Each year the Graduate Education Committee of the National Association of School Psychologists (NASP) administers the "National School Psychology Program Database Survey." Data regarding graduate education in school psychology have been collected annually for both specialist and doctoral programs since 2010. This report for the 2021-2022…

Hiring academic staff into departments and supporting them remains the single costliest activity that most institutions of higher learning engage in and requires careful, long-term, data-driven planning. This study identifies widely available (but seldom actually used) variables needed for this process: available instructional workload units and…

The quantitative causal comparative study focused on credit transfer policy effectiveness for students transferring from unaccredited institutions to faith-based accredited institutions. The purpose of the study was to determine the extent to which there was a difference between completion outcomes for students transferring from unaccredited…

Approximately 2 million students take Advanced Placement (AP) examinations annually. However, departmental policies that allow students to replace introductory courses with AP credit greatly vary within and across universities, even across relatively similar universities. This study examines the impact of AP credit policies on second-course…

On November 2015, the Commission on Accreditation of Physical Therapy Education (CAPTE) published position papers for the 2016 changes to the CAPTE standards. One of these position papers discussed the changes in the 2016 standards related to the qualifications for the position of a program director (PD) for a physical therapist assistant. A…

Computer Science (CS) education is an emergent growth area in schools worldwide. This paper explores how CS education has evolved at the high school level (grades 10-12) in the Canadian province of Alberta over the past decade after a reorganization and curriculum redesign of its Computing Science Education (CSE) program. In partnership with…

The demand for science, technology, engineering, and mathematics (STEM) courses in education aligns with the need to advance society through innovation and research. Proficiency in STEM courses and curriculum is critical for nations to become global economic leaders. However, the majority of students in high school do not participate in STEM…

The interest and participation in dual credit programs and courses has grown over the past several decades, especially within Texas; however, there is a lack of research that shows how the participation in dual credit programs and courses has impacted leading and lagging student success metrics once they enroll at a post-secondary institution. The…

This study compares the costs of a school-based online credit recovery model to more traditional teacher-directed credit recovery using rigorous cost analysis methods. Findings indicate that differences in the comprehensive costs for online and teacher-directed credit recovery classes are small. However, cost differences across the two models of…

The COVID-19 pandemic disrupted educational systems, leading to significant learning loss and credit deficiencies among high school students, particularly in California's comprehensive high schools. This research addressed these challenges by exploring innovative strategies through a social-ecological model and ecological systems theory to improve…

We conducted a quantitative analysis to determine how the prerequisite path of students taking calculus I impacts their grade performance. We began by investigating the performance of students that took college algebra and trigonometry versus those that took pre-calculus ahead of their credit-bearing calculus I attempt. We concluded that there was…

In four years of high school education some students do not achieve the appropriate number of credits to receive a diploma. To support over-age, under-credited students, each high school has to intervene. Schools need to find ways to help students receive the credits needed, allow students to go beyond four years to graduate, or drop out of high…

Background: Over the past decade, schools across the United States increasingly turned to online learning (Gemin, Pape, Vashaw, & Watson, 2015; Queen & Lewis, 2011). While many espouse the promise of online credit recovery (OCR) courses, the abrupt shift to online learning during the COVID-19 pandemic renewed concerns about theses courses'…

We examined the impact of secondary Career and Technical Education (CTE) credit-taking on students attaining full-time employment following graduation from high school in the United States, and whether such credit-taking impacted students entering employment in a related field. We focused on occupational programs, and we used four levels of CTE…

Whether through transfer and articulation, through grants that bring disconnected learners back to higher education or through short-term credentialing and applied bachelor's degrees, four-year institutions remain integral to career pathways systems beyond the traditional degree pathway. They also have a clear role in supporting all learners,…