Dissertation Defense: Leigh Kuenne Rusnak

The College of Education has scheduled the final oral examination of Leigh Kuenne Rusnak for the degree of Doctor of Philosophy in Special Education. The title of Rusnak's dissertation is "The Role of Dosage and Goals on Mathematics Growth Using Goal-Focused Math Tutoring for Students with Disabilities."

 

This study examined associations between participation in and cumulative dosage of a district-developed, goal-focused mathematics tutoring program and end-of-semester mathematics achievement and growth mindset among high school students with disabilities. The sample included 625 students with individualized education programs across two comprehensive high schools; 406 participated in tutoring with varying cumulative instructional minutes, and 219 did not participate. Multiple regression models estimated adjusted associations while controlling for baseline performance, school, disability category, and EL status. Baseline mathematics achievement and baseline growth mindset were the strongest predictors of outcomes. After adjustment, tutoring dosage demonstrated a small but statistically significant association with mathematics achievement among participating students. Tutoring participation was associated with significantly higher end-of-semester growth mindset, and dosage showed a moderate additional association with growth mindset among tutored students. Effect sizes were small to moderate relative to the stability of baseline achievement and beliefs, yet the pattern indicates that structured, goal-focused tutoring may contribute incremental gains in both mathematics performance and motivation.