The Coronavirus Disease [COVID-19] pandemic was a public health crisis. As of January 2022, there were over 314 million infections and over 5.5 million deaths (Assefa et al., 2022). Unfortunately, COVID-19 disproportionately impacted minoritized populations. This study will investigate the relationship between COVID-19 and the impact on minoritized students attending Title I elementary schools in one urban school district. According to Lopez-Ibor (2006), "disasters are diverse events as a consequence of a danger that affects social groups and produces material and human losses resulting in insufficient resources of the community and insufficient coping through social mechanisms" (p. 22). COVID-19 affected large numbers of people through death, illness, or financial crisis. According to the International Society for Traumatic Stress Studies (2016), disasters are considered traumatic experiences. After such disasters, it is normal for one to experience a number of stress-related reactions, followed by grieving and loss. In disastrous circumstances, the experience of safety, security, and predictability in the world is challenged, and a sense of uncertainty becomes the new normal. The way the global crisis was handled by the United States government was questioned by public health experts (Dow et al., 2021). The federal response to COVID-19 impacted society, negatively impacting the economy. COVID-19 impacted minority communities at a significant rate. The children of the most impacted areas were also affected by grief resulting from the loss of a loved one, further distrust in the government, and continued financial distress. For this reason, this study will examine the impact structural racism had on minoritized populations during the COVID-19 pandemic. Minoritized students were most impacted by school closures, leading to caregiver job loss and a rise in mental health concerns for caregivers and children (Lawson et al., 2020). Furthermore, the same discipline inequalities that existed pre-COVID-19 resurfaced during virtual learning and the online access issues virtual learning brought. Schools eventually reopened, but it has not been determined if schools were prepared to respond to trauma caused by COVID-19. The conclusions and recommendations of this study can support school district leaders in determining how to design culturally responsive support systems for minoritized students as it relates to the impact of COVID-19. This research also has the potential to impact policy, specifically how funding is allocated to provide resources and support to minoritized students.

This study aimed to identify student characteristics (age, grade level, gender, race, students with disabilities [SWD], English Language Learners [ELL], socioeconomic status [SES], and enrollment period) and academic performance indicators (grade point average [GPA], Florida Standards Assessment [FSA] scale scores, and promotion status) that were potential predictors of course completers and non-completers in a K-11 virtual charter school. Multinomial and hierarchical multiple regression analyses determined the relationship between student characteristics, student performance indicators, and course completers and non-completers. Data analyses indicated age, enrollment period, promotion status, and GPA were predictive of course completion or noncompletion for all grade level bands. By identifying student indicators that may be predictive of course completers and course non-completers, an early warning system has the potential to support virtual schools in implementing appropriate interventions to increase the number of student course completers.

The purpose of this study was to determine instructional leaders and instructional faculty's knowledge of a Multi-Tiered System of Supports Framework as an intervention tool to support struggling students. The study analyzed instructional staff knowledge of the definition, purpose, and implementation of an MTSS Framework. This study also evaluated the extent to which school-based leadership utilizes MTSS data to inform decisions related to intervention around academics, behavior, and social-emotional learning. The results of the study indicated that school-based leaders had limited knowledge of the definition and purpose of a Multi-Tiered System of Support Framework. Instructional staff also had limited knowledge of the definition, purpose, and implementation of a Multi-Tiered System of Support Framework as a tool for intervention. As a result, further professional development at the school-based leadership and instructional level are needed so that all school personnel understand the benefits that the implementation of a Multi-Tiered System of Support Framework as an intervention tool can have on academic growth, positive behavior supports, and social-emotional learning.

