<p> Persistence and retention has been widely researched through various cornerstone experts, including Tinto (2012), Kuh, Kinzie, Schuh, and Whitt (2010), Braxton, Hirschy, and McClendon (2014), Astin (1993) and Habley, Bloom, and Robbins (2012). The researcher utilized several concepts from retention and persistence experts seeking institutional specific patterns related to student demographics and characteristics. The study sought recommendations for higher educational administrators validated by data driven analytics utilizing theories and concepts from experts in retention and persistence. The researcher sought patterns and trends for completers with the intention to recommend a targeted marketing plan driven by institution-specific data to attract and retain students to degree persistence.</p><p> The data were divided into two sets: graduate and undergraduate. The researcher utilized a <i>z</i>-test for difference in proportions to analyze characteristics with two variables and a PPMCC analysis and Chi Square test for homogeneity when more than two variables for differences of specific characteristics were present among completers and non-completers. The researcher color-coded the data to create a visual of completers and non-completers. Of all variables analyzed in this study, only type of program (Graduate Business students) had a significant difference between completers and non-completers. The researcher then selected Graduate Business students for further analysis by cross tabbing with the remaining variables studied for graduate students, to determine if a difference existed between the variables. In comparing the graduate business student completers with the variable of zip code, there was a moderate evidence of a difference between proportions of completes living in the County of location of Midwest University and living outside the County. Overall, the study revealed variables did not contribute to a significant difference in completion during the studied timeframe except for type of program for Graduate Business students and revealed a moderate difference in graduate type of program and zip code.</p><p> Accurate data was crucial for higher education administrators to provide quality decision making. Higher education administrators must use true institution-specific data when making decisions. Although the results were not what the researcher expected, additional recommendations were made to the researched institution in regards to data collection and the importance of data accuracy when making decisions at the administrative level.</p>

<p> The purpose of this mixed-methods study was to investigate ways in which participation in high school varsity athletics impacted academic success of first-generation college students. Through an anonymous online survey, this study compared quantitative demographic data of first-generation college students who participated in high school varsity athletics to those who did not. In addition, the qualitative research in this study explored first-generation college student perceptions of why they have been successful during college. Athletic focus group participants were asked questions related to college transition, what they gained through athletics, and long-term academic benefits of their participation in high school athletics. </p><p> Prior research correlated the relationship between participation in high school athletics and improved school attendance, grades, ACT scores, and graduation rates (Lumpkin &amp; Favor, 2012) while the athletes were enrolled in high school. However, few studies have explored the long-term academic benefits in terms of college persistence and bachelor&rsquo;s degree completion. With consideration of the academic benefits, this study pinpointed characteristics, academic behaviors, and life skills enhanced through participation in high school varsity athletics that contributed to positive college outcomes for these first-generation college students. </p><p> Two first-generation cohorts were utilized in the study: (a) college students who graduated from high school in 2015 and returned for their second year of college at Suburban Private University during the fall of 2016 and (b) college seniors who graduated from high school since 2011 and applied for graduation during the 2016-2017 school year. The findings indicated that first-generation college students, who were high school varsity athletes have a statistically significant higher high school grade point averages and college grade point averages after two semesters, compared to college athletes and nonathletes. Also, former high-school-only athletes graduated from college in fewer semesters than either of the other two groups. Most notably, based on the sample utilized in this study, there was statistically significant evidence that there are more first-generation college graduates that were former high school athletes than first-generation graduates who were not high school varsity athletes. </p><p> The results of this mixed-methods study indicated a possible relationship between participation in varsity high school athletics and successful first-generation college transition to college and persistence to graduation. As the study participants expressed, their participation in varsity level athletics assisted them to be academically prepared for college when they first arrived and were self-confident that with hard work they would one-day become first-generation college graduates. This researcher believes more future first-generation college students should participate in school-sponsored athletics alongside their teammates for all four years of high school, not necessarily with the motivation of more playing time in high school or to secure an athletic college scholarship, but to enhance the personal characteristics, academic focus, and resiliency that could help them graduate from college.</p>

<p> This study was designed to determine the relationship between the family unit, which was defined as single-parent households and two-parent households, and educational placement. Data were collected from six Southwest Missouri K-8 districts in Region C. Participants reported student enrollment according to categories of single-parent special education, single-parent regular education, two-parent special education, and two-parent regular education. In addition, district special education coordinators were interviewed to gather data on their perspectives and experiences regarding the different household types and educational placement. This mixed methods design revealed students from single-parent households are more likely to be negatively affected by home environment situations and have a higher probability of academic deficits leading to special education placement. The negative effects included lack of stability, lack of organization, lack of availability to assist with academic tasks, lack of attention to diagnoses and treatment, lack of exposure to outside academic influences, increased demands on the student from inside the household, and hunger. These negative effects were attributed to decreased financial security, less stable working hours, and lower education levels of the single parents.</p>

