<p> Even with the controversial history of tracking students by ability and its possible differential, socially reproductive effects on student outcomes, tracking remains a common practice in public secondary schools. The purpose of this quantitative study was to investigate the relationship between students' performance on state standardized tests and the type of classroom assignment practice employed. Specifically, students were tracked by ability for English Language Arts (ELA) two consecutive years. Their average performance was compared to the next year's result when, at the same school, the same students were instructed in mixed ability ELA classrooms. With persistent achievement and resource gaps, continued pressures of high stakes testing, and the recent advent of including student performance data in educator evaluations, it was both timely and relevant to re-examine student to classroom assignment practices and their relationship with student achievement. </p><p> Taking advantage of a unique site in which most students experienced both "treatments" of tracked and mixed ELA instruction, changes in student performance were more attributable to time-varying factors, such as the type of classroom assignment, as opposed to time-invariant characteristics, like race, gender, or ability. Multilevel modeling accounted for the nesting of students within classrooms, while other factors such as teacher sequence, race, sex, and initial ability were also included in the model. Overall, non-advanced students who were mixed by ability with advanced students had the most significant achievement gains. Other groups also had gains, though not to a statistically significant level. This finding, with replication, offers promise for the narrowing of the achievement gap between advanced and non-advanced students. As this gap mirrors racial and socioeconomic lines, also seen in this study, mixed ability classrooms may lead to more equitable outcomes, thereby also affecting future life conditions. Educational leaders must be cognizant of how and why student to classroom decisions are being made, paying attention to both results and antecedents. Similarly, as teachers play a critical role in student achievement progress, also supported by this study, leaders must develop and support teachers so they can best meet the varying needs of students. </p>

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<p> The purpose of this qualitative research case study was to investigate leadership and funding decisions that determine key factors responsible for sustaining arts programs in public schools. This dissertation represents one of eight dissertations in a thematic dissertation group at the University of Southern California. Each researcher conducted a qualitative research case study at a separate, individual school site. While the educational climate, financial constraints and use of standardized testing to evaluate schools continue to threaten arts programs in public education, Eastland High School, the site of this case study, managed to sustain its visual and performing arts program. Understanding the key factors that sustained the arts program at Eastland High School shaped the foundation of this research study. A qualitative lens investigated three research questions to understand: (1) arts programs at the school, (2) leadership decisions that support the arts program, and (3) funding decisions made at the site. The triangulation of data identified several emerging themes relevant to the three research questions. The first significant theme found collaborative leadership built ongoing social and political capital among all stakeholders to support and sustain the arts program. The findings discovered community partnerships represented a second important theme, which contributed toward the longevity of the arts program. A third theme determined resourceful funding decisions guided school leaders to build successful arts programs. The implications of this case study indicated collaborative leadership and resourceful funding decisions sustain viable arts programs in public schools. Based on the evidence analyzed and discussed in the findings, the case study provided educational leaders with recommendations for future research and advice to sustain arts education in public schools.</p>

<p> The Emergency Immigrant Education Act of 1984 (EIEA) was passed by the 98th U.S. Congress to provide funds to states to "meet the costs of providing immigrant children supplementary educational services" (Emergency Immigrant Education Act of 1984, Title VI, Sec. 607). This study analyzes the culture, values, and political context in which the Emergency Immigrant Education Act of 1984 was developed, passed, and amended through its most recent reauthorization. EIEA is the only federal legislation that specifically targets new immigrant students. However, EIEA has been largely overlooked by education policy analysts, because new immigrant students are rarely considered as different from limited English proficient (LEP) students. The study employs historical document and content analysis, applying Kingdon's (2011) theoretical framework of agenda-setting and Manna's (2006) concept of borrowing strength to explain EIEA's path to the agenda. In addition, it applies McDonnell and Elmore's (1987) policy framework to EIEA to understand how policymakers sought to realize EIEA's goals, as well as that of Wirt, Mitchell, and Marshall (1988) to identify the cultural and political values revealed in the rhetoric of the legislation. In tracing EIEA's 30-year route, I describe how the nature of the legislation changed from a primarily capacity-building policy to more of an inducement. In addition, the study revealed a change in an egalitarian culture to one that emphasizes quality.</p>

<p> In the spring of 2012, Kansas became the first state in the nation to integrate social, emotional, and character development (SECD) education into a set of state standards to heighten Kansas' K-12 students' academic and life skills, thus requiring all current and future teachers to be versed in this type of education. The purpose of this qualitative study was to explore how department leaders and professors of teacher-education programs in Wichita, Kansas, perceived a restructured SECD teaching curriculum was necessary to enhance their preservice teacher curriculums. Two research questions and four sub-questions explored perceptions of the three department leaders and four professors from each faculty of Wichita's three teacher-education departments regarding the significance and necessity of Kansas' new social, emotional, character development (SECD) state standards. Data were collected via an online questionnaire, personal interviews, and departmental documents. Assimilated results between the three departments were mixed. The emergence of three themes centered on the lack of knowledge of the new standards, the use and integration of dispositions, and the importance of strong leadership. All respondents indicated the significance of the new standards, with respondents from two of the departments alluding to the possibility of the new standards being integrated at some future point into their curriculums. The implications for this study, which was the first of its kind in Kansas, supported both the significance and necessity for the new state SECD standards, and the importance of strong leadership in higher education when making curricular changes and adjustments.</p>

<p> Nearly 25,000 graduating high school students across California have earned state recognition for achieving proficiency in multiple languages in 2014. This exploratory, mixed-methods study investigated the early implementation of the State Seal of Biliteracy (SSB) in California. Sixty-two district personnel were surveyed, three SSB directors were interviewed, and a document review was conducted. Overall, the study revealed four themes that influence the implementation of the SSB at the district level: Intentional Creation of an Ecology of Biliteracy, Developing Notions for Biliteracy Scripts and Assessment, Privileging Sequential Biliteracy Development&mdash;Scarcity of Biliteracy Pathways, and Individual and Collective Agency for Biliteracy. Hornberger's (2003) continua of biliteracy was used as a theoretical framework to analyze this study's findings.</p>

<p> Research indicates that families are the fastest growing segment of the homeless population in the country (National Alliance to End Homelessness, 2011). The rise in the number of homeless families has resulted in a dramatic increase in the number of homeless students (Chicago Coalition for the Homeless, 2013; Flannery, 2010). In recent years, the number of District of Columbia homeless families with children has significantly increased (The Homeless Children's Playtime Project [HCPP], 2012), and as of February 2013, more than 601 high school homeless students were enrolled in District of Columbia Public High Schools (DCAYA, 2013). Using mixed methods research, the study collected data from 95 homeless participants (16-21 years) to construct a demographic and educational profile of Black high school-aged homeless youth residing in District of Columbia homeless shelters. The study examined the factors that facilitate or impede the learning outcomes of these youth. The data analysis revealed that 31.66% of the respondents' struggle to find enough food to eat, 59.75% when faced with shelter shortages sleep in abandoned properties and city parks (34.45%), and (37.95%) sleep in city public streets (37.95%). In addition, 74.76% of the study sample "plans to keep going to school". Logistic Regression was performed and indicated that the variables (Multiethnic Identity, Ego Resiliency, and Life Orientation) are significant predictors of grade completion.</p>

