Helping educators motivate and engage all students in the learning process is my passion.  My core belief is that all students can learn, grow, and excel; they must simply learn how.  However, the level of engagement between elementary and secondary schools is a disparity that I have noticed. Although this disparity has always been prevalent, it has become even more prevalent since the global pandemic in 2020. Many students struggle with apathy and regaining momentum after the mental and emotional stress that was a part of this worldwide challenge. Doug Lemov the author Teach Like a Champion and Reconnect: Building School Culture for Meaning Purpose and Belonging, states many of the issues that we link to the pandemic actually preceded it. The changes have materialized gradually but may be permanent, Lemov says, and schools must prioritize “reconnecting” with students in the post-pandemic era through intentional strategies that “rewire” environments in ways that make students feel both cared for and challenged to succeed academically (Boryga, 2023). I concur that the education system has seen several changes before the pandemic that its presence has exasperated. Student motivation and engagement is among them.

While working in the middle school setting, I have noticed that sixth graders often  arrive at school full of vigor and academic wonder. Most students are excited to learn new things, ask questions, and engage in learning. However, somewhere between sixth and seventh grade, there is a shift where much of this academic vigor is lost. Some of this may be due to hormonal changes, peer pressure, and the desire for social acceptance. Research shows that many students may find the initial middle school experience intimidating or frightening. They are more sensitive and emotionally vulnerable. They desire a sense of belonging, which may cause them to shift behaviors to be accepted by peers (Chiefs for Change, 2022). These factors are a part of the transition that we see during the middle school years. As an eighth-grade teacher, I would spend much of the first semester working to rebuild the academic wonder and vigor that waned from the start of sixth grade until eighth grade. However, I often wondered what causes such a shift in student engagement; as a part of my doctoral studies, I would like to research factors that motivate and  engage secondary students in the learning process and creates lifelong learners. Specifically, how do high-yield strategies affect secondary students' engagement levels in high-poverty schools? 

High Yield Strategies are defined by the Department of Education as specific instructional strategies that when implemented with fidelity, significantly impacts student growth and achievement in a relatively short amount of time (Learning Focused, 2024). This acceleration of student growth is imperative in settings where we continue to see large achievement  gaps.  The disparity in academic performance among  groups of students is referred to as the “achievement gap” . These gaps in learning show up in grades and standardized testing as well as in other measures of academic performance, The largest gaps occur  between African American students and Hispanicn students in comparison to their non-Hispanic white peers. We also see disparities between those of low soci-economic status and those who are considered well off. Academic gaps have always been prevalent, however in the past decade policy makers have been focusing their efforts on closing the achievement. The No Child LefT Behind Act of 2021, became a focus area for closing achievement gaps. Nevertheless in 2024 we still see large achievement gaps across subgroups. 

In math, 46% of African-American boys demonstrated "basic" or higher grade-level skills, compared with 82% of white boys. On the National Education Longitudinal Survey, 54% of 16-year-old African-American males scored below the 20th percentile, compared with 24% of white males and 42% of Hispanic males. ( Reeves, R. V., & Halikias, D. 2017)

 With such large gaps continuing despite ongoing efforts we are in need of a viable solution. Could High Yield Strategies be the tool to closing achievement gaps for all children? This is the purpose of my research.  

My dissertation, "The Impact of Evidence-Based High-Yield Strategies on Middle School Student Participation and Achievement" will address the issues surrounding student performance and academic apathy and the ability of High Yield Strategies to motivate and engage students. Some data on student engagement suggest that increased engagement is linked to increased academic achievement and learning outcomes. This research is paramount in helping to close the nation’s achievement gap. By employing high yield strategies with marginalized underperforming subgroups we may be able to change the trajectory of students in today’s public school systems. The possibility of change and growth is relevant for schools, communities and policy makers.