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These are the appendixes for the report, "English Proficiency and the Pandemic: How Texas English Learner Students Fared during the COVID-19 Pandemic. REL 2023-144." This study examined levels of English proficiency before and during the COVID-19 pandemic among English learner students in grades 3-12 in Texas. In 2020-2021, nearly 750,000 students in grades 3-12--approximately one in five Texas students--were English learner students. In accordance with Texas state law and the Every Student Succeeds Act, English proficiency is measured annually using a statewide assessment, the Texas English Language Proficiency Assessment System (TELPAS), which assesses English learner students' listening, speaking, reading, and writing skills in English. This study focused on TELPAS scores among students who took the test in 2020-2021 and compared those scores with a matched cohort of similar students from 2018-2019. Three appendixes are included in this document: (1) Methodology; (2) Supporting tables; and (3) Supplemental analyses. [For the full report, see ED623461.]

This study examined levels of English proficiency before and during the COVID-19 pandemic among English learner students in grades 3-12 in Texas. In 2020-2021, nearly 750,000 students in grades 3-12--approximately one in five Texas students--were English learner students. In accordance with Texas state law and the Every Student Succeeds Act, English proficiency is measured annually using a statewide assessment, the Texas English Language Proficiency Assessment System (TELPAS), which assesses English learner students' listening, speaking, reading, and writing skills in English. This study focused on TELPAS scores among students who took the test in 2020-2021 and compared those scores with a matched cohort of similar students from 2018-2019. The study found that, despite missing data because of pandemic-related disruptions to testing, students who took the TELPAS were representative of the overall Texas English learner student population in the years prior to and during the pandemic. The study also found that rates of reclassification from an English learner student to an English proficient student declined between 2017-2018 and 2020-2021, and trends in the characteristics of reclassified students changed, with lower percentages of students in major urban areas, students eligible for the National School Lunch Program, students who spoke Spanish at home, and students who identified as Hispanic in 2020-2021 than in 2017-2018. On average, during the pandemic, English learner students in elementary grades earned meaningfully lower scores on the listening, speaking, and reading domains of the TELPAS than similar students earned before the pandemic, particularly in speaking. The findings for secondary grades were mixed; middle school students earned lower scores in listening, and high school students earned higher scores in speaking. Finally, the study did not find evidence that English learner student program models, such as dual-language immersion or content-based English as a second language, were meaningfully associated with English proficiency in 2020-2021. Leaders at the Texas Education Agency and Texas school districts could consider focusing recovery resources on elementary schools and to some degree on middle schools and identifying and supporting evidence-based strategies to cultivate proficiency. The Texas Education Agency may consider studying the effect of program models on language proficiency and the relationship between reclassification, shifting English proficiency levels, and changing reclassification standards. [For the appendixes, see ED623469.]

The purpose of this study was to evaluate the impact of Knowledge in Action (KIA) project-based learning (PBL) approach to Advanced Placement (AP) on students' AP examination performance. This study used a randomized controlled trial, with school-level randomization within five large and predominantly urban U.S. school districts, to compare the AP performance of students in treatment versus control schools, during the 2016-17 and 2017-18 school years. KIA students outperformed non-KIA students on AP exams, including within subgroups. The pattern of results was consistent for two years, and within two courses, AP U.S. Government and AP Environmental Science. Though the shift to PBL required considerable pedagogical changes, teachers and students perceived benefits beyond AP performance, and the majority of teachers planned to continue using PBL after the study. Results support teacher-driven adoption of KIA for students from both lower- and higher-income households, and in both courses. [This report was prepared by the University of Southern California's Dornsife Center for Economic and Social Research for Lucas Education Research, the research division of the George Lucas Educational Foundation.]

