Data from the National Center for Education Statistics suggest that as academic standards continue to rise, students' mental health continues to decline (Carr, 2022). Public schools today have a unique opportunity to support the ongoing learning of students, while also encouraging the development of social and emotional skills that will benefit students’ academic performance, as well as their general wellbeing. While schools today follow rigorous state standards and support academic learning, many students attending rural high schools are graduating without the skills necessary to be successful in college or career (Farrington et al., 2012). This mixed-methods case study examines the social emotional skills necessary to promote college and career readiness for a rural California high school. Two research questions frame the study. First, what skills do rural educators, students, families, and community members believe are necessary for students to be successful in college or career? Secondly, in what ways do participants believe rural educators can help in the development of the skills identified in Research Question 1? Qualitative data was gathered through semi-structured interviews with school staff, parents, students, and community members to support both research questions. Quantitative data was later obtained through a follow-up survey with school staff, to identify five key, social emotional competences that school staff believe the be most critical for rural students to learn. It was determined that responsibility, work ethic, social skills, communication, and critical thinking skills are believed to be the most important social emotional skills to learn, for students attending high school within a rural community. Findings from this study contribute to current research as well as provide the district this set of core competencies to assist educators in developing school-wide practices and procedures that promote the development of the whole child.

This thesis presents a complex view of the specifics of the media titles designed for college students in the Czech market, their historical development and current situation. It focuses closer on analysis of commercial media targeting university students. Titles named EuroCampus and Studenta (formerly Stip) were used in comprehensive analysis. The combination of suitably selected quantitative and qualitative methods of research of media content and opinions of audience provides important answers to questions such as: if students have knowledge of this kind of media titles, how the titles are perceived by this audience or if the editorial and advertising content brings original topics and interesting information which may be helpful after graduation. The theory of this thesis is defined by the current situation in the media market in the Czech Republic. Another important theoretical point is creating the typology of student media titles and analyze the history of publishing magazines EuroCampus and Studenta. The practical part is based on theoretical background of methodology explored by thematic agenda, content analysis of selected titles and in-depth interviews with the audience. Keywords Media for College Students, Media Market, Studenta, EuroCampus, Content Analysis, Thematic Agenda, Monitoring...

Secondary Education reform efforts have focused on perpetual achievement gaps for more than a decade, highlighting the essence of state level standardized test scores in reading and math, among diverse student groups in relation to their white peers. The reauthorization of ESEA (2013), is a reform effort described as the Student Success Act, whereby the expectation of student success is described in terms of all students graduating from high school, both college and career ready. The concept of no child left behind remains at the base of the law, which designates federal funds for education programs designed to ensure equal access to educational opportunities for all students regardless of their demographics. In the 21st century, a major challenge of secondary school reform efforts is to guarantee equal access while supporting overall student success in accelerated learning environments. The major purpose of this study was to explore the perceptions of African American high school students’ on their experiences of success in accelerated learning programs, including Advanced International Certificate of Education (AICE), Advanced Program (AP), and International Baccalaureate (IB). Other key interest areas of influence on their perceptions of success included academic efficacy, ethnic identity awareness, and future aspirations. The theoretical frameworks of Bandura’s social cognitive theory (1986), Erikson’s (1968) identity development theory, McClelland’s (1961) human motivation theory, Benard’s (1993) resiliency theory, and Phinney’s ethnic identity development model (1992) framed this research study. Using a qualitative design, in-depth interviews were conducted to obtain thick, rich, detailed materials to gain a deep understanding of the self-concepts, beliefs, and views of how African American high school students think about key influences on their success in accelerated learning programs. Data analysis applying a thematic approach through an inductive and interactive systematic process of data coding and analysis generated themes regarding knowledge strengths, academic and cultural diversity, resource systems, stereotypical expectations, future focused, commitment to give back to the community, and networking for progress. Implications for secondary education policy makers include the need for a more comprehensive resource system, to address opportunity gaps in accelerated learning programs, and expectations gaps in the preparedness of diverse students for college and careers. Understanding African American high school students’ experiences of success may assist in fostering an environment of wholeness and inclusion, in turn possibly leading to a full health approach to student success, including the physical, psychological, mental, and spiritual/inspirational aspects of human development for optimal learning and increased academic and overall life success among African American high school students and all diverse student groups.

This investigation was a post-hoc, quantitative analysis of secondary academic performance and participation choices of Hispanic students. Three years of longitudinal student-level data was collected to examine the likelihood of college enrollment based on college and career readiness (CCR) factors. At the time of the study, CCR was defined as qualifying exam scores, credit for at least two advanced/dual enrollment courses, or enrollment in a career and technology education (CTE) coherent sequence of courses. Research participants (N = 803) consisted solely of Hispanic high school graduates from the 2014 cohort. Frequency statistics indicate 45.5% (n = 365) attended an institute of higher education (IHE) within 2 years of high school graduation. Findings reveal Hispanic females were more likely than Hispanic males to meet CCR indicators as well as postsecondary resiliency outcomes. Analysis of chi-square tests of independence suggests a moderately strong association exists between CCR indicators and postsecondary participation among high school graduates. Differences were found in terms of gender and postsecondary enrollment, x^2(6) = 24.538, p < .001. Differences were also found in terms of type of IHE and postsecondary resiliency, x^2(3) = 34.373, p < .001. More Hispanic CCR graduates enrolled at 2-year and 4-year IHE than expected by chance. While non-CCR graduates enrolled in IHE, they were less likely to meet postsecondary resiliency outcomes. CCR graduates who initially enrolled at 2-year IHE were also less likely to persist. Furthermore, the greatest contribution to differences in resiliency existed for Hispanic CCR graduates who enroll at 4-year IHE.