This study examined student academic optimism in four diverse North Texas school districts. This study used a convergent parallel mixed methods design to analyze results of an online administration of the survey, and Latinx student responses to a focus group protocol derived from the survey. Quantitative results indicate the individual scales making up the construct align with previous research results. The three scales were found to be strongly and significantly correlated, indicating the potential for validation. Qualitative results indicate Latinx students' perceptions of their academic careers align with four themes. Latinx students are keenly aware of their teachers as a person, their school as a community, the intrusion of the outside world, and students as agents. Qualitative results support the importance of the three components of the construct, student trust in teachers, student academic press, and student identification with school. As a new source of data, combined with existing metrics of instructional effectiveness, student academic optimism could increase the ability of decision makers to improve the overall efficacy of school systems especially when addressing the persistent opportunity gaps for Latinx and other students of color.

Thesis advisor: Laura M. O'Dwyer / Education researchers are frequently interested in examining the causal impact of academic services and interventions; however, it is often not feasible to randomly assign study elements to treatment conditions in the field of education (Adelson, 2013). When assignment to treatment conditions is non-random, the omission of any variables relevant to treatment selection creates a correlation between the treatment variable and the error in regression models. This is termed endogeneity (Ebbes, 2004). In the presence of endogeneity, treatment effect estimates from traditionally used regression approaches may be biased. The purpose of this study was to investigate the causal impact of an integrated student support model, namely City Connects, on student academic achievement. Given that students are not randomly assigned to the City Connects intervention, endogeneity bias may be present. To address this issue, two novel and underused statistical approaches were used with school admissions lottery data, namely Gaussian copula regression developed by Park and Gupta (2012), and Latent Instrumental Variable (LIV) regression developed by Peter Ebbes (2004). The use of real-world school admissions lottery data allowed the first-ever comparison of the two proposed methods with Instrumental Variable (IV) regression under a large-scale randomized control (RCT) trial. Additionally, the researcher used simulation data to investigate both the performance and boundaries of the two proposed methods compared with that of OLS and IV regression. Simulation study findings suggest that both Gaussian copula and LIV regression are useful approaches for addressing endogeneity bias across a range of research conditions. Furthermore, simulation findings suggest that the two proposed methods have important differences in their set of identifying assumptions, and that some assumptions are more crucial than others. Results from the application of the Gaussian copula and LIV regression in the City Connects school lottery admissions study demonstrated that receiving the City Connects model of integrated student support during elementary school has a positive impact on mathematics achievement. Such findings underscore the importance of addressing out-of-school barriers to learning. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.

Student academic entitlement behavior is a problem within the United States' higher education system. This behavior could affect student learning, harm institutional reputation, and inflict undue pressure on faculty. The purpose of this qualitative case study was to understand what faculty members identify as the causes and the implications of student academic entitlement behavior and the actions needed to inhibit the behavior. The work was supported by applying Morrow's conceptual framework that suggests student academic entitlement behavior challenges academic achievement. Completed at a for-profit university in the southern United States, the research questions of this study examined the faculty members' perceptions of student academic entitlement behavior. Data were collected from semi-structured interviews with a purposeful sample of 12 participants and analyzed using an eclectic coding method. The faculty acknowledged that some students enter the university with academic entitlement tendencies; however, the faculty perceived institutional practices and policies that sanctioned student consumerism as a primary enabler of the behavior. Emerged findings suggested an endorsement of learning-focused efforts, including explicit expectations of students, admittance practices, and andragogical professional development for the faculty to assist in curtailing the behavior. The findings of this study are presented in a position paper and afford an opportunity for social change by offering the faculty members' perceptions of a potentially damaging behavior. The findings are significant for educators who seek to initiate a conversation about the relationship between student academic entitlement behavior and institutional practices and how to inhibit the behavior within the institutional community.

