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dc.contributor.advisorStull, Judith C., 1944-
dc.creatorCooper, Elizabeth
dc.date.accessioned2023-05-22T20:07:08Z
dc.date.available2023-05-22T20:07:08Z
dc.date.issued2023
dc.identifier.urihttp://hdl.handle.net/20.500.12613/8560
dc.description.abstractThe purpose of this research was to investigate factors that influence academic achievement in high school. This study gathered data directly from high school students themselves. This research study utilized a mixed-methods design by blending quantitative analysis from survey data and qualitative analysis from in-depth interviews. The data collected in this study drew from students in three different high schools in the greater Philadelphia area and one high school in located in Harrisburg, PA. In total, 44 high school students responded to the survey and five students volunteered to participate in a follow-up interview.The research uncovered factors that influenced student educational aspirations such as parental influence, the student’s self-efficacy, and involvement in school activities. Most interestingly, the findings revealed that on average, the percentage of female students with aspirations for a higher educational degree (such as a M.D., J.D., or Ph.D.) was greater than males. On a percentage basis, a greater number of males aspired to attain a college degree than females. Additionally, the data also determined that as the number of proximal personnel that support the student’s attainment of a college degree increases by one, the student’s educational aspirations also increased by one year beyond high school, as well. The research findings also highlighted the importance of administrator visibility as a factor that positively impacted student success. In addition to uncovering key influences that impact student achievement, this research sought direct reflection from high school students about their perceptions of academic success. Lastly, a small but important part of this research was devoted to investigating how the Covid-19 pandemic impacted student’s educational experience. It is hoped that the findings from this study can be harnessed to inform educational leaders.
dc.format.extent162 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducational leadership
dc.subjectEducation
dc.subjectEducational administration
dc.subjectAchievement
dc.subjectAdministrative leadership
dc.subjectLatinx educational success
dc.subjectSelf-efficacy
dc.subjectStudent academic success
dc.subjectStudent perceptions
dc.titleIMPROVING ACADEMIC SUCCESS IN HIGH SCHOOLS ¡MEJORÁNDONOS!
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberMcGinley, Christopher W.
dc.contributor.committeememberEstrada, Armando X.
dc.contributor.committeememberDuCette, Joseph P.
dc.description.departmentEducational Leadership
dc.relation.doihttp://dx.doi.org/10.34944/dspace/8524
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
dc.identifier.proqst15197
dc.creator.orcid0000-0003-0194-0072
dc.date.updated2023-05-19T15:11:49Z
refterms.dateFOA2023-05-22T20:07:09Z
dc.identifier.filenameCooper_temple_0225E_15197.pdf


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