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abstract: The purpose of this study was to examine how positive impacts could be achieved on student’s ability to successfully navigate financial aid processes within the Maricopa Community College system and specifically at Chandler-Gilbert Community College (CGCC). By evaluating existing processes and implementing enhanced system protocols (ESP), this study aimed to see how much of a positive impact ESP would have on student’s ability to access financial aid funding and enroll in classes. The study also took a closer look at how financial aid staff could better understand the systems through ESPs. In order to effectively evaluate the implementation of ESPs at CGCC, there were two approaches used within the research methodology. The first was front-end ESPs designed to target protocols that were student facing. The second was back-end ESPs targeting the financial aid staff and operations at CGCC. With the help of established ESPs, when looked at as a whole, more students were able to successfully navigate the complexities of the financial aid process, and receive their financial aid award offers at CGC. One of the front-end ESPs that held the greatest significance, in terms of successfully influencing students, was text messaging campaigns. The available evidence suggested text messaging as the most impactful way to get student’s attention. Although all of the back-end process improvements were important, the online policy and procedure repository quantitative data analysis suggested staff were empowered to provide a higher level of service with confidence and accuracy. Each of the ESPs made a small impact to student’s success and when aggregated the combined ESP results demonstrated a large enough impact that other colleges should explore the options of implementing ESPs to help more of their students receive financial aid. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2020

abstract: The ongoing Red for Ed movement in Arizona sparks an interesting discussion on its place as a social movement. This thesis examines the movement in close detail, particularly in regard to how it fits within the social movement literature’s insider/outsider framework. While partisanship is clearly important for understanding movement successes and failures, this study goes beyond party to explore through the case of Arizona how teacher movements are constrained by 1) teacher associations that operate as outsiders to state politics and 2) school districts that isolate the problem priorities (funding; teacher pay) from gaining large-scale public reaction that can be leveraged to change state policy. In short, I show how teacher movements face significant institutional barriers that localize their messaging and prevent insider access from state politics. / Dissertation/Thesis / Masters Thesis Social Justice and Human Rights 2020

MPM / Oliver Tambo Istitute for Gverment and Policy Studies

The author has made this study of the actual receipts and expenditures in public education for Escambia County, Florida for two main reasons. First, to gain a clearer insight into the financing of education in this county, and to learn more about the sources of income that are used for the operation of the public schools in the county and to see what portion of these incomes are actually spent for each of the services rendered by the school system. Second, to compare the amounts contributed by the State of Florida to the schools of the county before and after the adoption of the Minimum Foundation Program for Education in Florida, and to study some of the services rendered by the county school system before and after the program was instituted. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / "August 1952." / Typescript. / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references.

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The impact which organizational decline in higher education has on African American students and institutional management of organizational decline can influence the access and success of African American students on predominantly White campuses. With higher education fighting for continued existence as a result of enrollment reductions and a shrinking economy, and the growing disparity between African Americans and White Americans, the press for survival prevails for both institutions and cultures. This study examined the effects which institutional decline in public higher education has upon African American students. Specifically, the study focused on how educational administrators and African American students in four Massachusetts institutions of higher learning described and explained the extent of the decline and their perceptions of its short-term and long-term effects. Various approaches and strategies utilized during decline and how they promoted or impeded an institution's ability to support goals and action related to participation of African American students were explored in the study. Attention was given to the different perceptions surrounding these issues in order to present a holistic and in-depth understanding of the dimensions of decline as it impacts African American students. Focus group interviews were used to explore and identify the complexity of these issues. The findings of the study indicate that the perceptions of both students and educational administrators were that African American students had been affected by the impact of organizational decline in terms of reduction and elimination of programs and services which are used and needed by this student population to access higher education as well as to survive in college environments which are hostile and unfriendly. The exploratory nature of this study, through the perceptions and reflections of African American students and educational administrators responsible to and for this population, should deepen the understanding within the academy regarding access and success of African American students during an era of decline.

Parent involvement in political activities is a rare form of parent participation. Most parents who take an interest in schools become involved with their child's classroom, attend school functions and activities, assist with fundraisers, attend PTA meetings. As the process for funding public school education has become more difficult and as decisions about education become more political, some parents have reacted to that trend and have become involved in the politics themselves. Changes in laws and education funding formulas in Massachusetts over the last decade has caused parents to become more protective, more vigilant of the school budget process, and of the way politicians position themselves on school issues. This is the case study of six parents who have been involved in schools and community politics over a decade in Millville, a community in western Massachusetts. The population of Millville is mainly elderly and White, while the school population is more than seventy percent minority, the majority of whom are Puerto Ricans. This has caused a clash of culture, age, and priorities. The schools have become a political battleground, and with parents no strangers to those battles as they fight to protect the rights of children to an equitable education. The involvement of these parents has been directly influenced by the enactment of a tax limitation proposal known as Proposition 2 1/2. A document review reveals the nature of the political climate of the Commonwealth during the last decade as it influenced local and state decision making about public schools and the funding of them. This study explores for what reasons parents participate in parent involvement through governance activities; how the climate of the last decade has influenced the types of activities in which parents engage; why parents make governance activities their priority; how their earlier experiences in parent involvement were similar to or different from the types of activities they find themselves engaged in now; how their earlier impressions of their involvement different from the current climate for parental involvement; and what types of parent involvement, given the current political climate of the Commonwealth, are most important now.