggests the usefulness of narrative policy analysis for policy making related to race, diversity, and admissions in higher education.

While there have been numerous studies regarding television and its influence on modern life conducted in the past sixty years, there has not yet been a critique of television grounded in the work of John Dewey. John Dewey died when television was still a new technology; however, I believe that Dewey would have been critical of television had he lived to further experience it. One need only look to Dewey’s writings regarding mass communication and media to see that he was critical of how communication technologies influence human society. Television programming is nearly ubiquitous today and it requires ongoing inquiry as its influence is widespread and continues to grow. This dissertation extends television studies by developing a Deweyan critique of the medium. I assert in this dissertation that Dewey’s philosophy, especially his notions of experience, knowledge, and democracy can inform a current critique of television.

This qualitative study examined the experiences of race scholars whose agenda include investigating and writing about racial issues which run counter to the entrenched ideas, values and philosophies of the dominant academic culture. It questioned the possible risks associated with race work, and it examined the available support and validation for race scholars within the academy. Perceived prejudices and micro-aggressions are examined, as well as coping strategies for navigating the political academic landscape. Designed as a narrative inquiry, the study utilized in-depth interviews and the analysis of written documents of four prominent race scholars, while critical race theory (CRT) served as the theoretical framework that guided the analysis. Critical race theory (CRT) serves as the theoretical framework for this study. CRT emphasizes the social constructs of race and the ensuing issues of racism, racial subordination and discrimination. Within the literature, CRT scholars suggest that the scholarship of faculty of color is often resisted, rejected, devalued, or subjugated by the dominant political regime in power. Further, research suggests that scholars of color and the race issues they examine are often the targets of a biased scrutiny within the academy. The results of this study reveal that race research carries potential personal and professional risks. Some of these are anticipated, others not. The results further support the importance of CRT concept of counterspace as both a coping strategy and a form of intellectual insurgence for race scholars within the academy. In addition, findings suggest that the impact and intersection of culture and language affect the experiences of scholars of color in significantly negative ways. Mentoring generally, and specifically amidst the politics of publishing, is very important to the scholar of color and is often the difference between success and failure. Also, micro-aggressions and racial subjugations, such as the assignation of Other seem to operate as a way to devalue the scholars and the research work they do. Finally, implications for better support for graduate students and emerging scholars are clearly evidenced.

ABSTRACT OVERCOMING BARRIERS: WOMEN IN THE SUPERINTENDENCY by Claire M. Miller Women currently represent the largest number of teachers in the United States but remain underrepresented in the superintendent position. This suggests that the superintendency has been influenced by patriarchy. If women are to break through the barriers that prevent them from attaining a superintendency, we will need to understand the social construction of the position and women superintendents’ experiences with barriers. What do women in the superintendency think about what it means to be one of a few women in a male-dominated occupation? How does gender consciousness play a role in the ability to examine and understand barriers? How do characteristics of the position interacting with gender? Literature is reviewed surrounding these questions and includes barriers with feminine expectations, career mobility, good old boy network, mentors, family obligations, and the selection process. A qualitative approach was used to examine the experiences of five female superintendents. Additionally, race was masked to protect the identities of the women. Patriarchy was identified as the central structure for understanding the women’s experiences with barriers. This study also sought to draw on the theoretical model of sociocultural explanations for the underrepresentation of women in the superintendency. This model analyzes gender differences and focuses on sex role stereotyping, career socialization, and women’s culture to describe women’s experiences. The findings indicate that women are beginning to overcome some of the barriers; however, many of them are still present. This inquiry is important because it allows us to examine the barriers within the superintendency in order to provide a new perspective to the body of literature that has historically been grounded in almost exclusively white, male, and heterosexist epistemologies. This new perspective includes methods to overcome the barriers rather than navigate them.

THE REVOLVING DOOR: HOW LEADERS PUSH TEACHER TURNOVER by Suzanne Kay Bryant Miller In today’s age of accountability leaders of schools cannot afford to lose quality teachers. The No Child Left Behind Act of 2001 requiring schools to staff all classrooms with “highly qualified teachers” creates a major challenge. Today, more than ever, school systems need to retain their experienced and effective teachers. While many reasons have been attributed to the revolving-door phenomenon known as teacher turnover, this research suggests that school leaders’ behaviors play a major role in the issue. This qualitative inquiry focused on the perceptions of veteran teachers who have migrated from one school to another, having indicated that their primary reason for migrating was because of their leader’s behavior. The following research questions guided the study: • What were the perceptions of migrating teachers, regarding their previous leader’s behaviors, qualities and attributes, at his/her former school? • How did these perceptions influence the teacher’s desire to migrate to another school? • Was there anything that the leader could have done differently that would have made the migrating teacher stay? Data was gathered through individual interviews, emails, and focus group discussions. The data was then analyzed qualitatively using an interpretivist theory (LeCompte & Schensul, 1999) to address the research questions, and a constant comparative method to determine patterns and themes (Merriam, 2009). Trustworthiness was established through attention to credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985). The results of my study identified three main areas of leadership behaviors which teachers indicated directly influenced their decisions to migrate. These three areas were the leaders: (1) Lack of Knowledge of the Business of School-the leader’s lack of skills needed (a) to be supportive, (b) to make connections and build relationship, and (c) to transform school into an effective community; (2) Lack of Professionalism- the leader’s lack of (a) respect, (b) trust, and (c) consistent behavior; and (3) Lack of Personal Morals. While other studies on teacher turnover showed a link between leadership and teacher turnover (Barnett & Berry, 2002; Eggen, 2002; Gonzalez et al., 2008; Hirsch & Emerick, 2007; Thornton et al., 2007), my study revealed specific leadership behaviors that pushed teachers to migrate.

