149,550 results on '"georgia"'
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2. The Appalachian Region: A Data Overview from the 2018-2022 American Community Survey. Chartbook
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Appalachian Regional Commission (ARC), Population Reference Bureau (PRB), Sara Srygley, Nurfadila Khairunnisa, and Diana Elliott
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This chartbook is the 14th version to be produced for the Appalachian Regional Commission (ARC) by the Population Reference Bureau (PRB). The Chartbook describes the diversity of the Appalachian Region on a host of demographic and economic measures and provides an important annual view of the area and its people. The data contained in the 2018-2022 Chartbook describe how residents in the Appalachian Region were faring before and during the COVID-19 pandemic that began in March 2020. Nearly half of the years during this time period were pre-pandemic and half were during the pandemic era. Thus, this Chartbook is a blend of these two eras. As future data releases reflect the post-pandemic era, data users will have additional insights on the long-term changes that the pandemic brought to Appalachia's social and economic dynamics. Most of the data shown here come from the 2018-2022 American Community Survey (ACS), a nationwide study collected continuously every year in every county in the United States by the U.S. Census Bureau. The ACS is designed to provide communities with reliable and timely demographic, social, economic, and housing data each year. To provide as much county-level data as possible, we use ACS 5-year data files which provide reliable estimates for geographic areas with fewer than 20,000 people. Since many counties in the Appalachian Region have fewer than 20,000 residents, these data permit comparable statistics for all 423 counties in the Region. The primary purpose of the ACS is to measure the changing characteristics of the U.S. population in a way that is continually updated. The estimates in this Chartbook, therefore, are data collected over the five-year (or 60-month) period from January 2018 through December 2022. These ACS estimates are not averages of monthly or annual values, but rather an aggregation of data collected continuously over that time period.
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- 2024
3. Did the Striving Readers Comprehensive Literacy Grant Program Reach Its Goals? An Implementation Report. Evaluation Report. NCEE 2024-003r
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National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), American Institutes for Research (AIR), Michael S. Garet, Kerstin Carlson Le Floch, Daniel Hubbard, Joanne Carminucci, and Barbara Goodson
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Boosting literacy among school-age children remains a national priority. Nearly one third of students in the United States have not developed the foundational reading skills needed to succeed academically, with students living in poverty, students with disabilities, and English learners especially at risk. Starting in 2010, Congress invested more than $1 billion for state literacy improvement efforts through the Striving Readers Comprehensive Literacy (SRCL) program. SRCL was intended to focus funding on disadvantaged schools, encourage schools to use evidence-based practices, and support schools and teachers in providing comprehensive literacy instruction. These efforts were expected to lead to improved literacy outcomes for students. This study assesses how well SRCL implementation was aligned with these goals, using information collected from states, districts, and schools in all 11 states awarded grants in 2017.
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- 2024
4. Place-Based Climate Change: Lowering Students' Psychological Distance through a Classroom Activity
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Jessica Duke and Emily A. Holt
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Psychological distance (PD) can be a barrier to how students perceive climate change impacts and severity. Localizing climate change using place-based approaches is one way instructors can structure their curricula to help combat students' PD, especially from a spatial and social viewpoint. We created a novel classroom intervention that incorporated elements of place-based education and the Teaching for Transformative Experiences in Science model that was designed to lower undergraduate biology students' spatial and social distance of climate change. Our research questions sought to determine whether students' PD changed following our intervention and whether variables beyond our intervention might have contributed to changes we identified. To measure the efficacy of our intervention, we administered a survey that contained several instruments to measure students' recognition and psychological distance of climate change pre- and post-intervention. We found that students' psychological distance to climate change decreased after participating in our classroom intervention. Additionally, course level was the only outside variable we identified as a predictor of students' post-activity scores. Participation in our activity lowered our students' spatial and social psychological distance, which could have impacts beyond the classroom as these students become the next generation of scientists and voters.
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- 2024
5. From Insights to Impact: Fostering Innovation through Texas Higher Education. Technical Appendix
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Texas Higher Education Coordinating Board (THECB)
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This is the technical appendix for the report "From Insights to Impact: Fostering Innovation through Texas" which examines the current national landscape of higher education research and development to help gauge Texas' current position and identify opportunities to drive further innovations into the future. This appendix includes the following sections: (1) Maintaining Texas' Edge; (2) From Roadmap to Reality; (3) Texas' Competitive Position; (4) Technology Transfer Landscape; and (5) Amplifying the Impact. [This report was produced with TIP Strategies, Inc. and Research Bridge Partners.]
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- 2024
6. Navigating Tensions: A Critical Policy Analysis of Expectations for English Educators in Georgia
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Jennifer Ervin and Madison Gannon
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We compare the institutional standards and expectations for English language arts (ELA) educators from the National Council of Teachers of English (NCTE), the leading professional organization in this field, and the state of Georgia. By conducting a critical policy analysis of documents from NCTE and the Georgia Department of Education (GADoE) we sought to understand the tension between standards set for training English education students in institutions of higher education and the standards those teachers would be required to use in Georgia K-12 schools. We analyze these documents through Cooper et al.'s (2004) policy analysis framework, which questions the normative, structural, constituent, and technical dimensions of policy development. We found that the ideological beliefs and values embedded in the policies and documents from NCTE and GADoE have developed divergent sets of expectations for ELA teachers in Georgia, particularly around how teachers respond to oppression in our society; how we understand the overall purpose of ELA instruction; and the scope of responsibilities for educators. We end by presenting implications for educators working among these two sets of policies, in recognizing where these expectations may overlap as well as diverge.
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- 2024
7. Supporting College Completion for Students Experiencing Homelessness. Best Practices in Homeless Education Brief Series
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National Center for Homeless Education (NCHE)
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Youth and young adults experiencing homelessness face many challenges while pursuing postsecondary credentials. Low education attainment is occurring in higher education institutions across the county, with more than a quarter of first-year college students not returning for their second year in community college. This National Center for Homeless Education brief: (1) provides information for State Coordinators, local liaisons, school counselors, and school social workers on supporting students experiencing homelessness transitioning from secondary to postsecondary education; (2) spotlights promising practices for supporting college completion for students experiencing homelessness; and (3) offers partnership strategies for supporting students experiencing homelessness with college completion.
