Skip to main content

ASU Electronic Theses and Dissertations

This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.

In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.

Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at

When my attention was brought to the overwhelming lack of family policy support in the United States, my curiosity led me to look into what other industrialized nations are doing to support growing families and find out what policies and programs have been put in place to better facilitate the work-home balance. I first provide a brief background context of family policy in the United States, leading up to the development and implementation of our nation's parental leave legislation, the Family and Medical Leave Act (FMLA). I present the crucial concerns of this provision, as well as the effects that …

Martin, Amanda Jean, Swadener, Elizabeth, Nakagawa, Kathryn, et al.
Created Date

The purposes of this study were (1) to examine the direct and indirect effect of school-level testing policies on reading achievement though changes in amount and types of reading instruction, (2) to investigate the reading trajectories moderated by school-level testing policies longitudinally, and (3) to examine the relationship between testing policies and the achievement gap by exploring whether certain student characteristics moderate the relationship between testing policy and reading achievement, using Early Childhood Longitudinal Study Kindergarten (ECLS-K) Cohort of 2010-2011 data. Findings from a multilevel full structural mediation model suggest that school-level frequency of state/local standardized tests had an indirect …

Im, Haesung, Nakagawa, Kathryn, Thompson, Marilyn, et al.
Created Date