The purpose of this study was to examine the strict 'no social promotion' policy in place in a large urban Texas school district (Waco Independent School District (WISD), Waco, Texas), and analyze the possible effects of the new promotion policy on student retention rates, curricular programming and student academic outcomes. This study analyzed past retention research, identified gaps in the research literature and developed a new program model/theory to generate areas for research. Next, trends in WISD Texas Assessment of Academic Skills (TAAS) scores and number of retentions over time were examined (1994-2001). Third, the study measured student retention and academic outcomes before and after retention as a function of older and newer school district promotion policy standards (1994-2001) in WISD. Furthermore, the study reviewed the context of retention in relation to a strict 'no social promotion' policy. Next, the study developed an analysis of how the strict 'no social promotion' policy was implemented by administrators and the rewards/challenges encountered. Finally, the study examined the relationship between school district promotion policy on program implementation and on student academic outcomes. Unlike research of the past (retention as an independent variable: retention causes/correlated to low self-esteem and dropping out) the independent variables (processes) affecting student academic performance outcomes were identified as: the conditions of learning/new strict 'no social promotion' policy and the opportunities to learn/ implementation of policy and their affect on student academic performance. A Sequential Mixed-Method Type VIII study was used to identify not only the 'underlying' mechanism(s) (inner workings of the implementation) but to identify and describe the context (the right conditions for learning) of the new strict 'no social promotion' policy and relate them to student outcomes. The most important outcomes were: the significant gains in student academic performance, the increased communication with the community at large, and the increased accountability of all involved. The successes were due to several key factors: the new strict 'no social promotion' policy; the implementation of successful programming and instructional strategies; the opportunities to learn each individual student has had, and the retention appeal process developed by WISD. / text

Student academic entitlement behavior is a problem within the United States' higher education system. This behavior could affect student learning, harm institutional reputation, and inflict undue pressure on faculty. The purpose of this qualitative case study was to understand what faculty members identify as the causes and the implications of student academic entitlement behavior and the actions needed to inhibit the behavior. The work was supported by applying Morrow's conceptual framework that suggests student academic entitlement behavior challenges academic achievement. Completed at a for-profit university in the southern United States, the research questions of this study examined the faculty members' perceptions of student academic entitlement behavior. Data were collected from semi-structured interviews with a purposeful sample of 12 participants and analyzed using an eclectic coding method. The faculty acknowledged that some students enter the university with academic entitlement tendencies; however, the faculty perceived institutional practices and policies that sanctioned student consumerism as a primary enabler of the behavior. Emerged findings suggested an endorsement of learning-focused efforts, including explicit expectations of students, admittance practices, and andragogical professional development for the faculty to assist in curtailing the behavior. The findings of this study are presented in a position paper and afford an opportunity for social change by offering the faculty members' perceptions of a potentially damaging behavior. The findings are significant for educators who seek to initiate a conversation about the relationship between student academic entitlement behavior and institutional practices and how to inhibit the behavior within the institutional community.

The Virginia Tech Summer Academy (VTSA) Program, developed by through a collaborative partnership between faculty, administrators and staff concerned by attrition among-first year students, was introduced in summer 2012 as a campus initiative to assist first-year college students transition and acclimate to the academic and social systems of the campus environment. VTSA is a six-week intensive residential summer-bridge program that provides academic preparation, highly-individualized advising, learning communities, and the personal attention of faculty and peer mentorship through both academic engagement and structured activities. Although based on a substantive body of research concerning student retention, little is known about the empirical and influential value of this program. A two-phase, sequential explanatory mixed-methods (QUAN"" QUAL) study was developed to assess the value of student academic engagement in a first-year experience program.  Specifically, this research investigated the outcomes of participation on cognitive, behavioral, and affective factors of motivation, taking into account demographic and academic performance variables. In the initial quantitative phase, data from 89 students were analyzed to assess engagement and academic motivation. Data from the Scale of Educationally Purposeful Activities (SEPA) were used to determine levels of student engagement among VTSA students, while the Motivation Subscale of the Learning and Study Strategies Inventory (LASSI) was used to investigate the change in student academic motivation before and after participation in VTSA. In the subsequent qualitative phase, 16 students participated in focus groups designed to explore student perceptions of engagement in the VTSA program and their connections to academic motivation. Both qualitative and quantitative data were assessed to provide an in-depth evaluation used to interpret and explain significant factors of student engagement that provide for internal and external academic motivation in college. / Ph. D.

