Improving access to higher education in Arizona for students from low-income families

Norwood, Cristie Lynette Arizona State University 2006 해외박사(DDOD)

This study focused on the loss of low-income students in the educational pipeline from high school graduation to college entry. It examined the status of college participation in states for this population of students relative to several variables: state need-based grants, state nonneed-based grants, public four-year tuition and fees, median family income, and academic preparation. The relationships between these variables and college participation rates for low-income students (CPRLS) were analyzed. A specific goal of this study was to determine which factors most affect those rates to determine ways to improve access in states, like Arizona, with poor CPRLS. A state-level analysis was conducted using crosstabulations, chi-square tests, and stepwise multiple linear regression. All of the variable analysis included a focus on Arizona. The findings from this study revealed patterns distinguishing states with higher CPRLS from states with lower rates. On average, better performing states were associated with higher state need-based grant per full-time equivalent (FTE), higher public four-year tuition and fees, higher median family income, higher academic preparation, but lower state nonneed-based grant per FTE. Significant and positive relationships were found between CPRLS and all of the variables except state nonneed-based grant, which revealed a significant and negative relationship. Of the variables examined, state need-based grant and academic preparation had the most effect on CPRLS. Arizona ranks among the bottom three states with respect to CPRLS. While tuition is among the lowest, the state is also among the lowest investors in state need-based student aid, aid that has declined while tuition has soared. In addition, Arizona is among the poor performers in academic preparation, particularly for low-income students, as measured by the National Assessment of Educational Progress. The findings in this study suggest that by providing higher levels of need-based grants and improving academic preparation, states like Arizona may raise college participation rates for their students from low-income families.

The adequacy and equity of funding for K--8 gifted programming in Arizona

Thor, Janet Wertsch Arizona State University 2003 해외박사(DDOD)

A key academic gauge of the effectiveness of a nation's educational system is its ability to provide an adequate education for all of its children. A universal system of education such as that provided in Arizona and throughout the United States is eventually tested by that provided to students that can be considered “exceptional”. The purpose of the study was to determine the equity and adequacy of funding for gifted education in the state of Arizona. Specifically, the study addressed three research questions. The first question focused on determining which school districts in Arizona met minimum programming requirements for gifted education as prescribed by the National Association for Gifted Children. The second question determined the necessary per-pupil expenditure for an adequate gifted education in Kindergarten through grade eight districts. The third question calculated the equity of the funding of gifted education in Arizona by determining the extent to which school district wealth, as measured by assessed property valuation, was related to expenditures for gifted education. An average cost of an adequate gifted education was derived from the expenditures of seven benchmark districts. The population for this study was the 188 Arizona elementary and unified public school districts that enrolled students in kindergarten through grade eight during the school year 2001–2002. Data from the benchmark districts, after removing the highest and lowest five percent in terms of property wealth, were averaged and that figure was said to represent the cost of an adequate gifted education in Arizona. An adjustment was then made to accommodate for the cost of doing business, using the National Center for Educational Statistics Cost of Education Index. The relationship between expenditures for gifted programming and school district wealth, as measured by assessed property valuation, was calculated by the use of the coefficient of correlation. The cost to provide an adequate gifted education in Arizona ranged from a high of $546 to a low of $430. The relationship of gifted expenditures to school district wealth was high, with a coefficient of correlation of .8264.

The impact of the state policy environment on public higher education collaboration in Arizona

Stout, Rebecca Yale Arizona State University 2001 해외박사(DDOD)

Public institutions of higher education throughout the United States are facing complex societal challenges that are contributing to increasing environmental turbulence. Collaborative partnerships have been suggested as an alternative organizational structure to address such turbulence. To date, most of the literature on educational collaboration has focused on partnerships between colleges/universities and public schools, emphasizing descriptive accounts of inter-organizational relationships and collaborative processes. Further, the limited amount of literature addressing state policy issues related to collaboration has also focused on educational policy related to college/university and public school partnerships. This study has shifted the empirical focus toward developing a greater understanding about the impact, if any, of the state policy environment on collaboration between institutions of higher education, specifically public community colleges and universities. A qualitative case study research design was employed using a higher education systemic change model as a conceptual framework for initial data collection and analysis. The single case, or state policy environment, selected for this study was the State of Arizona. An interpretive approach to data analysis was used, with semi-structured interviews, documents and observation occasions serving as the primary data collection strategies. The findings of the study indicate that the impact of the state policy environment on collaboration between public universities and community colleges in Arizona has differed, depending on the type of collaboration in which institutions have been engaged. However, two key elements of the state policy environment have played a substantial role in enhancing collaboration between the two sectors of Arizona public higher education: (1) the consistent influence exerted by state policy makers and key higher education stakeholders, and (2) accountability measures which have served as incentives for developing and maintaining collaborative efforts.

Implementing learner-centered education: A case study of Arizona State University

Grillos, Paul A Arizona State University 2007 해외박사(DDOD)

This study examined the effectiveness of learner-centered education (LCE), through a case study analysis of LCE implementation at Arizona State University (ASU). In contrast to traditional teaching-centered approaches, LCE places greater emphasis upon students, prompting them to participate actively in learning activities and to share responsibility for their progress. Under the purview of the Arizona Board of Regents Tri-University LCE grant (2005-06 funding cycle), I developed four questions to guide this research: (1) what are the potential advantages and disadvantages of an LCE-mediated environment; (2) to what extent can faculty meet their intended learning outcomes utilizing LCE methodologies; (3) how do the experiences of students and faculty operating within an LCE framework differ by academic discipline; and (4) by what channels, formal or otherwise, is LCE advocated at departmental, college, and university-wide levels. Study participants derived from individuals who partook in the 2005-06 Tri-University LCE grant, in addition to participants of an earlier funding cycle. Regarding the former, I selected instructors from ASU who taught a spring 2006 course using LCE methods, along with students enrolled in these courses. Data collection occurred through semi-structured interviews with instructors and students, classroom observations, and document analysis. Additionally, I interviewed ASU instructors from the 2004-05 Tri-University LCE funding cycle. Data revealed that LCE has the potential to enhance student attainment of learning outcomes. Indeed, within the context of this relationship between LCE and learning goals, instructors discussed numerous advantages the approach has to offer, including enhanced student involvement, increased motivation and efficacy, and greater accountability on the part of students to achieve learning outcomes, among others. Student commentary, in addition to my own classroom observations and document analysis, likewise reaffirmed such advantages. Despite these benefits, not all instructors utilized LCE techniques equally, suggesting individual and/or disciplinary differences in the adoption of the approach. Of even greater concern, particularly within a research-based institution such as ASU, is the tenure system, which appears to threaten the widespread implementation of LCE. The challenge, therefore, is to promote LCE to make it appealing and practical to a wide range of audiences (faculty and administrators alike), thereby ensuring its successful adoption.

The effect of the unification of Arizona school districts on the funding of educational adequacy and tax rates

Howell, Paul L Arizona State University 2005 해외박사(DDOD)

In January 2002, President George W. Bush signed into legislation the No Child Left Behind Act of 2001 (NCLB). To comply with the mandates set forth in NCLB, in 2002 the State of Arizona enacted AZ LEARNS. A significant part of AZ LEARNS is the Arizona Instrument to Measure Standards (AIMS) test. As of June 2006, all Arizona students will be required to pass the AIMS test to graduate high school. NCLB requires all students to pass the AIMS by the end of the 2013--2014 school year. In Arizona, the AIMS test is presumed to be the measure of adequacy. In addition to NCLB, courts around the country are forcing states to fund education adequately. These pressures require states to examine all avenues of providing students with an adequate education. The purpose of this study was to determine the effect of unification of Arizona's public school districts on the funding of an adequate education and local property tax rates. The population for this study was Arizona's 218 elementary, secondary, and unified public school districts. In this study, all of these districts were consolidated into unified districts. The successful school district approach was used to determine the per pupil expenditure (PPE) required to provide each Arizona public school student an adequate education. A school district was considered to be successful in providing an adequate education if a majority of the students in the district met the requirements on all three sections of the AIMS test: 27 school districts met these criterion. It was determined that these districts had a PPE of $3,801.70 for the maintenance and operations budget. This PPE was subsequently applied to the new unified districts to determine their required spending. Finally, the required tax rate to meet the demands of the new budget for each unified district was calculated. It was determined that each school district, with the exception of one, needed to increase their local property tax rate to provide the required increase in spending to meet the new adequate budgets. The results of this research indicate that Arizona public school districts need to increase spending if their students are to be provided with an adequate education and the requirements of NCLB and AZ Learns are to be met. It is recommended Arizona's 218 public school districts should be consolidated into unified districts. Also, Arizona should base maintenance and operations budgets on the amount of money needed to provide each student with an adequate education. Thirdly, it is recommended that the state provide more direct aid to school districts to minimize the impact of increased expenditures on local property tax rates.

