This study examined how dismal passage rates on Advanced Placement Exams by low-income and minority students in urban schools might be improved by focusing on teacher development through the formation of a professional learning community of educators across content areas discussing and sharing research-based instructional strategies. A qualitative study of nine educators at one site in a large urban city who taught various AP courses for at least one year met over the course of the Spring 2015 leading up to the AP exams. Through the formation of the PLC of AP teachers, there were three major recommendations teachers had to improve the AP program: 1) Administration should include more teacher input in decision-making, 2) An “AP culture” must be built with clear expectations and buy-in from all stakeholders, and 3) Teachers want more meaningful and ongoing professional development in teaching AP to diverse learners.

This study documents the process for creating a college-knowledge curriculum in an urban elementary school. Research widely recognizes the disproportionate advantage white middle class students have over minority students of low socio-economic status when it comes to college access. Social capital amongst privileged students positions them to know the differences between different types of universities and colleges, understand the different admission requirements for colleges and universities, know the costs and resources available to them to help pay for college tuition, take the right classes in middle school and high school, understand the significance and nuances of tests leading up to college admission, and are aware of the skills needed to be successful in college.

The aim of the study was to explicitly teach students in 1st through 6th grade developmentally appropriate "college-knowledge." Working with a team of teachers in an urban elementary school, grade level appropriate objectives beginning in first grade were created with the intent of establishing a foundation for college-knowledge at the elementary level. This curriculum was designed to mitigate the lack of college-knowledge among students in a predominately minority and low-socio economic urban elementary school. The intent was to explicitly teach college-knowledge as a series of objectives from first through sixth grade, with an understanding that each grade level, through vertical articulation, would build on the concepts and knowledge every year the student advances through his or her elementary education.

The key findings indicate that students who are explicitly taught about college show gains in their understanding of college entry requirements (when using a pre- and post-assessment). In addition, teacher's awareness of college-knowledge also show gains (using pre- and post-data). These gains solidify the role that teacher play as social capital proxies of college-knowledge for students. Lastly, teacher interviews regarding their perceptions of this process show that they see the benefit of teaching college-knowledge to elementary students because it reinforces and contextualizes mastery of grade level standards, proficiency on state testing and reclassification for English Language Learners at the elementary level--all traits that lend to students' eventual attainment of college-knowledge and eventual acceptance at four-year institutions.

This qualitative study focused on documenting the professional development and support needs of new principals in a large, urban school district in the Western United States as they transition into school leadership positions. Prior research suggests that principals may be unprepared for the realities of the principal position by administrative preparation programs. Despite having completed administrative credential programs, new principals in this study with three years or less in their first principal position perceive they need support with striking a balance between the demands of being an instructional leader and dealing with school operations issues as well as how to manage time and the school community. Using a survey, interviews, and a document review, this study found new elementary school principals believe professional development and support must be focused on the knowledge and skills they need to be successful as school administrators and should be differentiated, practical, hands-on, and provide authentic opportunities for peer interaction and networking. The findings in this study, based on the experiences of new elementary school principals, can influence school districts and policy makers as they explore how to best develop professional development plans and support structures for new principals as they transition to the principalship.

ABSTRACT OF THE DISSERTATION

Socioeconomic Diversity in Independent High Schools

by

Josh Brody

Doctor of Education

University of California, Los Angeles, 2016

Professor Wellford Wilms, Chair

Most California independent schools are failing to meet the benchmark set by National

Association of Independent Schools (NAIS) to enroll 20%-25% of their students on financial aid. The evidence is clear that many school leaders do not fully understand the impact of socioeconomic diversity on their students’ experiences; thus, they cannot make the most informed decisions possible regarding their school’s financial aid budgets, policies and programs. The purpose of this study was to explore the impact socioeconomic diversity has at independent secondary schools that exceed NAIS benchmarks.

The study builds on research from higher education on the impact of racial and ethnic diversity on student learning outcomes. Through a qualitative comparative case study design, the researcher sought to answer the research questions of how socioeconomic diversity influences students’ learning experiences; their civic, professional, and educational lives after high school; and the schools’ policies and programs. To answer the research questions, the researcher interviewed students, alumni, teachers, and administrators at three schools in Los Angeles and San Francisco, using individual, face-to- face, semi-structured interviews. Themes from the interviews included that attending schools with socioeconomically diverse peers helped students gain comfort interacting with different people from different backgrounds, helped dispel negative stereotypes, and contributed to students’ understanding of complexity and nuance in course content. The results indicate that diversity can enrich learning for all students, and that more school communities should create spaces and policies that support students and teachers exploration of different perspectives based on their social and cultural backgrounds.

Higher education is experiencing a time of unprecedented disruption. Growing public dissatisfaction, declining state and federal funding, increased state and federal regulation, and technological innovations threaten the academic core. The current climate provides new opportunities for core academic departments to partner with market driven continuing education units to reach new audiences, create relevant programs that students demand, and generate new revenue to offset reduced state funding. This study documents how staff and administrators within one continuing education (CE) unit describe best practices within their division. But this study also found that very little is known by the faculty within the traditional academic core departments about the CE unit or about how partnering with it could benefit them. Further, many faculty and administrators in the academic core hold negative perceptions of the CE unit. The result is a lack of translation of knowledge and opportunities that could be used by core academic departments to respond and adapt to disruptive external forces. In light of these findings, several recommendations are offered to assist the university in harnessing the resources of the campus CE unit to engage external constituents in the development of programs that respond to a real need and position the university as an intellectual, social, and cultural resource within the community.

The research focused on initiating a home-school partnership with the intent of increasing the reading achievement of kindergarten students. Using action research, this study looked at the dynamics and outcomes of establishing a home and school partnership.

This intensive family reading institute delivered seven weekly 90-minute workshops in English and Spanish. The institute engaged the family and child in activities that were based on the California Language Arts Standards. The activities in the institute integrated language, culture, literacy and technology, coupled with workshops designed to support an understanding of the skills needed to reinforce reading achievement in the home.

Teachers and reading coach engaged in this study worked with the principal and researcher to develop culturally relevant, parent friendly and hands-on materials to give parents the skills to foster phonemic awareness, phonics, vocabulary development, fluency and reading comprehension in the home environment. Teachers, reading coach and site administrator worked with parents to provide an understanding of grade level standards, target skills and strategies to support literacy development in the home. The reading coach and principal facilitated lessons to engage parent and child in intergenerational activities that supported reading in the home. Teachers, principal, parents and researcher identified changes in attitude towards reading and reading behaviors such as letter identification, phonemic awareness, phonics, vocabulary development, fluency, and reading comprehension.

The research findings identified factors to potentially be replicated in other schools and help parents reinforce the skills all kindergarten students need to reach grade level standards in reading. This study identified ways to collaborate with Latino families to support their children in reaching grade level standards in reading. The outcomes of this study may potentially help transform schools into institutions that genuinely serve all students regardless of ethnicity or language origin.