The purpose of this study was to examine the high school experiences of theatre students at a large university in Central Florida to determine which of the Collective for Academic and Social Emotional Learning's (CASEL) five social-emotional learning strategies (SEL 5) were remembered (CASEL, 2022). An opt-in focus group of students who identify as lesbian, gay, bisexual, transgender, queer, intersex, or asexual (LGBTQIA+) and were involved in K-12 theatre were interviewed to examine if the SEL 5 strategies being utilized had a distinct impression on this vulnerable population (Krishan, et al., 2016). Due to scheduling, only one student was able to participate in the focus group, a transexual male. In addition, teachers of the same Central Florida county were surveyed to determine the SEL 5 strategies most often used in their classrooms (including rehearsals and extracurricular activities). A content analysis was then performed on this qualitative data and then member-checked through an artificial intelligence program, ChatGPT. Within the SEL 5 framework, parallels were found between the descriptions of the SEL 5 and Arao and Clemens's (2013) description of a Brave Space, who used Augusto Boal and Paolo Freire as inspiration for their social justice framework. Qualitative Analysis was performed on all responses, then member-checked through an Artificial Intelligence (AI) program, ChatGPT. It was found that Self-Awareness, Social Awareness, and Relationship Skills were the SEL 5 ranked highest by not only teachers but students as well. Both groups ranked Self-Management and Responsible Decision Making as the lowest two. Students ranked Relationship Skills higher than Social Awareness. These top three SEL 5 competencies correspond to Challenges, Not Attacks; Mindful Respect; and Conflict with Humanity in the Brave Space model by Arao and Clemens (2013). Now these are known, there is discussion for school leaders to then transform school culture into a place where brave discussions can happen, and respectful behaviors can occur.

The study explores predictive associations between student perceptions of a sense of belonging, teacher perceptions of teaching efficacy, family perceptions of school fit, and academic growth within a post-COVID-19 shutdown landscape. Learning loss due to the COVID-19 pandemic instructional disruption can have long-lasting impacts, necessitating instructional interventions that aim to close learning gaps and increase learning gains (UNESCO, 2020). Drawing from 5 global datasets, the World Bank simulation conducted in 2021 projected a COVID-19 school closure learning loss range of .3 to 1.1 years, the range attributed to 4 possible scenarios with converse intervals of closure and effectiveness of mitigation measures (Azevedo, 2021), marking a minimum 20% increase in average learning loss of 1 to 4 months attributed to breaks in instruction, such as summer break (Kuhfeld, 2019). The study assesses statistical predictive associations through ordinal logistic regression utilizing climate survey data and dichotomously coded learning gains. Such predictive associations will empower school leaders with an expanded arsenal of creative solutions to novel challenges presented by both the COVID-19 pandemic and the looming funding cliff created by pandemic relief efforts. Stratified random sampling was employed to select participants from 138 schools within Orange County Public Schools (OCPS) grades 3-5 that met the eligibility for learning gains defined by Florida Department of Education (FDOE) School Grade accountability criteria and are enrolled in schools meeting the Annual Stakeholder participation thresholds. Findings indicate a statistically significant relationship between student math learning gains and student sense of belonging ratings, providing administrators with a method of monitoring student performance trajectories beyond traditional assessment-based monitoring systems.

The study examined whether Culturally Responsive Instructional practices would improve academic outcomes for Black male high school students in an urban school district. Unfortunately, educational policies and societal challenges have created different experiences for Black and White students (Darling-Hammond, 2005). Those experiences contributed to lower literacy rates, test scores, and dropout rates. According to Howard (2010), Culturally Responsive Instruction increases the academic outcomes for diverse students. However, some teachers struggle to effectively implement cultural responsive pedagogy to improve outcomes for Black male students. The literature suggests utilizing methods centered in student's lived experiences can help them overcome societal barriers. However, some teachers struggle to provide quality instruction for Black male students. For this reason, principals need to ensure that teachers have the training to meet Black male students needs.

This correlational, quantitative study examined if any relationship existed between Bolman and Deal's Organizational Theory and Strategic Enrollment Management in regard to a private, Christian school's enrollment. The study used four years of historical survey data, five years of enrollment data, and cross-referenced data points to find any similarities or common threads as to areas that could potentially be plaguing the enrollment numbers. The population of this study or unit of analysis included the following groups: 3rd-6th students, 7th-12th students, K-12th parents, and all faculty and staff. Historical survey data from focused climate and culture surveys completed through the EProve, Cognia website were used to provide data for the research. The survey instrument included both closed-ended and open-ended survey questions. Enrollment numbers provided by the private school's FACTS SIS enrollment management site, the school's hierarchal organizational chart, and their marketing plan were also investigated. There existed a potential link between the school's organizational framework, its enrollment system, and its enrollment numbers. While the findings of this study do not indicate that the current organizational framework and enrollment management system of the school is the sole reason for the increasing enrollment numbers, it is important to notate that there was a direct increase of enrollment following a change in both of these areas. These findings were discussed and recommendations for future research were provided.