ABSTRACT STUDENT PERCEPTIONS OF ENGAGEMENT IN SCHOOLS: A DEWEYAN ANALYSIS OF AUTHENTICITY IN HIGH SCHOOL CLASSROOMS by Gloria D. Richards Perry This qualitative study of the nature of engagement in schools explored how students viewed the work assigned to them by their teachers. Using normative and theoretical frameworks, research was conducted to determine whether students found work to be authentic and engaging in the manner that Dewey proposes school work should be. Phenomenological interviews were used with individual participants as well as in a focus group session. Interviews and further questioning probed for information in order to gain a greater understanding of engagement from the student perspective. Furthermore, these methods afforded depth and richness that could further saturate the data. The research questions were: What do students identify as important factors that influence the degree to which they can be engaged in their learning experiences? As described by students, do the values, norms, and requirements that constitute school mirror similar elements of a student’s life outside of school? The analysis of participant responses supported the notion that these learners want their learning experiences to be personal, relevant, meaningful, and active. If they felt they were not getting these experiences, they shut down and/or turned the teacher off in their own head. These particular participants reported numerous examples of data that supported their need to be heard as students in the learning environment. They know what they want as learners and expect their teachers to provide the learning experiences they desire for their improvement. Participants in this study of engagement placed a high degree of emphasis on authentic learning. The data supported the notion that these participants want to have fun as they are learning but of far more importance, the data have shown they want their learning to be meaningful beyond the classroom setting.

The new IDEIA (2004) mandates regarding the implementation of Response-to-Intervention (RtI) present challenges for general education teachers. The law dictates the implementation of Response-to-Intervention, which requires the application of a pyramid of interventions for students failing to make adequate yearly progress in response to general education programs. Response-to-Intervention regulations redefine general education teacher roles, increase responsibilities regarding instructional interventions for at-risk learners, and change the process used to determine qualification for specific learning disability (SLD). A qualitative case study investigates how three general educators in a rural public elementary school understand and implement Response-to-Intervention policy. The study also examines teacher descriptions of the influence policy implementation on instructional practices for at-risk students. Data collection methods include structured and unstructured interviews, videotaped classroom observations, Teacher Performance Record data, lesson plans, and relevant RtI artifacts to advance understanding of RtI implementation in relation to the particular research site and study participants. Focusing on a single site allowed the researcher to develop holistic descriptions of contextual situations to inform future RtI implementation, as well as improve professional development and instructional practices for students involved in the RtI process. Study results provide a framework for understanding how elementary school teachers negotiate RtI implementation in the general education setting. The findings report personal influences on implementation, environmental supports for implementation, and positive and negative consequences of implementation. The study concludes with recommendations for local education agencies (LEA), administrators, and professional learning, as well as suggestions for future research.

ABSTRACT ARE PUBLIC SCHOOLS WORTH SAVING? IF SO, BY WHOM? by Philip Kovacs While there is a loose coalition of individuals and organizations attacking the institution of public schools, there does not appear to be a coordinated defense of public schools. Without a coordinated defense of the institution, public schools will arguably 1) grow increasingly regulated and/or 2) be shut down altogether. Given that progressive scholars believe schools should exist to maintain a pluralistic and participatory democracy, should 1) or 2) continue, the progressive goal of democracy through education becomes increasingly removed from possibility. The failure of progressive educational reformers to enter the same spheres as think tank and foundation-housed neointellectuals is partially to blame for the increasingly corporatist ideology governing public school reform. While scholars such as Henry Giroux call for “new articulations,” new languages, and new theories, I believe the problem lies not in the message but in the failure of progressives to promote their ideas in various public, private, and legislative spheres. In order to defend public schools as sites for the generation and maintenance of a participatory democratic social order, this research investigates the possibility that progressive educational reformers, acting as prophetic pragmatists, can save public education by acting publicly and politically to check, counter, and silence the anti-democratic educational initiatives forwarded by neoconservative and neoliberal educational reformers.