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- 2024
8. Equipping Student Academic Coaches to Effectively Engage First-Year Students in Corequisite Math Support Labs
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Melody G. Shumaker and Hassan M. Hassani
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Over the past few years at Columbus State University, the learning support math faculty and director have focused on the importance of training academic coaches to effectively engage students in corequisite support math with key practices implemented in an emporium-based model for our corequisite support math labs. This model consists of experienced math faculty as instructional facilitators and coordinators and student peers as academic coaches to provide support in the areas of coaching, tutoring, and mentoring. The purpose of this implementation is to empower our students to acquire knowledge, to strengthen interpersonal and academic skills, and to create a sense of belonging at the institution in order to attain career goals. To effectively engage students in these efforts, the learning support math faculty and director have focused on the implementation of solid training for our academic coaches based on best practices in the areas of growth mindsets, problem-solving, emotional intelligence, and motivational interviewing.
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- 2024
9. Closing the Gap: The Relationship between School Climate and Student Achievement in the Middle School Sector
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Brad Boykin, Juliann Sergi McBrayer, Summer Pannell, Richard E. Cleveland, Suzanne B. Miller, and Mary Josephine Carney
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School leaders must make decisions and implement strategies to improve a school climate and student achievement, and it benefits them to understand which areas of school climate have the greatest impact on student achievement. The State of Georgia measures school climate and student achievement with its school accountability measure, the College and Career Ready Performance Index (CCRPI). This study employed a quantitative research design using archival data that was publicly available from CCRPI data for a two year span to examine the relationship between school climate and student achievement statewide in the middle grade sector. Findings revealed that all four components of school climate (i.e., Survey Score, Discipline Score, Safe & Substance-Free Learning Environment Score, and Attendance Score) were significantly related to student achievement. Additionally, the Survey Score and Discipline Score were the most significant predictors of student achievement. These findings provide school leaders with essential information to strategically make decisions involving processes and procedures that impact these areas. Future research is needed to determine whether the relationship between school climate and student achievement is similar for elementary, middle, or high schools. In addition, separating the data into rural, suburban, and urban schools and running similar analyses may also help administrators improve school climate and student achievement.
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- 2024
10. An Examination of World Language Teacher Practices Regarding Target Language Instruction
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Edris Brannen, Victoria Russell, and Krista Chambless
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In this study, 96 world language teachers in the state of Georgia completed a survey regarding their delivery of instruction in the target language. While ACTFL (2010, 2021) recommends using the target language 90% or more of the time to deliver instruction, only 20% of the world language instructors who were surveyed reported doing so. According to ACTFL (2010, 2021), delivering instruction in the target language is necessary to create an acquisition-rich environment where learners are exposed to significant amounts of comprehensible input--a key factor for second language acquisition to occur (Krashen, 1982). This study examined three factors that may play a part in world language instructors' practices regarding target language use; namely, teacher proficiency level, level of experience, and teacher foreign language anxiety. The results indicated that teachers' self-reported levels of proficiency were not correlated with delivery of instruction in the target language; however, language anxiety and level of experience appeared to play a part in world language teachers' target language use in the classroom. The findings of this study have implications for pre- and in-service world language teachers and administrators as well as for teacher education programs in Georgia and beyond.
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- 2024
11. From Lived Experiences to Social Activism: Latino Fraternity Brothers Critical Service to the Latinx Community
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Regina L. Suriel, James Martinez, Christian Bello Escobar, and Jamie L. Workman
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Colleges and universities are seeing growth of Latinx students actively engaged in Greek life. In this study, six Latino participants share their testimonios as members of different Chapters of a Latinx Greek Letter Organization (LGLO) nestled within Predominantly White Institutions located in the state of Georgia, USA. Informed by LatCrit theory, this qualitative study uses member's testimonios to shed light on their varied and sometimes politically charged and racist lived experiences. The researchers draw on these experiences to show how the LGLO supported these members' character and leadership development and their desire and commitment to critical service and socially just causes.
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- 2024
12. Using Service Learning in an Online Course on Grant Writing for Doctoral Students of Public Health
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Yelena N. Tarasenko, Maria I. Olivas, Urkovia Andrews, and Kara Holland
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Service-learning is a critical component of public health education, especially students of Doctor of Public Health (DrPH), designed for public health professionals. As an evidence-based approach to impactful teaching improving students' learning outcomes, service-learning enables future public health practitioners to engage in the learning and reflective practices developing skills needed to be leaders of social change within their communities. E-service learning has been gaining popularity among faculty and students. This study describes a grant writing course for DrPH students of various concentrations delivered online. We draw attention to the growing need to incorporate service-learning into the public health curriculum to promote social change, address local health disparities, improve students' learning experiences and outcomes, and stay relevant with the educational landscape.
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- 2024
13. Chemistry in the Museum: Elucidation of 1920s Medical Kits
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Kerri L. Shelton Taylor
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This project report describes the process of a team of undergraduate researchers (Chemistry and Nursing majors), who analyzed 20th-century medical kits housed at The Columbus Museum (Columbus, GA, USA). Curators and museum personnel were unfamiliar with the contents and needed assistance in identifying the various chemical contents. Items were identified by the Taylor Lab, which was followed by fully elucidating the chemical information in a chemical report and student-curated exhibit. The intent of this project was to help the museum be aware of how to properly curate and store the medical collections for an extended period. Laboratory analyses were executed to determine the composition of the aged items in the collections. The historical context of these kits and their contents provided knowledge of medicine to the community of Columbus, Georgia, in addition to explaining the use of medically related items in the 20th century.
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- 2024
14. IDRA Newsletter. Volume 51, No. 1
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Intercultural Development Research Association (IDRA) and Christie L. Goodman
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The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "College Readiness and Success." Contents include: (1) Texas School Counselors Point to Troubling State of College Advising: IDRA Studies the Role of Middle School Counselors in Supporting Students' College Readiness; (2) Texas' Ban on College Diversity, Equity and Inclusion Offices Takes Effect (Chloe Latham Sikes); (3) Encouraging STEM Pathways through Student and Teacher Experiences (Stephanie García); and (4) IDRA Priorities for the 2024 Georgia General Assembly Session.