Teacher appraisal has long been a contentious and contested area in educational management. The recent implementation of a new system of appraisal in Eastern Cape Schools has led to renewed interest in the role and management of appraisal. The objective of this study was to investigate principals' perception of the management of staff appraisal. An interpretive paradigm was adopted and the research is a case study of four secondary schools in Port Elizabeth. Two methods were used in collecting data, namely, questionnaires and interviews. The content comparative method was used to analyse the data. The findings of this study showed areas of continuities and discontinuities with the literature and the new document on appraisal. There is a clear understanding among the principals interviewed that staff appraisal should be used to assess individual teacher performance and that it should also be developmental. There is clear support from the principals on the involvement of other stakeholders. They see the process as transformative and participatory. They find it acceptable and are willing to be involved. However, the findings also indicate a lack of readiness on the part of the principals to fully embrace a fully participative and developmental approach to appraisal. On the strength of these findings I conclude the thesis by making recommendations for policy, principals, teachers and for future researchers in the field.

<p> The challenge of designing and implementing teacher evaluation reform throughout the U.S. has been represented by different policies, teacher evaluation components, and difficulties with implementation. The purpose of this qualitative embedded single case study was to explore teacher perceptions about new evaluation model implementations and how new model implementations impact the relationships between teachers and administration. The main unit of analysis was teachers at one school experiencing the implementation of new evaluation reform. The sub-units were the experience levels of teachers, specifically New Teachers, Mid-career Teachers, and Seasoned Teachers. Findings in this research demonstrated a protectiveness of the low income school in which the participants work, and a lack of trust in the state understanding the needs of a low performing school. The findings indicated teachers perceive the lack of local control or input into the development or implementation of a new evaluation tool may create feelings of mistrust and ulterior motives. Results also emerged suggesting that teachers perceive a new teacher evaluation model may add stress to the site, provide tools for feedback and accountability, and possibly negatively impact the relationships with students. Finally, the findings indicated striking differences of the perceptions of teachers with different levels of teaching experience. Teachers of all experience levels perceived similar, positive relationships between teachers and administrators. However, the perceptions of the current evaluation tool was markedly different based on years of experience. New Teachers and Mid-Career Teachers stressed a desire to receive feedback and the need for feedback to improve their practice. Conversely, Seasoned Teachers stated a clear lack of need or desire for feedback. Additionally, All experience level groups perceived that there may be some level of added stress during the implementation of a new evaluation tool. Seasoned Teachers Mid-Career Teachers perceive the possibility of a new tool as a negative event, while New Teachers viewed this as an opportunity for accountability and alignment. </p><p>

<p> The growing demand placed upon educators has taken a toll on the profession (Walker, 2014). Teacher burnout, stress, and unhappiness may be predestined unless administrators recognize how to prevent these from happening (Elias, 2012). The intent of this quantitative study was to survey teachers in southwest Missouri to determine their level of job satisfaction as it relates to student performance on state-mandated assessments. The survey included items designed to collect data on overall level of teacher job satisfaction in relation to demographic areas of age range, gender, level of education, years of teaching experience, subject areas taught, and salary range. The first research question was designed to determine the correlation between high school teacher job satisfaction and high school student achievement. Based on this research, there was a relationship between teacher job satisfaction and Missouri Performance Index scores. The second research question was designed to determine the correlation between teacher job satisfaction and years of experience, salary, age, level of education, and gender. Based on the data collected, there was a correlation between teacher job satisfaction and years of experience and between teacher job satisfaction and the age of the educator. However, there was no correlation between teacher job satisfaction and level of education, nor between teacher job satisfaction and gender. Research question three was posed to determine if there was a difference in teacher job satisfaction between those teachers required to administer end-of-course (EOC) exams and teachers who were not required to administer EOC exams. The research determined there was no difference in job satisfaction between the two groups.</p><p>

