Date of Award

5-26-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education Sciences

College

College of Education and Social Sciences

First Advisor

Anthony Setari

Second Advisor

Richard Ellis

Third Advisor

Shauna Schubiger

Abstract

In the American education system, there is a responsibility of the system to educate all children. Research reveals that there are conflicting ideas on how to address students who are not on track to successfully complete K-12 schooling. Oftentimes, retention policies are utilized in schools to address these students. However, there is a great amount of research that reveals that retention policies have negative effects on a student’s educational trajectory in K-12 schooling. Vulnerable subgroups of students, such as students in poverty and other diverse learners, are even more affected by these policies.

This study focused on the current research regarding retention concerns and policies in K-12 education, dropout rates in K-12 education, inequity in K-12 intervention and implications, and finally, interventions and best practices for summer school at the K-12 level. Additionally, this research study focused on analyzing best practices and systems for summer school intervention, by analyzing stakeholder perceptions of a specific summer school at the middle school level in a specific district using an explanatory sequential mixed-methods research study.

The researcher utilized an action research, evaluation-style approach, utilizing both quantitative and qualitative data collection and analysis in the research design to provide a full picture to evaluate strengths and potential areas to improvements at the specific research site, and to provide specific strategies for K-12 summer school programs in the greater body of research. The researcher additionally provided a framework for future summer school sites to utilize for evaluation of their programs for further contribution of resources for summer school programs in the K-12 setting.

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