abstract: Inner city high schools today are struggling to create and maintain connections between students' values and schools requirements. Schools attempt to develop ways to help students become a vital part of the school community and provide them with resources to be successful both socially and academically. This study examined how an urban high school in the southwest implemented an academic advisory program to build and maintain the student/school relationship along with hoping to provide the resources to help increase student achievement in core academic programs. Research has identified the importance relationships have on academic achievement and the strong bonds that need to be developed with students and those there to support them. Previous attempts to provide students with the academic support through traditional tutoring in after-school programs have not proven to be successful in providing support students need. These after school tutoring programs have multiple challenges including being voluntary and students having other commitments they are involved with. Incorporating academic advisory programs during the school day is an attempt to overcome these challenges that are experienced with other programs. Using math and English course letter grade distribution comparisons were made to determine if changes in academic achievement occurred after implementation of academic advisory, whether participation in the program for more than one year made a difference on student academic achievement, and finally if academic advisory had any different effect on students that are high, middle, or low achieving. This study could not identify and specific correlation between the academic advisory program and academic achievement. When looking at letter grade distribution data from before implementation and after implementation similar growths and declines are seen with no identifiable trends during the program implementation. Consideration needs to be taken for the limitations identified and the school may want to conduct further review by addressing the limitations. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2014

This cross-sectional survey study investigates the relationship between school attachment (SA) and adolescents' age at first intercourse (DV), as well as the influence of SA on DV in comparison to the influences of parent attachment (PA), other parent and school factors, and individual factors. Early first intercourse is defined as prior to age 15. Participants are 1,757 mostly African-American and White 7th through 12th grade adolescent boys and girls in five rural counties of a Mid-Atlantic state. Bivariate correlations comparing SA and PA revealed significant and positive correlations between SA and DV (p<.001), as well as PA and DV (p<.001). Linear regressions including only SA and PA showed SA was most predictive of DV for adolescents reporting the lowest (p<.05) and highest (p<.001) levels of PA. For those reporting moderate attachment to parents, SA was not predictive of DV. Several ethnic and gender differences are discussed. Finally, when the influence of individual, parent, and school contexts was compared using entry in a regression by blocks, SA was no longer a significant predictor of DV, and school variables did not account for a significant portion in the variance of age at first intercourse. Parent attachment was a significant and negative predictor, indicating that other parent, individual, and community variables are more influential. Implications are discussed. / Master of Science

The purpose of this study was to investigate whether middle school students’ perceptions of teacher interactions and home-school dissonance are predictors of school attachment. The study sought to determine if there were differences in students’ perceptions of teacher interactions and home-school dissonance based on ethnicity, gender and/or grade level. This investigation is one of the first to explore the association between these variables. Data for this investigation was obtained from a larger study where surveys were administered to over 800 racially diverse students in grades 6 through 8 in Language Arts classrooms in two public middle schools with diverse student populations. Participants completed the Questionnaire of Teacher Interactions (QTI), the Cultural Discontinuity Between Home and School Scale (CDBHSS) and the School Attachment Questionnaire (SAQ). Based on the study sample, the QTI and SAQ were revalidated and produced new scale structures. Results of the multiple regressions, multivariate analysis of variance and post hoc tests revealed middle school students’ perceptions of teacher interactions and home-school dissonance significantly predict school attachment. Teacher interactions perceived as critical/passive, pleasant, or demanding were those making significant contributions. Student perceptions of pleasant teacher interactions were the greatest predictor of school attachment. Eighth graders perceived teachers to be more critical/passive than sixth graders. Sixth grade students perceived teachers to be more caring than seventh and eighth grades. Further, results indicated African American students perceived more critical/passive teacher interactions than their Caucasian and Asian American peers. While results indicate that home-school dissonance is a significant predictor of school attachment, results show that the impact of students’ perceptions of home-school dissonance is minimized when combined with teacher interactions. Implications for administrators, teachers, and university education departments are outlined. Recommendations for future research are also discussed.

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