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.

With an ever-increasing mental health concerns and social-emotional needs of adolescents, it is more important than ever for schools to go beyond academics, and therefore, it is imperative to provide a universal social-emotional curriculum for students. Despite limited resources and the logistical challenges of scheduling additional content during the academic day, school districts must prioritize social-emotional learning in the same manner as core content as ELA and mathematics. Using a mixed-methods approach, this research study honed in on middle school teachers’ perception of SEL and its impact on student behavior. Qualitative data was collected from self-reflection pre- and post-surveys so that the researcher could better comprehend the depth of teacher’s understanding of SEL and its purpose. Quantitative data was gathered from the surveys to show to identify how effective staff felt an SEL curriculum is for students and to what degree they would be willing to implement an SEL curriculum during the instructional day. Additionally, student behavioral data, in the form of state reportable offenses, was collected before and after the implementation of the School-Connect SEL curriculum and then analyzed and compared to see if there was a causal relationship. Although there was no clear correlation between the SEL curriculum and a decrease in student behavior, there was, however, a positive change in teacher perception of SEL. At the inception of the SEL, general optimism existed as staff expressed a willingness to facilitate SEL lessons and saw value in the curriculum. The post-survey results saw that optimism evolve into enthusiasm to continue with the School-Connect SEL platform, as staff perceived SEL to be effective and were far more willing to facilitate the social-emotional learning lessons with their students. However, the research did not come without limitations, and therefore, further studies are recommended to better understand the impact of SEL on student behavior, and ultimately, student achievement.