Master of Arts, The Ohio State University, 2006, Graduate School

Committee: Not Provided (Other) Subjects:

Doctor of Education, Miami University, 2023, Educational Leadership

Time and again, legislators adopt accountability policies to force schools to change. The goals of accountability policies seem noble on the surface—increase equality in schools, high expectations for all, and, in the case of Ohio's Third Grade Reading Guarantee, ensure all students can read. Despite a lack of any clear long-term benefit of retention, Ohio has been using the threat (and practice) of mandated retention in third grade since 2012. After 10 years of implementation, it is important to review and reflect on the impact of this policy on students. This qualitative study draws on district data and interviews to understand educators' impressions of the impact of Ohio's Third Grade Reading Guarantee on students in one district. In addition, archival data were collected and summary statistics were used to identify patterns of over- and underrepresentation of students who are impacted most by this policy using an intersectional approach. Educators report undue pressure and anxiety for third grade students. This pressure and anxiety increase for students who do not meet promotion criteria in the fall of third grade. Educators also describe the instructional impacts that affect the student experience. In an effort to avoid retention, teachers must focus on strategies to help students “pass” the test. Educators note the need for targeted intervention but share the struggle to “fit it all in.” The educators interviewed also described trying to use special education identification as a means to avoid retention, even when students may not have a disability. Students who were economically disadvantaged, Black, or were identified with a disability were at-risk for retention at higher rates than their peers. Upon further examination, the intersection of economically disadvantaged and other demographic populations led to differing results. The intersection of economically disadvantaged and male students, Black students, and students with disabilities were not meeting the (open full item for complete abstract)

Committee: Kate Rousmaniere (Committee Co-Chair); Lucian Szlizewski (Committee Co-Chair); Sujay Sabnis (Other) Subjects: Education; Education Policy; Educational Leadership

Doctor of Philosophy, The Ohio State University, 1983, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Education (EdD), Ohio University, 2016, Educational Administration (Education)

This qualitative comparative case study identified the factors that educational professionals from rural Western Appalachian Ohio perceive impact successful student outcomes on Ohio's Third Grade Reading Achievement Assessment. Data were collected from two high-poverty elementary schools. To be considered for this study, one school had to consistently meet the state's standard to earn the report card point by attaining 75% passage or higher on Ohio's Third Grade Reading Achievement, and the other school had to historically struggle to achieve 75% passage. Interviews were the primary source of data collection and consisted of teachers, principals, and superintendents, respectively. Results indicate instructional strategies utilized by the teachers, supportive leadership, and both self- and collective efficacy are all variables that discriminate between the higher performing and struggling schools.

Committee: Krisanna Machtmes Dr. (Committee Chair); William Larson Dr. (Committee Member); James Salzman Dr. (Committee Member); Sara Helfrich Dr. (Committee Member) Subjects: Education

Master of Education (MEd), Bowling Green State University, 2009, Reading

Researchers have found that one promising way to improve students' attitudes toward reading and their overall reading competence is to provide students with reading materials that relate to their personal interests. By allowing students to encounter pieces of literature that feature characters with whom they can identify, they will see how reading can relate to their own lives and will more likely develop a love for reading. To ensure that both male and female students have access to reading materials in which they can connect to the characters, teachers should be aware of any gender imbalances found in the reading materials used in their classrooms. This research study evaluated three recently published third grade basal readers for evidence of gender bias. The basal reader textbook series were selected for the study based on the following criteria: the series were offered to local districts in the State of Ohio for adoption, the series were published by major education publishers, and were current editions of each series. Once the basal reader textbook series were selected, the main passages in each third grade basal reader were analyzed for gender bias based on the following characteristics: percentage of each gender displayed in human illustrations; gender of main, minor, and mentioned characters; genre and content of each basal passage, and characteristics of the main characters. The data collected from each basal passage were entered into four separate data matrices (a matrix to analyze illustrations, gender of characters, genre and content of passages, and characteristics of main characters). Lastly, the data recorded on the data matrices were analyzed according to descriptive statistics and results of the study were shown in both visual and narrative form. Gender bias was evident within the passage illustrations, characters, and genre of passages found within all three third grade basal readers examined in the study.

Committee: Cindy Hendricks PhD (Committee Chair); Craig Mertler PhD (Committee Member); Lessie Cochran PhD (Committee Member) Subjects: Elementary Education