<p> Students&rsquo; low academic performance in high-poverty schools has been a prevalent problem in the United States. Educational leaders have curricular options for underperforming students to make academic gains, particularly in Title I schools. Student performance accountability is part of the Elementary and Secondary Education Act (ESEA) of 1965, which was reauthorized as No Child Left Behind Act of 2001 (NCLB). NCLB mandates stipulate students attain academic proficiency. The purpose of the current quantitative, retrospective, quasi-experimental, static group comparison study was to determine if an increase occurred in reading achievement of 10^th grade students with implementation of a school-wide, interdisciplinary reading literacy plan intended to increase student performance on the state&rsquo;s high-stakes examination. This study used multi-year, successive 10^th grade cohorts from an urban, public Title I high school in Arizona. Academic achievement data were archived and retrospective from Arizona&rsquo;s high-stakes, criterion-based examination scores. A two-sample, one-tailed <i>t</i>-test was conducted to find differences in mean value, standard deviation, and variance between two cohorts. Statistical analyses revealed a significant statistical difference on the reading portion of the state&rsquo;s high-stakes examination scores between cohorts, revealing the control group outperformed the treatment group, thus challenging existing results from successful school-wide literacy plans in public Title I schools. Results indicated implementation of a school-wide, interdisciplinary reading literacy plan does not increase achievement for students on the reading portion of the state&rsquo;s high-stakes examination at a Title I urban high school in Arizona.</p>

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<p> English Language Learners (ELLs) are no longer a part of specific areas of America. They have crossed all classroom boundaries of the United States. This means as ELLs have integrated into the classrooms, educators are becoming versed in methods and strategies to help ELLs learn and achieve proficiency on standardized assessments. The purpose of this study was to determine if ELLs learned enough to be proficient in English to do well on a standardized test as their non-ELL peers. The Missouri Assessment Program (MAP) and the Assessing Comprehension and Communication in English State to State (ACCESS) were the two exams used to compare proficiency results. The MAP is the standardized test given to Missouri students beginning at Grade 3. The ACCESS is a language achievement test developed by the World-Class Instructional Design and Assessment (WIDA) Consortium to track levels of English in students beginning in Kindergarten. Students in Grades 3 through 8 were the focus for this study. The exam results of ELLs who took both the MAP and ACCESS were analyzed and compared to their non-ELL peers. The results showed that ELLs who meet academic proficiency on their ACCESS test also have as much English comprehension to do as well on the MAP as the non-ELLs. All groups of students, Grades 3 through 8, showed that if ELLs have reached a level of bridging, or Level 5, they are capable of working with grade level material in English.</p>

<p> The purpose of this project was to develop a grant proposal and identify a potential funding source for the purpose of expanding a cross-age mentoring program to increase school participation and decrease dropout rates of students in one high school and middle school in San Antonio, Texas. The program is designed to target and strengthen non-academic factors such as family connectedness, community involvement, and self-esteem which have been shown to contribute to school dropout rates. An extensive literature review increased knowledge about dropout rates among Hispanics and individuals who come from economically disadvantaged backgrounds and provided information about evidenced-based mentoring programs that the grant writer then used to design a best-practice program. A search for potential finding sources via the internet resulted in the selection of Kronkosky Charitable Foundation as the best funding source for this project. A grant was then written to support the expansion of a cross-age mentoring program at Harlandale High School and Harlandale Middle School in San Antonio, Texas.</p>

