<p> Students attending charter schools, including those with learning disabilities, are subject to policies set by individual charter management organizations. One practice used within some charter schools is grade-level retention, or having students repeat a grade level. Literature overwhelmingly indicates that retention is associated with negative outcomes, yet the practice continues to be used. One particular charter school that used a strict retention policy and retains students with learning disabilities was studied to understand how the process unfolds. Using the conceptual frameworks of critical disability theory and critical pedagogy, the study draws inferences regarding how this phenomenon blends with ableism and power imbalances. Six teachers (four general education and two special education teachers) participated in interviews for this qualitative case study. Through triangulation of findings from individual and group interviews, trends were identified. A major finding showed that although retention is conceptualized as beneficial for the school to threat unmotivated students, for students with learning disabilities, retention is still regarded as highly ineffective and harmful. Decision making factors used with students with disabilities include particular individual characteristics, such as abilities and parental support. Discussion into participants' perception of students with disabilities as inferior, and how retention as punishment asserts the school's power, follows a review of concepts, effectiveness, and decision-making factors related to retention. Implications for educators to improve inclusive and fair school policies, in addition to rethinking traditional methods of analyzing school practices are discussed. Further research in various educational initiatives and areas of study are summarized.</p>

<p>Many people recognize inequity in educational resource allocation as a problem. It has been suggested this inequity stems from the consolidation of experienced teachers in low-poverty schools and higher teacher turnover rates at high-poverty schools. This paper uses an ordinary least-squares (OLS) regression to examine the relationship between school-level expenditures excluding teacher salary, and teacher turnover in New York City. The results of the analysis suggest that these expenditures have a statistically significant association with teacher turnover, and that, for the majority of them, increased spending is associated with less teacher turnover. The results also suggest that increased spending is associated with a higher level of teacher satisfaction, though the significance of this association is less consistent. These results could have policy implications for education researchers and practitioners concerned with improving fiscal equity through decreased turnover in high-poverty schools. </p>

<p> The purpose of this action research, mixed methods study was to explore the impact of the AP Program on the high school and college experience of students, both from an academic and a "lived experience" perspective. In addition, the study investigated the costs and values of the AP Program to the institution itself. The study revealed that the AP Program continues to contribute significant value to students' high school educations, generally prepares them well for success at college, and often contributes to the acquisition of important credit and placement accommodations for students when matriculating at college. The study also revealed that, although the Program contributes a great deal of stress to the high school experience, students do not see this as a significant impediment to participation. However, the study also revealed several opportunities for the institution to better prepare students for the rigor of the Program and their use of AP scores in obtaining accommodations at college. Finally, the study demonstrated that while the AP Program contributes important value to the teaching experience, marketing of the institution, and the college admissions success of the school, there are important issues that warrant further consideration and review, not the least of which is the quality of the non-AP curriculum that is offered to students who do not meet the prerequisites of the AP Program.</p>

<p> This qualitative descriptive study purposed to explore the perceptions of a purposive sample of20 Black Deaf male students and alumni in postsecondary in Washington, District of Columbia to determine if the self-fulfilling prophecy theory contributed to their pedagogy. A qualitative survey was administered and the data was analyzed with Excel. Fifteen self-fulfilling prophecy themes emerged from the analysis: (a) syllabic expectations, (b) self expectations, (c) no-low-high expectations, (d) eye contact-acknowledgement, (e) attitudinal indifference, (f) public praise-positive-negative comments, (g) personalized one-on-one attention, (h) pop quiz reminders, (i) office hours-after class counseling, (j) team assignments, (k) verbal-written-positive-negative feedback, (1) private-public-verbal-written reinforcements, (m) probing, (n) reminders, and (o) self-motivation. The results indicated that Black Deaf male students and alumni perception about their educational experience in the classroom were positive, Galatea effects.</p>

