2024 Doctoral Capstone Projects

Sense of belonging within the community has been identified as an important psychological mindset that is a critical contributing factor to individual success. This capstone research study focuses on how sense of belonging in the school environment impacts student attendance and academic growth. Through an extensive review and analysis of available literature, this study seeks to answer three research questions. 1) What is the relationship between a sense of belonging and student attendance? 2) What is the relationship between a sense of belonging and academic growth? 3) What is the relationship between a family’s sense of belonging in the school environment, attendance, and academic growth? A quantitative research approach, comprised of student and family surveys, average daily attendance, and academic growth was used to collect data to answer the research questions. The results of this research study indicate that sense of belonging has a direct impact on both attendance and academic growth. The conclusions indicate that by improving the sense of belonging in the school environment, educators can strengthen other areas that are essential to student success. The findings within this study will provide district leaders with evidence to support opportunities for professional development aiming to increase sense of belonging in the school setting.

This research project aimed to investigate the impact of Whole School Cluster Grouping on student achievement, student growth, and teacher efficacy. The primary purpose was
to explore innovative strategies to meet the diverse needs of all students in a comprehensive educational setting. The study employed a mixed-methods research design, integrating both quantitative and qualitative data to provide a holistic understanding of the intervention's effects. Pre- and post-intervention quantitative data were collected from standardized test scores in English Language Arts and mathematics across grades 1 through 4. Qualitative data were derived from teacher efficacy surveys and narrative responses, providing insights into teacher experiences and perceptions. The analysis included comparing pre- and post-intervention achievement and growth percentages, as well as examining changes in teacher efficacy ratings. The results of Whole School Cluster Grouping indicated mixed impacts on student achievement and positive impacts on student growth. Teacher efficacy showed marked improvement in areas such as student engagement, instructional strategies, and classroom management, suggesting that Whole School Cluster Grouping positively influenced teachers' confidence and effectiveness. Overall, the findings suggest that Whole School Cluster Grouping has the potential to enhance educational outcomes but requires careful implementation to address challenges and optimize its effectiveness.