<p> The well-documented achievement gap between English language learners (ELLs) and their native English-speaking peers (e.g., NCES, 2012) has prompted nationwide efforts to ensure that the growing population of ELLs in the U.S. meet academic proficiency standards and graduate from high school. Missing from educational studies on ELLs is an investigation of those students who succeed beyond minimum standards, defying the achievement gap. The research study presented in this paper contributes to this area by examining the experiences and understandings of five middle school ELLs who have demonstrated linguistic and academic success. These students are former ELLs who once were in need of language support but have now exited from ESL instructional services and are currently enrolled in advanced coursework. </p><p> A basic qualitative approach (Merriam, 2009) was employed, and both social constructivist (Vygotsky, 1978) and critical (Sol&oacute;rzano &amp; Yosso, 2003) theories guided the study. Four data sources from students were collected and analyzed: life history interviews, classroom observations, post-observation interviews, and photo-elicitation interviews. In addition, two of each student's teachers were interviewed individually for the purposes of triangulation. Descriptive data on district and school-wide ELL enrollment and achievement trends in advanced courses in the school was also analyzed to inform the findings. Yosso's (2005, 2006) model of Community Cultural Wealth served as a conceptual framework that informed data collection, but to the extent possible, all data was analyzed inductively (Creswell, 2007). </p><p> The results of this study shed light on the experiences and perspectives of successful former ELLs. In general, findings indicated that these ELLs experienced schooling as <i>social, "not that hard," busy,</i> and <i> technological.</i> In analyzing the ways students understood their schooling, themes emerged in two interrelated categories: external agents and <i> individual characteristics.</i> Within <i>external agents,</i> data indicated the importance of <i>role of family, peer interaction, and institutional support.</i> The <i>individual characteristics </i> included the themes of <i>negotiating agency, commitment to heritage,</i> and motivation. Each theme is discussed with affiliated sub-themes that illuminate the various ways the themes were expressed in different students. </p><p> This document concludes with broad interpretations drawn from the study based on findings and their relationship to existing research. The discussion emphasizes the complexity and heterogeneity of successful ELLs while also illuminating points of intersection in students' experiences. Lastly, implications are provided for raising expectations for ELLs and ensuring ELLs have equitable opportunities to realize academic success. These recommendations are specified for educators in the arenas of policy, practice, and research.</p>

<p>This quantitative study examined the role that metacognition and self-efficacy, through goal-setting practices, play in increasing English proficiency of middle school English learners. </p><p> The problem addressed was middle school English learners' lack of awareness of the need to be English proficient before entering high school if they want to be qualified for the A-G college-bound coursework. </p><p> A 20-question online survey was used. Students at both schools were given a preintervention survey. This was followed by an intervention at one school, which concluded with a postintervention survey at both schools. Analysis of data gathered from surveys, along with standardized assessment, culminated the study. </p><p> A McNemar test was completed to compare each variable between the pre-survey and the post-survey to test the statistical hypotheses of this study. Additionally, percentage comparisons were performed to examine relationships between pre- and post-survey responses with both Likert-scale and time options. </p><p> Findings of this study indicate that, for the experimental group, there were substantial percentage increases between pre- and post-surveys, statistically significant findings in more than one area, and a larger percentage increase in English proficiency. </p><p> Findings indicate that, for the control group middle school English learner students who did not participate in the cognitive learning intervention, there was little or no difference between the pre- and post-survey results. These findings demonstrate the critical need for metacognive and self-efficacious experiences for Latino middle school English learner students. </p><p> The overall positive trends and the statistically significant findings for the experimental group can have a direct implication for strategies used in the education of middle school English learner students. In an age-appropriate manner, cognitive learning interventions, to include increased awareness and goal setting, can be implemented for all Latino middle school English learners. </p>

<p> In the past few decades, parental involvement has increasingly become more noted in a child's educational journey. More administrators and teachers are recognizing the value of parental involvement. Parental involvement benefits include increased student achievement and stronger school-family partnerships. Implementing parental involvement practices is often required for schools to receive federal support such as Title I funds. Although there is supporting research that shows the positive effects of parental involvement in elementary school settings, there is limited research as to how it can affect students at the middle school level. In addition, other effects of parental involvement that stretch beyond student learning, such as multicultural awareness, have received much less attention. </p><p> The purpose of this study was to determine whether or not parental involvement at the middle school level has an impact on students' multicultural awareness and learning. Quantitative and qualitative analyses were performed to identify statistical significance and emerging themes to be used to enhance classroom practices at the middle school level. An instrument adapted from the Civil Rights Project (CRP) was used to collect data from middle school students to measure multicultural awareness. Four and five-point Likert scales were used to measure respondents' levels of awareness. A researcher-created summative assessment was used as an instrument to evaluate student learning. Additionally, qualitative questions were used to elicit students' perceptions regarding culture and family involvement. </p><p> Quantitative findings from this study did not reveal statistical significance between the control and parental involvement groups regarding student learning and multicultural awareness. Practical significance was shown in two of the survey questions, which indicated small to medium effects between group and time and small to medium effects of interactions. Practical significance was also evident in the interactions between groups based on grade level in three of the survey questions. Qualitatively, the majority of middle school students felt they were open to learning about cultures different from their own. Most students believed their parents would enjoy hearing about what they learn in visual arts classes. Other themes emerged including the misconception that culture is exclusively related to peoples of the past and the notion that cultural topics are only discussed in terms of the oppression of others. The majority of fifth and sixth grade respondents believed that art class was a venue for learning about different cultures and could recognize the benefits of learning about people from different parts of the world.</p>

