Mahurin Honors College Capstone Experience/Thesis Projects

Department

Political Science

Document Type

Thesis

Abstract

This quantitative study examines Kentucky public high school teachers’ perceptions regarding the detriments they and their students face when striving to effectively educate and learn. Data was collected by surveying public high school teachers from across the Commonwealth (n=453). Using Likert-style scales, the survey captures the barriers most detrimental to their students’ assessment outcomes. Concluding questions sought additional personal experiences to elaborate findings. 2023 Kentucky American College Test (ACT) scores represent the dependent variable in the ordinary least squared regression models. Further information regarding administrative effort and points of view was gathered through interviews with four Commonwealth Superintendents. This study answers the following hypotheses: 1) Barriers to effective high school teaching lower student assessment outcomes, 2) High school teaching barriers are caused by inefficient allocation of available funds, and 3) The most prevalent barriers to effective public high school education, as perceived by Kentucky high school teachers, are mitigated at the district level so long as administrators act according to their districts’ socioeconomic needs. Conclusions are discussed finally to illustrate findings and challenges.

Advisor(s) or Committee Chair

Kevin Modlin, Ph.D.

Disciplines

Education | Law | Political Science | Sociology

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