Journal of School Administration Research and Development
The Journal of School Administration Research and Development (JSARD) (ISSN: 2470-850X, online & ISSN: 2470-8496, print) is an open-access, peer-reviewed academic journal that supports the development and dissemination of research and scholarship in the area of K-12 (primary and secondary) school administration and leadership.
All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License.
Introduction to the Special Issue: Exploring Current and Future Classroom Grading Practices in K-12 Schools
Copyright (c) 2026 Journal of School Administration Research and Development https://creativecommons.org/licenses/by-nc-nd/4.0
The 5 Ps of Starting and Sustaining Grading Reform
In the world of grading reform, questions such as “How do we get started with grading reform?” and “Our teachers completed a book study––what's the next step?” are at the forefront of school leaders’ minds. Engaging conference keynote addresses and multi-day seminars can help K-12 educators understand the need to improve grading practices; however, school leaders may need practical steps to start or sustain grading reform. These practical steps should be based upon current research in the field and supported through a cohesive set of actions. This article presents a 5-P Framework for starting and sustaining grading reform.
The Retrograde Pendulum: Reversing Course on Standards-based Grading
This commentary details one large, suburban school district that, after a decade-long commitment to implementing standards-based grading (SBG), reversed course, abandoned the initiative, and returned to traditional grading. This article provides a postmortem of the ambitious reform effort, drawing upon previous research and recent district survey data from teachers and parents. Among the factors leading to the reform's reversal are that, despite a carefully planned, multi-year rollout, the initiative was unable to resolve persistent concerns about implementation inconsistency, student motivation, and the technology reporting platform. Internal pressures were exacerbated by external turmoil, including personnel turnover and the COVID-19 pandemic, and district leadership ultimately acquiesced to widespread faculty and staff dissatisfaction with reporting measures, grade inflation, and ineffective communication of student progress. This district's experience offers important lessons for school leaders, emphasizing that systemic change requires fidelity of implementation accompanied by cultural adoption, long-term resilience and adaptability measures, and a commitment to instructional integrity.
A Matter of Standards: Addressing Inconsistencies in Grading Practices in High School English, Mathematics, Science, and Social Studies Courses
This study examines the alignment between high school students’ summative assessment scores and their final course grade in the point accumulation model to identify patterns of grade inflation or deflation. Using a non-experimental quantitative design, we analyzed gradebook data from 2,558 students in four subject areas at three high schools in the same school district. Paired t-tests revealed statistically significant discrepancies, with one-third of students receiving grades at least five percentage points different from their summative averages, and 36% experiencing at least one letter grade shift. Grade inflation was notably more common than deflation. These findings raise concerns about the fairness and accuracy of point accumulation models and support the need for more consistent, standards-based approaches to ensure grades accurately reflect student proficiency.
From Fragmented to Aligned: A Standards-Based Grading Continuum in Teacher Preparation
Standards-based grading (SBG) has gained traction across PK–12 education as a more transparent and mastery-oriented approach to assessing student learning. However, considerably less is known about how undergraduate teacher education programs (TEPs) prepare pre-service teachers to enter schools where SBG is practiced. This qualitative multiple-case study examined how three undergraduate TEPs in a Midwestern state integrated instruction on grading and assessment into their curricula. Drawing on interviews with teacher education faculty and analysis of programmatic documents, cross-case analysis revealed patterned variation in how grading instruction was embedded across coursework and field experiences. From these findings, this study inductively developed a Continuum of Grading Approach Integration, which illustrates three approaches to teacher preparation: fragmented passive exposure, emerging integration, and an aligned programmatic approach. The continuum serves as a heuristic for understanding how TEPs vary in their support of candidates’ readiness to engage in SBG practices that are increasingly present in PK–12 schools. Implications are discussed for teacher education faculty, program leaders, and educational leadership seeking to align teacher preparation with evolving grading reforms.
