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The purpose of this qualitative case study is to gain insights into the activities and outcomes associated with participation in the Temple Education Scholars (TES) dual enrollment program, an initiative for seniors attending high school in a large city in the Northeast region of the United States. The objectives of this study are twofold: (1) to inform the design and implementation of dual enrollment programs as a model for facilitating students' transition from secondary to postsecondary education and supporting their future success in college; and (2) to describe the short-term impact of participation in a dual enrollment program on participants' choices about postsecondary education. Our analysis revealed the ways that participating in this dual enrollment program shaped students' attitudes, motivations, and perceptions about college knowledge, college readiness, and college opportunities. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

This study examined the effectiveness of the Carolina College Advising Corps (CCAC) on two college readiness outcomes: advanced college preparatory course enrollment and SAT test-taking behaviors. The focus of this study is on concrete college readiness measures beyond mere college aspirations, as these measures more accurately predict college success. We utilized a difference-in-differences research design, which compares treatment and comparison schools over time using pre- and post-intervention panel data. The treatment group consisted of partner high schools in North Carolina that received the CCAC treatment, and the comparison group included public schools in the state that do not have this resource. We found that the introduction of a CCAC adviser increased schools' SAT participation rate but lowered their overall average score. The results of this work add to the growing literature on the impact of college advising professionals and may help inform goal-setting for the CCAC and similar interventions. [ABSTRACT FROM AUTHOR]

Schools develop mission statements in part to communicate their purposes of schooling to internal and external audiences. The goal of this study is to employ text analytic techniques to analyze school mission statements. Focusing on Arizona and New Jersey's schools, we seek to understand: 1) what themes (topics) emerge from their mission statements, 2) whether local context (politics) and institutional factors (being a charter) mediate topic prevalence, and 3) how similar school mission statements are to one another overall and across select factors. Using structural topic modeling we find that five topics emerge as particularly prevalent, and they address key purposes within the US context related to social, academic, and civic development with an emphasis on a safe environment and a sense of community. Local political leanings have a minor impact on the prevalence of topics but being a charter has a distinct influence. Compared to regular schools, charters are more likely to include themes related to preparing for college, academic approaches, and character and family ties, but they place lower emphasis on community and citizenship themes. School missions display moderate levels of similarity, indicating that a common set vocabulary has permeated schools' missions, though differences remain, including between states. Overall, this study deepens our understanding of the varieties of schools' missions and reveals text analytic techniques are well suited for uncovering them. Plain Language Summary: Schools develop mission statements in part to communicate their purposes of schooling to internal and external audiences. In a novel application, the goal of this study is to employ text analytic techniques to analyze school mission statements. Focusing on Arizona and New Jersey schools, we seek to understand what themes (topics) emerge from their mission statements, whether local context (politics) and institutional factors (being a charter) mediate topic prevalence, and how similar school mission statements are to one another overall and across select factors. Employing structural topic modeling, five themes emerge as most prevalent. The themes broadly address key purposes within the US context related to social, academic, and civic development with an emphasis on a safe environment and a sense of community. Local political leanings have a minor impact on the prevalence of topics but being a charter has a distinct influence. Compared to regular schools, charters are more likely to include themes related to preparing for college, academic approaches, and character and family ties, but they place lower emphasis on community and citizenship themes. School missions display moderate levels of similarity, indicating that a common set vocabulary has permeated, though differences remain, including between states. One limitation of the study is the focus on two states; however, preliminary analyses of a small national sample suggest comparable vocabularies. Overall, this study reveals school mission statements present meaningful variations in the purposes of schools. Schools are communicating interpretable goals and text data mining techniques are well suited for uncovering them. [ABSTRACT FROM AUTHOR]

Strong evidence suggests that U.S. high schools are falling short of graduating college- and career-ready students, giving rise to calls for more focus on the factors that impact students' success in college and career. The main purpose of this research was to identify the impact of social support networks on college readiness across genders in hopes of producing findings that could help future students become college-ready. The 18 participants (n = 18) were 18 to 22-year-old undergraduate students with various backgrounds and genders. This qualitative case study involved interviews, journals, and surveys used to examine how different social networks affected the participants' college preparation. [ABSTRACT FROM AUTHOR]

The academic section of the Vocabulary Levels Test (VLT-Ac) and the Academic Vocabulary Test (AVT) both assess meaning-recognition knowledge of written receptive academic vocabulary, deemed central for engagement in academic activities. Depending on the purpose and context of the testing, either of the tests can be appropriate, but for research and pedagogical purposes, it is important to be able to compare scores achieved on the two tests between administrations and within similar contexts. Based on a sample of 385 upper secondary school students in university-preparatory programs (independent CEFR B2-level users of English), this study presents a comparison model by linking the VLT-Ac and the AVT using concurrent calibration procedures in Item Response Theory. The key outcome of the study is a score comparison table providing a means for approximate score comparisons. Additionally, the study showcases a viable and valid method of comparing vocabulary scores from an older test with those from a newer one. [ABSTRACT FROM AUTHOR]

