Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


Beltz with signature.pdf (6.13 MB)

ETD Abstract Container

Abstract Header

Transitioning Middle Level Students Through a Tuition Model in Pennsylvania's Public School System

Beltz, Jeffrey R
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1541160306624089

Abstract Details

2018, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
This quantitative research study used seven hypotheses to detail a unique tuition model practice occurring within five Pennsylvania public school districts: Bryn Athyn, Duquesne City, Midland Borough, Saint Clair, and Wilkinsburg. These five districts do not have a high school and tuition resident students to neighboring school districts to meet graduation requirements. The purpose of this study was to identify middle level student and parent perceived similarities and differences towards transition factors prior to students being tuitioned to a secondary school located outside of the district. Through the use of surveys, a convenience sample study was selected for the design structure. The sample population (N = 108) was targeted to collect perceptual data from student (n = 54) and parent (n = 54) groups. Survey items were aligned into five construct categories: peer interaction, access services, teacher support, academic rigor, and school safety. By focusing on the mean of created construct data sets, descriptive statistics measured the relationships between student and parent grouped variables for statistical significance (p < .05). Parents generally displayed more concern for survey items and constructs than students recorded. Both groups offered their highest level of concern towards academic rigor and teacher support constructs. The largest concern level differences between student and parent groups existed within peer interaction and school safety constructs, which also eclipsed the statistical significance expectation and rejected two null hypotheses. From these findings, recommendations for practice were illustrated to establish a successful transition program by addressing tuitioned families’ concerns to overcome perceived barriers.
Jane Beese, Ed.D. (Committee Chair)
Xin Liang, Ph.D. (Committee Member)
Charles Jeffords, Ed.D. (Committee Member)
Matthew Paylo, Ph.D. (Committee Member)
Charles Vergon, J.D. (Committee Member)
224 p.
Educational Leadership; Middle School Education; School Administration; Secondary Education
middle level transition; transition; student and parent transition perceptions; perceived student transition barriers

Recommended Citations

Citations

  • Beltz, J. R. (2018). Transitioning Middle Level Students Through a Tuition Model in Pennsylvania's Public School System [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1541160306624089

    APA Style (7th edition)

  • Beltz, Jeffrey. Transitioning Middle Level Students Through a Tuition Model in Pennsylvania's Public School System . 2018. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1541160306624089.

    MLA Style (8th edition)

  • Beltz, Jeffrey. "Transitioning Middle Level Students Through a Tuition Model in Pennsylvania's Public School System ." Doctoral dissertation, Youngstown State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1541160306624089

    Chicago Manual of Style (17th edition)

ysu1541160306624089
420
© 2018, all rights reserved.
This open access ETD is published by Youngstown State University and OhioLINK.