Although the percentage of high school students in advanced STEM courses has risen steadily in the past two decades throughout the United States, disparities persist across student subgroups, such as racial/ethnic groups (Aud et al., 2013; Laird, Alt, & Wu, 2009; Texas Education Agency, 2011). Racial/ethnic minority student enrollment in advanced STEM courses in high school continues to lag behind nonminority enrollment, both nationally and in Texas. This study examined advanced STEM course offerings in all regular-instruction public high schools in Texas, including charter schools that served students at any time from 2007/08 to 2013/14. The study also examined advanced STEM course completion among all students continuously enrolled in public high schools for four years (or five years in public schools when a math performance measure from grade 8 is included) for four cohorts of students in grades 9-12 between the 2007/08 and 2013/14 school years. Results are reported on average across the state in the full public report and are summarized in this brief. [For the full report, "Advanced Course Offerings and Completion in Science, Technology, Engineering, and Math in Texas Public High Schools. REL 2018-276," see ED576983.]

Hispanic students continue to be underrepresented among employees in the fields of science, technology, engineering, and math (STEM) in the United States. Among students who decide to major in a postsecondary STEM field, Hispanic students persist at lower rates than non-Hispanic White students (Higher Education Research Institute, 2010). Concern about underrepresentation of Hispanic individuals in STEM majors and fields is particularly acute in Texas, where Hispanic students represent 51 percent of the K-12 student body. This policy brief describes a full report that was a series of investigations to identify indicators of STEM-related postsecondary outcomes specifically for Hispanic students in Texas. Identifying academic indicators that may differ specifically for Hispanic students relative to other racial/ethnic groups could help educators and policymakers understand the reasons for lower levels of attaining STEM postsecondary outcomes among Hispanic students. The study addresses the following research questions: (1) Which high school academic indicators predict whether Texas high school graduates will enroll, persist, or complete a degree in a STEM field? and (2) Do high school academic indicators of postsecondary outcomes function differently for Hispanic students (of any racial group) than for non-Hispanic White students? [For the full report, "Associations between Predictive Indicators and Postsecondary Science, Technology, Engineering, and Math Success among Hispanic Students in Texas. REL 2018-279," see ED577564.]

Nationwide, Hispanic students continue to be underrepresented among students who complete a four-year degree in science, technology, engineering, and math (STEM) fields (National Center for Education Statistics, 2016) and among workers in STEM fields. This discrepancy is a concern, especially in light of the projected growth in employment in STEM fields and in light of the fact that wages for jobs in STEM fields are 26 percent higher on average than wages for jobs in non-STEM fields. Concern is particularly acute in Texas, where Hispanic students account for 51 percent of the K-12 student population. The Texas Hispanic STEM Research Alliance, made up of representatives from Regional Education Service Centers, school districts, postsecondary institutions, and state education agencies, partnered with the Regional Educational Laboratory Southwest on a series of studies of predictors of postsecondary STEM success (defined as enrolling in, persisting in, or completing a postsecondary STEM major or degree) for Hispanic students in Texas. The first study reviewed the research literature to identify indicators (malleable factors that can be measured in K-12 settings) that predict students' postsecondary STEM success. Among the indicators identified were the number of math courses taken, the number of science courses taken, the level of math or science courses taken, interest or confidence in STEM, achievement in middle school and high school (for example, grade point average and scores on standardized math and science assessment tests), and SAT and ACT math scores. This report presents the findings of the second study, which examined the associations between some of the indicators identified in the first study and postsecondary STEM success among Texas students. The current study used data on seven cohorts of students who entered grade 9 in 2000-06, were enrolled in a Texas public high school for at least three years, and enrolled in a two-year Texas public college or a four-year Texas public or private college or university by spring 2011.

Taking advanced high school courses predicts such postsecondary outcomes as enrolling in college, persisting in college courses, and completing a degree. In Texas, where Hispanic students make up 51 percent of the student population, their access to and enrollment in advanced courses is an ongoing concern despite recent gains. In particular, disparities in the proportions of Hispanic adults educated and certified for high-wage jobs in science, technology, engineering, and math (STEM) fields raise questions about Hispanic students' equitable access to advanced STEM courses. In 2009 Hispanic employees accounted for 14 percent of the U.S. workforce but held only 6 percent of STEM jobs. Members of the Texas Hispanic STEM Alliance of the Regional Educational Laboratory Southwest, made up of representatives from Regional Education Service Centers, school districts, postsecondary institutions, and state education agencies, asked whether Hispanic students in Texas are taking advanced STEM courses at the same rates as other students or have equitable opportunities to take them. In response, this study examined course offerings and coursetaking in more than 1,500 Texas high schools over 2007/08-2013/14 to identify differences across Black, Hispanic, and White students, using statewide longitudinal student education records for more than 240,000 students a year. The findings of this study can inform regional and local educators and policymakers who are considering policies, interventions, and reforms to equalize STEM achievement across student groups and support for advanced STEM coursetaking, particularly among Black and Hispanic students. The methodology (in addition to the findings) may help states beyond Texas explore questions of course availability and course completion. [For the related brief, "Advanced Course Offerings and Completion in Science, Technology, Engineering, and Math in Texas Public High Schools. Policy Brief," see ED615440.]

