This study investigated teacher perceptions of preparedness for implementing the English Language Arts Common Core State Standards/Mississippi College and Career Readiness Standards (ELA CCSS/MCCRS) that require the use of technology. Participants included 101 ELA teachers in Mississippi from varying backgrounds and school sizes who responded to a survey via email. The survey was comprised of questions written in order to expand on professional development opportunities teachers have had available to them, technology that teachers have access to in their schools/districts, levels of self-efficacy teachers have with technology use, value assigned to technology in the classroom, and support that teachers have within their school/district for issues related to technology. Descriptive statistics, plots, and regression models are included to highlight factors that have an effect on the amount of technology teachers are or are not using in conjunction with the ELA CCSS/MCCRS. The findings revealed that teachers in Mississippi believe that the integration of technology into the ELA Standards is important, but they are not all equipped with the technology nor support needed in order to meet the standards in the way that they are written. The results also showed that although teachers do assign a high level of value to technology use in the classroom, this was not enough of an influence to inform the amount of technology implemented into their classrooms. The same was true for self-efficacy. Value and self-efficacy related to technology are integral for implementation, but if teachers are not supplied with the applicable technologies or appropriate professional development and support in order to utilize classroom technology, then they are not enough to affect implementation. Many areas such as availability and use of technology, teacher value and self-efficacy for technology, issues with professional development, educational policy, and additional research were informed by the results revealed in this study.

The purpose of this quantitative study was to determine if a relationship existed between the quality of school-community partnerships and the average score of each ACT subtest for rural Tennessee high school students. Specifically, the researcher examined the following school-community partnerships: business partnerships, university partnerships, service learning partnerships, school-linked service integration, and faith-based partnerships (Sanders, 2006). Administrators from 62 rural Tennessee high schools rated the partnerships present in their schools using the Improving Community Partnership Quality rating scale developed by Sanders (2006). Each of these ratings was compared to the participating school’s mean score for each ACT benchmark to determine whether these partnerships could be linked to success on the ACT. Pearson correlation coefficients were calculated for each partnership type and each ACT subtest. The results revealed that a statistically significant relationship did not exist between school-community partnerships and ACT subtest scores.

Although students have more opportunities than ever before to participate in advanced academic programs while in high school, it is unclear whether this has affected their ability to succeed in college. To determine what impact the students' experiences in Advanced Placement (AP) and dual credit coursework had on their level of college and career readiness (CCR), students were asked to recall what factors influenced their ability to succeed in postsecondary education and describe what information is most beneficial for students as they select their academic pathways. This phenomenological qualitative study gathered data from students that had recently graduated from two high schools in a rapidly growing, suburban school district. Participants in the study reported that the most common benefits from advanced academic programs included more challenging expectations and learning how to navigate the various logistics of postsecondary education. By examining these students' perspectives, the findings from this study may positively influence policy and practice by increasing the likelihood that students are adequately prepared for college and have the ability to succeed at the collegiate level. Continued examination of student experiences in postsecondary education is imperative for improving CCR and may provide more insight into what factors inhibit student success after they graduate. Data collected from a more inclusive sample of participants or perhaps longitudinal data following a cohort through the transition from high school to college could help ensure that educators are able to adequately prepare students for life beyond high school.

Data from the National Center for Education Statistics suggest that as academic standards continue to rise, students' mental health continues to decline (Carr, 2022). Public schools today have a unique opportunity to support the ongoing learning of students, while also encouraging the development of social and emotional skills that will benefit students’ academic performance, as well as their general wellbeing. While schools today follow rigorous state standards and support academic learning, many students attending rural high schools are graduating without the skills necessary to be successful in college or career (Farrington et al., 2012). This mixed-methods case study examines the social emotional skills necessary to promote college and career readiness for a rural California high school. Two research questions frame the study. First, what skills do rural educators, students, families, and community members believe are necessary for students to be successful in college or career? Secondly, in what ways do participants believe rural educators can help in the development of the skills identified in Research Question 1? Qualitative data was gathered through semi-structured interviews with school staff, parents, students, and community members to support both research questions. Quantitative data was later obtained through a follow-up survey with school staff, to identify five key, social emotional competences that school staff believe the be most critical for rural students to learn. It was determined that responsibility, work ethic, social skills, communication, and critical thinking skills are believed to be the most important social emotional skills to learn, for students attending high school within a rural community. Findings from this study contribute to current research as well as provide the district this set of core competencies to assist educators in developing school-wide practices and procedures that promote the development of the whole child.

No description available.

No description available.

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.

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.