Much attention in recent years has gone to the evaluation of teacher effectiveness, and some scholars have developed conceptual models to evaluate the effectiveness. The purpose of this study was to compare three teacher evaluation models – the Texas Professional Development Appraisal System (PDAS), the teacher index model (TI), and the value-added model (VAM) – to determine teacher effectiveness using student demographic and longitudinal academic data. Predictive data from students included economic disadvantage status, ethnicity, gender, participation in special education, limited English proficiency, and performance on Texas Assessment of Knowledge and Skills (TAKS). Data serving as dependent variables were scores from Scholastic Aptitude Test (SAT®) verbal/critical reasoning and mathematics. These data came from 1,714 students who were 9.7% Hispanic, 9.2% African American, and 81.2% White. The models were tested for 64 English language arts teachers and 109 mathematics teachers, using student examination scores from the SAT® verbal/critical reasoning and mathematics. The data were aligned for specific faculty members and the students whom they taught during the year of the study. The results of the study indicated that the TI and VAM explained approximately 42% of the variance in college entrance exam scores from the SAT® verbal/critical reasoning and mathematics (R2 = 0.418) across mathematics and English language arts teachers, whereas the TI model explained approximately 40% of the variance in the SAT® scores (R2 = 0.402). The difference, however, in the R-squared values between the VAM and the TI model was not statistically significant (t (169) = 1.84, p > 0.05), suggesting that both models provided similar results. The least effective model used to predict student success on college entrance exams was the PDAS, which is a state-adopted model currently in use in over 1,000 school districts in Texas, The teacher PDAS scores explained approximately 36% of the variance in student success on the SAT® (R2 = 0.359). The study provides school leadership with information about alternative methods of evaluating teacher effectiveness without difficult formulas or high costs associated with hiring statisticians. In addition, results indicate that the models vary significantly in the extent to which they can predict which teachers are most effective in preparing students for college. This study also emphasizes the critical need to provide teacher evaluations that align with student achievement on college entrance exams.

In January of 2014, GED Testing Services launched the GED 21st Century Initiative, which was comprised of 2 achievement levels: a high school equivalency standard and a college and career readiness standard. One of the most important goals of this initiative and the redesign of the 2014 GED test was to demonstrate that GED test takers are college and career ready. Using a qualitative case study cross analysis research approach focused on two Adult Basic Education (ABE) GED test preparation sites, this study focused on developing a holistic view of the GED 21st Century Initiative by addressing 5 research questions. Emphasis for the 5 research questions focused on the implementation and the impact of the GED 21st Century Initiative, preparation of the students for college and career readiness, technology integration for ABE/GED programs, and professional development for the staff of the ABE/GED programs. Study findings suggested a great need for ABE/GED programs to be restructured to include curriculum development that incorporates Common Core State Standards, Career and College Readiness Standards, computer literacy, and pathways for preparing students to enter into college or into the workforce. Providing pathways that are comprised of a comprehensive approach which includes incorporating several strategies for ABE/GED programs have proved to be a more successful approach to helping students transition to the next level. Another important finding of this study was that the Test of Adult Basic Education (TABE) assessment provided inaccurate scores of the students’ higher order thinking skills when compared to the 2014 GED test, which caused students to be misplaced in their GED classrooms. One other important finding this study indicated was a continuous need for professional development. Overall, participants thought that the redesign of the 2014 GED test was necessary and they remain hopeful about the benefits of the new test and the possibilities that lie ahead for their ABE/GED programs.

xi, 73 p. : ill. / Recent studies have demonstrated a clear gap between the skills that high school graduates obtain by the completion of high school and those that are necessary for success in college as well as the workforce. Demands for more rigorous preparation at the high school level have prompted some states to make changes to state standards and high school graduation requirements. This dissertation used a prediction study to examine the coursetaking patterns of high school students in science and their subsequent success in chemistry 1A at the college level. Analysis of obtained data using a two-way ANOVA was used to estimate the main effects of (a) number of semesters of science courses and (b) the type of science courses and (c) the interaction effect on college performance as indicated by the final course grade. The results of this study indicate that the main effect of type and the main effect of number of semesters are both significant statistically. Taking more semesters of science in high school is positively associated with the final grade in first-year college chemistry. Taking higher level science coursework in high school is also positively associated with final grade. The interaction of type by number of semesters is not significant, however. Taking more semesters of higher level science coursework does not increase the likelihood of doing well in college chemistry, as there is no observable significant influence on final grade in chemistry, beyond the main effects described previously. / Committee in charge: Paul Yovanoff, Chairperson; David Conley, Member; Kathleen Scalise, Member; Kenneth Doxsee, Outside Member