We investigated how high school mathematics course placement contributes to inequalities in college preparation for students categorized as "English Learners" (ELs), especially "long-term" English Learners (LTELs). We devised a base-2 enumeration approach that allowed us to process complex transcript data from one school district and enumerate the thousands of possible trajectories (combinations) of mathematics courses taken by students during high school. We observed significant disparities in college preparation across students by English proficiency designation. In comparison to English Only (EO) students, LTELs were funneled into fewer trajectories that predominantly included lower level mathematics courses. We found that enrollment into remedial mathematics courses in Grade 9 appears to restrict access to advanced courses, with grave consequences for Grade 12 college preparation. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the College Of Basic Education is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education / Al Mejlh Altrbwyh is the property of Kuwait University, Academic Publication Council and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of the current study was to investigate urban school principals' preferences for the types of teacher preparation programs completed, to understand their perceptions regarding factors that impact the selection of teacher candidates, and to determine if these preferences have changed over time. Data were collected using an online cross-sectional survey. Results indicate that urban school principals prefer to hire applicants who have completed a traditional four-year college or university preparation program. [ABSTRACT FROM AUTHOR]

The present study examined the association between college readiness coursework and exclusionary practices at the school level for both Black and White students utilizing a nationally representative sample of schools in the United States. Results showed that as the proportion of Black students engaged in college readiness coursework increased, so too did the proportion of Black students exposed to exclusionary discipline. In contrast, the proportion of White students exposed to exclusionary discipline practices had little association with the proportion of White students’ enrollment in college readiness coursework. We use the phrase pro forma Black student discipline to explain the results, because it conforms to the norm of over-use of discipline practices for Black students. [ABSTRACT FROM AUTHOR]

Research on charter schools tends to focus on direct and immediate effects on student outcomes. However, there may be unintended indirect effects on, for example, the teacher labor market. Charter schools tend to hire teachers with fewer traditional teaching credentials, which may reduce the equilibrium quantity of teachers who have traditional credentials and seek to make teaching a career. We test whether charter entry reduces the supply of university teacher education degrees, exploiting within- and between-district variation in the timing of charter school entry in districts containing college teacher preparation programs. Applying a generalized difference-in-difference model, we find that a 10 percent increase in charter market share decreases the supply of traditionally prepared teachers by one percent per year on average. This effect is concentrated in elementary education and special education degrees, which, anecdotally, are less valued in charter schools. [ABSTRACT FROM AUTHOR]

Physical education college preparation programs continue to require only one adapted physical education (APE) course. Due to the importance of the one APE course often provided to preservice physical education, this study investigated the status of introductory APE courses across the United States. A content analysis of the course descriptions and objectives was completed on 30 syllabi from introductory APE courses, and descriptive information from the syllabi was collected. The most common topics covered included intellectual disability (n = 21), physical disability (n = 21), and assessment (n = 20). The content analysis revealed four area of emphasis: (1) disability characteristics, (2) teaching strategies, (3) advocating for individuals with disabilities, and (4) history and legislation. Further research needs to determine faculty's rationale behind the content they choose to cover and the effectiveness of physical education teacher training programs in preparing future physical educators to teach students with disabilities. [ABSTRACT FROM AUTHOR]

Copyright of REMAH Journal is the property of Research & Development of Human Recourses Center (REMAH) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research has made clear that there are persistent and glaring inequities in our educational system. While the evidence is clear, there is often disagreement about and misunderstanding of the reasons for this inequity. To respond effectively to current inequities, and to effectively prepare teachers for current realities, it is essential to have a critical and complete understanding of existing inequities in our schools. This article provides a framework to more clearly understanding these inequities and then applies that understanding to the specific context of teacher preparation programs in Christian colleges and universities. [ABSTRACT FROM AUTHOR]

