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This dissertation as an exploratory study examines the characteristics of the students of a charter school participating in a partnership with a university located in an improving low socioeconomic environment in the northeastern U.S., which has been dedicated to providing educational opportunities to the underserved. This dissertation also discerns the configuration, processes, goals, future, and challenges of a charter network as it relates to a partnership. In addition, this dissertation aims to provide the following: some understanding to the phenomenon (for example, changes/present key issues in higher education) at hand; insight regarding structural factors which may or may not be impediments for the students; to discover if the goals and objectives set forth within the partnership could serve as a model to address affordability and access. This exploratory study on the partnership supports the continuation of investigation into the effectiveness of direct university-charter school partnerships. / Educational Administration

This project was a synthesis of studies of the disciplinary actions received by middle and high school African-American students in public schools. This synthesis was conducted for three reasons: (1) to identify and collect studies on the variables associated with the disciplining of African-American students, (2) to examine how the variables contribute to African-American students being disproportionately disciplined when compared to other ethnic groups, and (3) to examine how the variables could be managed so that the need to discipline African-American students is reduced. Twenty-nine variables were identified from a synthesis of 13 studies. These variables were placed into three categories: personal variables, environmental variables, and institutional variables. Twenty-three variables were found to be associated with the number of disciplinary actions received by African-American students. These variables are listed below by category: Personal variables. Parental involvement, socioeconomic status, fondness of teacher, ethnicity, gender, feelings of alienation (powerlessness, normlessness), attitude toward peers, and social involvement (participation in school activities, number of positions of responsibility, frequency of association with adults, and frequency of association with African-Americans). Environmental variable. Peer pressure. Institutional variables. Enforcement of school rules, organizational climate, sports activities, school violence, desegregation (influx of black students), level of satisfaction with the school environment (student activities, communication, school work, and decision-making opportunities), and in combination, perceived leader behaviors, perceived school climate, and school size. Ten variables that contribute to the disproportionate number of disciplinary actions received by African-American students when compared to other ethnic groups were found. These variables are listed below by category: Personal variables. Grades in the previous semester, past discipline record, socio- economic status, ethnicity, gender, feelings of alienation (personal incapacity, guidelessness). Environmental variable. School socioeconomic status. Institutional variables. Student demeanor rating, desegregation (influx of African-American students). Recommendations were made for managing the variables to reduce the need to discipline African-American students. Recommendations included implementing initiatives on working with students in poverty, providing cultural diversity workshops for faculty, and analyzing discipline data for disparities in the number of disciplinary actions received by students. / Ph. D.

This study investigated the perceptions of a select group of black males about their school experiences. The purpose of the study was to compare the perceptions of dropouts with the perceptions of in-school participants to predict the likelihood of the in-school participants becoming dropouts. The participants were 20 black male dropouts, 10 black male eighth-grade students, and 10 black male fifth-grade students. Participants resided in a rural setting in two southern states. Data for the study came from self-reports of the participants. Predictors of dropouts were identified from the literature, and interview questions were developed from these predictors. The findings of the study supported other recent research. The black males studied reported being retained in earlier grades, belonging to single-parent families, being from lower-income families, and experiencing behavioral problems in school. They were (1) not well-adjusted to the school environment, (2) not aware of the importance of school, (3) anxious to learn about the contributions of black Americans, and (4) very critical of the black, male principal. Interventions that may help include (1) early goal setting experiences, (2) a curriculum that reflects current societal changes designed to fit the local community, and (3) connecting the school process to the career goals of black males. / Ed. D.