Disrupting the Hidden Costs of Behavioral Grading: Uncovering Stakeholder Perceptions to Advance Equity
Grading practices in K-12 education continue to perpetuate inequities by including behavioral components that mask academic achievement and disproportionately affect historically marginalized students. This analysis examines perceptions of behavioral grading among five key stakeholder groups: administrators, instructional support staff, parents, teachers, and students. Comprehensive survey data were collected from over 20,000 participants in 10 U.S. school districts. Using GradingRx®’s validated assessment instrument, the study revealed significant perception gaps about the purposes of grading and whether behavioral factors should be included in academic evaluations. Teachers view grading as a tool for feedback and motivation. In contrast, students perceive grades as measures of inherent ability and gatekeepers to opportunities. The data reveal troubling disparities in stakeholder alignment, with administrators showing less agreement than other groups regarding behavioral grading practices. These findings underscore the urgent need for culturally responsive professional learning, transparent communication systems, and systematic reform of grading policies focused on equity and student voice. District and school leaders can use these stakeholder insights to transform grading from an administrative function into a strategic lever for educational justice and systemic change.
Changes in K-12 Grading Research Since 2016
This essay explores additions to the grading research literature observed in the decade since the large review “A Century of Grading Research: Meaning and Value in the Most Common Educational Measure” (Brookhart et al., 2016). Sections discuss studies of traditional grading, the effects of the pandemic on grading, studies of standards-based grading, and studies about rubrics. A final section discusses future directions for grading research.
De-weaponizing Grades Through Teacher Tinkering and Student Insight
When high-stakes assessments increase pressure and anxiety for students and teachers, they become weaponized. Jack Schneider and Ethan Hutt (2023) identified the permanence of grades as the root cause of weaponization in the American grading system. In this article, the author documents how they de-weaponized grades in their 9th-grade urban public school Latin classroom by using ungraded portfolios combined with self-grading. Seeking evidence of student experiences with grading throughout the school and looking to identify other practices that de-weaponize grades, the author conducted an exploratory qualitative study, blending a document analysis of 43 teachers’ syllabi with in-depth interviews involving three 18-year-old senior class student participants. Participants shared negative experiences with procedures and policies related to grade permanence, including assessments lacking feedback and grading based on completion, accuracy, and effort. These procedures and policies appeared in 74% of teacher syllabi, showing that it was common practice to weaponize grades. Participants each suggested practices that could address grade permanence, including flexible deadlines, retakes, self-grading, and ungrading. These practices appeared in very few teacher syllabi, underscoring the need for de-weaponizing grades. This paper both presents solutions for de-weaponizing grades and shows how practitioners can engage in small-scale research at their schools to support reform efforts by using local, empirical findings.
The Crucial Role of School Leaders' Administrative Support in the ResearchCapability of Teachers
Research on educators' research capability has surged in recent years, as scholars and practitioners remain intrigued by how teachers develop investigative skills alongside pedagogical mastery. To ensure evidence-based decision-making, policy formulation, and program development, school leaders must inspire teachers to contribute empirical evidence. However, previous literature has often neglected the link between teachers' research capability and the administrative support provided by school leaders. To address this gap, an explanatory study was conducted to examine the crucial role of administrative support in enhancing these capabilities. The study was conducted in the Quezon II District of Bukidnon, Philippines, and involved 151 teachers who voluntarily responded to survey instruments. After analyzing datasets using descriptive and inferential statistics, the findings indicated that while administrative support was frequently observed across all dimensions, teachers demonstrated only moderate proficiency in writing research proposals and publishable papers. The tested models revealed a nuanced relationship between support and capability, and the dimensions of administrative support did not significantly explain research capability when analyzed individually. When these dimensions were integrated into hypothesized models, administrative support significantly predicted teachers' research capability, accounting for 10.9%-12.2% of the variance in research capability. Ultimately, school leaders' administrative support plays a vital role in enhancing teachers' capability in writing research proposals and publishable papers. The study infers that each component of support is indispensable; only through a holistic approach can school leaders effectively elevate teachers' research capabilities.