<p> The purpose of this study is to explore (a) issues perceived by Filipino American middle school students in the Los Angeles area of Southern California as having an adverse impact on their educational experience and cultural identity; (b) ways in which students have personally mediated these issues; and (c) student perspectives related to the types of programs and activities believed to have the most positive impact on the educational experience and cultural identity development of Filipino American middle school students. </p><p> The middle school experience within the Los Angeles area of Southern California has provided Filipino American students with a standard-based curriculum and school-based activities for learning. However, the school curriculum and school-based activities limits opportunities for Filipino American middle school students to deepen their knowledge of Filipino American education experiences and cultural identity development. Therefore, there is a tremendous opportunity to explore the educational experiences and cultural identity development of Filipino American middle school students in Southern California area of Los Angeles. </p><p> The literature has revealed that Filipino American students who graduate from public schools enter postsecondary education unprepared and academically challenged. Further review of the literature has revealed that little research has been done to determine the issues perceived by Filipino American middle school students, how they mediate issues, and what types of programs and activities have the most positive impact on their educational experience and cultural identity development. </p><p> This study explored the lived experiences of 16 Filipino American middle school students within the Los Angeles area of Southern California. The top seven topics that emerged included racial discrimination, drama, talk &amp; dialogue, problem solving, community programs, impact of Filipino club, and club activities. Findings support the need for Filipino American students to have (a) participation in culturally relevant activities, (b) contact with knowledgeable Filipino American teachers, (c) participation with community-based activities that allow them to dialogue and reflect on their experiences, and (d) involvement in cultural celebrations at school. Filipino American middle school students rely and benefit from programs and activities that will prepare them culturally in the school and community as they progress toward postsecondary education.</p>

<p> The purpose of this phenomenological qualitative study was to better understand how teachers experienced the implementation of a guaranteed and viable curriculum. Interpretative phenomenology within a single case study was used to explore the experiences of the teachers as they moved through this significant reform. Thirteen teachers were interviewed and the findings were analyzed according to Van Kaam's method. The key findings are presented in the form of three continua: GVCIA: I like it...but; Leadership: From empowering to demoralizing; and Attitudes toward change: A grand adventure through don't they trust me. </p><p> Although most teachers understood the need for unifying the curriculum and appreciated the content, they were also concerned with specific aspects of the implementation, including the speed of the implementation, the lack of resources to support the change, and losing the "art" of teaching. How each specific building-level leader presented the implementation made a difference in the attitudes of the participants towards acceptance. The essence of their experience was <i>hearts in the game</i>. The shadow of<i> hearts in the game</i> was loss of passion and loss of efficacy.<i> Hearts in the game</i> means teachers were able to adjust and adapt to the new curriculum by daily remembering their mission for teaching. Leaders who trusted them to be professionals, honored what they had done in the past, and allowed some flexibility within the curriculum helped keep<i>hearts in the game</i>. Although the focus of this study was the experiences of the teachers as they adopted the GVCIA, one factor that appeared to affect the implementation was the fact that many other changes were happening at the same time.</p>

<p>Various barriers affect the academic performance and educational attainment of some Latino students. Barriers include poverty, discrimination, educational inequity, immigration issues, language issues, and parental factors. Previous research identified family school involvement as a way to promote academic success and college attainment for Latino adolescents. The purpose of this thesis was to develop and seek funding for a family involvement program for Vista Charter Middle School located in Los Angeles, California. The goal of the program is to increase parent involvement for Vista Charter students to promote improved school performance and support for postsecondary education. Research on existing parent programs, their effects, and collaboration with school personnel were used to inform the development of this proposed program. Neither the actual submission and/or funding of this grant project were required for the successful completion of this project. </p>