Articles in this Issue
A Pre-Pandemic Analysis: Teacher Inexperience and Student Discipline Consequences at Small-Size Texas High Schools
Harry William Thompson, Cynthia Martinez-Garcia, and John R. Slate
In this statewide, multiyear investigation, the relationship between teacher inexperience levels and student discipline assignments into in-school suspension, out-of-school suspension, and Disciplinary Alternative Education Program placements at small-size Texas high school campuses with an enrollment of less than 1,000 students was addressed. An analysis of each discipline placement was conducted for the 2016-2017, 2017-2018, and 2018-2019 school years. Statistical analyses revealed the presence of statistically significant relationships between teacher inexperience and student disciplinary consequence assignments. The number of students assigned exclusionary discipline consequences was higher when higher percentages of inexperienced teachers were present. Implications and recommendations for future research were made.
Keywords: discipline, classroom management, suspension, teacher experience, enrollment size
Valedictorians in the Making: A Study of the Influential Factors Affecting Student Success
Marie Olson and Aura Wharton-Beck
One of the most underutilized resources in education are the experiences of our top achievers. This qualitative case study highlights the educational journeys of 15 high school valedictorians from urban, suburban, and rural schools. Researchers uncovered the sources of motivation that drove valedictorians to relentlessly achieve excellence throughout their educational careers. The findings of this research revealed influences in the lives of valedictorians. These influences lead to the development of personal qualities. Those strong influences coupled with the development of personal qualities became paramount to overcoming adversities they faced. Those factors were explained and supported through three theoretical frameworks: Culturally responsive pedagogy, marginality and mattering, and habits of mind. Implications and recommendations for parents, PK-12 educators and school officials focused on building robust supports for students and teaching strong personal qualities for a healthy mindset.
Keywords: valedictorians, honor students, achievement, student success, academics, healthy student habits
Central Office Administrator Perceptions of Teacher Professional Learning in the Aftermath of COVID-19: A Descriptive Qualitative Study
Terese N. Conrad, Teresa J. Farler, Elsa Villarreal, and Melissa Arrambide
This descriptive qualitative study explored the perceptions of central office administrators supporting teacher professional learning since the COVID-19 pandemic. Through semi-structured interviews with eight administrators, the study uncovered the benefits of format options and technology in professional learning post-pandemic. Virtual formats offer convenience, flexibility, and enhanced collaboration, while technology integration has improved training efficiency and effectiveness. Three themes emerged regarding challenges—meeting the needs of teachers, helping teachers meet the needs of students, and changing attitudes toward and expectations of teacher professional learning. These insights underscore the importance of quality professional development in teacher recruitment and retention.
Keywords: teacher professional development, teacher professional learning, pandemic, technology
From Surviving to Thriving: A Framework to Mitigate the Emotional Challenges Faced by International Teachers in the U.S.
Christian Walter and Travis Lewis
Amid a persistent teacher shortage, U.S. schools have increasingly turned to international educators, with North Carolina emerging as a leading destination due to the state’s rising demand for dual language immersion programs. Yet limited research has explored improvement-based interventions that address the emotional and professional challenges international teachers face during the relocation process. This study used an explanatory sequential mixed-methods design, beginning with surveys and followed by interviews of 13 international teachers to examine both their transition experience and the impact of two low-cost support strategies: an online reflective discussion around a question of the day, and monthly community-building gatherings. Findings revealed that participants encountered significant logistical barriers and a lack of emotional support from recruitment agencies and school districts. They also reported gaps in professional development around cultural and interpersonal skills. The interventions were reported to strengthen belonging and reduce stress, illustrating how small-scale supports can yield meaningful improvements in adjustment and well-being. The results point to practice implications for onboarding and human resource practices, underscoring the need for intentional, sustained emotional support to enhance teacher self-efficacy and retention. Future longitudinal research should examine how these interventions and broader support systems shape international teachers’ long-term success and student outcomes.
Keywords: international teachers, teacher shortage, emotional support, professional development, teacher retention
Increasing High School Students' Math Achievement and Self-Efficacy Through Peer Tutoring
Elizabeth Pierce and Travis Lewis
This study examined the effects of peer tutoring on high school students' mathematical self-efficacy and performance. Through an explanatory sequential mixed methods design rooted in improvement science, the researchers investigated how structured peer relationships shape confidence, performance, and attitudes toward mathematics. Data collection involved surveys, focus groups, interviews, and standardized test scores. Findings reveal that peer tutoring establishes a supportive learning environment benefiting both tutors and tutees, resulting in enhanced academic outcomes and strengthened self-efficacy in mathematics. The research demonstrates how peer-to-peer learning creates unique opportunities for knowledge transfer unlike traditional instruction. Tutors reinforced their own understanding through teaching, while tutees received personalized support from peers who shared similar learning challenges. Grounded in improvement science, the study provides actionable insights for practitioners seeking strategies to improve mathematics achievement and student confidence.