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- 2024
15. The Impact of Academic Development Structures on Self-Perception: Honors versus Nonhonors University Students
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Beatrice M. Bean and Nicolette P. Rickert
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The purpose of the current study was to determine if there were variations in the self-perceptions of honors and nonhonors collegiate students in areas of academic and nonacademic self-concept. This research was important as it provides emphasis on an understudied population and gathers a deeper understanding of intricacies related to self-concept by incorporating comprehensive investigative measures. A sample of 236 students from a single institution (72.6% female, 65.7% White, 20.8% honors, ages 18-51) took an online survey consisting of questions related to self-concept. By utilizing a series of two-tailed, independent samples t-tests we examined the differences between student self-perceptions of self-concept. Results indicated that honors students had statistically significantly higher academic self-concepts than nonhonors students. Both groups of students scored similarly across social self-concepts; however, nonhonors students had higher perceptions of their physical self-concepts. These findings will provide new insights into how honors enrollment impacts the formation of self-image.
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- 2024
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16. Assessing the Benefits of Education in Early Childhood: Evidence from a Pre-K Lottery in Georgia. EdWorkingPaper No. 23-880
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Annenberg Institute for School Reform at Brown University, Henry Woodyard, Tim R. Sass, and Ishtiaque Fazlul
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Numerous studies have demonstrated a strong link between participation in pre-K programs and both short-term student achievement and positive later-life outcomes. Existing evidence primarily stems from experimental studies of small-scale, high-quality programs conducted in the 1960s and 1970s and analyses of the federal Head Start program. Meanwhile, evidence on state-funded pre-K programs, with no income restrictions, is scant and inconclusive. Using enrollment lotteries for over-subscribed school-based sites in Georgia's universal pre-K program, we analyze the impact of participation on elementary school outcomes. Lottery winners enter kindergarten more prepared in both math and reading than non-winning peers. Gains fade by the end of kindergarten, and some negative achievement effects emerge by grade 4. Free-andreduced-price meal (FRPM) students benefit more compared to non-FRPM students in later grades, suggesting greater benefits from attendance for disadvantaged students. Although we find no effects for discipline, lottery winners had one fewer absence each grade after kindergarten.
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- 2023
17. School Choice Programs Need a Firewall for Homeschoolers. Briefing Paper Number 164
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Cato Institute and Colleen Hroncich
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The growth of homeschooling from a somewhat fringe movement during the 1970s and 1980s to a more widespread and socially accepted approach in recent decades has provided a strong foundation of flexible learning models. When Florida's school choice expansion, House Bill 1, was introduced in January 2023, one of its goals was to allow more homeschoolers to participate in the education savings account (ESA) program. But many homeschoolers and homeschool advocacy groups balked at the proposal. Having worked hard to achieve independence, they were loath to be linked to government funding. Even if the program were optional, they feared that associated regulations would eventually extend to traditional homeschoolers. In the end, the bill passed with new language that satisfied traditional homeschoolers by creating a new option for parents to educate their children at home. As states continue to enact and expand education savings accounts, Colleen Hroncich argues that it is crucial that policymakers craft bills in a way that maximizes freedom and minimizes roadblocks.
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- 2023
18. An Evaluation of the Association between the Use of the Ignite by Hatch™ Educational Gaming System and the Developmental Status of Young Children Participating in the Georgia DECAL Summer Transition Program. CEME Technical Report. CEMETR-2023-06
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University of North Carolina at Charlotte, Center for Educational Measurement and Evaluation (CEME) and Richard G. Lambert
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This study examined the relationship between using the Ignite by Hatch™ educational gaming system and assessments of the developmental status of young children participating in the 2023 Georgia Department of Early Care and Learning (DECAL) Summer Transition Program. Researchers collected data that describe the extent to which the children engaged with Ignite system and the skill levels they achieved within the system. Teachers also rated the developmental status of the children using rating scales that focused on Literacy and Mathematics skills.
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- 2023
19. The EMPOWER Program: A History and Guide for Increasing Diversity Using Integrated Research and Education
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Adrienne Lester King, Cristi Bell-Huff, Collins Airhihenbuwa, Susan Ogletree, and Christa Wright
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The prevalence and pervasive nature of emerging chemicals of concern have created widespread environmental injustice apprehensions in vulnerable communities. To alleviate and address these concerns, identifying, engaging, and training a diverse environmental health research workforce will be critical and necessary steps to combat and prevent the consequences of environmental injustice. While there is an obvious need to enhance diversity in environmental health research, this process is hampered by facets of systemic racism that reduce access to educational resources needed to build interest and knowledge in students and teachers. We present here a historical perspective to offer a guide for building programs and relationships with underserved schools to help overcome limiting factors that have plagued certain public school systems. With the proper training and mentorship, the untapped workforce present within these schools will be empowered to understand and address current and emerging environmental health and safety threats. Through this transformative 8-week high school research program, we will develop well-prepared, ethical researchers committed to scientific inquiry, intensive fieldwork, and collaborative problem solving to address environmental health challenges. Following the four-step risk assessment process, students, teachers, and faculty mentors will work collaboratively to identify toxicants, potential hazards and risks, and environmental disparities in urban neighborhoods, which provides the necessary training to formulate critical thinking skills for use in academic or nonacademic careers.
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- 2024
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20. Using Adaptive Behavior Scores to Convey Level of Functioning in Children with Autism Spectrum Disorder: Evidence from the Study to Explore Early Development
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Sarah M. Furnier, Susan Ellis Weismer, Eric Rubenstein, Ronald Gangnon, Steven Rosenberg, Cy Nadler, Lisa D. Wiggins, and Maureen S. Durkin
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We examined relationships between measures of adaptive behavior, cognitive ability, and autism symptom severity in 1458 preschool-aged children with autism from the Study to Explore Early Development. While publications commonly describe autistic children as "low-" or "high-functioning" based on cognitive ability, relying solely on cognitive scores may obscure meaningful variation in functioning. We found significant heterogeneity in adaptive behavior scores of children with cognitive scores both above and below the threshold of two or more standard deviations below the population mean specified in the diagnostic criteria for intellectual disability (ID). Although cognitive and adaptive behavior scores were strongly associated in our sample, considerable variation in overall adaptive behavior and more than half in socialization and motor skills was unaccounted for by cognitive ability, autism symptom severity, and other covariates. Among children who could be designated "low-functioning" based on cognitive scores, 39.7% had composite adaptive behavior scores indicating no significant delays, while among those who might be designated "high-functioning," 9.0% had significant delays in overall adaptive behavior and 22.2% in socialization. These results suggest adaptive behavior scores capture variations in the autism phenotype not accounted for by other measures we considered.
