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.

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.

This research investigates the main sources of professional development and support for K-12 principals and assistant principals in Pennsylvania, encompassing various areas of training, including but not limited to SEL and building equitable school communities. The study explores whether school leaders receive specific professional development related to these areas and examines if the training goes beyond defining concepts and developing general awareness.
Using a mixed-methods approach, the research gathered data through a survey and structured interviews. The survey employed Likert scales and multiple-choice questions to collect quantitative data, while interviews provided qualitative insights. Findings reveal significant gaps in several training areas, including SEL and equity, highlighting that current programs often lack depth and practical application.
The study identifies a need for more comprehensive, ongoing, and accessible professional development opportunities. Recommendations include addressing barriers to equitable training, developing sustained training sessions, and implementing practical support systems. By addressing these gaps, school districts can better equip their leaders to meet the diverse needs of their school communities and promote continuous improvement.
This research enhances the understanding of the professional development needs of K-12 principals and assistant principals in Pennsylvania and offers actionable recommendations for improving the effectiveness and equity of professional development opportunities.

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.

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.

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.

The Wyoming Valley West School District has identified regular attendance as a priority issue. Absenteeism has been an issue for many school districts over the years, but there seems to be a decrease in the regular attendance of students' post-pandemic. Dana Elementary showed that 30.2% of students being identified as being chronically absent and State Street Elementary showed 49.5% of students being chronically absent in the 2021-2022 school year, as reported through the PA Future Ready Index. Literature defines school climate as one of the contributing factors to absenteeism. This research is needed to know and understand if creating a positive school climate through PBIS will positively affect regular student attendance. Through a mixed-methods approach, the researcher aimed to understand the impact of PBIS programs on student attendance, school, climate, and disciplinary incidents. The goal is to provide insights that can inform school administrators and policymakers on how to utilize PBIS strategies to improve attendance, create a positive school climate, and reduce disciplinary referrals leading to out-of-school suspensions.

With teacher attrition and retention issues causing a nation-wide crisis of instructional vacancies in our public schools, research was conducted in a large, urban, high-need middle school in Pennsylvania to determine if a peer-led classroom management support system was effective for teachers already considering resignation. A mixed-methods, embedded design model that included a quantitative survey and a qualitative structured interview was used to determine how targeted booster professional development, peer observations, and observational feedback of professional practice impacted teachers’ retention perceptions. The intervention system focused on the evidence-based practices of Restorative Practices and Positive Behavior Intervention Supports, and it was purposefully designed to meet the professional development requirements of the federal Every Student Succeeds Act (ESSA): sustained, intensive, collaborative, job-embedded, data-driven, and classroom-focused. The designated master teachers who led the intervention system protocols were required to meet rigorous selection criteria. Results indicated that the intervention system had positive impacts due to its peer-led nature and perceived increase in skillset, support, and connectedness. The results also indicated that the classroom management support system was effective in changing most of the study participants’ retention perceptions, particularly for those who identified as female and within their first three years of teaching.

Districts across the nation are grappling with rising costs and staff shortages, leading many to adopt co-teaching models as their primary strategy to meet the needs of students
with disabilities. This shift is driven by legal mandates that fully advocate for the education of students in the "least restrictive environment" possible. The purpose of this study is to investigate the perceptions of secondary teachers who utilize co-teaching practices, examining the benefits, challenges, and limitations of this instructional model. Employing a concurrent mixed-methods research design, both quantitative and qualitative data were collected from secondary teachers currently or previously involved in co-taught
classes within the last school year via an anonymous online survey. Results indicate that while overall perceptions of co-teaching are positive, several concerns and critical factors
influencing its success were identified, including the need for adequate planning time, consistent professional development, and strong administrative support. The conclusions
suggest that addressing these areas is essential for enhancing the efficacy of the coteaching model, ultimately fostering more inclusive and supportive learning environments. Further research recommendations are also discussed.

