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Disparities in college access for underrepresented urban students are one of the most urgent educational problems of America’s education system. In response to growing national concern, this longitudinal study investigated how school leaders worked collaboratively with key stakeholders to implement research-supported student services in order to improve college access for underrepresented urban students. The quantitative investigation showed that when educational leaders and key stakeholders worked collaboratively to deliver comprehensive student services, urban students in a high-poverty school district experienced measurable benefits in terms of their college enrolment. This study may be of particular value to policymakers, school leaders, and educators concerned with the low college access rates of students in urban schools, as well as to those who are seeking to understand what works betterto prepare urban students for post-secondary education.

The demands of the 21st century require a systemic and collaborative perspective to promote the long-term development and success of all children. The purpose of this international comparative study is to investigate students’ mindsets and behaviors for school, college, and career success. The results revealed that there are key factors significantly impact on the students’ perceptions on academic, emotional, and career development. The author hopes this study will add to the limited existent research on educating the whole child. Also, this study should assist in future policies and practices by providing explorative analyses for students’ attitudes or beliefs for achieving their college and career goals.

This longitudinal quantitative study investigates how participation in the Comprehensive College Readiness Access and Success Program (CCRASP) affects underrepresented urban students’ college persistence. Results revealed that CCRASP participation was associated with higher percentages of students enrolling in both 2- and 4-year colleges as sophomore students. As school leaders and policy makers seek to make all urban students college and career ready, these findings further solidify current urgencies to re-visit K–12 student academic and counselling services. It also provides school leaders and educators with practical information and reform ideas to improve underprivileged students’ persistence and success. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

There is a significant increase in the number of students with disabilities. However, many general education teachers report that they feel ill-equipped to educate a classroom of students with diverse special education and learning needs. In this qualitative study, the structured focus group interviews were conducted to determine the PD opportunities and characteristics that general education teachers perceive to influence their sense of self-efficacy for educating students with special needs. The results of the focus group discussions revealed that there are several targeted professional development strategies to increase teachers’ efficacy for educating students with special needs. This study makes recommendations for the research supported professional development activities, focused on educating students with special needs, provided to general education teachers.

In an effort to develop and support high quality urban school leaders, this study examined what factors affect pre-service urban school leaders’ perception of preparedness for performing instructional leadership activities. The findings revealed that participating in a leadership training program is the only significant factor that predicts urban educators’ scores on instructional leadership readiness measures. By examining perception of preparedness of aspiring urban school leaders the findings contribute to our understanding about some perspectives to prepare and develop urban school leaders solve large and complex problems related to the curriculum, instruction and assessment. Implications for preparing performance ready school leaders in high need urban schools are further discussed. © Official Publication of EARDA-Turkish Educational Administration Research and Development Association.

Almost half of the students who begin college are not retained at the institution in which they began. The purpose of this research was to explore the perceptions of first-year college students to improve their psychological and emotional well-being.  This quantitative study utilized the College Student Mentoring Scale that includes two interrelated constructs which are, Psychological and Emotional Support and The Existence of a Role Model. The research found that multiple factors impact first-year students' perceptions of their psychological and emotional well-being. Additional findings indicated that response levels were highest for The Existence of a Role Model.  It is the intention that this study will add to the somewhat limited research on improving the psychological and emotional well-being of first-year college students in higher education. Also, it will assist in future policies and practices by providing a foundation of the components that influence first-year student success through improving the effectiveness of peer mentoring programs.

There is a growing emphasis to improve every student's academic, social-emotional, and career and college development as schools strive to design and deliver comprehensive counseling programs that support students' development in these areas. The purpose of this study is to explore a large urban high school teachers' counselors and admins' perspectives on improving a high-poverty urban school's counseling services to extend school leaders' and counselors' knowledge about delivering effective school counseling programs as, ultimately, success lies with an effective principal and school counselor partnership. Particularly, data from our study will allow urban school principals and school counselors to identify the high and low program needs of urban students to become college, career, and life ready. The next set of comparisons was conducted for social-emotional needs. Like academic development needs, the entire ANOVA summary tables showed non-significant differences. The findings indicated that some responses varied significantly across (1) special education faculty, (2) regular classroom teachers and (3) school counselors in terms of rating of students' counseling needs. School leaders and school counselors can apply the findings of this study to create systemic and comprehensive student services in their schools. Particularly, school leaders and counselors can apply the results in decision-making, discussions, and time allocation in prevention/education versus reactive/responsive academic and counseling services.

Teacher self-efficacy has been linked to positive student outcomes. This quantitative research study aimed to examine the mindsets and behaviors of regular education teachers concerning their ability to educate students with special needs. The modified Teacher Self Efficacy Survey was administered to general education teachers. Data revealed that general education teachers feel less efficacious for educating students with special needs in the areas of engagement, instructional strategies, and classroom management. This study makes recommendations for professional development, focused on educating students with special needs, provided to general education teachers. Particularly, the findings speak to the need for a more diverse, flexible, and comprehensive approach to implement teacher professional development activities to improve the achievement of students with special needs.

This quantitative correlational study was designed to investigate whether the core and enrichment college readiness program needs within high-poverty urban schools significantly varied with respect to grade level and stakeholder perceptions. Statistically significant differences were discovered in parent, student, and faculty perceptions in core and enrichment programs related to high-poverty urban school needs. The findings provide valuable information about how to design student academic and counseling services strategically and effectively to increase college and career readiness for low-income, urban students. Findings also provide effective strategies for school leaders, educators, and counselors regarding urban school college and career readiness program needs so that resources can be intentionally distributed in areas of greatest importance.