A school district on a Native American reservation in the southwestern region of the U.S. decided to implement the Teacher Advancement Program (TAP) to improve teacher instructional effectiveness and student academic achievement. Although researchers have documented successes of the TAP in high-poverty urban school districts across the U.S., little is known regarding the TAP implementation in remote Native American cultural context schools. The purpose of this study was to investigate if the collaborative process of the TAP implementation changed the teachers' instructional practices. Using Vygotsky's social constructivism, which emphasizes that learning happens through interactions and cooperation of people in their environments, this qualitative case study investigated 9 teachers' perceptions of the TAP implementation using interview, walkthrough observation and document analysis at the schools. The research questions focused on teachers' perceptions of TAP elements, their experiences, changes in practices and the influence of the Native American setting. A qualitative data analysis software program and constant comparison method were used to manage and analyze the qualitative data. Findings indicated that positive collegial collaboration, teacher attitude, and instructional change were associated with the TAP implementation, teacher evaluation (most challenging experience), teacher professional growth, and student academic achievement growth (most rewarding experiences). A district professional development plan was created to build on the strength of the TAP collegial collaboration and to meet the rigorous demand of the new state College and Career Readiness standards. The change of teachers' working in isolation to collegial collaboration reflects a positive social change for continuous inquiry into both student and teacher learning.

The purpose of this research was to investigate factors that influence academic achievement in high school. This study gathered data directly from high school students themselves. This research study utilized a mixed-methods design by blending quantitative analysis from survey data and qualitative analysis from in-depth interviews. The data collected in this study drew from students in three different high schools in the greater Philadelphia area and one high school in located in Harrisburg, PA. In total, 44 high school students responded to the survey and five students volunteered to participate in a follow-up interview.The research uncovered factors that influenced student educational aspirations such as parental influence, the student’s self-efficacy, and involvement in school activities. Most interestingly, the findings revealed that on average, the percentage of female students with aspirations for a higher educational degree (such as a M.D., J.D., or Ph.D.) was greater than males. On a percentage basis, a greater number of males aspired to attain a college degree than females. Additionally, the data also determined that as the number of proximal personnel that support the student’s attainment of a college degree increases by one, the student’s educational aspirations also increased by one year beyond high school, as well. The research findings also highlighted the importance of administrator visibility as a factor that positively impacted student success. In addition to uncovering key influences that impact student achievement, this research sought direct reflection from high school students about their perceptions of academic success. Lastly, a small but important part of this research was devoted to investigating how the Covid-19 pandemic impacted student’s educational experience. It is hoped that the findings from this study can be harnessed to inform educational leaders. / Educational Leadership

The problem of this study was to determine the value of Scholastic Aptitude Test scores and high school percentile rank for predicting a student's achievement in American history at North Texas State University. The study also sought to determine what, if any, difference existed between male and female students, students of different ethnic backgrounds, and students of different semester classification with respect to learning achievement in American history.