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- 2024
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21. Telltale Signs of Rigor and Career Readiness in High School
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Bottoms, Gene
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Most states claim academic rigor and career readiness as goals for all their students. But as school systems continue tracking students into higher or lower levels of academic coursework and into career and technical courses that lack rigorous, real-world assignments, they reflect an apparent underlying belief that their students' abilities are fixed--and fixed early in life. There are districts and schools that instead operate from an assumption that most students can learn at high levels when engaged in meaningful, challenging assignments in both academic and career pathway courses. What does that look like? I encourage members of state boards of education to visit high schools in their state and beyond, where they can see effective strategies.
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- 2023
22. Means-Tested State Prekindergarten Programs Are More Segregated than Universal Prekindergarten Programs. An Essay for the Learning Curve
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Urban Institute, Swain, Walker, Wang, Shuyang, and Kouaho, Joseph-Emery
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Absent a nationwide plan for universal public prekindergarten, states and districts have taken various approaches to increasing access to school-based educational opportunities for their youngest learners. Though some of these programs have focused on making public prekindergarten available to all families, others have targeted families most in need by introducing means-tested programs. Early efforts to expand access to public schooling for preschool-age children, such as the War on Poverty-era federal Head Start program, focused on reaching low-income children. More recently, states and cities have made significant investments in their own public preschool programs, often citing their utility in combatting racial, ethnic, and income-based test score differences that are apparent at school entry. A long-standing debate has weighed the relative merits of targeting limited resources to equalize early educational opportunities versus providing universal programs. But an underexplored distinction between the two approaches is how they might contribute to racial and ethnic school segregation among this country's youngest students. Key findings in this essay include: (1) Black and Hispanic prekindergarten students in means-tested programs experience consistently higher rates of racial isolation and lower rates of exposure to white students relative to their K-12 counterparts than those in open programs; (2) In states with open-enrollment prekindergarten, the proportion of Black prekindergarten students enrolled in racially isolated schools is nearly identical to that of Black first-graders (roughly 46 percent), but in states where prekindergarten is means tested, the proportion of Black preschoolers in racially isolated schools is 6 percentage points higher than that of Black first-graders; (3) Hispanic preschool students are 5 percentage points more likely than their first-grade counterparts to attend racially isolated schools in states with means-tested prekindergarten and are 3 percentage points less likely than first-grade students to do so in states where prekindergarten is open; and (4) In comparing states with diverse and robust prekindergarten programs, the data show that Black and Hispanic prekindergarten students in Texas and North Carolina, which have means-tested programs, have less exposure to white students than their counterparts in Georgia and Oklahoma, which have universal enrollment.
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- 2023
23. IDRA Newsletter. Volume 50, No. 5
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Intercultural Development Research Association (IDRA) and Goodman, Christie L.
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The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Breaking Barriers to Learning." Contents include: (1) The Importance of Artificial Intelligence in Education for All Students (Hector Bojorquez and Michelle Martínez Vega); (2) Classroom Censorship Laws Sweep Across (Terrence Wilson); (3) Identity-Based Bullying Undermines Student Safety and Success (Paige Duggins-Clay and Makiah Lyons); and (4) Academy: Discover the Power of AI for Educators.
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- 2023
24. State Strategies for Investing in Community Schools
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Learning Policy Institute, Maier, Anna, and Rivera-Rodriguez, Adrian
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The community schools strategy transforms a school into a place where educators, local community members, families, and students work together to strengthen conditions for student learning and healthy development. As partners, they organize in- and out-of-school resources, supports, and opportunities so that young people thrive. A growing number of states are investing in community schools as a strategy to address long-standing social inequities that have been exacerbated by the COVID-19 pandemic. Based on a review of state American Rescue Plan Act plans, as well as state legislative and state education agency websites and other online resources, this report describes community school initiatives in eight states. The report highlights three potential approaches to state support for community schools: (1) ongoing support through school funding formulas; (2) competitive grant funding; and (3) capacity-building supports (such as certification processes).
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- 2023
25. Evaluating the Federal Innovative Assessment Demonstration Authority: Early Implementation and Progress of State Efforts to Develop New Statewide Academic Assessments. Appendix. NCEE 2023-004a
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National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), Westat, Inc., Human Resources Research Organization (HumRRO), Troppe, Patricia, Osowski, Michelle, Wolfson, Mary, Ristow, Liam, Lomax, Erin, Thacker, Arthur, and Schultz, Sheila
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This appendix volume supplements "Evaluating the Federal Innovative Assessment Demonstration Authority: Early Implementation and Progress of State Efforts to Develop New Statewide Academic Assessments. Evaluation Report. NCEE 2023-004" analyzing the early progress of the first five assessment systems participating in the Innovative Assessment Demonstration Authority (IADA) created by the 2015 reauthorization of the Elementary and Secondary Education Act. These systems include: (1) the New Hampshire Performance Assessment of Competency Education (NH PACE); (2) the Louisiana Educational Assessment Program 2025 Humanities (LEAP 2025 Humanities); (3) the North Carolina Personalized Assessment Tool (NC PAT); (4) the Georgia MAP Assessment Partnership (GMAP) through-year assessment and (5) the Georgia Navvy assessment system. The volume documents the features of the IADA program and the five IADA systems, the study team's research activities, and includes more detailed findings than were summarized in the report. [For the full report, see ED627872. For the Study Highlights, see ED627880.]
