Samantha Spinney, Ph.D., Manager, Child Welfare & Education, ICF
Understand the impact mentoring has on students' behavioral engagement, academic achievement, and non-cognitive skill outcomes and learn best practices for designing and implementing a randomized controlled trial (RCT) in a school setting.
Learn more: https://www.icf.com/
Focus on Student Engagement: Individual Learning PlansHobsons
Learn all there is to know about Individual Learning Plans, including state policies, best practices, implementation, data collection and a detailed analysis on improving current student outcomes and policies.
Todd Bloom
Hobsons
Chief Academic Officer
@Todd_Bloom
Jim Bierma
College Readiness Consortium, University of Minnesota
Program Director
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
Focus on Student Engagement: Individual Learning PlansHobsons
Learn all there is to know about Individual Learning Plans, including state policies, best practices, implementation, data collection and a detailed analysis on improving current student outcomes and policies.
Todd Bloom
Hobsons
Chief Academic Officer
@Todd_Bloom
Jim Bierma
College Readiness Consortium, University of Minnesota
Program Director
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
From Throwing Stones to Creating Ripples Ramapo’s Approach to Student SuccessHobsons
Joseph Connell, Director of Student Success, and Tracey Bender, Student Success Coordinator at Ramapo College discussed implementation and execution of Starfish and how intentionality, collaboration, and closing the loop have increased student success. Learn specific examples of how student success metrics have improved as a result of Starfish implementation and examples of how student-focused offices have leveraged the technology to create ripple effects that extend campus-wide.
Improving the 6th Grade Transition for Middle School Students
This session will present two middle school principals' efforts to improve the middle school transition for rising 6th grade students. Results from a 6th grade parent survey and Summer Bridge Program will be discussed. New school strategies and implementations to ease the 6th grade transition will also be discussed.
Presenters: J. Brent Cooper, Holly Emanuel, Terri Mozingo & Latonya Smith - Durham Public Schools & Brogden Middle School - Durham, NC
College Admissions: What Do Admissions Directors Consider? [Infographic]Hobsons
More and more, higher education institutions in America are reviewing their admissions and recruitment efforts to develop effective strategies to connect with students who are the best fit for their institutions. Here are just a few of the key issues many admissions directors are grappling with.
Assuming most or all of you have a college degree or two and that your degree was the second or third biggest purchase of your life…
Was your degree a good value? Do you feel like you got what you paid for? Anyone want a refund???
Are you still deriving benefits from the degree – or has the dividends shrunk over time?
Do any of you wish you had shopped around more before attending the institution? What additional questions would you have asked?
This presentation examines the rise of students as informed consumers.
Achieving a 90 percent Graduation Rate: A Path Back to High School for Boston...America's Promise Alliance
The GradNation campaign invites you to join a webinar on December 13th, 2018 from 3:00 – 4:15 p.m. ET that dives deeply into the Youth Re-engagement area.
Six percent of the class of 2016 did not graduate from high school and was not enrolled in a program to graduate. Though these young people have the potential to graduate, they have not completed school and lack a clear pathway to finish. Re-engagement centers have emerged as a successful way to locate youth aged 16 to 24 who have left the traditional school system and connect them to effective educational options and other services, so they can attain a high school diploma or GED.
In this webinar, we will hear from the National League of Cities on the re-engagement landscape and learn from The Boston Re-Engagement Center and their success in bringing young people back to earn their diplomas. We will define re-engagement and its importance, discuss barriers youth face in returning to education, and describe the strategies to re-engage students. We will also hear from young people served by the Boston Re-Engagement Center.
Optimistic About the Future, But How Well Prepared? College Students' Views o...Robert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for The Association of American Colleges and Universities by Hart Research Associates.
From November 13 to December 3, 2014, Hart Research conducted an online survey on behalf of the Association of American Colleges and Universities among 613 college students—all of whom were ages 18 to 29 and within a year of obtaining a degree, or in the case of two-year college students, within a year of obtaining a degree or transferring to a four-year college. These students included 304 four-year public college seniors, 151 four-year private college seniors, and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months.
Prior to the survey, in September 2014, Hart Research conducted three focus groups among current college students. One group was convened in Waltham, Massachusetts, among seniors at private four-year colleges and universities. Two groups were held in Dallas, Texas—one group among seniors at public four-year colleges and universities and another group among students at community colleges who expect to receive their associate degree or transfer to a four-year college within the next 12 months.
The focus groups and survey were undertaken to explore college students’ views on what really matters in college, including what learning outcomes are most important to them personally and for their future success. The research also explored current college students’ sense of the job market today, their confidence in being able to secure a job, and how effectively they think that their college learning has prepared them for this. The research was designed to understand the learning outcomes students believe are most important to acquire to be able to succeed in today’s economy and how well they feel that their college or university has prepared them in these areas. It also explored their participation in various applied and project-based learning experiences, as well as their perceptions of the degree to which employers value these experiences when hiring recent college graduates.
The survey of college students was conducted in tandem with a survey of 400 employers, and explored many of the same topics to provide a comparison between these two audiences.