<p> This case study focuses on the way a neighborhood association connects schools to broad change in an urban neighborhood of a large Midwestern city. The first section provides a review of the literature on community involvement in school and neighborhood reform. It reviews the historical origins of the current school-community relationship, the reasons behind the movement to increase community involvement, the diversity of understandings about the nature of community participation, the processes used to improve the capacity of both the school and the community to act as effective partners, and the different programs organizations use to participate in the school improvement process. The second section is a qualitative case study on the programs and processes the neighborhood association uses to revitalize one of the poorest neighborhoods in the city. Believing strongly in the need to think holistically about neighborhood improvement, the neighborhood association engages a diversity of stakeholders in creating a comprehensive plan to address social and physical conditions. The plan encompasses the areas of academic achievement, housing, healthy eating, commercial development, crime, health and wellness, jobs, and family and youth. Local schools are active participants in creating the holistic plan for broad revitalization. The neighborhood association considers schools an on-going partner in carrying out initiatives tied to academic achievement. Building a higher level school-community relationship challenges historical traditions of school resistance to meaningful involvement with community groups working to improve schools. The study focuses on the way the neighborhood association works to connect two public schools to the academic achievement piece of the comprehensive neighborhood revitalization plan. This study finds high levels of school participation in the process of plan creation, but patterns of school behavior and current demands on time continue to be obstacles to on-going participation in neighborhood association-led change. The study also finds that neighborhood association-led initiatives in areas outside the four walls of the school have improved surrounding conditions, but these improvements have not yet significantly impacted the performance of neighborhood public schools.</p>

<p> Effective professional development for school principals is crucial to the successful administration of schools, especially during periods of change resulting from policy mandates. The Louisiana Legislature has passed legislation in an attempt to reform education in the state. During this same period, the Board of Elementary and Secondary Education (BESE) has determined school districts are responsible for the professional development of school principals in the district. However, there may be varying degrees of fidelity with respect to the types of programs implemented in the school districts in Louisiana. </p><p> This study utilized qualitative and quantitative data to determine the elements, contexts, and topics found in the principals' professional development in two school districts in Louisiana. Educational leadership literature and studies have indicated professional development for principals should be ongoing and occur during all phases of the principals' career. The participants in the study included the district personnel responsible for implementing professional development for principals and the principals in two school districts, one rural and the other suburban. </p><p> The role district administrators had in the districts' professional development programs was examined and compared to the responses of the principals included in the study. The responses of the principals and superintendents in both districts were compared and contrasted through both a within-case and cross-case analysis. The role professional development had in implementing policy changes was also examined. </p><p> The data collected through the survey used and the interviews provided a glimpse of the professional development found in both districts, as well as the expectations and needs the principals had for the program. To take it a step further, the desires of the principals of both districts in all three areas are compared with the common areas in both districts delineated. </p><p> The results between the two districts were very similar in both the types of professional development the principals attended and the desires the principals indicated they would like to see included in a program of professional development. The principals in both districts desired the program to be ongoing, collaborative, and participative. The principals also desire for professional learning communities to be the context used in the programs. Topics should include the use of data, enhancing instruction, facilitating change, and the development of leadership skills. The expectations the principals had for professional development that should be included in a program are the use of data, personnel matters, and implementation strategies for changes to the school campus. The needs the principals perceived as important to be included in professional development included collaboration among their peers, provide follow-up, provide time for reflection, allow for school visitations, and the program be research based. The needs that were not being met through professional development included knowledge of teacher evaluation and instruction, data interpretation and student achievement, and activities designed to foster improvement in leadership skills.</p>

<p> Throughout the nation, teacher unions are under fire. Their popularity in recent polls shows Americans see teacher unions as a negative influence on public schools; however, the polls also indicate Millennials express favorable opinions of and support for unions.</p><p> The primary objective of this quantitative study was to examine Millennial teachers' perceptions of the California Teachers Association (CTA) and their local unions. Using surveys, interviews, and document analysis from union leaders representing multiple school districts in Orange County, California, this study explored views of their profession, education reform, union leadership, and the role of the union in representing Millennial teachers. Once data was collected, themes were illuminated to identify common perceptions among the participants to determine the future of teacher unions in California.</p><p> Findings from the study suggest that Millennials' views on wages, benefits, and working conditions are not contradictory to those held by veteran colleagues. However, Millennials recommend a more inviting approach to generate more Millennial involvement in teacher unions. Finally, Millennials suggest the status quo change to be more open to reform and flexibility in teacher evaluations, tenure, and the traditional workday. This study provided data that suggests that Millennials' perceptions of the function of the union are that it should continue to play its historical and traditional roles of negotiating contracts and protecting working conditions, but as union membership changes the perceptions of union members have moved into the 21st century.</p>

