Many factors can threaten the financial viability of communities, including an aging population and a lack of viable local industries and job opportunities that result in the out-migration of the workforce—both of which can result in a reduction of school-aged children within certain towns and regions. Hence, communities facing such challenges must consider ways to economize so that they can provide as many essential services as possible, and of a quality that best serves the local population. The consolidation of school divisions is one strategy to consider when localities are struggling financially and the numbers of students are declining. School consolidation is not a common occurrence in the U.S., which is why there is limited available research on the topic. In late-January 2021, the Virginia Board of Education voted unanimously in favor of the consolidation of Alleghany County and Covington City school divisions within the Alleghany Highlands, which is a region in Western Virginia beset by economic challenges and a declining population. This is the first consolidation of school divisions to be approved in the Commonwealth of Virginia since 2014, and only the third consolidation to occur since 1982. The purpose of this qualitative study was to understand the factors that led to the consolidation of Alleghany County Public School and Covington City Public Schools through an analysis of historical artifacts and interview data obtained from two composite groups of respondents with deep knowledge of the process: (a) current and/or former school employees (e.g., former and current superintendents and finance directors), and (b) current elected or appointed officials and community members from either Alleghany or Covington (e.g., council members and school board members). Three research questions guided this study: (1) What factors led to the decision to consolidate the school divisions of Alleghany County and Covington City? (2) Since this is not the first time that school division consolidation has been proposed in the Alleghany Highlands region, what factors were different or why were the factors weighed differently this time? (3) What role did funding made available by the General Assembly play in this decision? The findings obtained from interviewees were analyzed based on the most-cited factors to the least-cited factors. Among the prevalent themes that emerged from the qualitative data were the importance of trust and open lines of communication from the inception of the process, the good working relationships of those driving the process, community buy-in, and taking into account the regional identity and pulse of the community in decision-making. Also found to be important was illustrating how the consolidation would benefit students in increased course offerings. Given that only three school division consolidations have occurred in the Commonwealth of Virginia in almost four decades, it is expected that a record of the events and essential factors that were found to be pivotal in the decision to consolidate these two school divisions in the Alleghany Highlands could be useful to other school divisions, both in Virginia and elsewhere in the U.S. that might be considering a similar decision for both the fiscal health of the local communities and the best pedagogical outcome for students. / Doctor of Education / Many factors can threaten the financial viability of communities (e.g., an aging population and reduced job opportunities), which can result in a reduction in the number of school-aged children within certain towns and regions. Hence, many smaller, often rural, communities look to school consolidation as one strategy to consider when localities are struggling financially, and the numbers of students are declining. The purpose of this qualitative study was to understand the factors that led to the consolidation of Alleghany County Public School and Covington City Public Schools (located in the Alleghany Highlands region in far Southwest Virginia) through an analysis of historical artifacts and interview data obtained from two composite groups of respondents with deep knowledge of the process: (a) current and/or former school employees (e.g., former and current superintendents and finance directors), and (b) current elected or appointed officials and community members from either Alleghany or Covington (e.g., council members and school board members). Three research questions guided this study: (1) What factors led to the decision to consolidate the school divisions of Alleghany County and Covington City? (2) Since this is not the first time that school division consolidation has been proposed in the Alleghany Highlands region, what factors were different or why were the factors weighed differently this time? (3) What role did funding made available by the General Assembly play in this decision? The findings obtained from interviewees were analyzed based on the most-cited factors to the least-cited factors. Among the prevalent themes that emerged from the qualitative data were the importance of trust and open lines of communication from the inception of the process, the good working relationships of those driving the process, community buy-in, and considering the regional identity and pulse of the community in decision-making. Also found to be important was illustrating how the consolidation would benefit students in increased course offerings. Given that only three school division consolidations have occurred in the Commonwealth of Virginia in almost four decades, it is expected that a record of the events and essential factors that were found to be pivotal in the decision to consolidate these two school divisions in the Alleghany Highlands could be useful to other school divisions, both in Virginia and elsewhere in the U.S. that might be considering a similar decision for both the fiscal health of the local communities and the best pedagogical outcome for students.

All states and the District of Columbia have embraced academic standards as a primary means for improving public education (Manzo, 2001). Virginia implemented the Standards of Learning assessments in 1998. These assessments are based on a set of standards set forth by the Virginia Board of Education, and as of 2004, these assessments played a role in determining whether students received a high school diploma and whether a school received accreditation. The purpose of this study was to review the efforts of one Virginia school system to develop and sustain its capacity to improve student achievement in response to increased accountability. Bronfenbrenner's (1979) ecological system framework provided a lens through which to study building capacity and improving a school system, a school, and individual classrooms. This multi-level perspective provided a means to study various aspects of school improvement in response to federal, state, and local policies. This researcher utilized qualitative research methods to investigate a school division that has been successful in building and sustaining capacity to improve its schools. The findings are presented in six major themes that describe how this system built and sustained the capacity to achieve state accreditation. These themes are (a) aligning curriculum to the state standards, (b) providing professional development, (c) fostering relationships, (d) promoting the use of technology, (e) building on strengths, and (f) sharing leadership. The six themes were evident across every subsystem n this school division, from classroom, to schoolhouse, to central office in response to state and federal policies of accountability. / Ed. D.

The purpose of this study was to investigate teacher perceptions of computer-based technology and technology support provided by a rural school division; the extent of teachers’ self reported computer skills, comfort levels, perception of obstacles; and the amount of support, time, and training available to them to accomplish the integration during the course of instruction. This research was conducted during the 2010-2011 school term as a case study of a small rural K-12 school division in southern Virginia, consisting of teachers from each core curriculum from each of the three schools, selected deliberately. The study was divided into three phases: an analysis of the school survey; focus group discussion with teachers; and qualitative data generated from focus group interviews. A major finding was that the teachers contend that classroom practices can be changed if teachers are given time to plan how to integrate technology in instruction, thus better preparing students for the 21st century. To accomplish this changed school leaders need to promote opportunities and remove obstacles that impede effective technology integration, and that additional time, access, and training should be established. Because teacher perceptions impact the success of technology integration and support, it is imperative to provide sufficient time for training on how to utilize available equipment in the classroom. This study also reinforced the importance of understanding teacher perceptions which are as important a resource as the hardware and software in computer-based technology in order to promote the successful integration of computer technology in classrooms.

This paper describes the concept of traditional education. Educators define traditional education as a way of life, spirituality, an act of love, wholistic, language, and culture. In economics, children learn by observing a skill like setting a snare and then actually snaring something, like a rabbit. This paper includes a history of the Lubicon Lake First Nation, history of the first Indian Mission and Northland School Division. It concludes with the idea that now is the time to develop a unique Lubicon Lake First Nation approach to education. This idea means that the First Nation school has the chance to develop their own system in conjunction with mainstream curriculum, but would include appropriate cultural concepts such as language, native spirituality and history.

This paper describes the concept of traditional education. Educators define traditional education as a way of life, spirituality, an act of love, wholistic, language, and culture. In economics, children learn by observing a skill like setting a snare and then actually snaring something, like a rabbit. This paper includes a history of the Lubicon Lake First Nation, history of the first Indian Mission and Northland School Division. It concludes with the idea that now is the time to develop a unique Lubicon Lake First Nation approach to education. This idea means that the First Nation school has the chance to develop their own system in conjunction with mainstream curriculum, but would include appropriate cultural concepts such as language, native spirituality and history. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate