<p> This study investigated the following overarching questions: Why do some Americans support religious expression and prayer in public schools while others oppose it? What accounts for the variation in support for school prayer? Previous research on this question indicated that support for religious expression and prayer in public schools varies by geographical regions in the United States, whereas Americans in some regions are more likely to support religious expression and prayer in public schools than those living in other regions. In an effort to explain this regional variation, Feig (1990) developed a model that suggested this regional variation is due to four major factors: demography, political orientation, moral values, and religiousness. Were it not for these factors, he claimed, there would be no regional variation for religious expression and prayer in public schools. Hence, regional variation is due mainly to these four factors. </p><p> Viewed as an exploration of Feig&rsquo;s (1990) model, this study shows that the correlation between region and attitude on religious expression and prayer in public schools is partially due to the factors in Feig&rsquo;s (1990) model. It provided evidentiary support by measuring the strength and direction of the relationship between the four factors and support for religious expression and prayer in public school. It also attempted to ascertain how much variation in support for religious expression and prayer in public schools is accounted for by the factor combination.</p>

<p> Does PLUS Push? A Multilevel Analysis of the Relationship Between PLUS Loans and Persistence for Low-Income Students Given the growth of the PLUS loan program and its increasing importance in facilitating college access for many students, makes it critical to better understand the relationship between this form of federal financial aid and student outcomes. Using data from the National Postsecondary Student Aid Study (NPSAS: 12), conducted by the U.S. Department of Education&rsquo;s National Center for Education Statistics, this study examined the impact receiving a PLUS loan has on persistence for low-income students. Both logistic regression and hierarchical generalized linear modeling were used to determine whether the relationship between a PLUS loan and persistence exists when moderated by family income level and the percentage of minority student enrollment (PME) at the institution. Analyses also examined the nested effects of student and institutional characteristics on persistence of PLUS borrowers.</p><p> Five key findings emerged from the analyses. First, receiving a PLUS loan has no meaningful effect on persistence when compared to loans other than PLUS. Secondly, low-income students are more likely to persist than students from middle to upper incomes, even when receiving a PLUS loan. Third, PLUS borrowers were more likely to persist when all student characteristics are included in the logistic regression model. Fourth, a significant relationship between receiving a PLUS loan and the institution&rsquo;s percentage of minority student enrollment was found. Lastly, significant cross level relationships were found between student&rsquo;s major, undergraduate classification, parent&rsquo;s highest level of education, and race, once interacted with an institutional level predictor (i.e. selectivity, tuition, control, and PME). More specifically, as the percentage of minorities attending an institution increased, the more likely a non-white student would persist.</p><p> This study&rsquo;s overall finding is that PLUS does not meaningfully influence student persistence when compared to other loans. This finding supports the importance of expanding financial aid counseling to parent borrowers. As college costs increase, students will continue relying more heavily on their parent&rsquo;s finances to assist them in covering their unmet need. However, this study found parent borrowing does not necessarily impact student persistence. Therefore, it is critical that potential PLUS borrowers and the institutions likely to serve them, provide a thorough examination of the drawbacks and benefits of this program.</p>

<p> As restorative justice gained popularity in schools as a potential strategy for helping to reverse the deleterious effects of zero-tolerance policies, numerous misunderstandings and misapplications have emerged. This study focused on the experiences of school-based restorative justice practitioners and sought to foreground their voices and perspectives to highlight what is necessary for restorative justice work in schools to be effective. Critical narratives were used to elucidate participants&rsquo; perspectives and to allow their voices to serve as the focal point for the study. Findings were as follows: (a) the depth and ongoing nature of preparation practitioners undertake to sustain restorative justice work must be emphasized; (b) rather than a program or set of steps, restorative justice must be experienced as a set of principles or a philosophy grounded in genuine care and concern for individual people; (c) a cultural, political, and social shift is required for restorative justice to be implemented with integrity; and (d) restorative justice is a project of humanization and re-establishing democratic ideals. As such, educators in the field are encouraged to embrace the depth and complexity of the philosophical underpinnings of restorative justice and to acknowledge the personal, internal work that must be undertaken to serve a transformative function in school communities.</p><p>

<p> The educational connoisseurship and criticism method was used to research the challenges elementary teachers go through each day. This study's findings are taken from observations and interviews with three veteran elementary teachers who have experienced challenges and burdens due to the intensification of their jobs, student behavior, parental involvement, and teacher pay. Veteran elementary teachers were chosen as participants, as they have been through many changes that often happens in education and are able to provide insight that only veteran elementary teachers can provide. The results showed that although elementary teachers have many challenges, they are still able to find a sense of presence, bringing their whole self into the moment, in the classroom and a level of existential joy in teaching. These veteran elementary teachers reveal how having a sense of humor helps to keep their sense of presence. Also, elementary teachers find moments when the mandated curriculum needs to take a back seat while they reconnect with their students.</p><p>

<p>This is a comprehensive study researching the existence of school choice programs in the country, concentrating on the Indian School Voucher program. Data was collected by examining existing case law, surveys and scholarly papers. The school choice programs in all 50 states and the District of Columbia was examined. Each state program was listed and any legal challenges associated with each program was identified. Further, the K-12 & School Choice Survey conducted by the Friedman Foundation in January 2016 and the 2015 Choice Scholarship Program Annual Report: Participation and Payment Data were examined to determine who is using Indiana?s Choice Scholarship Program and how registered Indiana voters perceive the program The findings of this research suggest that most parents prefer to have some level of control over their children?s? education. This research also found that Indiana voters overwhelming support the program. However, it was also found that, although there is a favorable perception of Indiana?s voucher programs by low and middle-income families there is also a lack of participation by those same families.

<p> The purpose of this mixed methods case-study was to understand why students enroll in the Community Involvement work-study program, why employers continue to host students, and what are the parents&rsquo; perceptions of their child&rsquo;s experience. The following research question framed this study: <i>What is the perceived impact of the Community Involvement Program?</i> </p><p> Five additional questions further guided this study: 1. Why do students enroll in the Community Involvement Program? 2. What impact does enrolling in a work-study program have for participating students? 3. What motivates employers to become a volunteer host site for Community Involvement students? 4. What impact do parents perceive when their son or daughter participates in the Community Involvement Program? 5. How do students enrolled in the Community Involvement Program compare to those students who are not enrolled in the program based on GPAs, attendance patterns, and postsecondary plans? </p><p> This study examined the perceptions of the students, employers, parents, the instructor and the high school principal. Qualitative methods included open-ended surveys, interviews, focus groups, and student artifacts. Quantitative methods included analyzing Likert-type survey questions and archival data (GPAs, attendance patterns, and postsecondary plans). The findings will provide those involved in the education and workforce communities with insight into why students and employers continue to enroll in and support work-study programming. </p><p> The research study concluded that students, employers, parents, the instructor and the principal all found benefit in the Community Involvement Program. The study also confirmed the positive impact on GPAs, school attendance and postsecondary enrollment noted in the previous work-study literature. Seniors enrolled in the work-study program at Fulton High School had significantly higher GPAs, fewer absences, and were more likely to enroll in a two- or four-year postsecondary program as compared to seniors not enrolled. The students also shared that they believe the Community Involvement Program provided career exploration opportunities, lessons about work environment, lessons about postsecondary planning, and the development of meaningful relationships which impacted their future. Employers host students because they want to support the school and local community, see a positive impact on their work environment, find future employees, and develop meaningful relationships with the students. Parents noted that Community Involvement Program positively impacted their child&rsquo;s career and postsecondary decisions, their children learned valuable work lessons, and developed relationships with employers that impacted career and college decisions. Each of the participants including the instructor and principal suggested expanding the program to all juniors and offer the program during the summer. Recommendations based on the findings included: 1) more high schools should offer work-study programs for one or two semesters to juniors and seniors, 2) encourage employers to host and expand opportunities for students, 3) hire students who participate, and 4) promote work-study opportunities in the community and schools.</p><p>

No description available.

Proponents of charter schools argue that contracting out schools to management organizations can improve student performance and decrease costs by giving schools autonomy in exchange for accountability. Little evidence exists, however, on how contracts are determined, whether contracting is an effective policy in education, and the effects of terminating contracts. In New Orleans, most of the public schools have been contracted out to nonprofit management organizations over the past ten years. Several of those contracts have been terminated and schools are then contracted out to new management organizations. The empirical analysis of how authorizers make decisions about which charter schools are allowed into the market, and which schools have their contracts terminated revealed that initial approval decisions were strongly predicted by the subjective ratings of the outside charter application evaluator, but not by other application characteristics derived directly from the applications. Schools were renewed for operation if they had high test levels and/or value added, but family preferences were not taken into consideration (as measured by enrollment levels and growth). The results of the difference-in-differences and matching analysis used to analyze the effect that district-to-charter and charter-to-charter restarts and closures have on student performance indicated that elementary student test scores increase by the second year after both types of restart. The scores increase even sooner, after only one year for charter-to-charter restarts. However, if failing schools are closed instead of being contracted out, students do not experience any change in test scores. High school students experience decreases in test scores and in the probability of graduating following restarts and closures. / 1 / Whitney Ruble

This thesis examines the impact of changes in higher education policy in Australia on equity for students and efficiency in resource allocation. This involves measuring the impact of the 2005 budgetary changes in the Higher Education Contribution Scheme (HECS) on the Private Rate of Return (PRR) and Social Rate of Return (SRR) to higher education for both males and females across different occupations and for different qualifications. This thesis examines the proposition that the movement of Australia‘s higher education system towards a user pays model with price flexibility will deliver greater efficiency. It also considers the argument that students should pay a greater proportion of the cost of higher education as they are the direct beneficiaries. This thesis shows that the increase in HECS fees has coincided with a fall in the quality of university graduates and the demand for a university education by higher achieving and low income students. In addition, this study also found that not only is the SRR positive but is greater than both the real rate of return on Commonwealth Government bonds and Government Trading Enterprises. These findings suggest that there is an inefficient allocation of resources and a need for the Government to allocate relatively more funding to the discipline areas with high Social Rates of Return and graduate skills shortages. This thesis suggests ways to improve the equity and efficiency of Australia‘s higher education system. These policy recommendations aim to increase the quality of and opportunity for higher education in Australia.

<p> The purpose of this research was to explore individual district hiring policies within Louisiana. The primary question guiding this research was: Is there a particular process currently used by districts in the state of Louisiana that leads to hiring a greater number of effective teachers? Qualitative methodological procedures used in this research explored current policies throughout Louisiana in relation to teacher hiring. Using a case study, data was collected in two phases: (1) an extensive review of the policies in 17 districts; and (2) interviews of five district personnel. The document review uncovered 7 themes and 25 codes essential in the process of hiring teachers. Those themes were: (1) documentation; (2) positions; (3) contracts and compensation; (4) qualifications and duties; (5) recruitment; (6) employment; and (7) assignment. Interviews were used to determine how individual districts were implementing state and federal policy. </p><p> Finally, three major findings were discovered as a result of the research: (1) Louisiana suffers from pockets of insufficient teacher supply; (2) technology, including social media, can serve as a valuable tool in recruiting and hiring of effective teachers; and (3) no major distinction in hiring practices across districts. An implication for educational leaders include reviewing current policy to eliminate barriers which may prevent the use of technology as a recruiting tool for K-12 educators.</p>