Regional Educational Laboratory Southwest conducted this literature review to identify malleable factors that can be measured in K-12 settings and that predict students' postsecondary science, technology, engineering, and math (STEM) success (defined as enrolling in, persisting in, and completing a postsecondary STEM major or degree), particularly for Hispanic students. The review found that courses taken in high school and interest or confidence in STEM were strong predictors of postsecondary STEM success for students of all racial/ethnic subgroups. Yet racial/ethnic minority students were less likely than White students to take the highest level math and science courses, and despite similar levels of STEM interest, racial/ethnic minority students were less likely to achieve postsecondary STEM success. Other indicators of postsecondary STEM success included high school grade point average, class rank, math and science achievement, and SAT or ACT scores. Grades in math and science courses were found to be less predictive of postsecondary STEM success for racial/ethnic minority students than for White students. [For the full report, see ED565641.]

The number of jobs in science, technology, engineering, and math (STEM) is growing rapidly and is expected to increase by approximately 1 million in the United States between 2012 and 2022 (Vilorio, 2014). People of many racial/ethnic minorities, however, including Hispanic people, are underrepresented among recipients of STEM degrees and among employees in STEM fields (Beede et al., 2011). Regional Educational Laboratory Southwest conducted this review of the research literature to identify malleable factors that can be measured in K-12 settings and that predict students' postsecondary STEM success (defined as enrolling in, persisting in, and completing a postsecondary STEM major or degree), particularly for Hispanic students. Identifying these predictive malleable factors can help policymakers and district and school administrators develop and implement interventions that increase the percentage of Hispanic students succeeding in postsecondary STEM majors and pursuing STEM careers. This report addressed two research questions: (1) What K-12 indicators predict postsecondary STEM success?; and (2) To what extent do K-12 indicators of postsecondary STEM success differ for Hispanic and non-Hispanic students? Key findings from this literature review include the following: (1) The number of high school math and science courses taken and the level of those courses predict postsecondary STEM success for all student subgroups; (2) Interest or confidence in STEM showed statistically significant predictive relationships with students' postsecondary STEM success; (3) Indicators related to achievement in middle school and high school predicted students' postsecondary STEM success; (4) Statistically significant high school predictors of postsecondary STEM success included schools' academic rigor, percentage of students enrolled in college preparatory programs, students' satisfaction with their teachers, and levels of parent participation; (5) Few studies examined K-12 predictors of postsecondary STEM success specifically for Hispanic students. Appended are: (1) About the literature review; (2) Abstracts of reviewed studies; and (3) Detailed findings by study.

High-performing teachers tend to seek out positions at more affluent or academically challenging schools, which tend to hire more experienced, effective educators. Consequently, low-income and minority students are more likely to attend schools with less experienced and less effective educators (see, for example, DeMonte & Hanna, 2014; Office for Civil Rights, 2014). This trend is problematic as a result of the established link between educator quality and student achievement. In 2006, Congress established the Teacher Incentive Fund (TIF) to authorize ED to issue competitive grants to school districts and other education agencies. Goals of the TIF program include implementing performance-based compensation systems in high-need schools, increasing the number of effective teachers who are teaching disadvantaged students, and improving student achievement. In partnership with a TIF grantee and 12 school districts, the purpose of this multiyear study is to examine local grant implementation and to investigate summative questions such as the following: (1) What percentage of teachers receives performance-based bonuses based on observations of classroom practice and value-added measures of student growth; (2) How do bonuses differ according to the performance levels of each performance measure (i.e., classroom practice, value-added score); (3) How equitably are bonuses distributed to teachers within each performance measure, as well as between the two performance measures (i.e., classroom practice, value-added score); (4) How do teacher retention rates differ according to the performance levels of each performance measure (i.e., classroom practice, value-added score); and (5) What is the impact of TIF program initiatives on student achievement? The study takes place in schools serving students in Grades K-12 within a southern state. The schools had among the highest levels of student poverty and the lowest levels of student performance in their respective school districts. Tables and figures are appended.

