Date of Award
1-1-2025
Document Type
Dissertation
Degree Name
Ed.D. in Education
First Advisor
Dennis Bunch
Second Advisor
Angus Mungal
Third Advisor
Mark E. Deschaine
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
This mixed-methods action research study examines the Fast Track and Graduation Path (FTGP) programs—equity-focused interventions developed to offer opportunity to students who experienced academic disruption during COVID-19 emergency schooling (Creswell & Plano Clark, 2018). The programs targeted students retained due to socioeconomic status, learned helplessness, or the technology learning gap, rather than a lack of ability or low prior performance (Jenson, 2013; Maier & Seligman, 1976; Bower, 2019). FTGP provided structured academic pathways, daily facilitation, technology-based instruction, and character education to rebuild learner confidence and achievement (Reimer & Hill, 2022).
Quantitative data from the Edgenuity© learning platform revealed the program’s effectiveness in repairing student and qualitative sources such as facilitator observations and student reflections revealed that 100% of FTGP participants completed their coursework and either graduated or rejoined their original cohorts. These findings suggest strong support systems and relational accountability were more predictive of success than students’ initial academic standing (Golden et al., 2023; Supovitz & Manghani, 2022).
The study applied iterative evaluation using the Deming Plan-Do-Check-Act cycle to refine program delivery and assess impact (Deming, 1986). Results underscore the effectiveness of relationship-driven, equity-based models in supporting vulnerable youth and closing learning gaps. This research offers a replicable framework for educational recovery and recommends further investigation into learner agency, postsecondary outcomes, and FTGP adaptation for diverse student populations.
Recommended Citation
Jordan, Randal Clint, "Opportunity Restored: Using Creative Measures to Provide Students with Academic Advancement Opportunities Lost During Covid-19" (2025). Electronic Theses and Dissertations. 3305.
https://egrove.olemiss.edu/etd/3305