Currently, the Knoch School District lacks effective professional development opportunities for our staff and suffers from a high call-off rate on in-service days. This Capstone Research Project sets out to understand effective professional development strategies that can be implemented within the school district. This includes reviewing how the district currently provides professional development for teachers and determining which of these opportunities are effective. It sets out to answer four questions: 1) What topics does the staff believe are most important when it comes to receiving professional development? 2) What would make staff more likely to participate in professional development that is offered by the district? 3) What style of professional development opportunities do teachers believe impacted their classroom instruction? 4) How does the professional development meet the objectives of the district’s vision? Data collection tools that will be applied include surveys, feedback forms, and call-off rates on the professional development days. These tools will provide both qualitative and quantitative data for review. At least three different models of professional development will be implemented throughout the school year. After each of these, a feedback from will be completed by participants. Both the surveys and professional development feedback forms include Likert scale-type and multiple-choice questions and will allow for some open-ended responses. Moving forward, all of the data collected will be used to create a district-wide professional development plan.

Personalized Learning Time (PLT) is a unique academic and social-emotional program that is scheduled for ninety minutes during the school day at Thomas Jefferson High
School (TJHS). PLT was designed to provide students and staff with extra time built into the school day for academic/remedial support in addition to a block of time personalized
to meet the needs of individual students. The purpose of this qualitative action research study was to gather teacher perceptions of the academic/remedial impact PLT had on
improving student achievement in the four core academic areas of social studies, math, science, and English. Two open-ended surveys were provided to teachers in the four core
academic areas during the 2023-2024 school year and the survey questions aligned with the two research questions that guided the course of this study. The impact of PLT used
for academic support and/or remediation on improving student achievement and teacher perceptions of the current format and requirements of PLT and how it is related to student
achievement was analyzed and discussed in detail in this study. The results of the study found that PLT does impact student achievement under certain identified conditions,
however, there is a need to consider future research on the topic to consider the requirements, length of PLT sessions, and how it can best be implemented to improve student achievement.

The purpose of this mixed methods study was to gain insight into teachers’ perceptions related to Professional Learning Communities (PLCs). In addition, the study aimed to show alignment between teachers’ perceptions of the levels of implementation as compared to the administrative team and instructional coaching teams’ perception of implementation. Finally, this research gathered information about resources that were needed to sustain or continue to grow Professional Learning Communities. The results of this study showed that PLCs do have an impact on teaching and learning, and teachers, administrators, and instructional coaches are in alignment about the levels of implementation and needed resources to enhance or sustain PLCs.

The purpose of this action research study was to analyze the effect that the School-Wide Positive Behavior Plan had on the number of discipline referrals that were submitted to
the principal’s office and the effect that the plan had on the overall school climate at Hasson Height Elementary School. The study utilized a mixed-methods approach, using
surveys, interviews, as well as numerical data gathered from the school’s student information system. The survey used Likert-scale questions about the student’s perceptions about their school, teachers, other students, and themselves. The interviews consisted of open-ended questions developed by the researcher to gain the staff’s perception on the program, the staff’s interpretation of the students’ perceptions and the staffs’ perception on how the community feels about the program. The quantitative data was collected from the student information system on the number of discipline referrals that were submitted involving students’ interaction with other students, students’ interactions with staff members, and discipline on transportation. The data was analyzed together to determine the effectiveness of the program and its impact on the school climate. The research suggested that the program had a minimal impact on the discipline referrals. The staff has indicated that the school climate is positive and the School-Wide Positive Behavior was a large component of that.

Stability in educational leadership plays a crucial role in the success of K-12 public schools. Ensuring the retention of school leaders requires robust support systems that enhance leadership skills and self-efficacy. This research study investigated the effect of individualized leadership coaching on self-efficacy among school leaders, focusing on principals and assistant principals in the Franklin Regional School District. Employing a mixed-methods approach, the study utilized both qualitative and quantitative survey instruments to assess self-efficacy perceptions before and after the coaching intervention. The research encompassed six building-level leaders and analyzed shifts in self-efficacy linked to coaching sessions. The findings revealed modest changes in self-efficacy scores between the pre- and post-coaching assessments. Data triangulation concerning the length of service, frequency of coaching sessions, and coach choice did not significantly influence self-efficacy outcomes. The study examined whether a series of coaching sessions would impact the self-efficacy levels of school leaders: additionally ,it explored which specific self-efficacy domains were affected by coaching. The results were inconclusive, indicating a need for further research. Future studies may benefit from utilizing a more comprehensive self-efficacy measure and extending the duration of coaching interventions. The implications of this research extend to the development of a structured, supportive coaching program within the Franklin Regional School District. Targeted coaching aimed at enhancing skills such as capacity building. ,vision development, and fostering a culture of connectedness is anticipated to yield significant benefits for the district's leadership stability and overall school success.