Background: The teacher-driven, lecture-based approach to instruction may not be the best way for students to develop necessary skills including critical thinking, creativity, teamwork, and productive debate (Bransford, 1999). However, lecture remains the dominant instructional style in U.S. schools (Mehta & Fine, 2019). Teachers may be particularly inclined to rely heavily on lecture in Advanced Placement (AP) courses due to concerns that with any other instructional approach they will not be able to cover the content specified in the College Board's course-specific curriculum frameworks, and consequently, their students will not be sufficiently prepared for end-of-year examinations. In project-based learning (PBL) classrooms, teachers primarily play a facilitator role while students work alone and in groups on complex tasks organized around central questions leading to a final product (Hmelo-Silver, 2004). Recent research demonstrates PBL pedagogy can more effectively encourage students' deeper learning of knowledge and skills in standard classrooms relative to a predominantly lecture approach (Duke et al, 2020; Finkelstein et al, 2010; Harris et al, 2015). Research Question: We asked, "Is there a causal impact of teachers' opportunity to participate in a PBL for AP intervention for one year, relative to business-as-usual AP curriculum and instruction, on high school students' academic knowledge and skills as measured by their AP US Government (APGOV) or AP Environmental Science (APES) exam-taking and scores?" This question directly attends to the conference theme by focusing on an effective intervention demonstrated to increase chances of AP exam success among students within lower and higher household-income groups and for two subjects, government and science. Insight into the extent to which the intervention offer impacted students' AP exam performance can inform adoption choices, and justify time and resource investments. Setting: Teachers and their students were from five large school districts across the country. A higher proportion of the student sample, compared to typical AP exam-takers, was from low-income households. Four of five participating districts serve majority Black and Hispanic students, and three of five serve majority students from lower-income households. Participants: During the 2016-17 school year, 74 volunteering teachers across 68 schools--and their 3,645 students--participated in the study by teaching APGOV or APES in their randomized school (intent-to-treat sample). Among the 74 teachers' students, 43% were from lower-income households and 47% were Black or Hispanic. Intervention: University of Washington-based developers designed the curriculum. Year-long curriculum and instructional materials are now available with open access for APGOV, APES, and AP Physics; this study addressed the first two because the third was in development at the time of our study. Ongoing, job-embedded professional learning, provided by PBLWorks, included a four-day summer institute, four full days during the year, and on-demand virtual coaching support. Curriculum supports are course-specific, designed to align to the College Board's course curriculum frameworks for respective courses. However, the same design principles apply to both courses, so both versions of the intervention include similar resources. Research Design: We evaluated the efficacy of the intervention using a RCT with school-level randomization. Data Collection and Analysis: We collected covariate and outcome administrative data from participating districts and the College Board. We fit two-level Hierarchical Linear Modeling models, grouping students within schools, with district-fixed effects to account for blocked randomization within districts. Impact models included all covariates with absolute baseline standardized mean differences greater than 0.05 as well as those determined through automated covariate selection to improve model fit. We used structural equation modeling to investigate mechanisms. Findings/Results: In covariate-adjusted models, all estimates of AP performance were positive and significant. For all students in the sample (n=3,645), we found no overall exam-taking effect (ES=-0.009, p=0.95). We estimated 31.1% of the students in our sample who took the AP exam would have earned a qualifying score of three or higher on the 1-5 ordinal score scale without PBL, as compared to 35.1% with, a difference of 4 percentage points (ES=0.264, p=0.016). We predicted 37.2% of the exam-taking students in our sample (n=2,963) would have earned a qualifying score without PBL, as compared to 44.8%, a difference of 7.6 percentage points (ES=0.457, p=0.002). Earning qualifying AP scores can translate into college credit, and relates to enrolling and persisting in college (Smith, Hurwitz, & Avery, 2017). In the four districts with continuous AP score outcomes, the estimated effect sizes are significant for total scores (ES=0.192, p=0.009), as well as the multiple-choice (ES=0.188, p=0.009) and free-response (ES=0.181, p=0.012) subsection scores. We show results in Table 1 and Figure 1. The pattern was also positive within courses; within respective groups of students from lower- and higher-income households; in districts serving a majority of students from lower-income households; in districts serving a majority of students from higher-income households; and within each of the five participating districts. Compared to business-as-usual control teachers, treatment teachers with access to the AP PBL intervention placed greater emphasis on deeper learning objectives, more frequently used student-centered pedagogy and in ways their students felt were authentic and relevant, and less frequently lectured or relied upon explicit exam preparation. For the most part, teachers across courses sustained their use of the AP PBL approach throughout the year. However, effect mechanisms did not include foundational AP PBL teaching practices. Conclusions: Results apply to teachers within the participating districts who chose to enroll in the RCT. The five participating districts were not representative of all districts offering AP courses. In addition, the inextricability of the curriculum effect from the effect of professional learning supports means it is impossible to disentangle their separate influences on students' AP performance outcomes. Strengthening causal claims is the RCT design, as well as the statistical significance, magnitude, and robustness of estimated effect sizes across multiple covariate-adjusted sensitivity analyses. Weakening causal claims are high school-level attrition, and differences in results between unadjusted and adjusted models. Within-district estimates demonstrating similar effect sizes regardless of number of schools attrited may attenuate attrition concerns. The results support teacher-driven adoption of the approach in APGOV and APES courses, among districts with open-enrollment AP policies supporting PBL, and for students from lower- and higher-income households.

