2024 Doctoral Capstone Projects

The Kiski Area School District has faced persistent challenges with low achievement on state standardized mathematics tests, particularly in grades five (5) and six (6). During the 2021-2022 academic year, 5th-grade math scores exhibited the most significant decline within the 3rd through 8th-grade band, showing a 37% decrease in proficiency from 4th to 5th grade. This trend was also observed statewide among participants in the Pennsylvania System of School Assessment (PSSA) exams, which saw a 6.9% decrease in proficiency from 4th to 5th grade for the 2022 testing period. Despite substantial efforts over the past five years to improve mid-level mathematics achievement, the district's results have remained minimal. This study aimed to identify effective strategies employed by high-achieving schools to enhance mathematics proficiency among 5th graders, especially those with learning disabilities and from economically disadvantaged backgrounds. Utilizing quantitative data from the Pennsylvania Department of Education (PDE), three high-performing schools with at least a 60% proficiency rate on the 5th-grade mathematics PSSAs and a minimum of 20% economically disadvantaged students were selected. Qualitative data was then gathered through semi-structured interviews with school leaders to uncover the methods and processes that contribute to their success. The interviews revealed three key themes critical to improving student achievement in mid-level mathematics: the implementation of a guaranteed and viable curriculum aligned with state standards, a comprehensive assessment system that allows for early identification and remediation of learning deficiencies, and effective communication strategies to engage families in supporting their child's academic progress. These findings suggest that a strategic focus on curriculum alignment, assessment, and family involvement can have a significant impact on mathematical achievement.

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.