Twenty-five years later: A comparative study of the socioeconomic integration of Vietnamese refugees in Arizona

Gibbons, Gail Arizona State University 2006 해외박사(DDOD)

Vietnamese refugees have been arriving in the United States since the fall of Saigon in 1975 with more than 13,000 settling in Arizona. Previous research has focused on their socioeconomic integration in other states but their progress within Arizona is largely unknown. This research project, therefore, sought to better understand their socioeconomic integration in this state by looking at the following socioeconomic systems and exploring how their ethnicity, location, gender and age related to these systems: (1) Education System; (2) Employment Sector; (3) Economic Structure; (4) Housing Market. Comparative research methods were used to explore the extent to which Vietnamese have successfully integrated in Arizona. Within group outcomes of Arizona Vietnamese (AZ VN) were examined by gender and age cohort and compared to Arizona's total population (AZ TP). This comparison illustrated their socioeconomic integration in the state and was used as a measure to show how their ethnicity related to the outcomes. A second comparison was made contrasting outcomes observed in the total population of Vietnamese (TP VN) to the total population of the United States (TP US). The percentage differences observed in the comparison between AZ VN--AZ TP with the percentage differences observed in the comparison between TP VN--TP US shed light on the impact that location had on integration. Analysis of these comparisons suggests that Arizona Vietnamese have likely integrated into each of the four socioeconomic systems explored in this study. An added finding also suggests that the total population of Vietnamese nationwide have likely integrated into each of the socioeconomic systems explored with the exception of the housing market. For Arizona Vietnamese, age and location were more closely associated with the outcomes than were their ethnicity and gender.

The practice of superintendent evaluations as viewed by Arizona school board presidents

Sackos, Gregory T Arizona State University 2009 해외박사(DDOD)

This study investigates the current evaluation practice on the superintendents in the state of Arizona. More specifically the study addresses the following: the frequency of the evaluation; who assists in the development of the evaluation tool; the extent to which Arizona school superintendents are formally evaluated; who conducts the evaluation; and what training these evaluators attain. The population of this study was the school board presidents of the state of Arizona's public school districts. A survey entitled "The Practice of Superintendent Evaluations" was designed and distributed to the board presidents. Data was collected from the 77 surveys returned from participating school board presidents. The findings of the study showed some limitations in the evaluation process of the superintendents. Notably, a large percentage of these evaluations may be informal evaluations as it was revealed that 82.7% of the board presidents said their districts conduct a formal written evaluation on their superintendents. Of these formal evaluations, it appears a small percentage of districts make event an ongoing process as only 10.7% of the evaluations are conducted more than once per year. Because of this frequency, it appears that many evaluations may be a single event instead of an ongoing process. In general, school board members are the greatest contributor to the development of the evaluation tool. The board president, the superintendent, and the Arizona School Boards Association also contribute to the evaluation tool. Recommendations for policy study and practice include the updating of Arizona Revised Statute 15-503, Section C which pertains specifically to the evaluation practice surrounding the state's public school superintendents. This section should be clarified to specifically denote the evaluation process of the superintendent. Also, a wide consortium of educational stakeholders should collaborate to develop a superintendent evaluation system coinciding with expectations outlined by A.R.S. 15-503. Future studies should include the superintendents to increase validity of the findings, as well as an additional study specific to both the size and location of the district, and how these districts participate in the evaluation practice of superintendents. Additional focus should center on the smaller districts throughout the state ensuring that they are aware of the role they have in the evaluation process on the superintendent.

