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- Description:
- In this quantitative study, public charter schools were compared to traditional public schools in New Jersey in their academic achievement on the statewide standardized tests. These schools’ academic achievements are assessed based on their students’ proficiency and growth scores in English Language Arts/Literacy and Mathematics in grades 4–7. Paired samples t-tests were used to compare the differences, and the results were analyzed in the context of the Market Theory Model. The statistical analysis indicated significant differences in favor of charter schools in student proficiency in English Language Arts and Mathematics across the 4–7 grade levels, but there was no significant difference in yearly student growth in either subject at any grade level except for grade 7 Mathematics. Grade 7 students attending New Jersey charter school demonstrated significantly higher growth than the grade 7 students in New Jersey traditional public schools in Mathematics.
- Keyword:
- Charter, School, New Jersey, Effectiveness , Public School, and School Choice
- Subject:
- Education Policy
- Creator:
- Coskun, Necmi
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 01/05/2022
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- The present study investigated teachers' perceptions of the effects of school-based extracurricular activities on academic achievement, attendance, and behavior issues in a New Jersey School District. High school teachers within this school district (N = 88) were asked to complete a questionnaire. This questionnaire was a concurrent, embedded mixed-methods approach and the questionnaire included a seven-question multiple-choice demographic questionnaire, five open response questions, and 20 Likert scale questions pertaining to a teachers’ student population and experience in the classroom. The results of this study indicated that 87.88% of the participants either agreed or strongly agreed that participation in school-based extracurricular activities teaches valuable lessons to students, such as time management, teamwork, individual responsibility, and accountability. This translates to grades, attendance, and discipline referrals (M = 4.30, SD = .72). One of the conclusions of this study is that the teachers in this sample believe that students who participate in school-based extracurricular activities achieve better grades in the classroom, have higher attendance rates, and receive fewer discipline referrals. More research is needed to better understand the impact of participation in school-based extracurricular activities and its effects on students’ grades, attendance, and discipline referrals. Keywords: Extracurricular activities, grades, attendance, discipline referrals
- Keyword:
- Grades, Discipline Referrals, Teacher Perception, School Attendance, New Jersey, Academic Achievement , and Extracurricular Activities
- Subject:
- Educational Leadership
- Creator:
- Anderson, Jenna
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 01/05/2022
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- In New Jersey the neoliberal reform agenda in education policy manifested in funding cuts to schools, changes in teacher evaluation mechanisms, and revisions of pension and health care plans. Educational discourse resides in the political space and is a platform upon which many politicians launch promises of societal growth through reform agendas. These reform agendas are often counter to the values of democratic education and often exacerbate social and economic problems like segregation and funding inequity. How did these policy changes impact educational quality in New Jersey? This study examined the impact of neoliberal policy changes to education practice in New Jersey using school-based outcomes as a measure of efficacy. Data gathered from graduation rates, student-teacher ratios, and test scores were compared over time between school districts of varying socioeconomic status. Findings revealed statistically significant changes in school performance outcomes between high- and low- socioeconomic school districts. However, these changes could not be tied directly to the specific policy shifts. Despite the lack of a causal connection, correlations emerged between policy adjustments and changes in school outcomes, suggesting the need for further analysis and the idea that this type of policy analysis can lead to more effective school-based reform. Superintendents’ salary caps were lifted after the completion of this dissertation, which does not reflect this change.
- Keyword:
- Education, New Jersey, Performance , Reform , and Neoliberal
- Subject:
- Education Policy, Educational Leadership, and Educational Evaluation
- Creator:
- Torres, Lisa B.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 01/05/2022
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- According to the National Center for Education Statistics (NCES), from 2000 to 2016, the number of English language learners (ELLs) increased from 3.8 million to 4.9 million throughout the United States, with the highest number of ELLs in urban school districts (NCES, 2019; Counseling@NYU Staff, 2018). The language most spoken by ELLs is Spanish, consisting of 76.6 percent of ELLs enrolled in U.S. school districts (NCES, 2019; Counseling@NYU Staff, 2018; Ovando & Combs, 2018). The State of New Jersey has also experienced continuous growth in ELL enrollment in New Jersey school districts (State of New Jersey Department of Education, 2020). As states develop bilingual programs to address the academic and language needs of ELLs, many states, inclusive of New Jersey, are faced with limited guidance on developing effective programs, such as a transitional bilingual education (TBE) program (Thomas & Collier, 1997). The purpose of this research was to examine the impact of a K–3 Spanish transitional bilingual education (TBE) program on former English language learners as measured by the Partnership for Assessment of Readiness for College and Careers (PARCC) for English language arts, a standardized literacy assessment over four consecutive years, from 2014–2015 to 2017–2018. This quantitative study analyzed ELA PARCC performance of former ELLs for four consecutive school years considering the variables of gender, entry date into the TBE program, participation in district preschool dual language program, country of birth and exiting grade level of TBE program. The study concluded that the considered K–3 Spanish TBE program had a positive impact on former ELLs as measured by ELA PARCC over a four-year period. These results reinforced the notion that an effective TBE program establishes a cognitive and academic foundation in Spanish, which will result in a strong and positive effect on the development of English language literacy (Collier, 1992; Cummins, 2001; Hakuta,1986; Slavin & Cheung, 2005; Thomas & Collier, 1997).