The purpose of this study was to compare teachers' perceptions of principal effectiveness in secondary schools nominated for the National Secondary School Recognition Program and a randomly selected sample of schools not nominated for the National Secondary School Recognition Program in Tennessee. Evaluation of principal effectiveness was based upon teachers' perceptions as measured by the Audit of Principal Effectiveness, (APE). The data were gathered by mail survey. The Audit of Principal effectiveness were sent to participating secondary schools in the state of Tennessee with enrollment of 1000 and more. The teachers were asked to participate by answering a questionnaire regarding their principal. Analysis of variance was used to determine whether there was a difference in teachers' perceptions of the principals. The results of this study were as follows: Scores on organizational development, organizational directions, organizational procedures, student relations, affective processes, educational program, instructional improvement, and curriculum improvement of principals in high schools nominated for the National Secondary School Recognition Program were significantly higher than scores of principals of randomly selected high schools not nominated. No significant differences were found in organizational linkage, organizational environment, teacher relations, and interactive processes scores of principals in high schools nominated for the National Secondary School Recognition Program when compared to principals of randomly selected high schools not nominated. Recommendations based on the findings were given.

The problem of this study was to determine if there were differences in principals' supervisory emphases and practices in school systems where the superintendent is appointed and in school systems where the superintendent is elected by popular vote. A total of three hundred principals was surveyed using a Supervisory Practices Inventory developed by Albert and Judith Canfield. The principals responded to questions about supervisory emphasis and practices. The supervisory emphases areas were people, tasks or results, paralleling those developed by Peter Drucker and George Odiorne. The other area of response was in supervisory practices. Three methods were measured by the inventory: individual principal's initiation, group participation and supervisory initiation. These concepts related to Rensis Likert's model of decision-making and to that of Victor Vroom and Arthur Jago. No significant differences were found in any of the areas studied when comparing principals' supervisory emphases and practices in elected districts with those in the appointed districts. In comparing the two political environments it was found that principals showed no significant differences in either supervisory emphases or practices. Recommendations for future research were given.

Purpose. The purpose of this study was to determine whether certain characteristics of public school administrators are present which can be used as descriptors for other educators' potential for acquiring computer literacy from a specific staff development model. Procedure. Participants in the study were 44 public school administrators from the Northwest Education Region of North Carolina. The study was quasi-experimental, using a pretest, treatment, and posttest design. The treatment of the subjects consisted of six three-hour sessions of computer literacy training. It was administered over a 12-week period of time. A model for staff development of computer literacy was designed to include the basic and most important concepts of computer literacy, as identified by a search of the literature and examination of available models. Two instruments were used to obtain the data necessary for the study; a personal data sheet was developed to collect the demographic data required to determine the independent variables and The Minnesota Computer Literacy and Awareness Assessment was used to measure attitudes toward computers and computer knowledge. Data were analyzed by the Statistical Package for the Social Sciences Extended (SPSSX) which computed the Pearson Product-moment or t tests as deemed appropriate for each of 12 hypotheses. The minimum acceptable level for determining significance was at the .05 level. Findings. Data analysis indicated that: (1) Attitudes toward computers have an effect on the attainment of computer knowledge. (2) The staff development model designed was effective in promoting computer literacy. (3) The attainment of computer literacy results in a more positive attitude toward computers. (4) The variables of age, gender, position in school system, or length of time in the educational profession do not significantly influence attitudes toward computers. (5) The attainment of computer knowledge was significantly higher for females than for males. (6) The attainment of computer knowledge was not influenced by the area of initial certification or position in the school system. (7) Assignment as principal of an elementary school or a secondary school did not influence attitudes toward computers or the attainment of computer knowledge.