Exploring the Roles School Administrators Can Play in Helping Elementary Teachers Implement Mathematics Differentiated Instruction More Effectively
Recent data indicate that students' overall achievement in mathematics in the United States continues to deteriorate and that performance deficits worsen over time, highlighting the importance of focusing intervention efforts on early grades. To resolve this problem, many schools now require teachers to incorporate differentiated instruction (DI) into their practice, as research suggests that when appropriately implemented, DI improves learning and performance through instructional modifications that more effectively incorporate students’ interests and differences in learning. However, studies also indicate that many teachers feel unprepared to implement DI effectively to support their diverse classrooms. This phenomenographic study explores the perspectives of 17 elementary mathematics teachers on their understanding of DI and barriers to effective implementation, to better inform school administrators about the support teachers need to overcome these challenges. Results indicate that administrators can best support teachers with DI implementation in several ways, including fostering the awareness that DI is not only useful for struggling students; providing more modeling of DI implementation in practice; offering more training for online differentiation; and engendering consensus among staff on what terms/language to use or avoid when referring to different groups of students, to facilitate empowerment and collaboration.
Boolean Logic Gates: A New Method of Grade Calculation for Standards-Based Grading
Standards-based grading (SBG) has emerged as a reform movement aimed at improving the accuracy, equity, and transparency of grading systems. SBG involves grading at two levels: the overall course or subject area, and individual standards. This article examines multiple methods for calculating grades for individual standards in SBG systems, including logic rules, reliance on most recent evidence, various types of means, power law projections, and frequency-based approaches such as mode and bi-modal matrices. Each method is analyzed based on four criteria: quantity of assessment evidence, recency of assessment evidence, how easily and transparently students can track their own progress, and whether students who learn content more slowly are disadvantaged by the grading method. A novel method, Boolean logic gates, is proposed for determining a student’s level of proficiency on an individual standard. By systematically incorporating conditional logic, Boolean logic gates are a promising and innovative grade calculation method that has the potential to provide educators with nuanced and actionable representations of student learning.
RIGOR Walk: Development and Initial Validation of a Framework to Support Rigorous Learning Environments
The term rigor in education often evokes resistance due to its inconsistent definitions and widespread misconceptions. This study introduces and validates the RIGOR Walk framework, a research- and practitioner-informed tool designed to define, observe, and enhance rigorous learning environments across classrooms. The framework is grounded in five core components—Relationships, Instruction, Goals, Organization, and Relevance—each supported by observable indicators aimed at promoting deep thinking, academic risk-taking, and meaningful engagement. Following iterative rounds of expert feedback, the framework was refined and validated in three phases: (1) establishing face validity through crowdsourced expert critique, (2) analyzing internal consistency and construct validity via 84 classroom observations, and (3) examining concurrent validity through correlations with student reading growth data. Results indicate high internal consistency (Cronbach’s α ≥ .81) and moderate, statistically significant correlations between framework implementation and the percentage of students demonstrating one year or more of reading growth (r = .42–.68, p < .001). These findings suggest the RIGOR Walk framework is a reliable and valid tool for identifying and fostering rigorous, equitable, and high-impact instructional practices. Implications for broader content-area applications and longitudinal consistency of implementation are discussed.
Copyright (c) 2025 Journal of School Administration Research and Development https://creativecommons.org/licenses/by-nc-nd/4.0
Workplace Spirituality and Happiness at Work Among School Teachers with Mediating Effect of Job Stress
The present study incorporates the emerging concept of workplace spirituality into the domains of job stress and happiness at work. These constructs have received limited attention in the context of the educational sector. Therefore, the aim of this study was to fill this research gap by examining the associations between workplace spirituality, job stress, and happiness at work. Moreover, the study investigated whether job stress plays a mediating role in the relationship between workplace spirituality and happiness at work. A cross-sectional research design was employed, and data were gathered from a sample of 300 school teachers. Three scales were utilized to measure workplace spirituality, job stress, and happiness at work. The data analysis revealed a positive correlation between workplace spirituality and happiness at work. However, the mediation analysis indicated that job stress does not serve as a mediator in the relationship between workplace spirituality and happiness at work. Moreover, to reduce job stress, compassion plays a great role, which is one of the components of workplace spirituality. Based on these findings, it is recommended that educational institutions adopt workplace spirituality practices to foster a conducive work environment that promotes the well-being and happiness of teachers, thereby positively impacting the teaching process.