- Keyword:
- New Jersey, Bilingual Program , K-3 Spanish Teachers, United States , Ells, English language Learners, and Spanish Language Learning
- Subject:
- Curriculum Development , English As A Second Language ESL, Bilingual Education , Educational Administration , and Educational Leadership
- Creator:
- Nunes, Sandra Sousa Rodrigues.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 01/05/2022
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- This research study looked at the components that may influence teacher attitudes in an accepting manner toward including students with learning disabilities. The purpose of this study was to examine the reasons that may influence the attitudes of general education teachers toward including students with specific learning disabilities. The factors that were examined in the study included gender, length of years teaching, and the amount of special education courses taken in college. Elementary general education teachers from two schools in an urban school district in New Jersey were given the ATTM-m survey to determine their attitude towards special needs students. The results of this study indicated that general education teachers regardless of gender, length of years teaching, and the amount of special education courses take, were not willing to accept the inclusion of special needs students into the general education classroom. It is recommended that future research is needed to further investigate these findings.
- Keyword:
- Teacher, Inclusion, Disabilities, Education, Attitude, Learning, and New Jersey
- Subject:
- Education
- Creator:
- Phillips, Rodney R.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Created:
- 2016
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- This study focused on the extent to which the time of year and/or the inclusion of funds for school safety and/or security had an effect on the outcome of school funding referenda in New Jersey. This study also explored school funding controversies and legislation in New Jersey since 1875. The researcher conducted a quantitative study designed in two phases. First, the researcher analyzed public data on school funding referenda from 2008 through 2018. Subsequently, the researcher conducted a survey of 31 New Jersey school superintendents who passed a referendum in the years 2016, 2017 or 2018 that included funds for school safety and/or security to measure their perspectives on the same. The results of these research steps suggest that certain months do have higher passage rates than others and that the inclusion of funds for school safety and/or security does have a positive effect of passage rates as compared to the overall passage rates for school funding referenda in New Jersey. The researcher also concluded that a majority of the superintendents surveyed in this study believed that the time of year and the inclusion of funds for school safety and/or security had a positive effect on the outcome of their school funding referendum. The results of this study can be used by school district leaders as they develop a strategy for getting their stakeholders to support the additional funds requested in a school funding referendum.
- Keyword:
- School funding, New Jersey, School security, School safety, and Referendums
- Subject:
- Educational leadership, Educational administration, and Education finance
- Creator:
- Forte, Steven A.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 01/07/2022
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- This research study looked at the components that may influence teacher attitudes in an accepting manner toward including students with learning disabilities. The purpose of this study was to examine the reasons that may influence the attitudes of general education teachers toward including students with specific learning disabilities. The factors that were examined in the study included gender, length of years teaching, and the amount of special education courses taken in college. Elementary general education teachers from two schools in an urban school district in New Jersey were given the ATTM-m survey to determine their attitude towards special needs students. The results of this study indicated that general education teachers regardless of gender, length of years teaching, and the amount of special education courses take, were not willing to accept the inclusion of special needs students into the general education classroom. It is recommended that future research is needed to further investigate these findings.
