Understanding the Perceptions of High School Dropouts with Disabilities in the Commonwealth of the Northern Mariana Islands

Understanding the Perceptions of High School Dropouts with Disabilities in the Commonwealth of the Northern Mariana Islands by Yvonne R. Pangelinan M.A., University of Guam, 2000 B.A., University of Guam, 1996 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2018 Abstract Over the last 5 years, high school students with disabilities in the Commonwealth of the Northern Mariana Islands (CNMI) have experienced a higher rate of dropout compared to their peers, adding to an ever-widening gap in learning and graduation rates. The rationale for this study was the growing numbers of dropouts among students with disabilities that contribute to high rates of poor performing schools and create a burden on the local and federal government as the CNMI employment rates decline and reliance on the U.S. government for support increases. The purpose of this study was to understand the experiences of students with disabilities who drop out of high school, their perceptions of the learning environment, and the factors that contributed to their decisions to drop out. The conceptual framework was the constructivist theory. To answer what influenced high school students with disabilities to drop out of school and to what extent their perceptions of the constructivist element of belonging, engagement, or advocacy contributed to their decision to drop out, a qualitative case study design was used. Interviews were conducted with 10 former students who dropped out between 2013 and 2016 school years from high schools in the CNMI. Thematic analysis was used for emergent themes. Findings included that students do not receive their high school diploma because school policies prevented them due to age and lack of credits. Poor learning environments hindered students’ engagement. Poor teachers’ advocacy also hindered students’ graduation. The findings can be used by school district leaders and staff in the implementation of effective interventions for improving graduation outcomes for students with disabilities in order for these students to become contributing members of society through gainful employment and enhanced quality of life.Over the last 5 years, high school students with disabilities in the Commonwealth of the Northern Mariana Islands (CNMI) have experienced a higher rate of dropout compared to their peers, adding to an ever-widening gap in learning and graduation rates. The rationale for this study was the growing numbers of dropouts among students with disabilities that contribute to high rates of poor performing schools and create a burden on the local and federal government as the CNMI employment rates decline and reliance on the U.S. government for support increases. The purpose of this study was to understand the experiences of students with disabilities who drop out of high school, their perceptions of the learning environment, and the factors that contributed to their decisions to drop out. The conceptual framework was the constructivist theory. To answer what influenced high school students with disabilities to drop out of school and to what extent their perceptions of the constructivist element of belonging, engagement, or advocacy contributed to their decision to drop out, a qualitative case study design was used. Interviews were conducted with 10 former students who dropped out between 2013 and 2016 school years from high schools in the CNMI. Thematic analysis was used for emergent themes. Findings included that students do not receive their high school diploma because school policies prevented them due to age and lack of credits. Poor learning environments hindered students’ engagement. Poor teachers’ advocacy also hindered students’ graduation. The findings can be used by school district leaders and staff in the implementation of effective interventions for improving graduation outcomes for students with disabilities in order for these students to become contributing members of society through gainful employment and enhanced quality of life. Understanding the Perceptions of High School Dropouts with Disabilities in the Commonwealth of the Northern Mariana Islands by Yvonne R. Pangelinan M.A., University of Guam, 2000 B.A., University of Guam, 1996 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2018 Dedication This study is dedicated to my children Tony, Hope, Peyton and Sommer and my family. Without their support I would never have attempted such an endeavor, if not for their sacrifice I would never have finished, and with them I can do anything. To my husband Wayne, who shares my love for late night talks but had to settle for late night TV while I romanced my study, thank you for your patience. You eased my guilt for all the weekends, family events and celebrations I missed by encouraging me to stay focused so that I could return to them sooner. You see only the best in me and believe I am capable of great things even when I am doubtful; I love you a hundred minus 1. To my girls who couldn’t understand why I buried my nose is this study for so long but never questioned me for wanting to do it. Thank you for being curious about my research every now and then and for saying it was cool what I was doing. You’re pretty close, but truly, the coolest thing I have ever done is have you as my children. To my father Pete P. Reyes, who saw in me the potential for great things from the time I opened my eyes and each day after. You laid the foundation for my dreams by believing in me before I even had any. You are my hero and my forever love. This is dedicated to my little sibling-child Yvette, my best friend and strongest ally, who is infinitely smarter than I am and who now must address me as Dr. To my colleagues who so passionately work to ensure that all students can thrive and live meaningful lives, thank you for your words of encouragement in this journey. Finally, to Dr. Peter Kiriakidis, my inspiring chair, thank you for always having an upbeat and optimistic view and for constantly reminding me that I had it in me to finish strong. Acknowledgments In all things, I give praise to God who has given me the faith and endurance to complete the plans He has for my life. I am not alone in this quest for equity in education. I stand on the shoulders of great scholars and practitioners who deserve recognition for all the works they’ve influenced, including mine. To my colleagues in education who never stop believing that all kids can succeed and who make it their life mission to clear the brush so that their paths are more clearly marked for the journey, I am honored to be in your company. The world was a pretty satisfying place to live until I met students who made me want to rattle it up and make it better for and because of them. I have learned immensely more than I have ever taught, gained more than I could give and loved more than I imagined I could because of you. Nothing pushed me to stay the course more than the support of Dr. Peter Kiriakidis, my inspiring chair. Every student should have as fierce an advocate as he. Thank you for always calming my anxiety with encouragement, answering my Skype messages at all hours and time zones and for constantly reminding me that I had it in me to finish strong. Finally, I want to give credit to the Walden Doctoral Tool for instilling panic in me with its exaggerated estimate of how long it would take to complete my study. I have always appreciated a good challenge.