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- 2023
26. Evaluating the Federal Innovative Assessment Demonstration Authority: Early Implementation and Progress of State Efforts to Develop New Statewide Academic Assessments. Evaluation Report. NCEE 2023-004
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National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), Westat, Inc., Human Resources Research Organization (HumRRO), Troppe, Patricia, Osowski, Michelle, Wolfson, Mary, Ristow, Liam, Lomax, Erin, Thacker, Arthur, and Schultz, Sheila
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Education officials have long hoped that the statewide academic assessments most students take each year could be used not only for accountability but also to guide instruction. Congress established the Innovative Assessment Demonstration Authority (IADA) program in 2015 to help address this goal, offering up to seven states temporary flexibility from federal testing requirements so that they may more easily make progress toward replacing their current assessments with more innovative ones. The key incentive to participate in IADA is that students trying out the innovative assessment are not required to also take the state's current assessment. However, states approved for IADA must still show that their innovative assessments meet most requirements for federal accountability, and they are expected to implement the new assessments statewide within 5 years. This report describes the progress of the first five assessment systems approved under IADA in order to help policymakers consider expanding the program to more states. The report is primarily based on an analysis of states' IADA applications and performance reports to the U.S. Department of Education through the 2020-2021 school year and is part of a broader evaluation of IADA required by Congress. [For the Appendix, see ED627873. For the Study Highlights, see ED627880.]
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- 2023
27. State Support for Civic Engagement
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Learning Policy Institute and Charlie Thompson
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Civics education continues to gain national importance, especially in the aftermath of the 2020 presidential election and with recent debates about the teaching of history that addresses the legacy of racism and discrimination in the United States. Despite the increasing interest in strengthening civics education, states continue to differ in their interpretation of what constitutes relevant and high-quality civic engagement among students. This report describes how states are approaching policies to encourage civic engagement. It first provides an overview of state policies and then describes the work in 10 states that are encouraging both the development of civics knowledge and engagement in civic action.
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- 2023
28. Does Regulating Entry Requirements Lead to More Effective Principals? Working Paper No. 213-0323-2
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), Austin, Wes, Chen, Bingjie, Goldhaber, Dan, Hanushek, Eric, Holden, Kris, Koedel, Cory, Ladd, Helen, Luo, Jin, Parsons, Eric, Phelan, Gregory, Rivkin, Steven, Sass, Tim, and Turaeva, Mavzuna
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Anecdotal evidence points to the importance of school principals, but the limited existing research has neither provided consistent results nor indicated any set of essential characteristics of effective principals. This paper exploits extensive student-level panel data across six states to investigate both variations in principal performance and the relationship between effectiveness and key certification factors. While principal effectiveness varies widely across states, there is little indication that regulation of the background and training of principals yields consistently effective performance. Having prior teaching or management experience is not related to our estimates of principal value-added.
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- 2023
29. Academic Mobility in U.S. Public Schools: Evidence from Nearly 3 Million Students. Working Paper No. 227-0323-3
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research, Austin, Wes, Figlio, David, Goldhaber, Dan, Hanushek, Eric, Kilbride, Tara, Koedel, Cory, Lee, Jaeseok Sean, Luo, Jin, Ozek, Umut, Parsons, Eric, Rivkin, Steven, Sass, Tim, and Strunk, Katharine
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We use administrative panel data from seven states covering nearly 3 million students to document and explore variation in "academic mobility," a term we use to describe the extent to which students' ranks in the distribution of academic performance change during their public schooling careers. On average, we show that student ranks are highly persistent during elementary and secondary education--that is, academic mobility is limited in U.S. schools as a whole. Still, there is non-negligible variation in the degree of upward mobility across some student subgroups as well as individual school districts. On average, districts that exhibit the greatest upward academic mobility serve more socioeconomically advantaged populations and have higher value-added to student achievement.
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- 2023
30. Math Corps' Tutoring Program: Math Knowledge Impacts and Participant Math Perceptions. Middle Years Math Grantee Report Series
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Mathematica, Robles, Silvia, O'Connell, Krista, Gothro, Andrew, and Place, Kate
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Math Corps is an evidence-based tutoring program serving students in grades 4 through 8 that increases opportunities to learn and practice fundamental math skills related to understanding whole and rational numbers. Its intent is that all students, in particular students who are Black, Latino, and/or experiencing poverty, will reach grade-level proficiency in math. AmeriCorps tutors are matched with a school and provide support to approximately 24 students, in pairs or groups of three, for 90 minutes each week in 30- to 45-minute, in-person sessions. The success of the program is built on the collective value of three core features: (1) tutors who share backgrounds or lived experiences with the students they serve; (2) personalized tutoring using evidence-based curriculum; and (3) tutor training and coaching. This study aims to provide evidence of the impact of the Math Corps tutoring program on student math achievement through a regression-adjusted matched comparison design, as well as descriptive evidence about program attendance and participants' math confidence, sense of belonging in Math Corps, and student-tutor relationship quality and focus group data. This report is one in a series of six reports on math tutoring programs. The goal of this report series is to inform the tutoring field more broadly and support the provision of high-quality tutoring to as many students in the priority communities as possible. [This report was prepared with Math Corps.]
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- 2023
31. Higher Education Access and Success for Undocumented Students Start with 9 Key Criteria
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Education Trust, Hernandez-Reyes, Jessie, Williams, Brittani, and Jackson, Victoria
- Abstract
More than 427,000 undocumented students are enrolled in U.S. higher education institutions. That's an impressive number, considering the many hurdles they must overcome on the road to college and a degree, including restrictions on their ability to enroll in higher education institutions; limits on access to in-state tuition, state financial aid, professional and commercial licenses, driver's licenses, state health care, and food and housing assistance; and difficulties obtaining work authorization and employment -- not to mention the threat of deportation they are under. Providing equitable higher education access for undocumented students means making college accessible and affordable for them. But it also means acknowledging the unique challenges they face because of their immigration status and ensuring that they get the additional supports they need. Researchers from The Education Trust analyzed 9 criteria in the 15 states with the largest shares of undocumented college students -- Arizona, California, Colorado, Florida, Illinois, Georgia, Maryland, Massachusetts, Nevada, New Jersey, New York, North Carolina, Texas, Virginia, and Washington -- to determine whether state policies are helping or hurting undocumented students' ability to attend college and how access and success for this underserved student population could be improved. [This report was supported by the Presidents' Alliance on Higher Education and Immigration, FWD.us, and United We Dream.]
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- 2023
32. IDRA Newsletter. Volume 50, No. 2
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Intercultural Development Research Association (IDRA) and Goodman, Christie L.