Contemporary approaches to adolescent development are framed by positive youth development models. A key outcome of these models is that healthy and positively developing youth are more likely to contribute to their family, schools, and communities. However, little work on contribution and its antecedents has been conducted with youth of color. As high achieving youth of color often become leaders in their communities, it is important to consider malleable predictors of contribution within this population. Therefore, through a cross-sectional design, we examined the relations between youth critical reflection, hopeful future expectations, and mentoring relationship quality and youth contribution in a sample of 177 youth of color (60% Black, 40% Latinx) attending an afterschool college preparation program at six sites around the U.S. Results indicated that youth critical reflection, hopeful future expectations, and mentoring relationship quality significantly predicted contribution. Exploratory analyses suggested that these relations were significant for Black youth but not Latinx youth. Implications of these findings for future scholarship are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this article is to look at the history and student outcomes of a college preparatory program for talented students in high school developed by Puerto Rico's Department of Education in the 1960s. This study is based on ten semi-structured interviews of students who participated in the program. Our findings strongly suggest the program was successful in enhancing the academic skills of its students and played a role in the long-term educational and occupational mobility of its students. Students' narratives portray the presence of strong bonds with teachers that led to the accumulation of social and cultural capital leading to the formation of postsecondary educational goals and substantial occupational achievements in our sample. Students obtained cultural capital by participating in extracurricular activities sponsored by the program such as visiting museums and engaging in conversations with poets and novelists. They attended smaller classes and benefitted from an advanced curriculum that challenged their cognitive skills and developed their critical thinking skills. [ABSTRACT FROM AUTHOR]

This research used a case study approach to investigate ―in-depth‖ pre-service science teachers’ preparation programs in the Licensure and Master’s Program (LAMP) in the College of Education at the University of Toledo (UT) to integrate technology into their teaching. In this study, the study focused on technology parts TK, TPK, TCK, and TPACK preparation by finding out and knowing the gap in using technology in science. The case study would include a sequential exploratory mixed methods approach, which involves collecting qualitative and quantitative data in order to understand the technology preparation for pre-service science teachers in teaching and practicing in terms of their technology knowledge (TK), technology, and content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogical and content knowledge (TPACK). This paper aims to investigate pre-service science teachers’ technological pedagogical content knowledge (TPACK) through the LAMP program. This study focused on pre-service science teachers in science and social studies studying in the two-year LAMP program at the University of Toledo. Three data collection tools were used to investigate preservice science teachers’ preparation programs in college: The Technological Pedagogical Content Knowledge Scale of Pre-Service Teachers survey, an open-ended interview, and the student’s study plan. According to the TPACK survey findings, the participant did not have any TPK, TCK, and TPACK. Also, in TK, the participant knew no more than 50%. The most important finding was that participants did not believe that we should teach or use technology and preferred traditional methods. Even though he stated that he knows that technology is essential in facilitating education, he did not believe that he should integrate technology in teaching into his classrooms. Therefore, more research on TK, TPK, TCK, and TPACK would help redesign the program that prepares pre-service science teachers to be effective teachers. The pre-service science teacher in the LAMP program in this study needs more support for TK, TPK, TCK, and TPACK in their training program to teach with technologies. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education / Al Mejlh Altrbwyh is the property of Kuwait University, Academic Publication Council and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, we describe a mentoring program designed to help prepare high school seniors at Arizona State University Preparatory Academy for postsecondary education. Specifically, we address the usefulness of 'humanistic mentoring,' a form of mentoring that stresses the importance of reciprocity, mutuality, and empathy in the mentor/mentee relationship. We further describe how sharing stories was useful in developing such humanistic relationships. Based on etic-thematic coding of interviews from 13 of the mentees, a humanistic lens for mentoring and sharing personal stories is productive for both developing relationships and passing on knowledge. [ABSTRACT FROM AUTHOR]

Background: Engaging with youth through PhotoVoice is beneficial as a program evaluation method and functions as a method of inquiry to understand youths' perceptions of a college preparation program. The students used PhotoVoice to respond to prompts about how they learn and their opinions of the college preparation program. Purpose: This reflection of practice article provides an example of PhotoVoice as an evaluation method. Setting: This evaluation was conducted during the summer college preparation programming. Intervention: The combination of student photography, photo gallery walk, and group discussion as an evaluation method. Research design: A qualitative reflective design. Data collection & analysis: The student photographs, narratives, and observational notes were analyzed thematically. Findings: We found that the youth enjoyed the unique experience of PhotoVoice. The combination of student photography, narratives, gallery walk, and group discussion, were useful as an inquiry tool for this youth program. [ABSTRACT FROM AUTHOR]

This article explores how college expectations in 8th grade change by 10th grade, and if students realize the expectations for a given level of college from 8th and 10th grade, in light of the "college for all" ethos. This study is based on administrative data from 235,875 public school students in Massachusetts from 2006 to –2016. Using a multinomial logistic regression, I find that students who plan to attend a 4-year college in grades 8 and 10 are 24% more likely to enroll in college and attend a 4-year institution than their peers who did not have such plans. However, students who plan to attend a 2-year college in both 8th and 10th grade are less likely to enroll in any type of college when compared to students who planned to attend a 4-year college and students who were unsure of their college plans. Further, both Black and Latinx students are less likely than their White peers to have college enrollment outcomes that mirror their expectations, after controlling for academic preparation. These results, which update prior research on expectation, have implications for increasing access to college for students who planned to attend college. [ABSTRACT FROM AUTHOR]