This paper explores strategies, based on experience, for coping with principal reassignment. It focuses on practical, repeatable approaches to reassignment that might also help central-office administrators who are contemplating a shuffling of principals. It offers as a case study an elementary school, an Accelerated School in Salinas, California, that underwent a principal reassignment. The article outlines the Accelerated School's philosophy and process and the steps in transitioning to a new principal. It then relates how the school not only had its principal reassigned, it also lost the two coaches who were helping to implement the Accelerated School's format. The school community reacted by forming a steering committee that addressed one fundamental question: How do we shape the hiring process so that an individual who is sensitive to the school's history and active involvement as an Accelerated School can be hired? The steering committee acted as a clearinghouse of information and dealt directly with the superintendent of schools. The committee and the superintendent then drafted a "job description" for the two coach positions. The respect shown the steering committee and the school demonstrated the district's willingness to honor a process that one of its schools was deeply committed to. (RJM)

Experience has shown repeatedly that many members of the "recovering community" are very interested and committed to helping to prevent others from developing alcohol or other drug problems or in helping those who currently have these problems. However, it is often not evident how members of the "recovering community" can be most helpful on campus and work cooperatively with others interested in reducing alcohol and other drug problems. A program "Recovering Person's Prevention Project" (R3P) which involves recovering students, faculty, staff, administrators, and community members in campus alcohol and other drug programming is described. The R3P provides an opportunity for recovering chemically dependent individuals to support each other and to share their experiences with interested groups and individuals on and off campus. Members: (1) meet at least twice monthly for projects, brainstorming ideas, coordinating programs, and providing support; (2) serve as liaisons to and provide support to the 12-step groups on campus and in the community; (3) coordinate R3P activities with other campus and community alcohol and other drug programs; (4) convene the Alcohol Education Discipline Program groups to serve students; (5) provide panel presentations to campus and community groups; (6) provide some staffing for the Alcohol and Other Drug Education Program at the campus Wellness Resource Center; and (7) provide activities for Alcohol Awareness Month, including participating in the homecoming parade and an awareness day. (Program highlights from the 1990-92 academic years are listed.) (ABL)