This report highlights key findings from the research among college students. Selected comparisons with employers are included where relevant. A report of selected findings from the survey of employers was released by AAC&U in January 2015.
Using Rubrics in the Implementation of 21st Century Learning Outcomes Across ...credomarketing
Winston-Salem State University (WSSU) has undergone a major revision of its undergraduate general education curriculum over the past seven years. The revisions included a requirement that all general education courses teach and assess one of seven institutional learning outcomes. Faculty used the AAC&U VALUE rubrics to frame the discussion about assessing the outcomes across disciplines. Reform has continued with the expectation that the institutional outcomes will be evident across the majors. This presentation provides a brief overview of the general education curriculum reforms at WSSU including the process for adopting and using the rubrics to inform the teaching and assessment of the outcomes.
The upcoming release of $200 million dollar in block grants for college and career readiness by the California Department of Education signals a growing focus on preparing California students for life after high school and long-term success. Join a panel of educators and experts for a timely Webinar to better understand the opportunities and the implications of the grants
Adult Student Gains Degree, Demographic, and Motivational InsightsHobsons
Hobsons and UPCEA partnered on a groundbreaking study one year ago to measure motivation and impact of degree completion. This year, analysis of the multi-year study revealed differences in motivation, career goals, and outcomes by major and demographic characteristics. Learn more about: www.hobsons.com
A Community College Perspective on Implementing a Student Success System: Wha...Hobsons
A Community College Perspective on Implementing a Student Success System: What Worked, What Didn’t, and Measuring Results
Presented by Ebony Caldwell, Dr. Larry Dugan, and Margot Edlin
Hobsons University 2015
From Throwing Stones to Creating Ripples Ramapo’s Approach to Student SuccessHobsons
Joseph Connell, Director of Student Success, and Tracey Bender, Student Success Coordinator at Ramapo College discussed implementation and execution of Starfish and how intentionality, collaboration, and closing the loop have increased student success. Learn specific examples of how student success metrics have improved as a result of Starfish implementation and examples of how student-focused offices have leveraged the technology to create ripple effects that extend campus-wide.
Improving the 6th Grade Transition for Middle School Students
This session will present two middle school principals' efforts to improve the middle school transition for rising 6th grade students. Results from a 6th grade parent survey and Summer Bridge Program will be discussed. New school strategies and implementations to ease the 6th grade transition will also be discussed.
Presenters: J. Brent Cooper, Holly Emanuel, Terri Mozingo & Latonya Smith - Durham Public Schools & Brogden Middle School - Durham, NC
College Admissions: What Do Admissions Directors Consider? [Infographic]Hobsons
More and more, higher education institutions in America are reviewing their admissions and recruitment efforts to develop effective strategies to connect with students who are the best fit for their institutions. Here are just a few of the key issues many admissions directors are grappling with.
Assuming most or all of you have a college degree or two and that your degree was the second or third biggest purchase of your life…
Was your degree a good value? Do you feel like you got what you paid for? Anyone want a refund???
Are you still deriving benefits from the degree – or has the dividends shrunk over time?
Do any of you wish you had shopped around more before attending the institution? What additional questions would you have asked?
This presentation examines the rise of students as informed consumers.
Achieving a 90 percent Graduation Rate: A Path Back to High School for Boston...America's Promise Alliance
The GradNation campaign invites you to join a webinar on December 13th, 2018 from 3:00 – 4:15 p.m. ET that dives deeply into the Youth Re-engagement area.
Six percent of the class of 2016 did not graduate from high school and was not enrolled in a program to graduate. Though these young people have the potential to graduate, they have not completed school and lack a clear pathway to finish. Re-engagement centers have emerged as a successful way to locate youth aged 16 to 24 who have left the traditional school system and connect them to effective educational options and other services, so they can attain a high school diploma or GED.
In this webinar, we will hear from the National League of Cities on the re-engagement landscape and learn from The Boston Re-Engagement Center and their success in bringing young people back to earn their diplomas. We will define re-engagement and its importance, discuss barriers youth face in returning to education, and describe the strategies to re-engage students. We will also hear from young people served by the Boston Re-Engagement Center.
Optimistic About the Future, But How Well Prepared? College Students' Views o...Robert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for The Association of American Colleges and Universities by Hart Research Associates.
From November 13 to December 3, 2014, Hart Research conducted an online survey on behalf of the Association of American Colleges and Universities among 613 college students—all of whom were ages 18 to 29 and within a year of obtaining a degree, or in the case of two-year college students, within a year of obtaining a degree or transferring to a four-year college. These students included 304 four-year public college seniors, 151 four-year private college seniors, and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months.
Prior to the survey, in September 2014, Hart Research conducted three focus groups among current college students. One group was convened in Waltham, Massachusetts, among seniors at private four-year colleges and universities. Two groups were held in Dallas, Texas—one group among seniors at public four-year colleges and universities and another group among students at community colleges who expect to receive their associate degree or transfer to a four-year college within the next 12 months.