<p> Higher education in the United States is facing increasing demands for accountability in response to dismal college completion rates. Seeking to increase educational effectiveness, many states reform higher education governance structures (Novak, 1996). Both states and higher education governing bodies have sought to increase college completion by improving community college to university transfers (Kisker, Wagoner &amp; Cohen, 2011). Transfer and articulation policies have been part of higher education for years, yet have rarely exceeded 33 percent (Townsend &amp; Wilson, 2002).</p><p> This study explored the cultural aspects of a new transfer policy from the perspectives of key stakeholders. It relied upon five precepts proposed by Tierney (2008) to determine the effectiveness of governance communication and decision-making. Handel's (2011) theory of a transfer affirming culture framed the findings as to the elements of transfer success at the community colleges and state university. Added to this theory was the work of Jain, Herrera, Bernal, and Solorzano (2011) which defines the requisite services for pre-transfer and post-transfer success of non-traditional students. This study was guided by the following research question: How do community college and state university faculty, administrators and staff perceive the transfer articulation policy in relation to their campus cultures?</p><p> A qualitative multi-site case study design was used to gather rich, descriptive, in-depth information (Stake, 1995). Semi-structured interviews were conducted with <i>N</i>=5, faculty and <i>N</i>=5, elite informants and <i>N</i>=1, staff. Three focus groups (<i>N</i>=3) were conducted with <i>N</i>=7 faculty, and <i>N</i>=7 staff. Data collection included <i>N</i>=7, observations of faculty meetings and analysis of documents that were pertinent to the study. The researcher analyzed transcripts, field notes and documents to corroborate major themes (Boyatzis, 1998).</p><p> Findings revealed that difficulties may exist between community college curricula and student transfer pathways as well as a cultural gap between community colleges and the state university. They also showed the politics surrounding higher education governance reform and a clash of political and academic cultures. This study may help policy makers promote state wide transfer and articulation initiatives and be instructive for faculty, administrators and staff as they create a transfer affirming culture on their campuses.</p>

<p> The public investment in GEAR UP, a federal program that seeks to promote college access and readiness among underserved youths, and limited research on program outcomes substantiated a need to evaluate GEAR UP's impact on youths attending a major urban community college. This study analyzed the archival dataset of Latino community college students (<i>N</i> = 91) to determine the impact of GEAR UP on college access and readiness. The treatment group (<i>N</i> = 47) consisted of a student cohort who attended a GEAR UP participating secondary schools from 2005 through 2011, and the non-treatment group (<i>N</i> = 44) of a similar student demographic cohort who attended the same secondary institutions but not GEAR UP.</p><p> The research variables included the English and math placement levels, financial aid application status, and cumulative grade point average of both cohorts. The result of a Pearson Chi Square test (<i>p</i> = .045 at 95% confidence level) demonstrated a statistically significant impact of GEAR UP on the financial aid application filing status among Latino youths but not the other variables. Personal interviews (<i>N</i> = 24) were conducted from the Treatment Group sample to determine the effectiveness of various interventions activities of GEAR UP. The textual coding analysis of the interview transcripts highlighted the presence of tutors and mentors, field trips, and financial aid workshops as effective interventions in promoting school belongingness and helping Latino youths to consider the benefits of higher education.</p><p> The research study conclusions yielded several recommendations to further enhance the quality of GEAR UP. First, policymakers should consider expanding the scope of GEAR UP from financial aid awareness into financial literacy. Second, GEAR UP school coordinators, teachers, and tutors and mentors should intensify a focus on college readiness, including the development of non-cognitive skills. Other notable recommendations to enhance GEAR UP would be to provide more funding for tutors and mentors, college field trips, and financial aid workshops, improve collaboration and communication between high school and college partners, and the creation of a national database system to track student and program outcomes.</p>

<p> In 2011, with ongoing concerns over state budget shortfalls and the increasing educational cost structure, California state legislators focused their attention on measures that could lead to access, added productivity, and value in order to sustain the current educational system. One ofthe recommendations provided by the Legislative Analyst's Office (LAO) was to eliminate state support for course repetition in activity classes. In 2012, the Board of Governors (BOG) adopted the changes to Title 5 ofthe California Code of Regulations to limit the apportionment a community college district could collect for student attendance in credit courses that are related in content. This limitation on apportionment was intended to specifically limit student enrollment in active participatory courses such as those in the visual and performing arts.</p><p> This qualitative interview study used the Discipline-Based Art Education framework to bring forth the experiences of 13 community college visual and performing arts (VAPA) instructors. The purpose of the study was to understand how VAPA instructors experienced the elimination of course repetition, how they reconciled the requirements of their discipline with the state educational policy, and how these changes influence the teaching and promotion of access to arts learning.</p>