32 results
Search results
Publication Challenges and opportunity: An examination of barriers to postsecondary academic success(2024) Sade BonillaCommunity colleges are a critical component of the U.S. higher education system, providing access to students from traditionally underserved communities. However, enduring challenges to completion stemming from educational, economic, and social inequities persist. Building on prior work that examines barriers to student success and their relationship to student outcomes, this descriptive study examines the relationship between students’ time utilization, engagement with campus resources, financial and mental well-being, with academic persistence. Specifically, we examine the relative importance of these barriers on students’ educational attainment. We find that the incidence of adverse mental health is comparable to 4-year undergraduate populations. The rates of food and housing insecurity are comparable to previous studies, though strikingly high. While a plurality of respondents engage with multiple campus resources, this engagement is unrelated to their propensity to remain enrolled or complete additional credits. Most notably, mental health conditions were negatively related to persistence and credit accumulation, while the relationship between academic outcomes and measures of food and housing insecurity was smaller and not significant. Our findings suggest that facilitating access to mental health supports is a prominent avenue for supporting student engagement and success. Keywords: community college; higher education; community college success rates; community college success indicators; college mental health campus communitiesPublication What Makes a Culturally Responsive School? Leadership Conceptualizations, Enactments, and Implications(Consortium for Policy Research in Education, 2024-02-21) Katarina SuwakThis qualitative study uses data from a sample of school leaders across the United States to better understand the ways in which they conceptualize Culturally Responsive Schooling (CRS) and the types of practices school leaders enact to create more culturally responsive schools. Findings show that while leaders’ implementation of CRS practices are aligned with their definition of what they believe CRS is, there may be important aspects of CRS that are missing - both from leaders’ conceptualizations and from their enactments - in order to dismantle current systems of oppression and reimagine an educational approach that is inclusive of, and beneficial for all students.Publication Assessing the Efficacy of Learning Trajectory-Oriented Formative Assessment(Consortium for Policy Research in Education, 2023) Caroline B. EbbyDeveloping early number sense and additive reasoning is crucial for academic success. This report examines the impact of the Ongoing Assessment Project (OGAP) on PreK-3 student learning in a large urban district, focusing on the effectiveness of learning trajectory-oriented formative assessment in enhancing mathematics education. OGAP aims to enhance teachers’ capacity to employ research-based student learning trajectories for informed, tailored instruction. The study investigates the impact of one year of OGAP teacher professional development on PreK-3 student math performance, considering the challenges posed by the COVID-19 pandemic, school closures, and the prior year’s remote learning. Impacts of the intervention were assessed via a quasi-experimental design. The study compares the students in the school where teachers received OGAP training to students in a demographically similar matched sample of schools. Teachers who participated in OGAP training reported substantial positive changes in instructional practices. Findings indicate that students in OGAP classrooms outperformed their peers, particularly in basic number knowledge and fact fluency as measured by the STAR curriculum-based measures, but not on the more comprehensive TEMA-3 assessment. These findings offer valuable insights into the relationship between OGAP’s professional development and student outcomes in early math education, especially in the context of a challenging school year. Long-term impacts will be explored in the second and third phase of the implementation.Publication Child labor activities and schooling decisions in rural Côte d'Ivoire(Consortium for Policy Research in Education, 2023) Samuel KembouWe leverage data on 1,857 families in 140 rural cocoa-growing communities of Côte d'Ivoire to report on child work activities and schooling decisions. We distinguish between unpaid domestic labor and unpaid agricultural child labor activities reported by children in 2021 during the COVID-19 pandemic. We find that more than 80% of children participate in at least one household work activity and more than 50% in at least one agricultural work activity, with differences between boys and girls. Older boys performed more unpaid agricultural work activities, and girls performed more domestic work activities. Thirty-five percent of children were engaged in unpaid agricultural child labor, a rate similar to a national estimate of child labor in cocoa-growing communities of Côte d’Ivoire in 2018/19. Agricultural child labor and schooling are predicted by a child’s age and gender, household factors such as parental