The Alcohol and Drug Abuse Intervention and Prevention Program (ADAIPP) is a comprehensive program developed at Central Michigan University in 1984 to reduce alcohol abuse, encourage low risk use of alcohol by those of legal age who consume it, support individuals who do not use alcohol or other drugs, and provide referrals for persons with alcohol and other drug problems. This document contains the 1989-1990 annual report for the ADAIPP. Eight ADAIPP goals are listed and the university's alcohol and other drug educational messages are given. Drug education is briefly reviewed as a national concern. An outline of campus activities during 1989-1990 to reduce alcohol and other drug problems contains sections on: (1) staff and campus involvement; (2) curriculum; (3) campus-wide programs; (4) housing; (5) university apartments; (6) the Wellness Resource Center; (7) the Alcohol Education Discipline Program for alcohol-related infractions of the Student Code of Conduct; (8) the Counseling Center; (9) orientation; (10) placement; (11) campus recreation; (12) academic assistance programs; (13) health services; (14) student organizations/student involvement; (15) plans for dissemination of Campus Alcohol Policy; (16) CM (Central Michigan) Life (a university publication); (17) community involvement and resources; (18) recovering persons prevention project; (19) summer special theme courses and workshops; (20) evaluation; (21) public broadcasting; (22) Department of Public Safety; (23) community education and service; (24) grant funded projects; and (25) consultation. The report concludes with a set of plans for the 1990-1991 academic year. (NB)

The Alaska School Effectiveness Project produced several reports in a series of reviews of research literature on such topics as computer-assisted instruction. Using an ERIC search and conventional library methods, the question raised was "Does computer-assisted instruction (CAI), when combined with traditional instruction, lead to higher achievement than traditional instruction alone?" The research findings made it clear that CAI is an effective supplement to traditional instruction. The evidence was not strong enough to support teaching by CAI exclusively; a combination approach seemed to work best. CAI was also popular with students and often improved their attitude toward subject matter. It is recommended that the use of CAI be actively promoted and expanded, especially in small schools in rural areas where it is difficult to offer full schedules of classes to limited numbers of students. It is also recommended that CAI be increased with low-achieving students and with students alienated by traditional teaching methods. Since the development of CAI programs may be beyond the capabilities of some small districts, it is recommended that the state lead in development efforts, providing both financial support and technical expertise. The document includes item decision displays, a 22 citation bibliography, and individual item reports on the citations. (BRR)

This document presents a report of the education and prevention activities undertaken at Central Michigan University in Mt. Pleasant, Michiagn, during the fall semester of 1988, in recognition of National Collegiate Alcohol Awareness Week (NCAAW). The document begins with a brief review of the university's campus-wide programs, goals, and activities to reduce alcohol abuse and other drug use. Changes in how the university implemented NCAAW activities are described, and new goals of Central Michigan's NCAAW program are listed. Eighty-three programs provided by the university's 19 residence halls are listed, with indications of level of participation and type of evaluations. Other university programs and activities are also described. The Student Affairs Annual Report is included in the document; it summarizes alcohol and drug abuse prevention and intervention programs for the 1987-1988 school year and explains plans for the 1988-1989 year. Relevant materials are appended, including letters of support for the program, flyers and advertisements, and newspaper and magazine articles. (NB)

An evaluation of the Central Michigan University Counseling Center is presented in this document. Parts of the study methods are described, including the questionnaires sent to 1,000 randomly selected students in residence, use of an optical scan answer sheet, and data collection from 112 users and 324 nonusers of counseling services (a 43.6% response rate). These results are summarized: (1) females used the counseling center more frequently than did males; (2) users and nonusers thought counselors held master's or higher level degrees; (3) respondents thought students used the center on their own initiative; (4) users were more knowledgeable than nonusers about available services and most reported they would recommend a friend seek help at the center; (5) users and nonusers were not very aware that the center gave tests and explained results; (6) of the users expressing an opinion about the competency of counselors, most rated them as competent in helping students with personal, academic, and career problems; (7) a majority of the respondents felt a main function of the center was to work with students with substance abuse problems; (8) users rated the center's environment as satisfactory; and (9) most users were satisfied with their experiences at the center. More frequent evaluations, a comprehensive plan for utilization of evaluation information, and the assignment of a supervisor for future projects are recommended. The study instruments are appended. (ABL)