Increasing School Administrator Competency in Indonesia: Determinant Factors to Consider
This study explores the role of school administrative staff and highlights the importance of professional improvement training in the era of the Industrial Revolution 4.0. Using a survey method, data were collected from 775 respondents across various regions in Indonesia. Data analysis was conducted using exploratory factor analysis (EFA). The results identified three core factors of administrative staff competence in Indonesian schools: motivation for competence development, core understanding and foundational skills, and core functional competencies of school administration. These findings underscore the multidimensional nature of school administrative roles, which require not only technical skills and task-based knowledge but also intrinsic motivation for continuous professional growth. The high factor loadings on items related to digital skills and professional self-development suggest that administrative staff are not merely operational support personnel but are essential actors in the broader ecosystem of school effectiveness. Their competencies directly impact the efficiency of school management, the accuracy of data and information systems, and the responsiveness of schools to policy and technological change. The results affirm the relevance of adopting a competency-based approach in managing, training, and supporting school administrative personnel. This study contributes to the literature by offering an empirically validated structure for understanding the competencies required in modern school administrative functions, particularly in contexts undergoing digital and systemic reform.
Immersive Virtual Learning Experiences of Senior Secondary School Students from India and Russia: A Mixed Method Study
Virtual Reality (VR) provides an immersive learning (IL) experience by simulating real-world scenarios that bridge the gap between theory and application. VR simulations are interactive and enhance student engagement across a range of concepts, from simple to complex. India and Russia share similar cultural and historical backgrounds, and both are committed to creating a multipolar world. Both are large developing countries with several strategic partnerships and international cooperation. Hence, this study aims to capture the learning experiences of internationally paired students in an IL environment and their attitudes towards IL environments, to mutually contribute to teaching and learn in these countries. Students experienced immersive learning through stand-alone head-mounted virtual reality cameras with a controller. The study employed a mixed-methods research design involving a quantitative and qualitative explanatory approach. Researchers paired 100 senior secondary school students from Russia (n = 50) and India (n = 50) and exposed them to virtual IL experiences. Researchers used the user-experience IL environment scale, the VR-IL environment attitude scale, and an interview guide to collect the data of the study. Quantitative data were analyzed using descriptive statistics, a correlation test, and regression. Qualitative data were analyzed through narrative thematic analysis. Researchers triangulated the IL experiences measured through quantitative and qualitative methods. The study found a positive correlation between IL experiences and attitude towards the IL environment. Further, IL experiences accounted for 43.5% of positive attitudes towards the IL environment. The qualitative analysis revealed both positive and negative aspects of VR-IL environment experiences. The study's findings add value to the cognitive-affective theory of learning with media, as it includes knowledge construction, emotional connection, and motivation for learning. Future studies may explore the benefits of the IL environment with artificial intelligence (AI) and generative AI towards teaching and learning.
The Four-Hour Grading Scale: Motivation, Self-Determination, and Academic Achievement in Raising Graduation Rates
High school administrators desire a high graduation rate, and government actors and community members pressure administrators to raise this rate. In the context of this challenging dynamic, principals sometimes compel teachers to alter their grading practices. While amending grading practices may provide the impression of improvement, it is inauthentic and likely ineffective in producing achievement results. Although changing grading practices can increase graduation rates, it does not improve achievement; however, increasing motivation can. Self-determination theory (SDT) research has found that incorporating the principles of SDT can increase students’ academic achievement. This essay reviews SDT and the seven autonomy-supportive instructional behaviors (ASIBs), arguing that they are a more achievement-focused alternative to increasing graduation rates.
A Phenomenological Study of the North Carolina Principal Fellows Program Internship Experience
This transcendental phenomenology study explored the paid internship experiences of graduates from the North Carolina Principal Fellows Program (NCPFP). The study addressed the question: How does the paid internship experience in Master of School Administration (MSA) programs help graduates prepare for successful leadership in K–12 schools? Nine graduates from the NCPFP answered questions through phenomenological interviewing. The participants reflected on how their internships prepared them for effective leadership in today’s complex educational landscape. Using transcendental phenomenological data analysis, three key themes emerged: professional networking, crisis management, and the authenticity of practice as critical elements in leadership preparation. The results aligned with National Educational Leadership Preparation (NELP) Standard 8 (2018), which underscores the importance of authentic internship experiences in principal development. Implications highlight the need for continued innovation in principal preparation, including diverse instructional strategies, updated curriculum design, and embedded supports for leadership growth and well-being within MSA programs.