age, family size, multidimensional poverty, and community factors, especially community-level child labor rates. Social protection and education programs targeting older boys could improve their schooling outcomes and reduce agricultural child labor. Likewise, addressing acute poverty with multifaceted programs reducing consumption-based poverty, poor parental education, and improving community infrastructures could reduce child labor.Publication Effects of the First Year of a 3-year Intervention in Learning Trajectory-Oriented Formative Assessment on Grades PreK-3 Student Achievement(2023-05-01) Ebby, Caroline; Diaz, Karina; Pecora, Lizzy; Suwak, Katarina; Ehrenberg, Zoe; Guo, SilingThe goal of this research project was to explore the efficacy of building teacher capacity for learning trajectory-oriented mathematics formative assessment on PreK-3 student learning in a set of urban elementary schools. This study was conducted during one of the most challenging school years in recent history, with schools serving a community that was disproportionately affected by the effects of COVID-19, systemic racism, gun violence, and decades of disinvestment.Publication TASK Technical Report(2013-10-01) Ebby, Caroline Brayer; Sirinides, Philip M; Supovitz, Jonathan A; Oettinger, AndreaThis report reviews the development, piloting, and preliminary results from the large-scale field trial of the TASK Instrument (see cpre.org/task). In the first section, we review the need for an assessment of teachers’ capacity for learning trajectory-oriented instruction and the theoretical foundations that inform our work. We then describe the instrument and its development. Next, we detail the scoring process and the training of raters. The final section contains the analysis of the large-scale field trial conducted in 2012–13. We conclude with some directions for future work with this instrument.Publication Evaluation of the GE Foundation-Supported Demonstration Schools Initiative in Milwaukee Public Schools, SY 2012-2013(2013-12-01) Sam, Cecile; Supovitz, Jonathan A; Darfler, Anne; Newman, Bobbi; Hall, DaniellaThe Milwaukee Public School district (MPS) Demonstration Schools Initiative provided intensive support to 10 MPS elementary and middle schools implementing the Common Core State Standards (CCSS) in mathematics and English language arts. This evaluation report was designed to answer two overarching questions: How did MPS implement the Demonstration Schools Initiative in Year One, and what factors shaped the implementation? Is there evidence of teachers' adoption of the instructional shifts associated with the CCSS? This evaluation found that teachers in the Demonstration Schools ended the 2012-2013 school year with significantly higher CCSS knowledge in both mathematics and English language arts than did teachers in the comparison schools.Publication Building District Capacity for System-Wide Instructional Improvement in Stamford Public Schools(2013-12-01) Riggan, Matthew; Fink, RyanThis report summarizes findings from one component of the Consortium for Policy Research in Education’s (CPRE) evaluation of the General Electric Foundation’s (GEF) Developing FuturesTM in Education program in Stamford Public Schools (SPS). The purpose was to closely analyze the district’s capacity to support system-wide instructional improvement. To understand how SPS, one of the four Developing FuturesTM districts that were examined, built capacity for system-wide instructional improvement, our study focused on a single, overarching question: to what extent has SPS central office adopted and institutionalized the seven core principles of Developing FuturesTM?Publication Building District Capacity for System-Wide Instructional Improvement in Jefferson County Public Schools(2013-09-01) Darfler, Anne; Riggan, MatthewThis report summarizes findings from one component of the Consortium for Policy Research in Education’s (CPRE) evaluation of the General Electric Foundation’s (GEF) Developing FuturesTM in Education program in Jefferson County Public Schools (JCPS). The purpose was to closely analyze the district’s capacity to support system-wide instructional improvement. To understand how JCPS, one of the four Developing FuturesTM districts that were examined, built capacity for system-wide instructional improvement, our study focused on a single, overarching question: to what extent has JCPS central office adopted and institutionalized the seven core principles of Developing FuturesTM?Publication Building District Capacity for System-Wide Instructional Improvement in Cincinnati Public Schools(2013-12-01) Sam, Cecile; Riggan, MatthewThis report summarizes findings from one component of the Consortium for Policy Research in Education’s (CPRE) evaluation of the General Electric Foundation’s (GEF) Developing FuturesTM in Education program in Cincinnati Public Schools (CPS). The purpose was to closely analyze the district’s capacity to support system-wide instructional improvement. To understand how CPS, one of the four Developing FuturesTM districts that were examined, built capacity for system-wide instructional improvement, our study during Phase Two focused on a single, overarching question: to what extent has CPS central office adopted and institutionalized the seven core principles of Developing FuturesTM?