In 2017–18, the number of learners ages 3–21 who received special education services under the Individuals with Disabilities Education Act (IDEA) was 7.0 million, or 14% of all public-school learners. Of that 7.0 million, 13% were Hispanic learners (NCES, 2019). Among ELLs with disabilities, nearly 50% had specific learning disability, and 21% with a disability were identified as having a speech or language impairment (USDOE, n.d.). School professionals erroneously refer ELLs to special education and once referred, the student has a greater than 50% chance of being identified as disabled (Becker & Deris, 2019). The purpose of this study is to understand how teacher perceptions and preparedness impact the referral rate of Hispanic ELLs into special education and related services. As the population of ELL/LEP/ESL increases, so does the number of possible incorrect referrals. This study was conducted through qualitative methodology, using targeted questions via questionnaire for middle-school teachers throughout New Jersey. The responses were used to determine patterns and themes of teacher experiences and perceptions in whether teachers feel they can distinguish between a language barrier and a learning disability. Findings indicated that teachers with less preparation and/or experience working with ELL/LEP/ESL students, special education students, or students with both a language barrier and a learning disability feel they are able to distinguish between a language barrier and a learning disability and would refer an ELL/LEP/ESL student to I&RS and/or Special Education regardless of legal disallowances.
Black Greek Letter Organizations [BGLOs] have been dealing with the stigma created by poor media representation. Research into this matter has indicated that these groups often only receive coverage that is stimulated by their entertainment or hazing incidents. This study aims to determine if there is any connection between said stigma and Black students' effects. This study was constructed to explore the question: Does the stigma of BGLOs affect the student life experience of black students?
The review of literature focused on BGLO founding, BGLO stigma, and the black student life experience. Combined with the African American Identity Development and Reflective Judgment models, interview questions were used to ask participants about how they verify information and their perception of self (and others). Analysis of responses demonstrated that participants are aware of the stigma surrounding these groups. However, they do not allow it to stop them from interacting or pursuing membership. The study results indicated that the stigma concerning BGLO isn't an accurate representation of these groups as BGLOs are seen to create a sense of community where students feel supported and safe by the participants. The other result of this study was that the participants disagree with the media representation of these groups. It is recommended that to combat the stigma connected to BGLOs, the national leadership for these groups needs to come together to protest these depictions. Additionally, higher education leaders and those who advised these groups need to take the proper time to educate themselves on the history of these organizations and motivations of its members. Further research can be done to identify if said stigma affects students on a micro-scale, which offers a more in-depth look at perspectives for a particular school or on a macro scale that explores these ideas for a large number of schools.
Out-of-school suspension is commonly used as a disciplinary action in high schools; however, alternative-to-suspension programs are increasingly being used in hopes to improve student behavior without applying punitive damages. The literature review describes how discipline has transformed multiple times in the United States and around the world. It shows how disciple has shifted from the use of corporal punishment to expulsions and suspensions and now the newest transformation is the use of restorative justice. This study examined the impact of alternative-to-suspension programs used in three high schools and their effectiveness in improving students' academics and in building a positive school climate. The partner schools in this study have incorporated multiple alternatives to suspension programs (e.g., Positive Behavior Support in School, Panorama, and an Afterschool Social and Emotional Learning program) to increase trust and respect between students and staff while anticipating a decrease in suspensions and an increase in student performance. This is a quantitative study that uses archived data. This study measured suspension, attendance, and graduation rates for the 2015–2016 school year to the 2018–2019 school year and assessed whether there were significant differences in the rates across three high schools in the northeast. This study determined that there are some effects to the use of alternative-to-suspension programs. The study concludes that (1) one of the three high schools suspension rates were impacted after the implementation of the alternative-to-suspension program, (2) the graduation rate was positively impacted after the implementation of the programs, (3) Only one of the three schools attendance rates was impacted, negatively, after the implementation of the programs.
The New Jersey Educational Opportunity Fund (EOF) is a statewide initiative that provides college access to economically and educationally disadvantaged high school graduates. Supporting approximately 13,000 students every year through financial and educational support, EOF remains a significant pathway to higher education for many first and second-generation low-income students. Research on the EOF program exhibits a student-centric approach that focuses on student success, student retention, and the overall experience of first and second-generation students. The student-centric research approach towards the EOF program has advanced an understanding of this student population. However, research on the impact of professional staff members who work with EOF students is rare. Even more obscure is the hidden exchange of counseling between the EOF counselors and the EOF students. This qualitative phenomenological study illuminates the essence of counseling and the lived experience of EOF counselors directly from their perspectives. Three themes emerged from the data analysis: (a) empathetic relationship development, (b) the counselors’ blended authority within their multifaceted roles, and (c) reliance on technology as a delivery tool and conduit for their services. The findings reveal the depth of work and engagement it takes for EOF counselors to succeed in their roles, ultimately leading to success for their students. Recommendations are provided regarding current EOF counselors and future research on academic advising, counseling, and the New Jersey-based EOF program.
The purpose of this study was to examine the level of student participation in senior-only High-Impact Practices (HIPs) among first-generation, full-time senior native and community college transfer students attending four-year public institutions in the Northeast region of the United States. Specifically, the study examined whether there was a relationship in the level of participation in senior-only High-Impact Practices using the National Survey of Student Engagement (NSSE) as a tool. The independent variable, senior status, had two levels: first-generation, full-time native and first-generation, full-time community college transfer students. The dependent variables, senior-only High-Impact Practices (HIPs), were (a) internship or field experience, (b) study abroad, and (c) culminating senior experience. Kuh’s theory of student engagement provided the theoretical framework for examining these variables. 2015 NSSE and 2016 NSSE data from participating four-year public institutions in the Northeast region were used for analysis. Descriptive statistics were used to present the independent variables; inferential statistics were used to answer the research questions and test the hypothesis. A chi-square test of independence was conducted to examine the relationship of senior status and the self-rated level of participation in senior-only HIPs. The findings of this study contribute to the limited body of literature on the level of participation in senior-only HIPs among first-generation, full-time senior natives, and community college transfers.
The Urban Hope Act was authorized in 2012 and resulted in the implementation of renaissance school projects in Camden City, New Jersey. Since the first renaissance school project began serving students 5 years ago, there has yet to be an analysis of the academic impact that encompasses the three public school options that serve the students of Camden City. This study aims to compare academic achievement in each of the public school choice options: district, charter, and renaissance school projects. Specifically, in Grades 3 and 7, is academic obtainment in statewide assessments comparable by school type in English Language Arts (ELA) and math? If the academic obtainment differs, which pairs have a significant difference? Finally, does each school type serve equitable students based on demographic comparisons? Based on the results of Welch’s Analysis of Variance, a significant difference was identified in student performance by school type in Grade 3 in both ELA and math and in Grade 7 in ELA at an alpha of 0.05. A Scheffe post hoc analysis identified significant differences at the five percent level of charter performance in Grade 3 in both ELA and math compared to the district and renaissance school projects, and charter performance and renaissance school project performance in Grade 7 in ELA compared to the district performance. No significant difference was found in math in Grade 7 by school type. In addition, a Chi-square test determined an association between school type and demographic group. The portfolio model of school choice as implemented in Camden City, New Jersey, since 2014 has not been proven as a reformation model that equitably impacts student outcomes to date.