Master of Regional and Community Planning / Landscape Architecture/Regional and Community Planning / Katherine Nesse / Rural communities continue to consolidate and close schools across the country at an alarming rate. Debates surrounding school district consolidation have been known to cause deep tension throughout many communities. It is widely held that, schools in rural areas not only provide education, but create jobs, provide entertainment, and bolster social relationships within a region. Social relationships are necessary for the health and cohesiveness of any community. This in-depth case study of the rural community of Mount Hope identifies the change in cohesion over time. This research shows that there is a relationship between the closing and opening of the school and levels of community cohesion amongst some, but not all, of the groups. The key findings are that a range of social activities not directly related to the school have been affected by the closure. Personal interviews were conducted with local officials, school employees, group leaders, parents, and community members of Mount Hope. This study is relevant to planners, school administrators, and educators alike, as local communities across the state debate the value of district consolidation. The findings are beneficial to communities and school districts to help determine what is best for a community when considering school consolidation or closure.

Doctor of Education / Department of Educational Leadership / W. Franklin Spikes / In the United States, foster care is provided to children to avert maltreatment and abuse of children in distressed families by providing a temporary home or a foster home. Courts with jurisdiction over families have been charged by Congress to find appropriate homes when necessary circumstances occur. In fiscal year 2009, there were 423,773 children in foster care (U.S. Department of Health and Human Services, 2010). When the term “foster child or foster care” is used, most individuals view the term as negative. Most statistical data reaffirms this belief and casts a negative light on the foster care system in the United States. Foster children exit the foster care system and face higher rates of substance abuse, unemployment, and incarceration, and lower educational attainment. Though foster children do suffer from uncertainty of shattered relationships, there are success stories that arise from foster care. This study examines the discovery of strengths and emerging possibilities in the State of Kansas foster care system and the conditions that make them possible. This study identifies and examines success stories of 15 former foster children in the State of Kansas and analyzes how to build on those success stories. This case study uses qualitative methods such as audio-taped interviews and an interview protocol with a pre-determined set of open-ended questions. This study identifies stories of effectiveness in the State of Kansas foster care system.

Doctor of Education / Department of Educational Leadership / Teresa Miller / The purpose of this research proposal was to investigate school-level factors identified by Marzano (2003) perceived to have contributed positively to student achievement in one charter school. The researcher noted the following issues related to charter schools and student achievement: The data on student achievement were mixed; limited research existed on student achievement using the school -level factors identified by Marzano (2003); limited case studies existed comparing school-level factors and student achievement for charter schools. Using the case study format, the researcher investigated perceptions regarding school-level factors perceived to have increased student achievement in one charter school in Kansas over a five-year period from 2005-2008. The case study was accomplished through the collection, analysis, and interpretation of data from multiple sources to include researcher observations, key informant interviews, and analysis of archival documents. After conducting the research, it was determined that while there wasn’t a deliberate attempt to use the factors by Robert Marzano (2003), the school-level factors were used by Dartmouth Charter School did impact student achievement as evidenced by stakeholder interview, Kansas Reading Assessments, and archival data sources. A case study confirmed the presence of several aspects of the school-level factors of a guaranteed/viable curriculum, challenging goals and effective feedback, parental and community involvement, a safe and orderly environment, and collegiality and professionalism, which were perceived by stakeholders as contributing to increased student achievement over the five-year period of operation.