Teacher retention is an ongoing problem in hard-to-staff schools. This research examined the relationship between principal support and retention of teachers in hard-to-staff schools. The purpose of this study was to, (a) to determine the relationship between teacher retention and principal support, (b) to examine the perception of support between teachers and principals and how these perceptions affect teacher retention in hard-to-staff schools, and (c) to discover if there is a correlation between the principal's supports and teacher retention. The participants were both administrators and teachers who are currently employed. A non-experimental correlational design was used in which principals and teachers in hard-to-staff schools were surveyed regarding the role of principal supports in the retention of teachers. Findings in this study posited, personal growth and the ability to receive support from administrators regarding emotional, environmental and instructional support had an impact on a teacher's decision to stay or leave in hard-to-staff schools. Participant teachers provided insight as to which forms of support they valued most from their principals. The recommendations guide administrators working in hard-to-staff schools to reduce teacher attrition and are also intended to encourage leaders to look more closely at their programs and their own styles of leadership and support. Specific recommendations are made for administrators, institutions, and teachers.

The underrepresentation of American Indian students continues to exist at the undergraduate and graduate levels of postsecondary education despite increases of American Indian student enrollment. The purpose of this quantitative study is to identify correlations between academic factors and graduate student persistence, as well as to understand how likely graduate degree completion is based on known academic factors for American Indian students. The analyses of the data included survey results, descriptive statistics, bivariate correlation, and multivariate regression. A sample of n=63 American Indian Graduate students represented 41 tribes and villages with over 32 unique tribal languages. The respondents indicated a challenge to balance graduate school, family and cultural responsibilities, however most felt a personal responsibility to complete their graduate degrees for their communities.Although academic factors, American Indian programs, and self-awareness are not significant predictors of American Indian Graduate student persistence, the relationship between the independent variables and the dependent variable were statistically significant. Implications for academic institutions include strategic planning with American Indian representation throughout the entire process.Recommendations for future research include further development of measurable concepts of indigenous theories and recognition of dual conclusions for American Indian and non-American Indian researchers.

This study examined the following question: What is the relationship, if any, between COMPASS placement scores and the student success in the first online course during the students first semester? Discriminant function analysis was used to examine the relationship.This study used existing data from new students, who took the COMPASS placement test, and were enrolled in an online course at community colleges in Idaho, Montana, Oregon, and Washington over 5 academic years from 2010 to 2015. Data collected from the participating community colleges included COMPASS placement test scores for reading, and writing, any of the four math sections, online course(s) attempted in the first semester, age, gender, course grade, and number of credits attempted during the student's first semester.Statistically significant relationships were found between reading and writing COMPASS test scores and success in online humanities, natural science, and social science courses. For the math COMPASS scores, pre-algebra had a statistically significant relationship to success in online math courses and natural science courses. College algebra had a statistically significant relationship to success in an online natural science course. Prediction model results were just above and below 70% for each of the statistically significant relationships. The models included students who were predicted to be successful but were unsuccessful.

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Both gifted educators and parents need to be vigilant as to how gifted education is characterized in the popular media. Gifted educators spend countless resources to meet the needs of gifted students using very limited fiscal resources, and it is imperative that those efforts are not undermined in the popular media by unsubstantiated statements. This study addresses one such statement and is presented as encouragement to document and defend the actions of gifted educators when the popular media attempts to discredit the field.