影響學生學業成就因素，是值得關注的議題。本研究欲瞭解教育指標和家庭資本對學生學業成就之間的影響關係，以臺灣、日本、韓國、美國和義大利五個國家已公佈的教育指標資料和TIMSS 2007資料庫問卷調查結果的24383份追蹤樣本，進行現況分析、變異數分析、相關分析、多元逐步回歸分析、結構方程式分析，結果發現： 一、教育指標中，在學率和數學及科學學業成就為正相關。中等教育師生比、識字率、教育經費占國民所得比與數學及科學學業成就為負相關。 二、教育指標對數學學業成就的解釋變異量為25%，對科學學業成就的解釋變異量為9.7%。 三、家中藏書量和學習資源對數學及科學學業成就的變異數分析中可得知擁有越多藏書和資源的組別大於擁有較少藏書和資源的組別。 四、父母親學歷對數學及科學學業成就的變異數分析中可得知美國在此分析中未達顯著，臺灣、日本、韓國和義大利都是學歷越高的組別大於學歷低的組別。 五、自我期望對數學及科學的學業成就的變異數分析中可得知自我期望越高學歷的組別大於自我期望低學歷的組別，但美國學生在數學及科學學業成就及韓國學生在數學學業成就的自我期望皆以「不知道」的組別最高。 六、家長支持對學生數學及科學學業成就的變異數分析可得知家長支持度高的組別普遍大於支持度低的組別，但是義大利的家長支持在數學及科學學業成就和臺灣的家長支持在科學學業成就上都是支持度最高的組別小於支持度最低的組別。 七、家長參與對學生數學及科學學業成就的變異數分析可得知家長參與度高的組別普遍大於參與度低的組別，但是臺灣的家長參與在科學學業成就上是參與度最高的組別小於參與度最低的組別。 八、家庭資本和學業成就之間的相關分析可得到母親學歷和學業成就無關，家庭資本變項中的自我期望與數學學業成就也無關，父親學歷與學業成就為負相關，其它變項與學業成就為正相關。 九、家庭資本對學業成就的解釋變異量以台灣最高，家庭資本對數學學業成就的解釋變異量為27.5%，對科學學業成就的解釋變異量為28.8%。 十、由SEM結果得知家庭資本中的家長支持和家長參與對數學及科學學業成就未達顯著差異。教育指標和家庭資本對學業成就具有一定的解釋力。 依據上述研究結果將提出相關結論與建議以供參考。 / The issue of student achievement has been concerned. In this research, will focus on the relationships between educational indicators and family capital on student academic achievement, the participants include students in Taiwan, Japan, South Korea, the United States and Italy. The published educational indicators and TIMSS 2007 survey results of 24,383 samples for the analysis of variance, Pearson correlation, stepwise multiple regression, structural equation modeling found that: 1. The relationship between educational indicators, student academic achievement in mathematics and science as a positive. Secondary education teacher/ student ratio, literacy, education expenditure/ GDP ratio of and academic achievement in mathematics and science as a negative. 2. The educational indicators of academic achievement in mathematics accounts for 25% variance, in science accounts for 9.7% variance. 3. In analysis of variance, the collection of books and learning resources on academic achievement in mathematics and science indicate that a group has more is higher than the group has fewer. 4. In analysis of variance, parental education on academic achievement in mathematics and science find that in United States is not significant in this analysis. In Taiwan, Japan, South Korea and Italy, groups of higher education is the highest. 5. In analysis of variance, self expectation on academic achievement in mathematics and science indicate that a group with high self expectation is highest, but U.S. students in math and science academic achievement and Korea students in mathematics can find out that the students who "do not know" is the highest group. 6. In analysis of variance, parental support in student academic achievement in mathematics and science that groups with high parental support is higher than those with low parental support, but parental support on student academic achievement in mathematics and science in Italy, and parental support on academic achievement in science in Taiwan indicate that the highest group is less than the lowest one. 7. In analysis of variance, parental involvement in student academic achievement in mathematics and science that groups with high parental involvement is higher than those with low parental involvement, but in Taiwan, parental involvement on academic achievement in science indicate that the highest group is less than the lowest one. 8. The correlations between family capital and student academic achievement indicate that mother’s education is in no relation with academic achievement in mathematics and science, self-expectation is in no relation with mathematics academic achievement, the relationship between father’s education and academic achievement is negative, other variables and academic achievements is positive. 9. The variance of family capital in academic achievement in Taiwan is the highest: 27.5% in mathematics and 28.8% in science. 10. SEM results show that parental support and parental involvement is in no relationship with academic achievement in math and science. Educational indicators and family capital on academic achievement can be explained. Based on the results of the study, conclusions and recommendations will be presented for reference. Key words: Educational indicator, Family capital, Student academic achievement, TIMSS 2007.