Navigating (Another) Reading Crisis as an Administrator: Rethinking the “Science of Reading” Movement
The Science of Reading (SOR) movement puts administrators in a difficult position since they must navigate a wide range of educational stakeholders—students, teachers, parents, board members, political leaders, and the public. This discussion offers a broad but detailed overview of the problems created for administrators by the SOR movement (i.e., systematic phonics, teacher quality, reading programs, reading proficiency, and social justice/equity). This overview is followed by a series of new (and better) approaches for school administrators to become more effective instructional leaders of reading and advocates for addressing individual student needs and supporting teacher professionalism.
Evaluating Learner Feedback as a Leadership Tool for School Improvement in Ghana
Despite growing interest in feedback strategies for school improvement in Ghana, learner perspectives—especially at the senior high school level—remain underexplored. This gap limits understanding of the effectiveness of learner feedback in driving meaningful change. Guided by contingency theory, which underscores the need for context-responsive leadership, this qualitative case study examined how principals in Ghana’s most cosmopolitan city perceived learner feedback as a school improvement strategy. Twelve principals—the entire cohort within the study area—were purposively selected and interviewed, and the data were analyzed thematically. Findings revealed that participants acknowledged the value of learner feedback in enhancing student engagement, fostering continuous improvement, and promoting responsible citizenship. However, they also raised significant concerns. Key challenges included perceived unreliability of student input, time and financial constraints, and resistance from both staff and students. These findings highlight the complex leadership decisions involved in implementing learner feedback systems in resource-constrained environments. The study offers context-specific insights for school leaders and policymakers seeking to integrate learner voice in school governance. It underscores the need for leadership development, policy support, and resource allocation to strengthen the role of learner feedback in enhancing school practices and improving student outcomes.
Decolonizing Data: Moving Toward an Inclusive Count of American Indian/Alaska Native Students in a Pacific Northwest School District
The prevalence of data use in education requires researchers to critically examine data-collection practices that could inform, obscure, or omit accurate representations of students. Thus, an innovative approach to accurate demographic collection and reporting can enable school districts to more accurately count and represent American Indian/Alaska Native (AI/AN) students. This approach, developed in partnership with Pacific Northwest Indigenous communities, centers the perspectives of Native peoples. Utilizing critical Native theories, research for uninterrogated biases advises on pathways for improved representation practices that maximize accurate identification of a diverse Native presence. Data accuracy in educational decision-making supports resource allocation and efficacy in academic practices and policies. Therefore, this best practice article emphasizes representation practices for a change-interpretation of AI/AN student enrollment and graduation rates through student district responses that best suit Native communities, student academic needs, and student developmental expectations.
Culture and Collective Teacher Efficacy: A Case Study Through a Social Cognitive Theory Lens
The concept of collective teacher efficacy was first introduced by Bandura (1997) in the 1990s. Hattie’s (2016) identification of collective teacher efficacy as the number one influence on student achievement has led to the idea that educators within a school can positively impact student achievement. In his research, Bandura identified four sources of both individual and collective teacher efficacy: mastery experience, vicarious experiences, social persuasion, and affective state. The purpose of this qualitative research study is to identify aspects of school culture that support collective teacher efficacy. This purpose was accomplished by interviewing 32 faculty and staff members at a K-8 school in New Zealand through a social cognitive theory lens. Data were analyzed using NVivo software and multiple coding cycles grounded in principles of grounded theory. Qualitative analysis of these interviews identified five core aspects of school culture that contribute to collective teacher efficacy: shared vision for learning, school systems, relationships, well-being, and collaboration. Based on the assumption that collective teacher efficacy can positively affect student achievement, we assert that understanding and applying these five aspects of school culture could have a significant, positive impact on student achievement.
