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.

This study evaluates the effectiveness of block scheduling in mathematics at Palmerton Area Junior High School (PJHS). Implemented in 2018-2019 to address poor student performance, the modified Block Schedule provides students with 90 minutes of daily mathematics instruction. Despite this significant change, no formal evaluation has been conducted until now.
The study aims to answer the following questions: How did the Block Schedule affect student grades during marking periods and at the end of the year? Did it influence the number of students scoring Advanced or Proficient on the Mathematics PSSA? How did math grades compare to other subjects taught traditionally? What was the impact on student discipline and attendance?
Data from PJHS’s student information system, including grades, PSSA scores, attendance, and discipline records, were analyzed. The comparison covers three years of the Traditional Schedule and four years of the Block Schedule, using statistical methods to evaluate the data.
Results indicated improvements in mathematics achievement under the Block Schedule, with higher marking period and year-end grades, and an increased number of students scoring Advanced or Proficient on the Mathematics PSSA. However, no significant changes were observed in discipline referrals or attendance rates.
The study provides insights into the academic benefits of block scheduling in mathematics and offers recommendations for further research.