- Abstract
The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Education Policy Issues in Texas & Georgia." Contents include: (1) What to Expect from Bids to Take Public Money Out of Public Schools (Diana Long); (2) Remove Obstacles to Ethnic Studies for Georgia Students (Ruth Youn); (3) Traditional School Discipline is Harmful for All (Alisha Tuff); (4) Georgia Students Deserve a 21st Century Education for the Multicultural and Multilingual Future (Jonathan Peraza Campos); (5) Dual Credit Programs Give Students a Fighting Chance to Access and Succeed in College (Steve Kemgang); and (6) Black History Month Features.
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- 2023
33. Evolution and Revolution: Exploring Pedagogical Alternatives for Conducting Research in a Research Methods Course
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Lenese M. Colson, Nicole D. Alemanne, and Changwoo Yang
- Abstract
This article describes the evolution of a required Master of Library and Information Science (MLIS) research methods course moving to a focus on evidence-based library and information practice (EBLIP). It describes how a research methods course was revised, beginning with results from a "typical" course review and morphing into work that is now informing a broader program review. Implications of this work include a reconsideration of how best to provide a quality education while allowing for grace for faculty and students.
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- 2024
- Full Text
- View/download PDF
34. CAPS Student Parent 2Gen Pilot Theory of Change
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Child Trends, Bright from the Start: Georgia Department of Early Care and Learning, Heather Ste, Renee Ryberg, Diane Early, and Diana Gal-Szabo
- Abstract
One in five college students, or 22 percent, are parents. They are highly motivated students and earn grades on par with or better than their childless peers. However, child care challenges often lead student parents to leave school or workforce training without completing; shift from full-time to part-time schooling or programming; and miss, arrive late to, or leave early from school or work training. In Georgia, women, single parents, parents with an annual household income under $50,000 (particularly in South Georgia, where families' median household incomes are lower), and parents under age 30 are most likely to report long-term employment or educational disruptions due to child care issues, blocking their path to fulfilling their educational goals and pursuing economic mobility. Parents' inability to access consistent, reliable, and affordable child care is one of their biggest barriers to reaching these goals. Nearly one in five applicants to the Childcare and Parent Services (CAPS) program, administered through the Georgia Department of Early Care and Learning (DECAL), identify as students; in May 2022, CAPS established student parents as a priority group for their program. Since then, more than 16,000 student parents have applied for CAPS. Yet only 42 percent of those applicants were approved for a subsidy. DECAL established the CAPS Student Parent 2Gen Pilot program to test a strategy to better serve their student parent priority group at three technical college sites. This brief summarizes the theory of change behind DECAL's 2Gen Pilot and Child Trends' plans for evaluating the pilot. It was created in conjunction with DECAL, using funding from DECAL.
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- 2024
35. Identifying the Perceptions, Barriers, and Implementation of Middle School Supervised Agricultural Experiences
- Author
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Christopher J. Eck and Jason Davis
- Abstract
Although School based agricultural education (SBAE) teachers have a variety of responsibilities within a comprehensive program, supervised agricultural experience (SAE) programs are considered an intracurricular component. Unfortunately, the ability for teachers to plan for and facilitate SAEs has been reported as lacking. The purpose of this study was to identify the current perceptions, barriers, and implementation of current middle school SAEs in the Southeast United States, which was carried out by a modified Delphi approach to reach consensus on the perceptions, barriers, and implementation of middle school SAEs from a panel of experts. After three rounds, 18 items achieved consensus related to perceptions of Middle School SAE integration, 19 items outlining barriers for Middle School SAE implementation, and 22 items indicating best practices for Middle School SAE integration. When we consider the uniqueness of middle school SBAE programs, the overall list of perceptions, barriers, and best practices is of great value for future implementation as additional programs are added. Recommendations for practice begin with purposeful professional development opportunities specific for middle school SBAE teachers.
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- 2024
- Full Text
- View/download PDF
36. Keeping Agricultural Education Relevant for the 21st Century: Assessing the Perceptions of Local CTE Administration on STEM Skills Integration
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William Norris, Kirk A. Swortzel, O. P. McCubbins, Dawn VanLeeuwen, and Don W. Edgar
- Abstract
As agricultural education propels itself into the 21st century, a focus on Science, Technology, Engineering, and Mathematics (STEM) education has been prioritized. While STEM integration has been held in high regard, many employers claim that students lack the necessary STEM-based skills to be successful in an entry-level position. In addition, STEM achievement of agricultural education students has not been consistent. This study aimed to ascertain the perceptions of Alabama and Georgia CTE administrators employed in school districts with agricultural education programs on the importance of integrating individual STEM skills into Agriculture, Food, and Natural Resource (AFNR) pathways. In this descriptive correlational study, 129 CTE administrators were emailed a survey through Qualtrics to rate 62 STEM-based AFNR standards using a five-point Likert-type scale. Results of the study suggested that most CTE administrators valued all assessed STEM-based AFNR standards as Very Important or Extremely Important. A mixed model was used to determine any statistical differences in importance ratings between Alabama and Georgia and among pathway scores. AFNR pathways with the highest importance ratings included the Animal Science Pathway, Plant Systems Pathway, and the Food Products and Processing Pathway. AFNR pathways with the lowest ratings included the Power, Structural, and Technical systems pathway and the Biotechnology pathway. No statistical differences were found between states, suggesting consistency between CTE administrators in these two states. These results suggested that CTE administrators value STEM and that agricultural educators should ensure STEM is integrated into their course curriculum. [Note: The page range (23-39) shown on the PDF is incorrect. The correct page range is 40-57.]
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- 2024
- Full Text
- View/download PDF
37. Assessing Online Readiness for a Professional Master's Degree Program in Agricultural Education
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Maria Mercedes Rossi, K. Dale Layfield, Joseph L. Donaldson, Ye Luo, and Paula Agudelo
- Abstract
Online learning is one form of distance education mediated through information and communications technology. We used a descriptive research design to develop and validate a multidimensional instrument to assess readiness and motivations for online learning. We provided a theoretical framework to better understand the concept of readiness for online learning and motivations to learn online. We assessed the need for a professional online Master's degree in Agricultural Education from Clemson University and participants' experience with online learning. Participants in this study included 531 Cooperative Extension agents, Natural Resource Conservation Agency, Farm Service Agency employees, and School-based agricultural educators from South Carolina, North Carolina, and Georgia. Of those, 96 participants completed the open-ended question. The study findings revealed that the survey instrument is a valid and reliable tool. Most participants reported a tendency for self-directed learning as they indicated having higher learning expectations performances. Individuals who perceive themselves as capable of performing a specific task or behavior have high levels of self-efficacy. Participants expressed that distance from campus--no need to relocate, and flexibility were their primary motivators to enroll in online learning. Many prefer using asynchronous technologies since they provide a more convenient environment where they can work at their own pace and better balance their work and school responsibilities. Results may also suggest that participants who are motivated to pursue an online degree place a high value on being self-directed learners since they can plan, monitor, and evaluate their own learning process.
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- 2024
- Full Text
- View/download PDF
38. Centering the Lived Experiences of Rural Black Homeschool Families
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Cheryl Fields-Smith and Timberly L. Baker
- Abstract
Compared to all other options, homeschooling provides parents with the most control over their children's educational experiences. The COVID-19 pandemic led to a surge in the U.S. homeschool population. Black families had the largest increase in home educators from 3.3% to 16.1% between April 2020 and October 2020. The emerging literature on Black home education has focused almost entirely on urban areas. This paper presents findings from a pilot study designed to begin to address the omission of rural setting representation in Black home education research literature. This qualitative study employed conceptual frameworks that value Black women's ways of knowing (e.g., Black Feminist Theory, Endarkened Feminist Epistemologies, and Critical Race Theory) to emphasize the role of participating mothers who represented a single-parent household or a household where the mother maintained primary responsibility for the home education of children.
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- 2023
39. Rooted in Appalachia: Empowering Rural Students to Envision & Enact Possible Selves in Postsecondary Education
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Andrea Arce-Trigatti, Ada Haynes, and Jacob Kelley
- Abstract
Scholarship underscores the experiences of Appalachian students who must confront a social reality that consistently expects less from them because of their circumstances and the narratives surrounding their social context (Collins, 2020; Piene et al., 2020). Traditionally, the Appalachian people have been viewed by educators from a deficit approach although some theorists are transitioning to see the value in Appalachian people and, using this alternative lens, are approaching the Appalachian identity with more place-based pedagogies such as funds of knowledge (Collins, 2020; Piene et al., 2020). These culturally responsive approaches see value in the region's people and scaffolds a positive learning environment on the cultural heritages and identities of the region and allows students to expand their views of possible selves. In turn, this contribution explores the pedagogical approaches embodied in possible selves as a theory that builds on rural and small community assets and successes as related to the social resources and capital that rural students represent. Specifically, we look at the connections that possible selves as a theory makes to rural students' socioeconomic, sociocultural, and sociohistorical contexts and how this theory can accentuate concepts like social capital with respect to postsecondary student success.
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- 2023
40. The Peer Tutor and Supplemental Instruction Leader Experience: Perceived Gains in Learning, Connection to Campus, and Fulfillment
- Author
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Cofer, Rebecca
- Abstract
This study explored the perceived gains of postsecondary peer educators, specifically related to their views of learning, feelings of connection to campus, and feelings of fulfillment as a result of their roles. The peer educator in the campus learning center is a critical but undervalued resource for student success. This is reflected in the literature, which has a gap in the research related to the experience of the peer educators themselves. To address this problem, a survey was sent through public listservs to college learning assistance professionals, who then distributed it to their respective peer tutors and SI leaders (N = 1217). Using three open-ended questions from the Peer Educator Experiences Survey, I analyzed responses to generate several themes for each question. I identified five distinct themes from responses to the first question, which asked participants about their views of learning. Of the five themes, "learned how/ways people learn" had the highest frequency of responses (n = 239). I discovered four themes from responses to the second question that asked about the most rewarding aspect of their jobs. For this question, the theme of "helping/witnessing growth" was the most evident response (n = 326). The final question asked about participants' connections to campus; again, four themes identified four distinct themes. The theme of "campus people/resources" proved to be the most populous (n = 203). Institutions and learning center administrators should consider these results when recruiting, training, assessing, and requesting funds for these programs.
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- 2023
41. Stepping Up to the Challenge: Human Services Students Help Their Community in a Time of Need
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Redding, Carly L. and McDaniel, Michallene G.
- Abstract
Research indicates that food insecurity among college students has been on a steady incline. The COVID-19 pandemic has intensified economic vulnerabilities, which has led to increased food insecurity among college students due to the closure of campus resources and high unemployment rates in jobs that college students typically hold. Universities have long recognized the need for on-campus pantries and the institutions' role in preparing students to apply the knowledge learned in their courses in real-world settings. This article uses a case study to illustrate how one university worked with service-learning students in its Human Services department to provide food support to the campus community by becoming essential workers during a crisis. This created a sustainable solution to improve the quality of life for an entire university community and provided Human Services students the opportunity for applied experience and professional growth and development.
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- 2023
42. Predictors of English Learner Graduation Rates in Georgia
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Griffin, Robert A. and Mindrila, Diana
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Using publicly available data, the researchers examined variables that may predict English learner graduation rates (ELGR) at the school and school-system levels to determine whether the school average per pupil expenditure (PPE), the school mobility rate (MOB), the percentage of teachers out of field (TOF), and the percentage of inexperienced teachers and/or school leaders (INEX) are significant school- and system-level predictors of ELGR. Researchers estimated five multilevel linear models examining within- and between-group relationships. Analyses of 2019-2020 academic year data for 117 high schools from 42 school systems in the state of Georgia showed that student mobility rates (MOB) and teacher quality (TOF) were significant predictors of ELGR. Paradoxically, increased school spending (PPE) did not predict higher ELGR. These findings help address the lack of research on ELGR and help practitioners identify the school indicators that may be related to this important student outcome.
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- 2023
43. Time, Money, or Knowledge: What Factors Are Associated with Implementing Youth Cooking Programs?
- Author
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Berg, Alison C., Taylor, Nancy O., Brown, Courtney S., and Giraudo, Silvia Q.
- Abstract
Research suggests participating in youth hands-on cooking programs, like those offered by Extension and 4-H, can improve nutrition behaviors and reduce the risk for obesity. We surveyed Georgia Extension professionals (n = 127) to explore factors (e.g., employee characteristics, resources, county demographics) related to offering youth hands-on cooking programs and curricula used. Over 2/3 of participants offer programs and reported creating their own curriculum. More years of experience, having received Extension Specialist training, and increased confidence were positively related to offering these programs. Results suggest training could increase confidence and program implementation and standard curricula may be needed/
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- 2023
44. Using Historical Thinking Strategies for Improving Elementary Students' Content Knowledge and Attitudes towards Social Studies
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Burnett, Lydia and Cuevas, Joshua
- Abstract
Instructional time spent on elementary social studies is often marginalized due to the emphasis placed on other content areas. Therefore, social studies teachers must employ meaningful instructional strategies that will engage students while promoting content acquisition. This quasi-experimental study responds to this challenge by guiding a sample of 44 fifth grade students to use the historical thinking skills of sourcing, contextualizing, and corroborating that encourage engagement with a variety of primary sources through the lens of Jerome Bruner's learning theories. The control group used traditional instructional methods including close-note taking, vocabulary review, and independent reading from social studies texts. Both the control and treatment groups were assessed prior to and after the study on content knowledge, attitude toward social studies, and critical thinking skills using the Cornell Critical Thinking Test. Students in the treatment group showed significant differences in their content knowledge over the control group.
- Published
- 2023
45. Transgender and Gender Non-Conforming College Students' Challenges, Supports, and Successes: An Interpretative Phenomenological Analysis
- Author
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Curry, Jennifer R., Csaszar, Imre, and Shierling, Tiffany
- Abstract
We report findings from an interpretative phenomenological analysis (IPA) study of transgender and gender non-conforming (TGNC) college students' perceptions of their on-campus experiences. Participants reported their lived experiences of campus culture at PWIs Deep South. The data was viewed through a minority stress theory framework. Four major themes emerged: (1) supports for students; (2) barriers for students; (3) undergoing personal change; and (4) influencing systemic change.
- Published
- 2023
46. Longitudinal Study of Georgia's Pre-K Program. Final Report: Pre-K through 4th Grade
- Author
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University of North Carolina at Chapel Hill, FPG Child Development Institute, Soliday Hong, S., Zadrozny, S., Walker, J., Love, E. N. G., Osborne, J. D., Owen, J. L., and Peinser-Feinberg, E.
- Abstract
The purpose of this evaluation study was to examine children's longitudinal academic and social outcomes associated with attendance in Georgia's Pre-K Program and to examine the quality of the classrooms attended. This report covers pre-k to 4th grade outcomes collected between the 2013-2014 and 2018-2019 school years as well as a sub-study comparing 3rd and 4th grade outcomes of children who attended Georgia's Pre-K Program with children who did not attend any pre-k program. The primary evaluation questions include: (1) What are the longitudinal outcomes through 4th grade for children who attended Georgia's Pre-K Program?; (2) What factors predict better longitudinal outcomes for children?; (3) What is the quality of children's instructional experiences from pre-k through 4th grade?; and (4) Are there differential long-term outcomes for children with and without Georgia's Pre-K experience? [For the summary report, see ED630838.]
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- 2023
47. Longitudinal Study of Georgia's Pre-K Program: Pre-K through 4th Grade
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University of North Carolina at Chapel Hill, FPG Child Development Institute, Soliday Hong, S., Zadrozny, S., Walker, J., Love, E. N. G., Osborne, J. D., Owen, J. L., and Peisner-Feinberg, E.
- Abstract
Georgia's Pre-K Longitudinal Study followed a statewide sample of 1,169 children who attended Georgia's Pre-K Program in 2013-14 through their 4th grade year in 2018-19. The study was conducted by researchers at the Frank Porter Graham (FPG) Child Development Institute at the University of North Carolina at Chapel Hill. The following summary describes the design and results of the full study. [For the full report, see ED630837.]
- Published
- 2023
48. The Change Makers: How Three Universities Are Helping Underrepresented Engineering Students Succeed at Higher Rates. A Pilot Project by APLU & ASEE
- Author
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Association of Public and Land-grant Universities (APLU)
- Abstract
As the challenge to broaden participation across STEM fields continues, a fundamental question is: Why are certain universities more successful in granting degrees to students in Underrepresented Groups (URG) than other institutions? What are they doing differently? Are there practices or approaches used by certain institutions that might work for other institutions? This pilot study explored the potential to identify relationships between notable changes in institutional practice with increased success by engineering students in underrepresented groups. The key question examined was: Can we identify specific equity-focused policies and practices to explain variation among institutions in undergraduate engineering degrees awarded to URG students? [The work detailed in this report was an outgrowth of "The 2018 Status Report on Engineering Education: A Snapshot of Diversity in Degrees Conferred in Engineering," (ED628086). This report was produced with the American Society for Engineering Education (ASEE).]
- Published
- 2023
49. IDRA Newsletter. Volume 50, No. 1
- Author
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Intercultural Development Research Association (IDRA) and Goodman, Christie L.
- Abstract
The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Policy Priorities." Contents include: (1) IDRA Kicks Off 50th Anniversary Celebration; (2) Advancing Our Vision for U.S. Public Schools & Students: IDRA Federal Policy Priorities (Morgan Craven); (3) Policy Roadmap for Texas Education: IDRA Policy Priorities for Texas Legislative Session (Chloe Latham Sikes); and (4) Advocacy Goals for Educational Equity in Georgia: IDRA Policy Priorities for the 2023 General Assembly Session (Terrence Wilson).
- Published
- 2023
50. Divergent Representations of Africa: A Qualitative Analysis of Georgia Social Studies Textbooks
- Author
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Bailey A. Brown and Amber R. Re
- Abstract
The Georgia Department of Education has clearly defined standards for learning about Africa in the seventh grade. However, there exists great variation in how textbooks present this material and address these standards. Using a qualitative content analysis approach, we assess the presentation of Africa in three widely used Georgia social studies textbooks. We document and analyze coverage of Africa across Georgia's seventh grade world studies learning domains. Our research demonstrates: 1) that, despite widespread calls for decolonization of education and strengthening of multicultural education, Euro-American perspectives on Africa are still prevalent; 2) textbooks vary widely on how they choose to address the social studies standards for Africa; and 3) negative stereotypes of Africa and its peoples continue to be reaffirmed, to the detriment of Georgia students. Lastly, our research also contributes to larger conversations on the utility of content analysis as a methodology for understanding educational practices.
- Published
- 2023
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