Central Michigan University has been systematically addressing alcohol and other drug problems on its campus through an Alcohol and Drug Abuse Intervention and Prevention Program (ADAIPP) which provides structure, coordination, and support for a number of coexisting programs on campus. During the 1988-89 academic year, these programs culminated in a National Collegiate Alcohol Awareness Week (NCAAW) in Fall of 1989. This report states the goals of NCAAW and summarizes the different programs and activities of the participants. These include a planning retreat, a professional development seminar, Isabella County and Mount Pleasant City programs, residence hall programs, programs sponsored by fraternities and sororities, Campus Recreational Services NCAAW activities, Wellness Resource Center activities, an Alcohol and Drug Recovery Panel, a report on media coverage from the campus Media Relations office, a Designated Driver program, and campus-wide publicity campaigns. An evaluation of the event is included, along with follow-up plans. A faculty reaction instrument is included. (TC)

This document describes a form of curriculum infusion for college instruction in which information about alcohol and other drug problems relevant to the content of a course is provided and related assignments are made. Specifically, the paper focuses on an English writing assignment that involved student self-reflection on his or her use or non-use of alcohol. The assignment described was given by 2 volunteer instructors to 117 students in 4 freshman English composition classes. The assignment itself is presented in this paper, along with instructor and student evaluations of the assignment. The evaluations were obtained through questionnaires concerning the impact of the assignment; the questionnaires were completed by both instructors and 92 of the students a few weeks after completion of the assignment. It is noted that the instructors thought the assignment was worthwhile and that it caused students to think about or evaluate the role of alcohol in their lives. The summary of student evaluations and excerpts from student evaluation forms illustrate that the students also saw the assignment as worthwhile; 97% of the students reported that the assignment should be repeated in future composition classes. A brief discussion section provides suggestions for implementing such an assignment and emphasizes the value of an intentional self-reflection component to efforts to educate students about the hazards of alcohol misuse. (NB)

This study examined the psychometric pro-properties of the Test Anxiety Scale (TAS). Exploring the factor structure of the TAS was a major focus. Two hundred introductory psychology students completed the TAS. Both orthogonal (varimax) and oblique (direct quartimon) rotations were used to rotate obtained two- and three-factor solutions. The final three factors, derived from an oblique rotation, were Emotionality, Cognitive Interference and Negative Test Taking Attitude. (Author)

Institutions of higher learning are taking responsibility for and becoming part of the societal effort to combat alcohol/drug problems. There are a number of national and state efforts which specifically target higher education for prevention, education, intervention, treatment, and referral efforts. Considerable efforts are currently underway to help address the alcohol/drug problems which exist throughout the entire spectrum of our society. Central Michigan University in Mt. Pleasant, Michigan is involved in this prevention and intervention work. The Alcohol and Drug Abuse Intervention and Prevention Program (ADIPP) is a campus-wide program coordinated through the counseling center. In 1988 Central Michigan University received national recognition for the second time for its outstanding National Collegiate Alcohol Awareness Week programs. Housing, public broadcasting, orientation, faculty, student organizations, and the Wellness Resource Center have been involved in alcohol and drug programs. A major needed area of expansion is in providing for systematic prevention, education, intervention, treatment and referral options for all employees. (An overview in outline form of Central Michigan University's campus-wide efforts undertaken during 1988-89 to reduce alcohol/drug problems is included, as well as the plans for 1989-90.) (ABL)

This investigation of survey research methodology examined the satisfaction differences between anonymous and identified respondents to a client satisfaction survey from a university counseling center. A questionnaire based on the Counseling Services Assessment Blank was mailed to 410 students terminated from counseling during the 1980-81 academic year. The cover letter explained that both response and self identification were optional. The response rate was 59 percent, and 25 percent of the responses were anonymous. Identified respondents reported greater treatment satisfaction levels than did anonymous respondents. Further research is necessary: (1) to confirm the assumption that anonymous respondents provide more accurate information; (2) to determine the influence of perceived survey data uses on responses; and (3) to clarify the satisfaction differences of respondents and non-respondents. (BS)