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This study utilized ordinal logistic regression to investigate the factors influencing the completion of dual enrollment courses among male participants in a Virginia high school program. The research aimed to address the significant underrepresentation of Black males in dual enrollment participation and credit attainment compared to their White male peers, despite equal access. Drawing from psychologist Lev Vygotsky's sociocultural theory, which emphasizes the social nature of learning and the influence of culture on intelligence development, the study investigated the predictive role of various factors, including first-generation college student status, race, cumulative GPA, English and mathematics placement test scores, and the number of attempted dual enrollment credits. Based on archival historical data, a stratified random sample of 174 high school students (both Black and White males in grades 11 and 12) was chosen, all attempting at least one college-level class during the 2019-2020 academic year. The findings revealed that higher cumulative GPAs and attempting more credits increased the likelihood of Black males successfully earning dual enrollment credits. The second research question indicated that first-generation students attempting more dual enrollment credits were more likely to succeed in earning such credits. Additionally, first-generation students with higher cumulative GPAs had an increased likelihood of earning dual enrollment credits. Students with higher cumulative GPAs and those attempting more dual enrollment credits or possessing higher placement test scores also earned more dual enrollment credits. The study's results offer practical recommendations for secondary and community college educators, emphasizing the importance of removing barriers to access. The findings underscore the necessity for further research to comprehensively understand factors impacting students' completion of dual enrollment credits. The study advocates for educators and policymakers to consider students' access to academic support and be aware of elements enhancing the likelihood of successful dual enrollment credit attainment. Overall, this research contributes to the ongoing dialogue on improving the effectiveness and equality of dual enrollment programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem addressed in this study was the high dropout rate and the resulting low graduation rate in alternative virtual school settings. This quantitative correlational case study examined the influence of three instructional modalities on students' credit accrual and graduation rates in one alternative education virtual high school. The three modalities of instruction included a synchronous pathway, an asynchronous pathway, and a combination of synchronous and asynchronous instructional delivery. The lens of connectivism learning theory served as the theoretical framework that supports understanding the relationships between different modalities of instruction and students' learning outcomes (e.g., accrual rates and graduation rates) in an online setting. Data were collected on the 2023 senior class, consisting of 238 students, to understand better the influence of academic services on at-risk students' credit accrual and graduation rates. While no significant results were found in this study, the school has experienced an 11% increase in graduation rate over the last four years. Further research on other school programming components may highlight contributing factors that increase student learning and result in higher credit accrual and graduation rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

On November 2015, the Commission on Accreditation of Physical Therapy Education (CAPTE) published position papers for the 2016 changes to the CAPTE standards. One of these position papers discussed the changes in the 2016 standards related to the qualifications for the position of a program director (PD) for a physical therapist assistant. A specific qualification requirement was added stating "experience in educational theory and methodology, instructional design, student evaluation and outcome assessment, including the equivalent of nine academic (semester) credits of coursework in educational foundations." The effectiveness of this additional requirement has to date not been assessed. The purpose of this study is to determine if the addition of educational foundations preparation for PTA program directors is related to a change in student outcomes and accreditation status. Additionally, this study will explore how the program directors of PTA programs feel about the educational foundations requirement and their ability to meet the standards for curricular assessment and student outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A quantitative nonexperimental ex post facto approach studied the relationship between student characteristics and online course retention over three different periods. The research reviewed online student characteristics like gender, ethnicity, Pell eligibility, previous online experience, GPA, total credit hours, and age to test for pre, intra, and post-pandemic changes. Chi-square, Kruskal-Wallis, and multivariable binary logistic regression tests assessed statistical differences in the data. The research found statistically significant relationships between gender, ethnicity, Pell eligibility, previous online experience, online course retention, and time period. The mean GPA, total credit hours, and age are statistically different for the periods. A statistically significant relationship existed between student gender, ethnicity, Pell eligibility, previous online experience, GPA, total credit hours, and age and online course retention over different periods. Student gender, ethnicity, Pell eligibility, previous online experience, GPA, total credit hours, age, and period significantly predict student online course retention. Future research should increase the sampling to include other geographic locations and more diverse colleges. Research should examine other variables beyond those studied that might have played a role in online student retention. Educational leaders can use this research to develop new policies and procedures to improve online student retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The demand for science, technology, engineering, and mathematics (STEM) courses in education aligns with the need to advance society through innovation and research. Proficiency in STEM courses and curriculum is critical for nations to become global economic leaders. However, the majority of students in high school do not participate in STEM programs due to barriers to access and inclusion in these programs, particularly for underrepresented groups inferred to Students with disabilities (SWDs). The current study uses secondary data with a study population of 20,000 students