The focus groups and survey were undertaken to explore college students’ views on what really matters in college, including what learning outcomes are most important to them personally and for their future success. The research also explored current college students’ sense of the job market today, their confidence in being able to secure a job, and how effectively they think that their college learning has prepared them for this. The research was designed to understand the learning outcomes students believe are most important to acquire to be able to succeed in today’s economy and how well they feel that their college or university has prepared them in these areas. It also explored their participation in various applied and project-based learning experiences, as well as their perceptions of the degree to which employers value these experiences when hiring recent college graduates.
The survey of college students was conducted in tandem with a survey of 400 employers, and explored many of the same topics to provide a comparison between these two audiences.
This report highlights key findings from the research among college students. Selected comparisons with employers are included where relevant. A report of selected findings from the survey of employers was released by AAC&U in January 2015.
Using Rubrics in the Implementation of 21st Century Learning Outcomes Across ...credomarketing
Winston-Salem State University (WSSU) has undergone a major revision of its undergraduate general education curriculum over the past seven years. The revisions included a requirement that all general education courses teach and assess one of seven institutional learning outcomes. Faculty used the AAC&U VALUE rubrics to frame the discussion about assessing the outcomes across disciplines. Reform has continued with the expectation that the institutional outcomes will be evident across the majors. This presentation provides a brief overview of the general education curriculum reforms at WSSU including the process for adopting and using the rubrics to inform the teaching and assessment of the outcomes.
The upcoming release of $200 million dollar in block grants for college and career readiness by the California Department of Education signals a growing focus on preparing California students for life after high school and long-term success. Join a panel of educators and experts for a timely Webinar to better understand the opportunities and the implications of the grants
Adult Student Gains Degree, Demographic, and Motivational InsightsHobsons
Hobsons and UPCEA partnered on a groundbreaking study one year ago to measure motivation and impact of degree completion. This year, analysis of the multi-year study revealed differences in motivation, career goals, and outcomes by major and demographic characteristics. Learn more about: www.hobsons.com
A Community College Perspective on Implementing a Student Success System: Wha...Hobsons
A Community College Perspective on Implementing a Student Success System: What Worked, What Didn’t, and Measuring Results
Presented by Ebony Caldwell, Dr. Larry Dugan, and Margot Edlin
Hobsons University 2015
The Value of Fit: Helping First-Generation Students Find Their Path After Hig...Naviance
A live presentation from two district leaders who have achieved dramatic results in helping first-generation college-going students transition to college. With college readiness a strategic priority, Chicago Public Schools increased 2- and 4-year college enrollment from 50% to 63% of graduates district-wide and more than tripled scholarship dollars received. You will learn about their strategies that helped first-generation students, best practices for defining future-ready milestones, and implementing measurable postsecondary goals.
The Value of Fit: Helping First-Generation Students Find Their Path After Hig...Nicole Hornsby
A live presentation from two district leaders who have achieved dramatic results in helping first-generation college-going students transition to college. With college readiness a strategic priority, Chicago Public Schools increased 2- and 4-year college enrollment from 50% to 63% of graduates district-wide and more than tripled scholarship dollars received. You will learn about their strategies that helped first-generation students, best practices for defining future-ready milestones, and implementing measurable postsecondary goals.
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
As part of National Careers Week 2021, the NCSEHE hosted a virtual event on 21 May, showcasing major NCSEHE-commissioned research on key influencers and careers advice for equity students.
More info: https://www.ncsehe.edu.au/careers-week-webinar-careers-student-equity/
(GWC 2016 Session) Engagement and Retention through Mobile Gamification in Hi...Scott Reinke
These are my slides for my Gamification World Congress 2016 session presentation on the Ball State Achievements program. Much of my presentation was spoken rather than written out on the slides, so feel free to contact me for any further interest or clarification!
ICF’s technical experts are supporting various clients in quickly adapting different types and sizes of meetings, workshops, and conferences to virtual formats. We’re designing and facilitating collaboration sessions with localities such as Prince Edward Island and Fairfax County; converting international workshops into web- based trainings for USAID; and conducting co-creation sessions through our Spark Labs offering.
ICF supports organizations through the entire meeting process, from selecting the right platforms and tools to designing remote-friendly agendas and providing effective meeting facilitation.
Planning & Designing for Accessible ExperiencesICF
In recent years, there has been a growing need for companies to design digital experiences that are accessible and inclusive for all audiences. Join ICF Next Partners Anne Catherine Feeney and Jane Motz Hayes for pro advice on how to exceed project expectations while navigating accessibility from the very start. After this discussion, you will be able to:
1. Understand accessibility and inclusivity.
2. Navigate guidelines.
3. Design content.
4. Develop and test effectively.
In this interview, Sue Southon discusses her IEDC presentation designed to help state and local governments operationalize a CDBG-CV program in 45 days.
Brooke Shelley's 2019 AEA presentation about the importance of collaboration in creating effective program evaluations that help ensure project success.
How one team unlocked a cultural experience that created a movementICF
Creating a shared cultural experience can help engage your brand's audiences in a meaningful way. