Đánh giá chương trình sẵn sàng đi học và nghề nghiệp S2C cho học sinh trung học

University of the Pacific Scholarly Commons University of the Pacific Theses and Graduate School Dissertations 2020 The Evaluation of Schools to College and Career (S2C) Readiness Program for Middle School Student Sima D. Gandhi University of the Pacific Follow this and additional works at: https://scholarlycommons.edu/uop_etds Part of the Education Commons Recommended Citation Gandhi, Sima D. The Evaluation of Schools to College and Career (S2C) Readiness Program for Middle School Student. University of the Pacific, Dissertation.edu/ uop_etds/3693 This Dissertation is brought to you for free and open access by the Graduate School at Scholarly Commons.

It has been accepted for inclusion in University of the Pacific Theses and Dissertations by an authorized administrator of Scholarly Commons. For more information, please contact mgibney@pacific. 1 THE EVALUATION OF SCHOOLS TO COLLEGE AND CAREER (S2C) READINESS PROGRAM FOR MIDDLE SCHOOL STUDENT By Sima D. Gandhi A Dissertation Submitted to the Graduate School In Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION Benerd School of Education Educational and Organizational Leadership University of the Pacific Sacramento, CA 2020 2 THE EVALUATION OF SCHOOLS TO COLLEGE AND CAREER (S2C) READINESS PROGRAM FOR MIDDLE SCHOOL STUDENT By Sima D.

Gandhi APPROVED BY: Dissertation Advisor: Larry Boese, Ph. Committee Member: Rod Githens, Ph. Committee Member: Robert Calvert, Ph. Senior Associate Dean of Benerd College: Linda Webster, Ph.

3 THE EVALUATION OF SCHOOLS TO COLLEGE AND CAREER (S2C) READINESS PROGRAM FOR MIDDLE SCHOOL STUDENT Copyright 2020 By Sima D. Gandhi 4 DEDICATION This dissertation is not something that can be achieved alone. Many people and mentors have helped develop this. I would like to take this opportunity to dedicate and acknowledge those who have impacted my doctoral journey.

First and foremost, I thank God for the blessings and for helping me through all the difficulties. You are the one who provided me the guidance to finish this degree. Thank you, Bhagwan! I dedicate this dissertation to my father who passed away in 2004. Dad, thank you for teaching me to persevere and for preparing me to face the challenges with faith and humility.

You were the constant source of inspiration to my life. Although you are not here to give me strength and support, I always feel your presence. This has been the impetus to help me strive to achieve my goal of finishing this dissertation. Dad, I know you are up there, listening, watching over me and sending me your blessings constantly.

You are my guardian angel. I hope you are proud of me wherever you are. I love and miss you. To my children, Krish, Rishi, and Anu, you have made me stronger, better and more fulfilled than I could have ever imagined.

I love you to the moon and back. Remember, to always work hard, be humble, dream big, and reach for the impossible. Thank you to my husband, Amar Gandhi, for supporting me as I embarked on this journey. I cannot express my gratitude and love to you for supporting me throughout this process.

You have constantly encouraged me when the tasks to finish this seemed arduous and insurmountable. Thank you for always wiping my tears and for sacrificing so much so I could finish. You inspire me to be better and do better. I love you, Amar! Thank you to my mother, Hemangini Desai, who has always had confidence in me and offered me encouragement and support in all my endeavors.

Your continued prayer for me is one of the main reasons for finishing my Dissertation. Mom, thank you for being by my side every 5 step of the way. Thank you for encouraging me and for helping me bring my dreams to fruition. Your loving upbringing and nurturing attitude have helped me achieve this goal.

I would not be where I am today and what I am today without you. It is true that if GOD ever existed, he would be in the form of a mother because only a mother can love and give without expecting anything in return. If it had not been for your insistence and support in continuing my education, my dreams would have remained mere dreams. Mom, thank you with all my heart for everything you have done for me.

I hope you are proud of me. 6 ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my chair, Dr. Thank you for believing in me, inspiring me, and for encouraging me each step of the way. Your advice on both my research as well on my career has been invaluable.

You helped me grow as a researcher and believed in me on days when I doubted myself. Thank you for your guidance. Thank you to Dr. Githens for your guidance and support these past three years.

You have mentored me and given me advice during some of the most “darkest” hours of my life. I hit many obstacles in this journey, but you were there every step of the way to provide support, advice, and flexibility. You were instrumental in helping me achieve this goal. Thank you! Thank you to Dr.

Calvert for supporting and nurturing me through this journey. I appreciate your help and advice in helping me become a researcher. Your accessibility, patience, and flexibility in helping me reach this goal have been particularly appreciated. Thank you to my brother, Nihar Desai for taking over all responsibilities after Dad’s passing.

It was your ability to take the “head of household” lead that allowed me to shift my focus from our home to finish my education. Thank you to my sister-in-law, Krupa Desai, for being the sister I never had. A special thanks to my mother-in-law, father-in-law, and brother-in-law for supporting me and for helping with the children anytime I needed to study or write. Your support and love for me have been one of the biggest reasons in finishing this long educational journey.

I have appreciated your ability to understand my desire to achieve this goal more than you know. Thank you to my children, for your patience, love, and flexibility during my “writing days” has been a reason for achieving this goal. Krish, Rishi, and Anu, thank you for being my 7 “cheerleaders,” I love you! Thank you to my late grandmother, Savita Desai who installed a love for education like no other. Thank you for inspiring me to continue my education.

Last, but certainly not least, thank you to my past, present, and future students. I continue to strive to be a better educator every day because of you. Thank you for inspiring me to be better. 8 THE EVALUATION OF SCHOOLS TO COLLEGE AND CAREER (S2C) READINESS PROGRAM FOR MIDDLE SCHOOL STUDENT Abstract By Sima D.