- Keyword:
- New Jersey, Learning, Education, Teacher, Inclusion, Attitude, and Disabilities
- Subject:
- Special education, Teacher education, and Elementary education
- Creator:
- Phillips, Rodney R.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 01/07/2022
- Date Created:
- 2016
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- For most American High School students, taking algebra in high school has always been a rite of passage. Traditionally, Algebra I has long been a ninth-grade student's first experience with higher-level mathematics. To maintain a competitive edge in a global economy, numerous school districts in the United States have rearranged mathematics curricula to relocate algebra down to the middle school. Placement in eighth grade algebra provides students with an opportunity for rigor and higher levels of attainment in mathematics coursework by the completion of grade twelve. The effectiveness of moving algebra from grade nine to grade eight has become a highly debated topic amongst educators and lawmakers. Policymakers and administrators that favor moving Algebra I into the eighth grade believe doing so will assist in closing the achievement gap currently in existence for gender, race and socioeconomic status. To achieve this, substantial sums of money must be invested in the implementation of algebra programs in middle school. Proponents of grade eight algebra strongly advocate for algebra placement prior to high school as an intervention to reduce the gap between American students and their global counterparts. "The U.S. also needs to do a better job of identifying and nurturing its mathematically talented youth, regardless of their gender, race, or national origin. Doing so is vital to the future of the U.S. Economy" (Hyde, Mertz, & Scheckman, 2009). In contrast, researchers such as Nomi (2012) have argued that early algebra placement is not beneficial for every child. Researchers such as Levy (2012) and Shearing (2016) agree that Black and Hispanic students, particularly of low socioeconomic status are victims of an achievement gap. "Students who are eligible for free and reduced lunch tend to be approximately two years behind that of students of the "average better-off student of the same age" (McKinsey & Company, 2009, p. 6). While there has been agreement among the experts regarding the existence of the gap, their suggested solutions conflict. The research conducted by this researcher will contribute to the existing literature on Algebra I placement. The purpose of this study was to examine both the proportionality of student placement in grade eight Algebra I by gender, ethnicity and socioeconomic status, and the impact of grade eight Algebra I participation on academic performance on mathematics in a large, urban, New Jersey Public School District. This impact was measured based on the outcomes of Algebra I and Geometry final grades, Algebra I and Geometry PARCC scores, and tenth-grade mathematics PSAT/NMSQT scores. This study examined the relationships between academic outcomes for eighth-grade Algebra exposure and academic outcomes as described.
- Keyword:
- Public school district, Education, Academic performance, New Jersey, Algebra I, and Grade eight
- Subject:
- Educational leadership, Middle School education, and Mathematics education
- Creator:
- Fiermonte, Karen Juliet Grysko.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 01/11/2022
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- The present study investigated teachers' perceptions of the effects of school-based extracurricular activities on academic achievement, attendance, and behavior issues in a New Jersey School District. High school teachers within this school district (N = 88) were asked to complete a questionnaire. This questionnaire was a concurrent, embedded mixed-methods approach and the questionnaire included a seven-question multiple-choice demographic questionnaire, five open response questions, and 20 Likert scale questions pertaining to a teachers’ student population and experience in the classroom. The results of this study indicated that 87.88% of the participants either agreed or strongly agreed that participation in school-based extracurricular activities teaches valuable lessons to students, such as time management, teamwork, individual responsibility, and accountability. This translates to grades, attendance, and discipline referrals (M = 4.30, SD = .72). One of the conclusions of this study is that the teachers in this sample believe that students who participate in school-based extracurricular activities achieve better grades in the classroom, have higher attendance rates, and receive fewer discipline referrals. More research is needed to better understand the impact of participation in school-based extracurricular activities and its effects on students’ grades, attendance, and discipline referrals. Keywords: Extracurricular activities, grades, attendance, discipline referrals
- Keyword:
- Extracurricular actvities, School attendance, New Jersey, Teacher perception, Discipline Referrals, and Academic achievement
- Subject:
- Educational leadership, Developmental psychology, and Educational psychology
- Creator:
- Anderson, Jenna
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 01/11/2022
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- According to a 2007 report by the National Law Center on Homelessness and Poverty, approximately 3.5 million people (including 1.35 million children) become homeless each year. Of that number, about 125,000 people--a group the size of the entire population of Hartford, Connecticut or Waco, Texas--are persistently homeless, but the vast majority of homeless persons are temporarily homeless. In my thesis, I will focus more on the homeless youth. Many homeless youth lack the essential needs to have a successful transition to adulthood. Across the nation, an increasing number of families without homes are trying to provide or maintain a relatively stable educational setting for their children. It is reported that there are roughly 3.5 million homeless people in the United States. An estimated 40 percent of this figure is made up of homeless families. Close to 26 percent are children under the age of 18. The obstacles involved in educating homeless children are numerous. Homeless families often move from place to place, making it hard for their children to regularly attend school or even follow through with important paperwork requirements like school records transfers and immunization documentation. Many families simply lack the money for transportation to and from school. And for school districts, identifying homeless children is a daunting task – especially given the recently expanded definition of the term homeless to include those living in parks, motels, and doubled-up with relatives or extended family. “Distinguishing who is homeless and who is not is very difficult,” says Josh Diem, a homeless advocate and doctoral candidate at the University of North Carolina. “You can’t just pick them out of a crowd.” (Jackson, nhi.org). New Jersey has several objectives and regulations put in place to help homeless children and youth attain the fundamental right of a free education. As we all know, everything is easier said than done. I want to make sure that these objectives are in fact put in place. As the Chinese Proverb says, “Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime.”
- Keyword:
- homeless youth, education, New Jersey, and homelessness
- Subject:
- Education
- Creator:
- Attalla, Islam H.
- Contributor:
- Dr. Lori Buza, Thesis Advisor
- Owner:
- lsquillante@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 10/14/2020
- Date Modified:
- 10/14/2020
- Date Created:
- April 2, 2011
- Rights Statement:
- In Copyright
- Resource Type:
- Research Paper