School buses are responsible for transporting millions of children to and from school each year. The drivers of these buses have accepted a huge responsibility and must ensure the safety of all students on the bus; however, this is not always an easy task, especially when students exhibit negative or unsafe behaviors on the bus and create distractions for the driver. To address this concern, the researcher developed a mixed-methods action research project that would utilize the perceptions of school transportation personnel, elementary school parents, and school transportation administrators on student bus behaviors to create professional development opportunities for school transportation personnel. The goal of these trainings was to provide additional support and knowledge for school transportation personnel and decrease negative behaviors on their buses and vans, which would then decrease the number of bus misconduct referrals submitted to the elementary school. Qualitative data was collected in the form of survey responses and analyzed to guide the two days of professional development trainings for school transportation personnel. Quantitative data, in the form of bus misconduct referrals, was then collected from the 2022 – 2023 school year and compared to the number referrals from the 2023 – 2024 school year. When compared, the researcher found that the desired affect was achieved and there was a decrease in bus misconduct referrals from one year to the next.

This Doctoral Capstone Research Project investigated the effectiveness of the AP exam fee reimbursement incentive at Thomas Jefferson High School (TJHS) in the West Jefferson Hills School District. The financial incentive program reimbursed AP students their AP exam fee(s) for each qualifying score of a three or higher. Three years of AP exam results (2018-2020) when no financial incentive was available, was compared to three years of AP exam results (2021-2023) when the reimbursement incentive was offered. Additionally, AP students and parents were surveyed to gather their perspectives of the reimbursement incentive and how it impacted AP exam registration and AP exam preparation. The average number of AP exams administered, the average number of qualifying scores, and the average AP exam pass rate were all higher during the reimbursement incentive years. The survey results indicated that AP exam participation was mostly driven by the opportunity to earn college credit, and the reimbursement incentive was viewed as a secondary bonus. The survey results supported the rise in AP exam performance since a large majority of the participants viewed the financial reimbursement incentive as influential and motivational. The research findings suggest that the AP exam fee reimbursement incentive was an effective strategy to improve AP exam results at TJHS.

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.

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.

Community colleges face unique challenges in educating students due to their open-access policies and the need to retain students through successful completion of courses, especially those identified as barrier courses. This study examined the impact of applying a mandatory tutoring requirement in a first-year writing course to increase course success rates and writing proficiencies. A Communications-121 writing course taught at a community college in Southeastern Pennsylvania was identified as one of the top 10 barrier courses with a low course success rate of 62%. In order to address this issue, a quasi-experimental study was designed to examine the impact of three different tutoring models on course success rates: mandatory, embedded, and voluntary. The study also explored the relationship between at-risk student populations (first-generation, ethnicity, and Pell Grant recipients) and the various tutoring models. The mandatory tutoring intervention used in this quantitative study was not shown to be the best model; however, there was a positive relationship between at-risk students and the mandatory tutoring model. Exit surveys also showed that a majority of students who used tutoring services reported that they would use a tutor in future courses and would recommend tutoring to their classmates.

This research project aimed to investigate the impact of Whole School Cluster Grouping on student achievement, student growth, and teacher efficacy. The primary purpose was
to explore innovative strategies to meet the diverse needs of all students in a comprehensive educational setting. The study employed a mixed-methods research design, integrating both quantitative and qualitative data to provide a holistic understanding of the intervention's effects. Pre- and post-intervention quantitative data were collected from standardized test scores in English Language Arts and mathematics across grades 1 through 4. Qualitative data were derived from teacher efficacy surveys and narrative responses, providing insights into teacher experiences and perceptions. The analysis included comparing pre- and post-intervention achievement and growth percentages, as well as examining changes in teacher efficacy ratings. The results of Whole School Cluster Grouping indicated mixed impacts on student achievement and positive impacts on student growth. Teacher efficacy showed marked improvement in areas such as student engagement, instructional strategies, and classroom management, suggesting that Whole School Cluster Grouping positively influenced teachers' confidence and effectiveness. Overall, the findings suggest that Whole School Cluster Grouping has the potential to enhance educational outcomes but requires careful implementation to address challenges and optimize its effectiveness.