<p> Public education in the United States has seen many changes over the years. Some of those changes came in response to what are now recognized as clear problems with religious liberty in the common education system adopted in the mid 1800's. This dissertation reviews past and current ideas related to religious liberty and the larger issue of liberty of conscience (Nussbaum, 2008) in education and pursues a research question by considering past and current issues. Does a system of general, mass education necessarily infringe upon students' liberty of conscience? This question is pursued following a Deweyan framework of philosophy of education wherein a "felt difficulty" is identified, information is gathered to apply to the difficulty, and possible solutions to problems identified (Dewey, 1938).</p><p> I begin with a discussion of liberty of conscience and a discussion of some of the conflicts included in a system of mass education. This establishes the structure of the difficulty, or problem. The history of the public education system in the United States is reviewed with a focus on the common education system adapted in the 1830's along with relevant issues related to religious intolerance. Improvements in the respect for religious diversity applied to that system over time and improvements proposed but not yet fully implemented are discussed. Ideas from religious intolerance literature is introduced to add insight and expose the larger issue of liberty of conscience including how those ideas can be applied to educational systems. The process of religious intolerance (Corrigan &amp; Neal, 2010) is developed into an architecture of religious intolerance that can assist with identifying this type of intolerance in educational settings.</p><p> I argue that while many of the strongest issues of religious intolerance in public education have been resolved, many problems still remain. I will also argue that the intolerance is not limited to religious intolerance but includes intolerance for ideas stemming from many different epistemic foundations. This will lead to a consideration of an idea I have labeled as epistemic intolerance. These arguments support an answer to the research question, which is that a system of general, mass education does necessarily infringe on students' liberty of conscience if one or more cultural majorities centrally control that system of education.</p>

<p> The current obesity rates of our nation's youth continue to escalate at an alarming rate due to inactivity, poor nutrition, and lifestyle changes. The purpose of this research study was conducted to determine the effects of Missouri Senate Bill 291 on Missouri physical fitness scores as assessed by the <i>Missouri Physical Fitness Assessment.</i> </p><p> The state of Missouri adopted new physical activity requirements starting in the 2010-2011 school year. This study evaluated the impact of Missouri Senate Bill 291 on fifth and ninth grade physical fitness assessments. Eleven years of statewide data, were examined to determine the impact of the physical activity mandate. Quantitative data analysis revealed a significant improvement for all four fitness assessments for grades 5 and 9 since the passage of Missouri Senate Bill 291. Grade 9 indicated a statistical significant change in the flexibility assessment. Results suggested that Missouri Senate Bill 291 has had a positive impact on statewide physical fitness assessments. Despite this positive improvement, overall fitness of Missouri fifth and ninth graders is still a major concern due to approximately three out of ten students failing the <i>Missouri Physical Fitness Assessment.</i> </p><p> This study provided for the value of fitness data collection moving forward with improving youth health and wellness. Further research and recommendations are advised in order to study trends related to youth physical fitness. In conclusion, state education departments and school districts should consider the value of collecting and examining fitness scores to develop curriculum that promotes healthy lifestyles which can improve academic success.</p>

<p> The term &ldquo;at risk&rdquo; is a label that is used to describe students who encompass a host of prominent socially and politically constructed titles that are intended to simplify student understanding and awareness and allow for clear reporting. The purpose of this study was to demythologize the concept of &ldquo;at risk&rdquo; by creating the conditions for student voice and critical dialogue to emerge, through the use of narrative inquiry. This research hoped to provide an outlet for young people to find and use their own voices, while finding their own place within their lived histories. The research also aimed to raise awareness of the reality of the contemporary U.S. educational system: we often create policies and programs without considering the perspectives of the young people whom these services are designed to serve. Through critical narrative inquiry, six former student's engaged in unstructured interviews and a focus group. Through analysis of the data set, five themes emerged and include 1) relationships with bicultural adults who understand, 2) instrumentalizing pedagogy, 3) the impact of money-driven policy, 4) the awareness of limitations of opportunities, and 5) the overall theme of the transparency of hegemony. This research hoped to problematize the label in an effort to move toward an emancipatory understanding of how we speak about young people and make sense of the circumstances these young people must navigate through their education and their world.</p>