Revisiting the dean: Byron Cummings and southwestern archaeology, 1893--1954 (Arizona, Utah)

Bostwick, Todd William Arizona State University 2003 해외박사(DDOD)

Byron Cummings was one of the more influential archaeologists who worked in the Southwest in the early 1900s, yet his long and colorful life had not been examined in a comprehensive biography. This study documents his professional career and chronicles his activities in exploration, education, museum development, administration, and writing. He and his students explored hundreds of miles of Arizona and Utah from 1906 to the early 1940s and excavated more than 150 archaeological sites. Unfortunately, many of those excavations were not reported. Cummings also was a very popular professor of Latin, Greek, and American Archaeology, first at the University of Utah (1893–1915) and then later at the University of Arizona (1915–1937). Many of his students considered Cummings one of the best teachers they had known. He had excellent administrative skills and served as a Dean for several years at both universities, and as President of the University of Arizona from 1927 to 1928. As Director of the Arizona State Museum for 22 years, he acquired more than 25,000 artifacts for its collections through excavations, purchase, and donations. One of the current State Museum buildings was constructed by Cummings using federal New Deal money in the mid-1930s. While President of the University of Arizona, he convinced the State Legislature to pass an Arizona Antiquities Act in 1927, which firmly established control of Arizona archaeology with the Arizona State Museum. That year he also started a graduate program in archaeology. In the 1930s, he clashed with other archaeologists from eastern institutions, as well as with some within the state, as competition for archaeological specimens intensified in Arizona. A tireless promoter and educator, Cummings contributed immensely to the growth of public awareness of Arizona archaeology.

Arizona college students: Willing advocates for campus tobacco policy

Eisen-Cohen, Eileen M Arizona State University 2005 해외박사(DDOD)

This dissertation examines attitudes and behaviors of Arizona university students regarding tobacco control policy. It investigates undergraduate students' responses from a telephone survey conducted by the University of Arizona in 2001. The sample consisted of 605 students from the University of Arizona, Arizona State University, and Northern Arizona University. Students' attitudes toward tobacco restrictions and support regarding advocacy for campus tobacco policy were examined through secondary analyses of the data set. Specific methodologies utilized include constructing and analyzing indices of support for campus policy and propensity for anti-tobacco advocacy, conducting correlation tests, and multiple regression analyses. This study confirms previous research findings that college students support smoking restrictions on university campuses. It also produced a unique finding that student attitudes supporting smoking bans presage student advocacy behavior to affect tobacco control. The potential of student advocacy in advancing campus tobacco control policy fills an important gap by contributing new research that aids in developing new strategies that include student advocacy to impact campus tobacco policy and ultimately student health behavior. Campus wellness personnel and administrators can rely on favorable advocacy attitudes of undergraduate university students to support campus tobacco control policy. The contribution of this research to the academic literature may ultimately provide greater health protection to young adults by preventing and reducing tobacco use in this population.

Electronics and aerospace industry in Cold War Arizona, 1945--1968: Motorola, Hughes Aircraft, Goodyear Aircraft

Gart, Jason Howard Arizona State University 2006 해외박사(DDOD)

This dissertation examines the history of the electronics and aerospace industries in Arizona during the opening decades of the cold war and narrates, for the first time, a comprehensive history of the state's postwar defense establishment. The study focuses on the crucial period between 1945 and 1968, when a significant number of national electronics and aerospace firms established manufacturing and production facilities in Arizona. The dissertation argues that U.S. defense needs brought profound changes to Arizona during the cold war, and that this transformation was comparable to the substantial impact of the Second World War. The study focuses predominantly on the history of the three largest electronics and aerospace companies in Arizona: Motorola Inc., Hughes Aircraft Company, and Goodyear Aircraft Corporation. Through a series of company-oriented case studies, the dissertation analyzes both the strategic and economic motives that brought each firm to Arizona. One central finding of the study concerns the significance of industrial dispersion and decentralization. This cold war policy, which sought to remove vital defense production from the East and West coasts and scatter them inland, had a transformative effect on Arizona's industrial development. Unlike other regional studies, this dissertation argues that Arizona boosters were only mildly effective in attracting new electronics and aerospace firms to the state. The dissertation also catalogs the numerous technologies and innovations developed in Arizona during the cold war, including advancements in airborne electronics, semiconductor research, guided missiles, and radar systems. At the same time, the dissertation provides a thorough examination of the social, political, and economic ramifications of the electronics and aerospace firms. The postwar electronics and aerospace boom directly influenced the political ideology of the state, contributed to changes in the higher-education system, caused new residential and commerical growth patterns, and brought significant environmental degradation. Finally, the dissertation relies on a multi-archival approach. Utilizing heretofore unaccessed corporate documents and previously classified technical reports obtained under the Freedom of Information Act and Mandatory Declassification Review, the study provides a unique outsider view of Arizona history.