This study investigated the individual experiences of adult undergraduate students, defined as those 25 years of age or older, to understand their perceptions of how they succeeded in completing their bachelor's degree programs. The sample of 15 participants was purposefully selected from a pool of Empire State College alumni who had graduated…

The purpose of this dissertation study was to research the experience of nontraditional adult learners enrolled in an online program years after completing a degree in a traditional, brick-and-mortar institution. In the context of this study, a nontraditional student was a learner with a delayed start to a terminal degree after undergraduate work.…

The Second Chance Act and the Individuals with Disabilities Education Improvement Act encourage juvenile justice personnel to collaborate with not-for-profit organizations, employers, and community schools to provide incarcerated girls with disabilities transition support to reenter their community after incarceration. The "Career and College…

This article describes the process of reentry for adolescent girls and young women who experienced incarceration as adolescents in Costa Rica. The needs of adolescent girls and young women with undiagnosed and psychosocial disabilities are explored, considering existing scholarship and research gaps from Costa Rica's legislation and policies.…

This document summarizes the five schools districts profiled during the 2021-2022 school year that are building walls between schools and the justice system, engaging in restorative policies and practices, working to eliminate bias and disproportionality, and providing all children with fair and equitable access to high-quality opportunities. The…

Drawing on data from a longitudinal study of 204 Mexican-origin adolescent mothers, their mother figures, and their children, the current investigation examined (a) adolescent mothers' educational re-engagement and attainment beginning during their pregnancy and ending when their child was 5 years old; and (b) the influence of the family economic…

This paper describes a therapeutic intervention within an eco-systemic approach used to support a pupil's return to school following an acquired brain injury (ABI). The outcomes suggest that there were three key facilitative factors during the reintegration back into school. These were: the psychological formulation of the individual's needs and…

Background: School reintegration after traumatic brain injuries (TBI) requires school support; however, implementation of services is complex. This study evaluates disparities in receipt of school services for Hispanic children and its effect on academic performance. Methods: Secondary analyses of school data on receipt of pre- and post-TBI school…

This qualitative phenomenological research study used narrative inquiry to examine the perceptions of recent high school graduate SLIFE (Students with Limited or Interrupted Formal Education) regarding secondary school support systems. The study aimed to discover factors that support acculturation of SLIFE and impact their persistence through to…

Objective: This quantitative study examines the impact of the COVID-19 pandemic on students' persistence at a minority-serving, open-access, public, urban community college in New York City. Specifically, the project looked at factors associated with mid-semester college withdrawals during spring 2020 when the college shifted to remote instruction…

This qualitative interview-based study examined the perceptions of 17 diverse, mainly non-traditional age early childhood practitioners enrolled in a 2 + 2 Bachelor of Applied Science degree completion program focused on children birth to age five, as to the perceived influence of program on them personally and professionally. The theories of…

Zero-tolerance discipline policies have been in use in U.S. schools for almost 25 years. Since their enactment in the 1990s, researchers have found that zero tolerance disciplinary policies and practices can cause students to enter the school-to-prison pipeline. The purpose of this qualitative case study was to understand the perceptions of…

Justice-involved youth with intellectual and developmental disabilities (IDD) are at an increased risk of recidivism compared to their peers with and without disabilities. Due to the complexity and unique needs of youth with IDD served in the juvenile justice system, transition supports and services must be individualized and youth-centered…

We ask whether patterns of racial/ethnic and socioeconomic stratification in educational attainment are amplified or attenuated when we take a longer view of educational careers. We propose a model of "staged advantage" to understand how educational inequalities evolve over the life course. Distinct from cumulative advantage, staged…

We ask whether patterns of racial ethnic and socioeconomic stratification in educational attainment are amplified or attenuated when we take a longer view of educational careers. We propose a model of staged advantage to understand how educational inequalities evolve over the life course. Distinct from cumulative advantage, staged advantage…