Date of Award

Spring 6-12-2026

Document Type

Dissertation in Practice

Degree Name

Ed.D. in Educational Leadership and Policy Studies

Organizational Unit

Morgridge College of Education, Educational Leadership and Policy Studies

First Advisor

Starla Pearson

Second Advisor

Erin Anderson

Third Advisor

Floyd Cobb

Copyright Statement / License for Reuse

All Rights Reserved
All Rights Reserved.

Keywords

Course self-selection, Expectancy-value theory, Independent schools, Mathematical identity, Student agency

Abstract

This study examined how students make sense of the mathematics placement process within a high-rigor independent school. In contexts where placement decisions shape access to advanced coursework, students’ interpretations of these decisions may influence both their academic trajectories and their developing mathematical identities. The purpose of this qualitative bounded case study was to understand the experiences of students who enrolled in mathematics courses that differed from placement recommendations, focusing on their motivations for self-selection, their interpretations of feedback from adults and peers, and how these experiences shaped their mathematical identities.

Data were collected through semi-structured interviews with 10 high school students who self-selected into courses that did not align with initial recommendations. Analysis followed an iterative coding process, resulting in four themes. Findings show that students engaged in complex decision-making by weighing opportunities for growth against stress, interpreting feedback from adults, and drawing on prior experiences. Students’ perceptions of readiness and competence were closely tied to their experiences in their chosen courses, particularly as they navigated early difficulty and redefined their understanding of success. Adult messaging also played a significant role, with students interpreting guidance from teachers, parents, and school structures in varied ways.

The findings indicate that mathematics placement processes extend beyond course assignment and function as meaningful contexts for student sense-making and identity development. From an equity perspective, students are not equally positioned to navigate these processes, as access to support, confidence, and familiarity with academic systems shape decision-making. Implications include the need for clearer communication, structured opportunities for reflection, and intentional support during transitional periods.

Copyright Date

6-2026

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Anne Patia Carpenter Sterry

Provenance

Received from ProQuest

File Format

application/pdf

Language

English (eng)

Extent

145 pgs

File Size

2.5 MB

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