Student writing skills are a growing concern in secondary schools given the current focus on common core standards and college readiness. This qualitative case study addressed the growing problem of high school students being unprepared for the rigor of college level-writing. The study used a series of 10 interviews with writing center directors and teachers in 2 secondary schools with writing centers. This research adds to the literature on peer-managed writing centers and contributes to the body of knowledge of writing centers as a specific conceptual framework of response to intervention (RtI). The broad research questions were focused on 3 topics: student's writing abilities, the effectiveness of the intervention of the writing center, and possible improvements to the writing center. Three directors and 7 teachers were selected for interviews through purposeful sampling. Inductive analysis was used to identify emergent themes: establishing a peer-managed writing center, function of the center, student writing, effectiveness of the writing center, and suggested improvements. The culminating project for this research was the establishment of a professional development program designed to provide a foundation for schools that are creating a peer-managed writing center at the secondary level. This study promotes the development of these centers across the school district of the study and provides evidence for RtI as a method to address the problem of secondary students being unprepared for writing at the post-secondary level. Positive social change can be achieved for the local school district by expanding the use of peer-managed writing centers with a focus on using RtI to address the problem of students being unprepared for the rigors of college writing.

Although traditional college students are more prepared for college-level math based on college admissions tests, little data have been collected on nontraditional adult learners. The purpose of this study was to investigate relationships between math placement tests and community college students' success in math courses and persistence to degree or certificate completion. Guided by Tinto's theory of departure and student retention, the research questions addressed relationships and predictability of math Computer-adaptive Placement Assessment and Support System (COMPASS) test scores and students' performance in math courses, persistence in college, and degree completion. After conducting correlation and regression analyses, no significant relationships were identified between COMPASS Math test scores and students' performance (n = 234) in math courses, persistence in college, or degree completion. However, independent t test and chi-squared analyses of the achievements of college students who tested into Basic Math (n = 138) vs. Introduction to Algebra (n = 96) yielded statistically significant differences in persistence (p = .039), degree completion (p < .001), performance (p = .008), and progress (p = .001), indicating students who tested into Introduction to Algebra were more successful and persisted more often to degree completion. In order to improve instructional methods for Basic Math courses, a 3-day professional development workshop was developed for math faculty focusing on current, best practices in remedial math instruction. Implications for social change include providing math faculty with the knowledge and skills to develop new instructional methods for remedial math courses. A change in instructional methods may improve community college students' math competencies and degree achievement.

xiii, 153 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The purpose of this study was to learn more about the transition experiences of one group of high school students ( N = 75) as they began attending one alternative pathway: an Early College High School program on a community college campus. A four-part conceptual framework of college readiness provided a structure from which to explore the experiences of students in the college environment. One of the four framework areas--academic behaviors (self-management)--was the focus of this study. Data were collected by means of a pre-post survey, student interviews, and staff interviews in order to understand better the college readiness perceptions of the students, principally as evidenced by changes in their academic self-management behaviors. The survey data were organized into pre-post group comparisons and were reported in terms of descriptive statistics. The data from semi-structured interviews with participants provided additional insight into changes in the academic and social behaviors of the students. Results indicate that students' academic behaviors changed during the first term of college. Over the eight survey domains measured, mean scores generally increased moderately between the pre and post surveys in several domains associated with academic behaviors, with two key domains--self-awareness and learning habits (i.e., learning strategies/study habits)--showing the most growth. Additionally, student interview comments demonstrated changes at the end of their first term of ECHS in their study habits and in their ownership of their school efforts. The overall changes in students' academic behaviors imply that they learned new skills as a result of participation in the ECHS program. / Committee in charge: David Conley, Chairperson, Educational Methodology, Policy, and Leadership; Philip McCullum, Member, Educational Methodology, Policy, and Leadership; Christopher Murray, Member, Special Education and Clinical Sciences; Jean Stockard, Outside Member, Planning Public Policy & Mgmt

