The purpose of this study was to examine academic and personal variables as predictors of degree completion within 150% of the normal time for students participating in the federally funded Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) grant. The study aimed to identify which factors most strongly influenced college completion among students traditionally placed at risk. Academic and personal variables analyzed included 12th-grade GPA, 7th-grade college aspirations, cumulative GEAR UP program service hours, gender, middle school setting, and race/ethnicity. A binary logistic regression analysis was conducted to determine the extent to which these variables predicted timely college completion. The resulting model identified 12th-grade GPA and cumulative GEAR UP program service hours as significant predictors of degree completion within 150% of normal time. Students with higher GPAs and greater participation in GEAR UP programming were more likely to graduate on time. Findings suggest that sustained academic performance and engagement in GEAR UP services contribute meaningfully to college completion among students from historically underrepresented groups. Implications for program design and recommendations for future research are discussed.

It remains important to remove the narrative of a deficit ideology and attend to asset-focused scholarship on Indigenous identities. As such, this study explored how Native students and families in Nevada perceive higher education and the reasons they select or opt out of attending higher education. Using a qualitative methodology with a comparative case study, 36 semi-structured interviews were conducted with participants as pairings, students and their student supporter. Findings indicate that participants held strong, positive values toward higher education, with an opportunity to improve their lives and tribal community. The key themes of Intergenerational Knowledge, Harmony & Balance, and Cultural Revitalization were central to their perceptions. An emphasis on these areas can be used to better support Native students and families with recruitment, retention, and completion in higher education, particularly when examining ways to enhance educator pathways.

The purpose of this study was to conduct a quantitative, exploratory analysis of key variables at transition grade levels (i.e., 7th, 9th, 12th) toward retention and completion in postsecondary education among Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) students. The exploration included variables that were retrieved from existing data on 65 students from one of the state's GEAR UP subawards in order to conduct correlations, t-tests, sign tests, and binomial regression to explore the variables across the transition years in relation to GEAR UP participation and postsecondary outcomes. Students represented by the data were GEAR UP participants since their 7th-grade year, having engaged in twice monthly peer-mentoring and summer programming activities within a university partnership. Importantly, most students were of Latinx heritage backgrounds, and the majority enrolled in postsecondary education; notably, the 4-year postsecondary completion rate was 84%. A discussion and conclusion of this exploratory analysis are provided.

Career and technical education (CTE) has long endured public scrutiny and bias, but unfortunately, the extent to which varying opinions have permeated secondary schools remains elusive. A quantitative methodology, was used to examine secondary administrator, counselor, and subject-specific teacher opinions in CTE options, role in conveying job skills, and school leader ability for implementation. The largest distinctions were between middle and high school teachers. Policy-makers can establish consistency in messaging to reduce the stigma toward CTE, help promote comprehensive professional learning across all educator types, and include social emotional learning to augment skills and diversify access to CTE programming.

One Extension Specialist implemented a STEM pilot robotics program across three middle school settings. A program evaluation to provide guidance and recommendations for future development, implementation, and continued evaluation was conducted as part of a larger study. This process led to the development of a condensed STEM survey that can be used by Extension professionals on STEM dispositions among middle school youth.

The purpose of this study was to explore high school teachers' perceptions about principal leadership practices, as well as to gain an understanding of the teachers' perceptions of school climate in a large urban district in the Western United States. Data were collected with two surveys, the Leadership Practices Inventory and the Organizational Climate Description Questionnaire Revised for Secondary Schools, along with five demographic questions including age, gender, number of years teaching, number of years teaching with current principal, and level of education. Across nine high schools, 334 completed surveys were used to examine relationships among variables within the instruments, as well as to explore possible differences by demographic variables. Teachers who were older within the school setting perceived themselves as being less engaged and intimate, as related to the school climate, while those with principals for a shorter amount of time and only a bachelor's degree (perhaps more novice) perceived the principals' practices more positively. Results also suggested that, in schools where teachers perceived their principal as carrying out the given leadership practices, higher levels of a positive school climate were also perceived among higher-performing schools and within schools higher levels of federal free and/or reduced lunch rates.

The purpose of this study was to explore 11th- and 12th-grade students' expectations in the International Baccalaureate Diploma Program (IB DP) at a high school in the Western United States. Study participants included 92 of 94 high school students currently enrolled in the IB DP. Each participant completed a researcher-created, paper survey with 24 questions, using a 5-point Likert-type scale, as well as four demographic questions. Overall, students reported high expectations and beliefs for the program in helping them prepare for postsecondary education. Findings also suggested that females experienced more stress and feelings of being overwhelmed, while enrolled in the program as compared with males, despite a larger percentage of females reporting of postsecondary plans. In addition, Spanish-speaking students aspired to community college more than their peers, suggesting possible disparities in equity. A discussion of these findings and their implications are provided.

