Thesis (Ed. D.)--University of Washington, 2008. / Vita. Includes bibliographical references (leaves 138-144).

This study examined how two high schools have successfully increased graduation rates while serving minority-majority and impoverished communities. Data collected for this qualitative, multi-site, case study employed publicly-available archival materials, interviews, focus groups, and observations in leadership meetings to help narrate a story that takes into account the complexities of human relations, specifically those in school settings in an urban school district. Thirty-four participants were selected by the principals at the participating schools and included members of their leadership teams, such as literacy coaches, assistant principals, magnet coordinators, students, parents, security specialists, and guidance counselors. The conceptual framework of the study was based on three research questions. The first question examined the synergistic relationships between the selected middle and the high schools with the purpose of addressing students’ at risk of dropping out factors in the areas of academic engagement, behavior, and attendance. The second question investigated the different types of initiatives enacted to provide support and efforts to engage or reengage students. The third question was used as a guide to observe the effects that the principals have on the work of stakeholders and how they serve their students. This study examined the various ways in which two high schools and their three feeder middle schools combine efforts to reengage students academically and socially. The selected high schools have demonstrated success in graduation rates while serving minority-majority students in areas of poverty, as determined by the high percentage of students qualifying for the Free and Reduced Lunch program. The findings indicate the existence of purposeful collaboration between personnel with an emphasis on programmatic continuum, communication, and other initiatives to strengthen articulation. Further, this study identified various forms of support programs for students to remain engaged or reengage, such as extracurricular activities, mentoring, and expansion of interest-based classes. Lastly, the findings demonstrate that the principals involved in this study clearly established a mission and vision and their leadership teams enact such with a balance between their own initiatives and adherence to the goals of their respective school leaders. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Learning thrives in conducive and supportive environments, and where a culture of learning is cultivated. There are many factors that distract learners from devoting themselves wholeheartedly to learning. This study takes a critical look at such factors, and the involvement of high school learners in the infonnal sector of the economy is identified as the focus for an in-depth interrogation. More specifically, the focus is on the reasons for learners' involvement in infonnal work, the type of work they do, as well as the impact of such involvement on their academic perfonnance. I have chosen to use the case study method in order to understand this phenomenon in one township high school, with a focus on Grade 11 learners as the study participants. Data was collected through a multi-method approach. This entailed a survey questionnaire, letters written by learners, and group and individual interviews. The life histories of learners were developed drawing from the data, and my own autobiography. Five learners, two boys and three girls, were selected to represent the voices of working learners through life histories. The findings of this study reveal that the kind of work activity engaged by learners is gendered, poorly paid, and makes them vulnerable to abuse and exploitation, and that poverty, education needs, culture, family structure, and size are the main reasons for children's involvement in the economic activities of the infonnal sector. Noting the magnitude of the problem, the study concludes with some recommendations whilst conceding that there are no quick-fix solutions to challenges of this nature.

Thesis (Ph.D.)--University of Wyoming, 2007. / Title from PDF title page (viewed on June 17, 2009). Includes bibliographical references (p. 111-121).

Researchers have found that low-income students have greatly suffered academically, yet there have been no advancements causing the academic achievement gap to close for any length of time. Using Bandura's social cognitive, self-efficacy, and academic self-efficacy theories as the foundation, this study explored the mediating effect of academic self-efficacy in the relationship between perceived teacher attitudes and perceived academic achievement in low-income high school students. Data were collected from 145 low-income high school students via an online survey geared towards their parents to ensure full parental consent. The survey included demographic questions, a perceived academic achievement question, the Classroom Teacher-Student Relationship subscale, and the Academic Self-Efficacy subscale. Multiple regression analysis revealed significant findings in that academic self-efficacy mediated the relationship between perceived teacher's attitudes and perceived academic achievement. However, due to cross-over suppression, gender differences were found to be a confounding variable. Further, it was found that girls were predicted to have higher perceived academic achievements than boys. This research is significant as the implications for social change include using the results as the foundation for future programs to improve teachers' attitudes towards low-income students to increase academic self-efficacy in low-income high school students. If these improvements are made, low-income high school students' academic achievement levels may also increase. This, in turn, could cause the academic achievement gap to close between low and high-income high school students.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership, and Workforce Development. / Title from title screen. Includes bibliographical references.

Despite the fact that education plays a vital role in the success of an individual and society as a whole, it is estimated that 1 of every 4 students will not receive a high school diploma four years after starting ninth grade. In an effort to decrease dropout rates and increase graduation rates of high school students, educators are searching for nontraditional methods to increase student achievement. One such method, dual enrollment, involves community colleges in the role as facilitators. While preliminary research indicates a relationship between dually enrolled students and high school graduation, additional data is needed on student demographics and achievement. To build and improve upon the dual enrollment programs of Mississippi’s community colleges, it will be important to know the participation levels and their effect on graduation rates. The purpose of this study was twoold: 1)To examine the proportions of students participating in Mississippi Community College Dual Enrollment Programs based on various demographics. 2)To determine the degree to which Mississippi Community College Dual Enrollment demographics and poverty levels of Mississippi public schools affect high school graduation rates of Mississippi’s Community College Districts. Data were obtained from the State Board of Community and Junior Colleges and the Mississippi Department of Education. Demographic variables chosen for the study included gender, race, curriculum and poverty level. Data from each public school was grouped according to the corresponding community college district, allowing the researcher to better establish the proportions of students participating in dual enrollment and the poverty level of public school students within the district. These proportions were then analyzed to find correlation between demographics and graduation rates of the community college district. Results indicate a low overall percentage of students participating in dual enrollment and disproportioned percentages between community college districts. Regression analyses indicate that race, gender and curriculum did not contribute significantly to the prediction of graduation rate. However, high poverty levels did show a significant relationship to lower graduation rates. Additionally, in every district females were dually enrolled at rates higher than males, and students were enrolled in academic courses notably more than technical/vocational courses.