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.

School districts today are facing an increased need for mental health support for students. This mixed-methods study analyzed the perceptions of the school climate by both students and teachers in the fifth and sixth grades at Penns Valley Elementary and Intermediate School, using two trauma-informed interventions: therapy dogs and mentoring. The purpose of this study was to determine if therapy dogs and mentoring could positively affect school climate, thereby providing resources for mental health support. Four research questions guided the study. The first two questions focused on the relationship between mentoring and therapy dog interventions and student perceptions of school climate while the third and fourth research questions focused on teacher perceptions of school climate when therapy dog and mentoring interventions were implemented in the classroom. Attendance, threat assessment, risk assessment, office discipline referral, and student survey data were collected to analyze student perceptions of school climate through qualitative and quantitative measures. A survey of teachers participating in the mentoring or therapy dog intervention was used to collect qualitative data on teacher perceptions of school climate. The research study analysis showed a positive relationship between student and teacher perceptions of school climate when the trauma-informed interventions of mentoring and therapy dog were implemented.

National, state, and local research has emphasized the importance of student attendance and engagement and the impact of school culture within urban education. The Capstone project focused on identifying educational indicators' systemic and individual outcomes within two urban high school programs. The targeted focus areas included 9th and 10th grades for the key indicators of student attendance, school activities, and on-track career readiness. The School Improvement Staff Survey (Survey) was also offered to teachers in 9th and 10th grades to identify the relationship of staff working directly with students and the response to engaging students toward educational attainment. The purpose of the quantitative study was to investigate the relationships between educational indicators using the readily collected data sources and the results of the Survey. The analysis showed that the indicators of student engagement paired with the school climate Survey positively supported the student outcomes in the three educational indicators. The research reported results that, when coordinated, provide the foundation for sources of information to improve student engagement in the high school experience. The District’s focus on data-driven decision-making has the potential to show improved reporting and outcomes in student and staff engagement in the high school programs. Prioritizing this work within District-supported plans will further validate the measures paired with future interventions and support for students and staff in the high school programs, offering a promising outlook for the future.