This article shares strategies for how principals can lead for equity using a critical consciousness framework. We outline the three components of critical consciousness (critical awareness of inequality, political efficacy, and critical action for social change) and provide specific guidance on how principals can support each of these components among their students and staff. We also discuss the urgency of leading for equity in the context of multiple national crises and ongoing opportunity gaps affecting low-income students and students of color. Through critical consciousness, principals can be more empowered as change agents for justice and empower their school communities to work together for greater equity in schools and society.

Calls to enhance opportunities for women in science, technology, engineering, and mathematics (STEM) continue to be made. In 2018, the Girls in STEM program was created for girls ages 9–14 to increase their engagement, confidence, and interest in STEM degrees and careers. Girls in STEM is a 3-day overnight experience with a focus on STEM activities that are integrated with team building and outdoor exploration. This chapter presents details of the program, as well as results from the first program evaluation. In particular, the results reveal that girls’ awareness of STEM career options, awareness of benefits to having a STEM career, and comfort working in a team increased significantly after program participation. The chapter concludes with implications for practice and concluding thoughts intended to contribute to greater understanding of out-of-school-time (OST) STEM programming for girls.

The culture of a school is a critical component of school improvement efforts. However, changing the culture of a school is no easy feat. In this qualitative, single case study, we describe the perceptions held and strategies employed by one female principal newly assigned to a middle school in an urban setting. We examined the principal’s perceptions about the challenges that she faced and the strategies she used, during a three-year timeframe, to turn around a middle school designated as chronically underperforming. Ultimately, the principal was able to move the school from a culture characterized as having poor academic performance to a place of engaged students. We identified the themes of demanding effective teaching, creating support systems, and shifting student discipline. We discuss these findings and their implications for research and practice.

This article presents a program evaluation of a six-week middle school pilot program focused on Science, Technology, and Math (STEM) enrichment using robotics, specifically VEX Robots™. Two key questions guided this evaluation: (a) Does exposure to robotics influence middle school dispositions about STEM and careers in STEM? and (b) What lessons can be learned from program leads and student experiences? The aims were to provide guidance and recommendations for future implementation, development, and evaluation of the program. Findings are noted, along with a discussion and recommendations.

This phenomenological research study focused on how education students perceived diversity in their academic lives, as well as the language they used when they talked about diversity. Focus groups with 36 undergraduate and graduate students in a college of education were conducted to explore these areas. Three themes were identified through a two-phase analytical approach. These were: (a) limited or inconsistent exposure to diversity at the college; (b) instances of othering and exclusion that took place in various spaces; and (c) divergent ways of talking about the diversity climate. The article concludes with a renewed call for increased attention to diversity in colleges of education.

This article presents a program evaluation of a six-week middle school pilot program focused on Science, Technology, and Math (STEM) enrichment using robotics, specifically VEX Robotsâ„¢. Two key questions guided this evaluation: (a) Does exposure to robotics influence middle school dispositions about STEM and careers in STEM? and (b) What lessons can be learned from program leads and student experiences? The aims were to provide guidance and recommendations for future implementation, development, and evaluation of the program. Findings are noted, along with a discussion and recommendations.

This article presents a case study conducted by three co-instructors (one faculty member and two practicing principals) who examined their experiences co-teaching a newly revised, graduate-level, principal preparation course. Three themes were identified through their experiential stories: strengths of the co-teaching model, supports and needs, and hindrances. These primary themes, along with notable sub-themes are detailed. A discussion on co-teaching as an innovative teaching method in higher education is provided with a particular focus at the graduate level. Implications for practice and suggestions for future research are discussed in light of these unique findings on co-teaching experiences.

Today, many principals are assigned to struggling schools with the mandate to quickly change the academic trajectory of the students. Interviews were conducted to gain an understanding of how principals and core teachers working at rural middle schools under chronic academic stress perceived the increased academic expectations at their schools. Three key findings were revealed: (a) There were misaligned principal and teacher interpretations of efforts to improve the school; (b) there tended to be an ongoing focus on what was wrong with the school; and (c) principals felt they were alone in the process. A discussion of these findings is provided.

Teachers' perceptions of professional development experiences related to process, content, and context were explored to better address leadership preparation needs. Teachers responded to the Professional Development Questionnaire, three demographic variables (teaching experience, Title 1 status, and current grade level) pertaining to the individual, and one open-ended comment field. A total of 327 teachers from a large western school district in the United States responded. The findings indicated that there were no significant differences for the three demographic grouping variables. Overall, results revealed low mean values, indicating that teachers disagreed or strongly disagreed with statements related to their professional development experiences. Teachers also indicated that their own building administrators did not value professional development. Finally, teachers' perceptions of professional development also suggested that professional development topics were irrelevant, and that they were not provided with enough time to integrate topics into their current practice

This paper serves as a review of the research literature on gender issues in K-12 educational leadership, with a primary focus on the principal and superintendency positions in the United States. The prominent common themes or topics found in the literature are discussed. More specifically, barriers to gender equity in educational leadership are identified, and qualities or strategies used by successful female administrators where such barriers have been broken are noted.