<p> Across the country, people believe education in America is in crisis, and the implications are frightening as historians have described the decline of public education as a threat to the nation&rsquo;s economy and military (Williams, 2012). This study involved examination of research on teacher home visit programs. Data were collected through a mixed methodology of focus groups, an interview, and parent and student surveys. Once data were collected, they were coded and examined to discover different themes regarding teacher home visits. The themes included the following: building relationships, diversity and safety, parent involvement, and impact on the future of students. The research data revealed the importance of determining needs and studying each teacher home visit program to determine the best fit for individual school districts. Whatever program a district decides to implement, communication among teachers, administrators, and families must be ongoing in order for the program to work.</p><p>

<p> Spending limited educational budgets on technology for classrooms is a strategy many school districts have used to increase student achievement (Levenson, Baehr, Smith, &amp; Sullivan, 2014). In recent years, the technology movement allowed for arbitrary purchasing of devices with little to no pedagogical planning for how technology device usage was expected to increase student achievement (Johnston, 2014). The purpose of this study was to analyze the correlation between student achievement and the amount of money spent on technology hardware, technology software, and technology-related professional development. The research design incorporated quantitative methods through collection of test scores and survey data regarding school budgets and educational technology expenditures. The data were analyzed to reveal the strength, if any, of correlations between the amount of money spent on technology hardware, technology software, and technology-related professional development and student achievement among third, fifth, and eighth-grade students. The target population of the study consisted of 23 elementary principals within a Catholic diocese in southwest Missouri. A convenience sampling was conducted with 100% participation. De-identified core battery scores from the Iowa Test of Basic Skills (ITBS) were provided by the superintendent of the diocese for grades three, five, and eight. The data collected and analyzed in this study revealed weak or no significant positive correlations between the amount of money spent on technology hardware, technology software, or technology-related professional development and ITBS test scores in grades three, five, and eight for the academic years 2011-2012, 2012-2013, and 2013-2014.</p><p>

<p>Underachievement in gifted students is a problem often overlooked in the school system; up to 50% of gifted students achieve below their potential abilities (Morisano & Shore, 2010). However, gifted students are not considered at-risk and do not always receive educational experiences aimed to meet their needs (Ritchotte, Matthews, & Flowers, 2014). The risk of gifted underachievement is a problem for educators and a loss to society (Ritchotte et al., 2014; Steenbergen-Hu & Olszewski-Kubilius, 2016). In this quantitative study, survey responses from gifted achievers and underachievers were analyzed to determine differences in educational experiences and attitudes toward school and learning. Additionally, data from teachers were analyzed to determine if they perceive themselves as properly trained to meet the affective and academic needs of gifted students. The Mann-Whitney U test was used to understand whether the perceived value of educational experiences and attitudes toward school and learning differed among achieving and underachieving gifted students. The test showed no statistically significant difference between the two groups. Frequency distribution indicated the mode of responses to the teacher surveys. While some teachers use effective strategies in their classrooms to meet the needs of gifted students, other do not. Most teachers admitted to having limited training in gifted education. With lack of specialized teacher training and underachievement of the nation?s brightest students, a problem exists which needs to be addressed by educational systems to provide appropriate educational experiences to students with the potential for successful futures to benefit society.

<p> Competency-based education (CBE), a learning model focused on demonstrated proficiency in well-defined competencies rather than on the amount of time students spend in the classroom, influenced niche higher education markets in the United States for decades. However, the lack of a consensus definition limited CBE&rsquo;s widespread acceptance by the traditional academic community. In the early 21st century, concerns about accessibility and affordability led to renewed interest in and experimentation with CBE models in higher education. Despite this resurgence of interest, defining CBE as a concept remained problematic and underscored the need to clarify the conceptual use and understanding of CBE. Settings for the research included the ERIC online library, resource libraries of three national CBE initiatives, and official policymaker websites. Rodgers&rsquo; evolutionary approach to concept analysis, emphasizing the evolution of concepts, shaped the research design of this qualitative study. Documents published in 1973&ndash;1983 and 2005&ndash;2015, 2 eras of intense postsecondary CBE experimentation, comprised the purposive sample. Using the described method, CBE characteristics were categorized in stakeholder and temporal contexts and common characteristics identified. Although this study confirmed a lack of consensus definition, it also revealed three characteristics fundamental to CBE. At its&rsquo; core, CBE is a learning model with (a) explicitly stated competencies; (b) progression determined by demonstrated performance; and (c) an individualized instruction framework well suited to mature learners with life and work experience beyond school. These core characteristics support an adaptable framework providing a foundation for CBE&rsquo;s enduring presence in the higher education landscape of the United States in the 20th and 21st centuries.</p><p>