Covid-19 & Mathematics Achievement: A Casual-Comparative Study

Learning loss due to COVID-19 and the digital divide will have dire consequences for low-income students. This study used the Faucet Theory (Alexander et al., 2001) as a theoretical framework to determine the extent that the COVID-19 learning environment impacted the Southern Public Schools District’s African American, low-income, and high-income high school students’ proficiency level based on the Algebra I section of the 2020-2021 Louisiana Education Assessment Program (LEAP) assessment. The researcher used archival data from the LEAP, a causal-comparative research design, and a one-way ANOVA to test the hypotheses and answer the research question. The results of the one-way ANOVA indicated that the pre-COVID-19 learning environment had no impact on African American, high-income, and low-income high school students’ average percentages at the mastery and basic proficiency levels, but it had a moderately negative impact on students’ average percentages at the approaching basic (p = .038) and unsatisfactory (p = .021) proficiency levels. The COVID-19 learning environment had no impact on African American, high-income, and low-income high school students’ average percentages at the advanced and basic proficiency levels, but it had a strong negative impact on African American, high-income, and low-income high school students’ average percentages at the mastery (p = .006), approaching basic (p =.007), and unsatisfactory (p = .008) proficiency levels. This study will give additional insights into COVID-19’s impact on the student achievement of a populace most susceptible to learning loss, high school students in a high- poverty school district. It will add to the current knowledge base on high-poverty school districts, distance education, learning loss, the digital divide, and student achievement in mathematics. The results showed that the COVID-19 learning environment widened the achievement gap between high and low income students and increased learning loss for students from specific backgrounds—African-American students and students in low-income households. This study is important because the researcher found that regardless of race or socioeconomic status, a blended teaching methodology of problem solving, individualized tutoring, game-based interaction, and computer assisted practice could significantly increase learning gains in mathematics, especially in cognitive areas. In fact, a blended learning environment could benefit low-performing students more than high-performing students

A Sacrifice For Their Country And A Commitment To Their Community: A Phenomenological Study Of Veterans Transitioning From Soldier To Student

The purpose of this study was to explore the challenges and lived experiences of former military men and women as they transitioned from military assignments to students in institutions of higher learning. This study focused on identifying gaps in support services that hindered the needs of former military men and women enrolled in higher education institutions. According to a study by the U. S. Department of Veterans Affairs (2021), former military men and women encountered common challenges during re-adjustments, such as employment, maintaining healthy relationships, and pursuing educational endeavors. Using a descriptive phenomenological research design, the research study gathered information from individuals who have lived, witnessed, and joined a branch of the United States military. The research study revealed six themes that emerged from participants\u27 responses. (1) the Registration Process; (2) Understanding G.I. Bill Benefits; (3) the Environment; (4) Veteran Advisor; (5) Veteran Specific Services; and (6) Retention. The responses indicated consistency in the themes identified as challenges encountered by former military men and women who transitioned from the military

How Coteaching Impacts Student Academic Growth In Elementary School

The purpose of this study is to determine the effects of co-teaching on the academic achievement of elementary students in English Language Arts (ELA). The current body of research related to co-teaching is primarily qualitative and mostly inconclusive (Hurd & Weilbacher 2017). After the reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004, it is vital for educational institutions to implement research-based practices to support students with and without disabilities in their Least Restrictive Environments (LRE). This study took a quantitative approach and utilized a causal-comparative design to answer the question: How does a co-taught classroom in comparison to a traditional classroom impact the academic achievement of third and fifth grade students in ELA as indicated by the Louisiana Educational Assessment Program (LEAP) 360 assessments? Data were gathered from diagnostic and interim benchmark assessments from a co-taught group of students and a traditionally taught group of students. The difference between the scores was analyzed to determine student growth and to compare the average growth of students in a co-taught classroom to the average growth of students in a non- co-taught classroom. This study’s intent was to determine if there is a statically significant difference between the ELA growth of students in co-taught classrooms and students in non-co- taught classrooms

Implementing Kanban Boards

The Library\u27s student employment program introduces students to the principles and methods of Lean, a process, and service improvement methodology that is focused on increasing customer-defined value. Bronze Level capstone presentation describing Kanban Boards and their use and utility.https://digitalcommons.xula.edu/xula_lmi/1013/thumbnail.jp

Emancipation: Centering Black Parent Voices in the New Orleans Charter School Experiment

This phenomenological study explored Louisiana legislative charter school policies and the extent to which those policies empowered Black public-school parents in the New Orleans charter school experiment (NOCSE). Parent empowerment, the sharing of power with parents, has been a missing component both in scholarly literature and in charter school policy and implementation (Ferlazzo, 2011; Hsiao et al., 2018, Murray et al., 2013). Using semi structured interviews, the results of this study yielded three themes related to Black parent empowerment (BPE) and the public-school struggles Black parents face in an all-charter district. Based on the research findings, this study revealed that Black public-school parents strive to be active advocates and actors, rather than passive recipients of decisions made by teachers, administrators, schools, and school systems (Connor & Cavendish, 2018)

The Silent Suffering of Survivors: The COVID-19 Pandemic\u27s Impact on Domestic Violence Resources

Increased reports of domestic violence has coincided with the eruptions and growth of the COVID-19 pandemic. Previous research has shown a positive correlation between domestic violence and the occurrence of humanitarian crises. Recently published research about domestic violence police reports in the COVID-19 pandemic has also supported this correlation. We used data from the National Network To End Domestic Violence (NNEDV) to analyze the number of survivors served by domestic violence programs in the United States, type of resources available, and unmet request from 2019-2021, one year pre-pandemic and the first two years of the pandemic. Findings from this study indicate that the COVID-19 pandemic has exacerbated inaccessibility and unavailability of domestic violence resources, especially since many reductions and eliminations to domestic violence services occurred during this time period. In addition, there is a great need for more research on how this humanitarian crisis impacted historically underserved survivors in the United States