from the High School Longitudinal Study of 2009 (HSLS, 2009) to analyze the relationship between the independent variable (STEM enrichment program), as well as the dependent variables (math scores, number of STEM courses, and number of high school attendants). Overall, 8.2% of students responded as having a disability that affected their ability to succeed in STEM programs, while 91.8% indicated they had no disabilities. A bi-plots between STEM enrichment versus math scores, the total number of stem credits, and college attendants of students with disabilities and non-disabled were explored to see if the increased STEM enrichment programs significantly affected student math scores. The results showed that student math scores and the number of STEM credits generally increase as the number of STEM enrichment program offerings increases for disabled students. There is no significant relationship between STEM enrichment programs and the number of college attendants, however, because disabled students go to college for other courses in addition to taking STEM enrichment programs. Although STEM enrichment programs may offer useful experiences and skills, these programs--which frequently target high school students--might not address structural challenges students with disabilities have when trying to attend higher education. Results also showed that an increase in STEM enrichment programs has little effect on both student math scores and the number of college STEM credits taken by non-disabled students. Prioritizing STEM course offerings for students who are disabled, focusing on educational programs and policymaking, could potentially impact student performance in math for both students who are disabled and students who are not. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined teachers' perceptions of and experiences with credit recovery (CR), as well as the instructional supports, especially in reading, that teachers use to help their SWDs succeed. The study employed a mixed-methods approach that involved both descriptive statistics and qualitative inquiry. Sixty-one CR teachers from a Midwestern state responded to the "Credit Recovery Instructional Supports Survey" (CRISS), and three of those teachers participated in semi structured follow-up interviews. By completing the CRISS, participants provided descriptive information about characteristics of their schools, of their online CR courses, the purposes and descriptors of CR, the structure and implementation of CR programs, and the instructional support utilized by teachers and embedded within the CR platforms. Results of Chi-square analyses indicated no significant differences between general and special education teachers' perceptions of learning grade-level material and the perceived suitability of CR for students with and without disabilities. Analyses did indicate differences between teacher groups regarding the increase in CR usage during the COVID-19 pandemic. The semistructured interviews resulted in five common themes: student motivation, helping students achieve success, accommodations on learning management systems, teacher-provided accommodations, and reasons for being in CR. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

My study seeks to explore the extent that select secondary and postsecondary indicators predict STEM student enrollment and persistence particularly for Hispanic students. Identifying postsecondary STEM success and college readiness indicators with special focus on malleable indicators that can assist educators, administrators, and policymakers in designing and implementing educational interventions targeted at improving representation of Hispanic students that receive postsecondary STEM degrees. Currently there are few studies that use data from nationally representative samples of students to research the relationship between predictiveness of indicators and postsecondary STEM success, in particular, studies that explore which indicators differentially predict postsecondary STEM outcomes for Hispanic students and Hispanic subgroups. The goals of my research are to determine which indicators are most predictive of future postsecondary success of Hispanic students, and whether these indicators are consistent with previous research on predictors of postsecondary success (Hinojosa, et al., 2016; McClarty & Gartner, 2015). By better understanding the indicators most influential in predicting the future success of Hispanic students, interventions and program decisions can be more effectively tailored to the needs of these students to support increasing representation of Hispanic students enrolling in and persisting in a STEM major or degree. A two-stage analysis plan was implemented for this study. The first stage of analysis involved generating descriptive statistics. The second stage of analysis involved a series of binomial logistic regression models to explore differences between Hispanic students and White students, and within Hispanic group differences moderated by socioeconomic status (SES) and English language learner (ELL) status. The sample for this study was taken from the High School Longitudinal Study of 2009 (HSLS:09) that followed a cohort of students beginning their ninth-grade year of high school. Data were collected on the students in Fall 2009, three years later in spring 2012 of their 11th grade, and as part of second follow-up three years after graduation in 2016.Findings indicate variables from the conceptual framework categories of achievement, behavior, motivation, and social engagement are associated with predicting the likelihood of declaring an NSF supported STEM field of study or degree. The variables of credits earned in science, time spent on math homework/studying and science homework/studying, and participation in math activities were significant for Hispanic students compared to White students, for high SES Hispanic students and for non-ELL Hispanic students, although there was a negative association to the outcome variable for time spent on math homework/studying. Variables from the conceptual framework categories of family circumstances and school characteristics were removed from analysis because of low numbers of responses. However, results from the logistic regression models created explain between 8.9% and 33.6% of the variance in declaring an NSF supported STEM field of study or degree for Hispanic students. The number of jobs in STEM or Science and Engineering (S&E) is expected to increase significantly, and minorities are projected to account for over half of the U.S. population by 2060, with Hispanics being one of the groups to have some of the largest gains. Hispanics, however, along with other minority groups, are underrepresented in STEM or S&E careers and completion of related postsecondary degrees. Further, there is little research using nationally representative data sets that examine "the predictive power of indicators of postsecondary STEM success for Hispanic students" or within Hispanic population differences, including such factors as SES and ELL status (Hinojosa et al., 2016, p.14). Findings from this study can provide educational stakeholders with additional insights aimed at more targeted and earlier interventions and program supports to increase equitable representation of Hispanic students completing postsecondary STEM degrees. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem this study explored was that despite the various methods of differentiating professional development content to meet the needs of K-12 teachers, teacher professional development programming does not meet the career growth needs of many professional educators. The purpose of this qualitative descriptive study was to explore how ten K-12 California public school teachers perceived professional development models implemented by their school district and how perspectives regarding for-credit content differ in comparison to not-for-credit content. Albert Bandura's Social Cognitive Theory was used as the theoretical framework for this study. Two research question supported this study. Research Question 1 focused on public-school K-12 teachers' beliefs about the types of professional development content offered by their employing school district. Research Question 2 focused on the beliefs of veteran public-school K-12 teachers about the importance of professional development aligned with for-credit higher education units to their personal professional development. Data collection was completed through semi-structured interviews and a directed journal activity. Thematic analysis was used to identify themes, code and categorize data. Four themes emerged during data analysis. Themes provided insight into how teachers perceive professional development models in their school district and their beliefs about personal applicability of those experiences. Implications of the study include the perceived benefit of professional development to teachers in meeting professional goals, as well as the beneficial nature of access to graduate credit options, and salary schedule increases for some teachers as positive. Participants also indicated that the applicability of professional development content was heavily impacted by the opportunities to experience various teaching practices and collaborate with colleagues following the professional development experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation describes the impact of a new blended virtual program on a school district. The dissertation focuses on the 2021-22 school year, when the school district initiated a blended virtual program to help educate students. The research compared credits earned and not earned by students in grades 9-12 who participated in the blended virtual program and those students that attended school face to face. The researcher examined the findings and used the results to advocate for ongoing investment in the blended virtual program. Findings support the hypothesis that student success can occur outside of a brick-and-mortar classroom environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Systemic gaps across educational opportunities for students of color and students from economically marginalized communities continue to exist in educational contexts. As Gorski (2018) stated, public education is supposed to be the great equalizer. Yet, we can see that our meritocratic system is creating further divides between those who have opportunities and those who do not. There is an overwhelming amount of research surrounding the barriers marginalized students face when accessing Advanced Placement coursework (e.g., Ricciardi & Winsler, 2021). I see the inclusion of equal access to AP courses as a step in equalizing the opportunities for all students. My research questions were developed to assess whether students and families in a Title 1, high-minority school view the inclusion of AP courses as a worthwhile initiative to pursue. My research questions were: 1) What do students and family members in a Title 1, high-minority school say about Advanced Placement coursework? And 2) In what ways do students' and families' perceptions of Advanced Placement align with their views and goals for the future? I adopted a qualitative study design to honor the voices of the participants to understand better what the students themselves think about AP and allow their voices to guide what we do moving forward as a school. Through systematic data analysis, I identified four major themes. The themes included the primary decision-making role of students when choosing courses, the varying roles of teachers in students' academic and emotional support, the lack of clear alignment between AP coursework and students' future goals, and the influence of self-efficacy on course choices and success. Additionally, the students and parents viewed access to these courses as an equitable action step for the school. The findings of this study suggest that more work needs to be done to ensure students have access to all possible rigorous course options available. Schools must develop a mechanism for ensuring information is shared with students and parents on the various rigorous course offerings available so that students and parents can make an informed decision regarding course selection. Descriptions of courses and the purpose of specific courses must be made available in the languages prevalent in the community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In four years of high school education some students do not achieve the appropriate number of credits to receive a diploma. To support over-age, under-credited students, each high school has to intervene. Schools need to find ways to help students receive the credits needed, allow students to go beyond four years to graduate, or drop out of high school. In many cases, students become under-credited after the first year of high school. While schools may easily determine who the under-credited students are, how, or even whether the issue is addressed before the second or third year of high school many times is arbitrary. Many under-credited students are at the mercy of a haphazard system dependent on a competent, caring school counselor. Processes, like regular transcript reviews, are only effective when specific school employees, including school counselors, building-level administrators, or district-level administration see it as a problem. This research will focus on rural, suburban, and urban public high schools in the Commonwealth of Pennsylvania and the ways and extent to which their students are on track to achieve the correct number of credits to graduate. This qualitative descriptive research will include an Executive Summary including best practices for supporting over-age, under-credited students available to the Commonwealth's Intermediate Units. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]