Keywords: peer, tutoring, high school math, self-efficacy, math proficiency, student relationships, confidence
A Pre- and Post-Pandemic Analysis of the Reading Performance of Grade 8 Emergent Bilingual Students by Their Ethnicity/Race:
A Multiyear Statewide Analysis
Teresa DeAlba, John R. Slate, Cynthia Martinez-Garcia, and Clare A. Resilla
Examined in this multiyear investigation was the reading performance of Emergent Bilingual students by their ethnicity/race (i.e., White, Hispanic, Black, Asian) for the 2017-2018, 2018-2019, 2020-2021, 2021-22, and 2022-2023 school years. Archival data were obtained from the Texas Education Agency Public Education Information Management System for all Grade 8 students for the two years prior to the pandemic and the three years following the pandemic. A higher percentage of Asian Emergent Bilingual students consistently met the Grade 8 STAAR Reading Approaches Grade Level and Meets Grade Level standards compared to White Emergent Bilingual students, Black Emergent Bilingual students, and Hispanic Emergent Bilingual students. Statistically significant differences were present for four of the five years examined on the Masters Grade Level standard.
Keywords: emergent bilingual; economic status; approaches grade level; meets grade level; masters grade level; ethnicity/race
Reading College Readiness and Language Status: A Texas Multiyear Pre- and Post-Pandemic Analysis
Neil Laminack, John R. Slate, and Clare A. Resilla
In this statewide multiyear investigation, the extent to which differences were present on the STAAR English I End-of-Course exam for Texas high school students as a function of their language status (i.e., Emergent Bilingual, Non-Emergent Bilingual) for two years pre-COVID-19 pandemic (2017-2018 and 2018-2019) and three post-pandemic years (2020-2021, 2021-2022, and 2022-2023) was explored. Archival data from the Texas Education Agency’s Public Education Information Management System were obtained for five school years. The percentage of Emergent Bilingual students who met the Approaches Grade Level, Meets Grade Level, and Masters Grade Level standards were statistically significantly lower than the percentages of Non-Emergent Bilingual students who met these three grade level standards. Findings were consistent across all five school years on all grade-level standards.
Keywords: emergent bilingual; approaches grade level standard; meets grade level standard; masters grade level standard; reading college readiness; State of Texas assessment of academic readiness
Superintendent departure: Exploring opportunities to support leadership transition in rural school districts
Daniel Farley and Donna Augustine-Shaw
This qualitative research article examines the role of an outgoing superintendent in supporting leadership transition within a rural school district. Emerging from a dissertation case study focused on the transition between a long-serving superintendent and an incoming superintendent, the study explores how leadership behaviors exhibited during departure can influence district stability and early success for the successor. Data were collected through interviews and analyzed using a case study approach informed by Rogers’ Diffusion of Innovations framework. Findings indicate that the outgoing superintendent intentionally established a clear transition timeline, defined a firm endpoint to their tenure, and communicated with stakeholders in ways that prioritized the future leadership of the district. The study further highlights the importance of servant-oriented leadership behaviors, clearly defined communication boundaries, and systematic transfer of institutional knowledge. Recommendations emphasize that outgoing superintendents can play a critical role in facilitating effective leadership transitions by preparing districts for change while allowing incoming leaders the autonomy necessary to establish their own leadership identity. These findings offer practical guidance for school boards and superintendents navigating leadership succession, particularly in rural school contexts.
Keywords: superintendent transition, leadership succession, rural school districts, servant leadership, organizational change
Key Factors in Teacher Retention in K-6 Schools in South Suburban Chicago, Illinois
Amy Wagner
This study was conducted to discover what veteran teachers in Chicago South Suburban School Districts felt were leading factors that have or would lead to teacher retention in local school districts. Veteran teachers from multiple elementary schools were surveyed and interviewed to discover what is and is not working for them in their schools. The questions and responses were sorted into the roles of human, social, structural, and psychological capital determinants needed to retain teachers. Findings were compounded and shared through the narratives of these teachers in the study's results.
Keywords: teacher retention, veteran teachers, teacher autonomy