Gandhi University of the Pacific 2020 There is a lack of research on what it means to be college and career ready at the middle school level, and this creates confusion for students when they enter high school and must select courses that are aligned with their college and career goals. This study sought to understand how the Schools to College and Career (S2C) Readiness Program impacts middle school students at the charter school. In order to understand this impact, the study looked at how the S2C Readiness Program relates to students’ understanding and awareness of CCR at the school. Using a quantitative approach this study will sought to answer: What factors influence middle school students' awareness of college and career options after completing the S2C Readiness Program? To answer the guiding question middle school students completed two surveys.

Archival data was also collected and analyzed. The results from the student survey responses showed an increase in interest in different careers as student performance level (measured from MAP score) increased. Furthermore, as students completed the S2C Readiness Program, their understanding of basic skills and content knowledge also increased. The results did show an increase in engagement and interest in their S2C elective courses.

Also, students responded with an understanding of what it means to be college and career ready as they completed the S2C Readiness Program. There was also an increase in students seeking to understand what it means to be college and career ready as students get older. The research did 9 not support a positive link between S2C elective class choice and college and career awareness. Many students responded that they did not explore college and career interests in their S2C class or on their own and did not engage in projects related to college and careers in their S2C elective class.

This study sought to understand this impact, the study looked at how the S2C Readiness Program impacted students’ understanding and awareness of CCR at the charter school. Knowing that many students do not have the skills and tools necessary to be college and career ready this study hoped to provide insight for improving the S2C Readiness Program at the charter school. This research provided recommendations for improving the S2C Readiness Program at the charter school as well as college and career education opportunities in middle schools in general. This dissertation concluded with recommendations for future research to support such initiatives from elementary to the high school level.

10 TABLE OF CONTENTS List of Tables …………………………………………………………………………. 13 List of Figures ………………………………………………………………………… 15 List of Abbreviations …………………………………………………………………. 17 Background …………………………………………………………………… 19 Problem Statement……………………………………………………………. 21 Purpose of Study ……………………………………………………………… 21 Research Question …………………………………………………………….

21 Significance of the Inquiry ……………………………………………………. 22 Framework ……………………………………………………………………… 23 Chapter Summary ……………………………………………………………… 24 Definition of Terms ……………………………………………………………. 24 Chapter 2: Review of the Literature …………………………………………………… 26 Social Cognitive Learning Theory………………………………………………. 27 Social Cognitive Career Theory ………………………………………………… 29 Experiential Learning Theory …………………………………………………… 32 College and Career Readiness ………………………………………………….

35 Gaps in Research ………………………………………………………………. 44 Chapter Roadmap ……………………………………………………………… 45 Methods Approach …………………………………………………………… 47 Methodology …………………………………………………………………. 56 Limitations …………………………………………………………………… 56 Ethical Considerations ………………………………………………………. 83 Anecdotal Results …………………………………………………………… 83 Conclusion …………………………………………………………………… 84 Chapter 5: Discussion ……………………………………………………………….

87 Results of the Study …………………………………………………………. 87 Discussion …………………………………………………………………… 88 Implications and Recommendations for Practice …………………………… 90 Implications for Future Research …………………………………………… 94 Conclusion …………………………………………………………………. 95 References …………………………………………………………………………… 96 12 Appendices Appendix A. Informed Consent Form (Parents) ……………………………… 105 Appendix B.

Student Awareness Survey ……………………………………… 107 Appendix C. Student Self-efficacy Survey …………………………………… 109 13 LIST OF TABLES Table 1. Career Interest by Grade …………………………………………………. Number of Career Interests by Grade …………………………………….

Understanding of Job Opportunities by Grade ……………………………. Career Interest by Grade …………………………………………………… 61 5. Basic Skills and Content Knowledge by Grade ……………………. Educational Requirements Needed for Career Interest …………….

Plans after High School by Grade …………………………………………… 65 8. Requirements to Attend a Four-year College ………………………………… 66 9. Cost of Attending Two-year and Four-year College ………………………… 67 10. Exploration of College and Career Options in S2C Elective Classes ……….

Exploration of College and Career Options on Own Time ………………… 70 12. Exploration of College and Career Options as Part of S2C Class …………. Average MAP Reading and Math Scores by Career Interest ………………. Average MAP Reading Scores by S2C Class ……………………………… 74 15.

Average MAP Math Scores by S2C Class ………………………………… 75 16. Self-efficacy and S2C Classes: 6th Grade Students ………………………. Self-efficacy and S2C Classes: 7th Grade Students………………………… 77 18. Self-efficacy and S2C Classes: 8th Grade Students ………………………… 77 14 LIST OF TABLES (CONTINUED) Table 19.

Self-efficacy and S2C Readiness Program and Classes: 6th Grade Students ………………………………………………………. Self-efficacy and S2C Readiness Program and Classes: 7th Grade Students ………………………………………………………. Self-efficacy and S2C readiness Program and Classes: 8th Grade Students ……………………………………………………. … 82 15 LIST OF FIGURES Figure 1.

SCLT and SCCT and effect on students’ CCR ………………………. Achievement levels, self-efficacy, S2C class, and CCR Awareness …… 46 16 LIST OF ABBREVIATIONS CCR College and Career Readiness SCLT Social cognitive learning theory SCCT Social cognitive career theory 17 CHAPTER 1: INTRODUCTION “Education with a purpose” (Mobley, Sharp, Hammond, Withington, & Stipanovic, 2017, p. 57) is important as teachers help our students be college and career ready.