Integrating Empathy into Classroom Assessment Design
Traditional assessment design focuses on outcomes and often disregards how students perceive their abilities, process emotions, or self-express. This indifference can undermine assessment outcomes and evaluation reliability (Hattie, 2023; Nilson, 2023; Reibel 2022). This paper introduces empathetic assessment design (EAD), a framework that reframes assessment as an event to simultaneously understand the student while evaluating their abilities to provide more precise grading and improved support. EAD integrates cognitive (self-evaluation), emotional (appraisal of emotional reactions and mindsets), and relational (self-expression) dimensions, enriching assessments with experiential insights. The information resulting from the EAD design provides context for outcomes and helps teachers assess the adequacy of student thinking, affective reactions, and needs. Despite concerns about workload and rigor, EAD builds on established theories—Bandura’s social cognitive theory (1997), Joe Feldman’s Grading for Equity (2018), and funds of knowledge and culturally responsive pedagogy (Ladson-Billings, 1995, 2021; Moll, 2015, 2019)—to create more insightful assessments. EAD complements equitable grading practices, gathering students’ real-time experiential information (Blum, 2020; Colby, 2019; Clark & Talbert, 2023; Feldman, 2018). While experts (Hattie, 2023, 2018; Schimmer, 2016; Wiliam, 2011) advocate for self-assessment and reflection, they often position these outside the assessment itself. But EAD embeds them within assessments, capturing in-the-moment insights to make evaluation more meaningful and illuminating.
Exploring Suggestions from Educational Leaders and ChatGPT for Addressing Problems of Practice in TeleED
Educational leaders are faced with multi-faceted dilemmas that place decision-making at the heart of their day-to-day work. For support, they often turn to collaborative networks of experienced educators, such as Project ECHO, for solutions to address challenges they encounter while working in the field. The availability of generative AI technology, however, may have potential for informing the solutions to complex educational dilemmas as well, saving time and offering efficiency for problem solving. This study compares solutions for three problems of practice (PoP) that were generated through ChatGPT software and those proposed by the educational leaders in TeleED, an online professional development platform. The problem of practice in this study refers to complex, real-world challenges or problems shared by educational leaders. Findings indicate that solutions to these PoPs showed similarities, suggesting that both ChatGPT and the educational leaders in TeleED highlight ideas such as documentation and peer mentoring to address challenges. This reflects ChatGPT’s ability to generate applicable solutions to complex problems that somewhat mirror solutions posed by leaders. However, educational leaders offered solutions that were nuanced, context specific, and contained explanations of resources and experiences that enhanced discussions. Findings suggest that ChatGPT may have utility for enhancing decision-making but not replacing the human element.
Copyright (c) 2024 Journal of School Administration Research and Development https://creativecommons.org/licenses/by-nc-nd/4.0
Communication Directors and Public Relations Professionals in Public School Districts
A school district’s need to satisfy the school community’s expectations for current, accurate information and manage a social media presence has increased the necessity for superintendents to employ public relations professionals. As such, these professionals are a recent addition to many school districts’ administrative teams. However, few research studies were located that focused on public relations professionals or communication directors in public schools. The purpose of this literature review was to identify empirical studies and professional association resources that provided historical, contextual, and relevant information about communication directors in school districts. Based on the findings, we uncovered three themes related to the history, roles and responsibilities, and standards for public relations professionals. Such information can help practitioners support communication functions and help researchers identify needed lines of inquiry.
A Discussion of Black Language Within the Context of Bilingual Pedagogy
The author examines some of the critical issues raised by Baker-Bell (2020a) about language education in the United States. The challenges associated with linguistic justice are related to a history of linguistic discrimination in the United States, which many sources have documented and affected many different linguistic backgrounds and peoples. This research inspired her to develop an antiracist Black language pedagogy that assists students in understanding their position in white linguistic hegemony. The author evaluates some of the ideas of Black language pedagogy, explicitly focusing on the requirements of administrators in K-12 education. Additionally, the author contrasts Baker-Bell’s ideas to translanguaging and how heteroglossic pedagogies are used to develop bilingual and bicultural students similar to the concepts of García (2009). The author then discusses how the ideas of heteroglossic language pedagogies, Black language pedagogy, and translanguaging could inform each other.
