Secondary Education reform efforts have focused on perpetual achievement gaps for more than a decade, highlighting the essence of state level standardized test scores in reading and math, among diverse student groups in relation to their white peers. The reauthorization of ESEA (2013), is a reform effort described as the Student Success Act, whereby the expectation of student success is described in terms of all students graduating from high school, both college and career ready. The concept of no child left behind remains at the base of the law, which designates federal funds for education programs designed to ensure equal access to educational opportunities for all students regardless of their demographics. In the 21st century, a major challenge of secondary school reform efforts is to guarantee equal access while supporting overall student success in accelerated learning environments. The major purpose of this study was to explore the perceptions of African American high school students’ on their experiences of success in accelerated learning programs, including Advanced International Certificate of Education (AICE), Advanced Program (AP), and International Baccalaureate (IB). Other key interest areas of influence on their perceptions of success included academic efficacy, ethnic identity awareness, and future aspirations. The theoretical frameworks of Bandura’s social cognitive theory (1986), Erikson’s (1968) identity development theory, McClelland’s (1961) human motivation theory, Benard’s (1993) resiliency theory, and Phinney’s ethnic identity development model (1992) framed this research study. Using a qualitative design, in-depth interviews were conducted to obtain thick, rich, detailed materials to gain a deep understanding of the self-concepts, beliefs, and views of how African American high school students think about key influences on their success in accelerated learning programs. Data analysis applying a thematic approach through an inductive and interactive systematic process of data coding and analysis generated themes regarding knowledge strengths, academic and cultural diversity, resource systems, stereotypical expectations, future focused, commitment to give back to the community, and networking for progress. Implications for secondary education policy makers include the need for a more comprehensive resource system, to address opportunity gaps in accelerated learning programs, and expectations gaps in the preparedness of diverse students for college and careers. Understanding African American high school students’ experiences of success may assist in fostering an environment of wholeness and inclusion, in turn possibly leading to a full health approach to student success, including the physical, psychological, mental, and spiritual/inspirational aspects of human development for optimal learning and increased academic and overall life success among African American high school students and all diverse student groups.

The purpose of this study was to compare the relationship between the mathematics portion of the EXPLORE test with students successes in advanced and Advanced Placement(AP) mathematics courses in high school. The data was collected from a rural Tennessee school system consisting of five years of data among graduated seniors. Analysis was completed to determine the difference between the two county high schools in advanced coursework. The findings of this study concluded a positive correlation between EXPLORE scores and the frequency of students who took advanced mathematics courses. Positive correlation between EXPLORE scores and student successes in advanced courses was also concluded. Two-sample t-test showed the school with the less frequency had a higher mean of successes in advanced mathematics. This school system consistently scored above the national average in the mathematics portion of the EXPLORE test. Ultimately, standardized test results can prove to be a means for guiding students toward challenging mathematics courses.

This phenomenological study was implemented within a rural community in the southeastern area of the United States. The purpose of the study was to examine perceptions of prior graduates in order to identify specific effects of limited technology and Internet access in public schools. No related investigation has occurred within the research setting. To achieve this purpose, the researcher acquired perceptual data from 33 adults who attended the local high school during School Years 2003-2004 through 2012-2013. Data were collected through the administration of an anonymous questionnaire. Several primary findings were derived from the study. First, although participants did not perceive limited access to technology and Internet access while in high school, the collective perception was that technology was minimally integrated within high school instruction and that the high school experience insufficiently prepared students for the role of technology within the college setting. Second, technology was not fully utilized for acquiring information involving college or career selection. Third, participants reported the lack of availability or dependability of Internet service in the rural areas. Recommendations for educational practice, based on findings of the study, are to provide professional development for all teachers within the high school to increase the integration of technology within instruction and to provide professional development for teachers and school guidance counselors for the purpose of increasing the use of technology when assisting students in acquiring college and career information. Recommendations for future research, also based on findings, are (a) to determine how participants acquired a high level of technology skill for college with the limited use of technology in high school and the minimal Internet access within homes, (b) to engage in further research to assist school guidance counselors in acquiring the skills to recognize and provide initial treatment involving the onset of Internet addiction among students, and (c) for city council members and leaders within the private sector to research possible options for acquiring more dependable Internet service within the outlying rural areas so that all residents can enjoy the potential benefits of current technology.

No description available.

This investigation was a post-hoc, quantitative analysis of secondary academic performance and participation choices of Hispanic students. Three years of longitudinal student-level data was collected to examine the likelihood of college enrollment based on college and career readiness (CCR) factors. At the time of the study, CCR was defined as qualifying exam scores, credit for at least two advanced/dual enrollment courses, or enrollment in a career and technology education (CTE) coherent sequence of courses. Research participants (N = 803) consisted solely of Hispanic high school graduates from the 2014 cohort. Frequency statistics indicate 45.5% (n = 365) attended an institute of higher education (IHE) within 2 years of high school graduation. Findings reveal Hispanic females were more likely than Hispanic males to meet CCR indicators as well as postsecondary resiliency outcomes. Analysis of chi-square tests of independence suggests a moderately strong association exists between CCR indicators and postsecondary participation among high school graduates. Differences were found in terms of gender and postsecondary enrollment, x^2(6) = 24.538, p < .001. Differences were also found in terms of type of IHE and postsecondary resiliency, x^2(3) = 34.373, p < .001. More Hispanic CCR graduates enrolled at 2-year and 4-year IHE than expected by chance. While non-CCR graduates enrolled in IHE, they were less likely to meet postsecondary resiliency outcomes. CCR graduates who initially enrolled at 2-year IHE were also less likely to persist. Furthermore, the greatest contribution to differences in resiliency existed for Hispanic CCR graduates who enroll at 4-year IHE.

No description available.

This exploratory study sought to determine how the current science education curriculum at Nazarene Teachers College contributes to the final (third) year’s students’ career readiness from their own perspectives. A self-administered questionnaire was used for data collection. The target population was 150 third year students; 110 responded to the questionnaire which had a response rate of 79%. To describe the biographical information of the respondents, frequencies and percentages were used. Tables of frequency distribution were then used to deduce the respondents’ responses to the group of questionnaire questions that probe the various career readiness concepts. Scale reliability testing was also used to determine the reliability of career readiness concepts. An overall measure of career readiness was calculated for each respondent and the effect of biographical properties as part of evaluation of respondents. The empirical (quantitative survey)showed that the science education course at the Nazarene Teachers College indeed prepares the students for their career readiness with specific reference to the teaching profession although some aspects can be improved. Therefore, it was recommended that there should be increased time allocated to science education and its teaching approaches; that a suitable science laboratory with all the required equipment for experiential learning should be constructed; the current curriculum content with regards to the relevance for primary school science should be reviewed; and the lecturers should be workshopped on the use of interactive methods of teaching science to facilitate active engagement with students. This study reveals that the science education course at the Nazarene Teachers College strengthened the students’ attitudes towards teaching science; improved their skills and confidence to teach science and enabled them to focus on a learner-centred approach. Students indicated that the use of specific teaching methods and the use of teaching aids contributed in a significant way to their preparation as teachers in the classroom. However, the students rated the contribution science makes to society as of minor importance / Curriculum and Instructional Studies / M. Ed. (Natural Science Education)