Indiana University-Purdue University Indianapolis (IUPUI) / The purpose of this thesis is to find out the impact of neoliberal policies in the public education system, especially the impact of charter schools among minority school children in urban cities. The focus will be the ideologies and practices that shape educational policy and their connection to neoliberalism. This will give a better understanding on how different policies, culture and society affect the life of many generations of children from different minority groups in the United States. It is my intent to identify and explain the different causes of the inequality within the primary education system, how neoliberalism has been institutionalized in the primary school system, and the consequences of the neoliberal ideology for economic opportunities of the American children.

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Underage drinking has featured prominently in both scholarly and conventional literature in recent decades as a major health and socio-economic concern in the United States. As new evidence emerges associating underage drinking with a host of negative outcomes for both the youth who drinks and society in general, a closer examination of the long-term effects of underage drinking is critical. This exploratory study was designed to examine predictor variables and their ramifications (1) using logistic regression to identify a model for underage drinking history (UDHISTORY) as a predictor of concomitant alcohol dependence and poor educational attainment (CADAPEA) among individuals aged 25 and above, and (2) obtain a better understanding of how demographic variables (age, gender, race/ethnicity) influence the prediction. The nature and strength of the effect(s) of these demographic variables on the prediction were also investigated. The 2010 National Survey on Drug Use and Health data set ICPSR 32722-0001 which is previously unexploited for this purpose is utilized in this study. The data analysis tool, SDA on SAMHSA's website and IBM SPSS were used for correlation analysis and logistic regression to test the hypothesis that currently legal age drinkers 25 years and older with UDHISTORY are more likely to experience CADAPEA than their counterparts without UDHISTORY. When considered alone, UDHISTORY was a strong and statistically significant predictor of CADAPEA. The identified bivariate logistic regression model was statistically significant, &chi2 (1, n = 60) = 13.39, Adjusted Wald F1, 60 = 13.39, p = 0.001 < .05, accounting for 1.26% (Cox and Snell R square), 1.3% (Log Likelihood Pseudo R square), to 7.9% (Nagelkerke R square) of the variance in CADAPEA. However, adding demographic variables to the model made UDHISTORY a much stronger and more statistically significant predictor. The identified final multivariable logistic regression model was statistically significant, &chi2 (6, n = 55) = 170.43, Adjusted Wald F6, 55 = 26.04, p = 0.00 < .001, accounting for 1.8% (Cox and Snell R square), 7.2% (Log Likelihood Pseudo R square) to 7.9% (Nagelkerke R square) of the variance in CADAPEA. The model also correctly classified 99.1% of cases.

This study explores the experiences of science and mathematics teachers during the Triple Pandemic: a pandemic of COVID-19, poverty, and racism. The intersection of COVID-19, poverty, and racism created a novel educational context for teachers to navigate. Using an intersectional qualitative case study approach, this study highlights the stories of three middle school science and mathematics teachers as they strove to meet the needs of their students during a time of crisis brought forth by COVID-19 and as pre-existing systemic inequities surfaced during the period of remote learning. Using data collected from an initial and final questionnaire (Likert scale and open-ended), semi-structured interviews, audio journal entries, and a focus group this study sought to capture the teachers’ experiences, their emotions, adjustments to teaching practice, and challenges encountered. Guided by a conceptual framework integrating Sensemaking Theory, Critical Consciousness, Positional Identity, and Science Identity as a Lived Experience, this study further examined the ways teaching remotely developed, shifted, and affirmed their science and mathematics identities and the impact of sensemaking of their experiences had on their educational priorities. The findings highlight the participants' emotionally charged and challenging experiences as they made sense of their roles as science and mathematics teachers and gained an increasing awareness of systemic inequities. The three participants developed a critical consciousness through their confrontation of inequities, increased racial identity, and development of their critical agency. Additionally, the participants’ sensemaking of the educational context produced by the Triple Pandemic resulted in the development of new educational priorities reflecting social justice engagement on micro and meso levels and in identity tensions as science and mathematics teachers.

This dissertation includes three papers examining financial long-term care planning among low-income aging adults and the consequences of Medicaid policies like estate recovery. Paper one considers Medicaid estate recovery and its impact on Medicaid enrollment and homeownership among low-income adults age 65 and older. Paper two examines the estate planning and wealth transfer behaviors of a cohort of older adults newly enrolled in Medicaid. Finally, paper three presents a case study of Medicaid estate recovery in North Carolina. Collectively, these three papers find that Medicaid policies that target older adults may be having disparate effects depending on socioeconomic status, race, and rurality and exacerbating disparities in intergenerational transfers of wealth while recouping little for state Medicaid programs.

The purpose of this study was to create a manual for organizations seeking to expand from one high-performing charter school into a network of charters, while serving high-poverty populations. A well-documented critical need exists to expand quality educational options for high-poverty students. Despite legislation and investments, prior reform efforts have failed to significantly improve the academic outcomes of historically underserved Black, Brown, Latino, and low-income students. Charters schools are an important option for families seeking to expand the educational options for students whose parental incomes assign them to chronically failing schools. Despite disproportionately enrolling high-poverty students, some high-performing charter schools are excelling with this population. The research methodology included semi-structured 1-hour interviews, site visits, and artifact review from CMO leaders, funders, and consultants of high-performing charter schools The interviews were then transcribed and coded, and seven recurring themes emerged. Data analysis involved comparing these emergent themes with previous research. Data analysis found that the high-performing charter schools serving high populations credit culture, systems, and human capital as the three main components of successful expansion. Although the order differed, every participant cited these three factors as critical to replication with integrity. Interviews, site observations, and artifacts in the current study identified the following recurring themes: 1. Culture Is Everything 2. The Model: This Is How We Do Things 3. Codification for Replication 4. Inspect What You Expect 5. Develop Human Capital 6. Operations Are the Drivers of Network Success 7. Accountability, Autonomy, Equity The findings in the current study show a demonstrated need for replication with the participants highlighting the challenges, lessons learned, and crucial advice to future operators. The final product is a guidebook that provides charter school leaders, charter management leaders, and other stakeholders with concise information on instructional practices, school culture, curriculum, finances, and other factors that impact charter school expansion. This manual is based on the premise that high-performing charter schools offer increased opportunities for academic success and, thus, life success for economically disadvantaged students.

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