Hope and School Leadership for Elementary School Students
This study sought to identify how first-grade students in one Midwest state cognized hope. Using a case-study research method, the authors identify recommendations for practice that draw on the alignment between developing hope in students through school leadership. Previous research has highlighted school leadership's significant role in multiple pathways for student success. This study demonstrates that young children can cognize abstract topics such as hope and presents ways educational leaders can support student social-emotional well-being in the daily curriculum through hope education.
COVID-19 as a Window for Equity-Oriented School Leadership
This essay argues that principals' capacity to advance equity might have been constrained by pre-COVID conditions. Drawing on the emerging literature on school leadership during the pandemic, the current article discusses how principals' capacity to advance equity was expanded as a result of the window of opportunities created by the COVID-19 pandemic. Given the increased frequency at which schools experience crises, understanding these opportunities may allow stakeholders to better support principals' efforts to enact equity-oriented leadership practices. Implications for leadership preparation, school funding, accountability policies, and future research are discussed.
The purpose of this study was to pilot the DREAMS (Desire, Readiness, Empowerment, Action, and Mastery for Success) program, a community-collaborative, after-school intervention program designed specifically to address the holistic developmental needs of students at school. The author originally developed and implemented the program in Kerala, India, and later redesigned it for American school students. Combining the theories of Vygotsky and Erikson, the DREAMS model emphasizes the impact of the community on the development of children. This study evaluates the effects of a summer camp, the primary intervention of a three-year program, on the self-worth, self-esteem, and self-concept of 20 middle school students in Northeast Louisiana. After students attended the week-long program, the most significant improvements were observed in self-esteem and self-worth. Further longitudinal or comparative experimental research on the complete design would provide stronger evidence to draw more substantive conclusions.
The Role of High School Freshman Grades, Socioeconomic Status, and School Location on College Enrollment
Prior research underscores the pivotal role high school freshman grade-point averages (FGPA) play in college enrollment, with a focus predominantly on urban settings. This study broadens this perspective, employing a diverse Arkansas sample (n = 33,207), spanning rural, suburban, and urban high school students and filling a notable literature gap. Utilizing a logit analysis, we found that high school students with an A FGPA were 23% more likely to enroll in college than B FGPA peers. Those failing a course in their high school freshman year were 13% less likely to enroll in college. Among similar academic ability students, economically disadvantaged students were 15% less likely to enroll in college. Locale classifications showed no significant enrollment variations. We conclude that FGPA and socioeconomic status (SES) are stronger enrollment predictors than locale classifications, finishing with intervention recommendations for lower-SES students in exploring college options.
The Relationship Between School Climate and College and Career Readiness
The California College and Career Readiness measures are new to the California school accountability dashboard, and few studies have examined how these data connect to student outcomes. The purpose of this quantitative, correlational study was to determine the degree of relationship between school protective factors (i.e., caring relationships and meaningful participation), student internal assets (i.e., student academic motivation), and College and Career Readiness Indicator outcomes. The resilience youth development module (RYDM) framework served as the model to determine the degree of relationship among these variables. The sample for this study included comprehensive, public high schools across California, including only schools that administered the California Healthy Kids Survey in the 2019–2020 school year (n = 474). Public data files were accessed from the California Accountability Dashboard and California Healthy Kids Survey. The correlational coefficients were determined using multiple regression analysis. A positive correlation between school protective factors and student internal assets was shown after controlling for schoolwide socioeconomic status. Although both school protective factors and student internal assets significantly predicted College and Career Readiness Indicator outcomes, caring adult relationships were the only positively correlated variable after controlling for socioeconomic status. Further research is recommended to explain how students define caring adult relationships and how schools can enhance practices to cultivate those relationships across all student populations. Additionally, the researchers recommend future studies to assess how the change in college and career indicators over time could assess trends and garner more information about the school supports that positively impact proficiency.