2024 Doctoral Capstone Projects

This mixed-methods study of action research examines the teacher attrition rates in one district aligned to national measures and theories. The purpose of this study is to determine the satisfaction of teachers in their current positions, the reasons that cause them to remain or leave a district and how certain factors including the pandemic, finances and burn-out impact their perception of staying. The main questions that guide this research include what are the factors that have led to faculty leaving the district in the past three years? How do teachers view the way the district supports its staff? And what factors do teachers perceive would be helpful in retaining faculty members? Data collection consisted of surveys and interviews to current and former teachers of the district of study. These surveys and interviews provided insight to the rationale and factors leading to higher than historical average teacher attrition rates. This collection and analysis of quantitative data woven together with qualitative interviews provided a depth of understanding that can guide a district’s future steps in lowering attrition rates. The research concludes that while consideration of leaving a district is ultimately burn-out in the profession, most teachers only choose to leave based on location and family which are outside of the district’s control. However, to alleviate consideration and potential attrition of teachers due to burn-out in the profession, recommendations are included to guide district improvement in teacher support.

Renaissance Academy Charter School in Phoenixville, PA, has implemented a Multi-Tiered System of Supports (MTSS) to provide comprehensive academic, behavioral, and social-emotional support to its students. The school emphasizes early identification and intervention through regular progress monitoring and data-driven decision-making to foster academic success and overall student well-being. A key focus of improvement for Renaissance Academy's MTSS framework is enhancing its behavioral support system. While the academic MTSS structure is well-defined and supported by ongoing professional development and curriculum alignment with state standards, the behavioral MTSS procedures need clearer guidelines and implementation strategies. The focus of the research project was how to improve the current MTSS system at Renaissance Academy Charter School. By identifying the areas of growth in the school’s current system and using other schools as models, Renaissance Academy can strengthen its MTSS framework and improve outcomes for all students.