The purpose of this study was to explore the extent to which alternative schools add value to the college readiness of their students, as well as to measure the capacity of alternative school students to successfully complete dual credit courses while enrolled at the alternative school. This mixed methods study utilized an exploratory approach with a descriptive research design to explore the extent to which alternative schools produce college-ready students. The Texas Success Initiative Assessment was used to measure participants' academic readiness levels in mathematics, reading, and writing. Additionally, participants had the opportunity to provide their own perspectives on their college readiness levels through a student survey and semi-structured face-to-face interview. The results of this study reveal that the college readiness levels of alternative high school students varied across academic areas. Of the tested participants, 41.1% were college ready in reading, 52.1% in writing, and 16.7% in mathematics. Additionally, the findings reveal that dual credit course participation was not a viable option because of course prerequisites and the amount of time needed to complete dual credit courses. Results of this study expand on the literature to provide a better understanding of the effectiveness of alternative school programs, the college readiness levels of alternative high school students, and the capacity of alternative high school students to successfully complete college coursework while in high school.

As increasing emphasis is being placed on student college and career readiness, instructional approaches seek to develop content and skill proficiency. I gathered student perspectives on teacher expectations and instructional opportunities in core content classes in order to determine if expectation bias influences college readiness preparation in the classroom. Student academic self-concept and college readiness were examined alongside beliefs about teacher expectations and instructional opportunities in a conceptual framework for student perceptions. In this qualitative study, I utilized four focus groups of high school students from two cohorts to analyze perceptions across students from mostly on-level core classes and those from mostly advanced core classes. Findings showed students held high expectations of their own current and future performance, as well as perceived teachers generally hold high expectations, though this was shown through the development of relational capacity rather than instructional opportunities to develop college readiness skills or connect to students' future ambitions. The results of the study provide insight to educators seeking to create stronger connections for students between current educational experiences and future postsecondary opportunities.

Majority of English as second language (ESL) students attending primary and secondary schools in the United States are not considered college ready despite mandated educational strategies aimed at improving language acquisition and academic performance. ESL students are more likely to drop out within the first 2 years of college than their English-speaking peers. The purpose of this qualitative study was to explore educators' perspectives regarding high postsecondary attrition rates of ESL students in Middle Tennessee. Tinto's retention theory provided the framework for the study. Data collection included semistructured interviews with 6 Middle Tennessee public high school teachers and 6 Middle Tennessee college professors from 2- and 4-year public colleges. Interview data were coded and analyzed using the thematic analysis method. Findings revealed 4 major themes: language acquisition, barriers to college graduation, adverse circumstances, and academic achievement. Participants reported a desire for alignment between primary, secondary, and postsecondary education. Findings were used to develop a professional development training curriculum for secondary and postsecondary educators. The project included effective strategies to use in the classroom to increase ESL students' college readiness and college graduation rates. If implemented correctly, this project will positively impact ESL students' language acquisition and academic achievement, but it will also develop a significant professional partnership between K-12 public schools and colleges.

Lack of college readiness, which affects persistence in college, is a problem for many students at a high school in New Jersey. Only 1 in 5 students in this school persist from first to second year in New Jersey public colleges and universities, and as many as 50% do not graduate in 4 years. This problem is important to study because low persistence may engender personal failure, familial debt, social stigma, and wasted public funds. Guided by Bandura's social learning theory, this qualitative case study addressed the lack of college readiness by exploring what high school students know about going to college. Eight high school seniors who were interested in attending a 4-year college were purposefully selected to be interviewed about their knowledge of college-readiness skills and where they obtained information about the college experience. The data were analyzed with open coding to determine common themes. Participants reported that (a) personal responsibility was a key to being college-ready; (b) they experienced stress associated with the unknown; and (c) they wanted better knowledge about time-management skills, organization, and where to obtain pertinent information. A project was designed that gives high school seniors access to this information as well as virtual practice to make the transition to college less stressful. A greater level of college readiness may contribute to social change because more students may graduate. Successful college graduates may have a better opportunity to attain suitable employment and to contribute to the community.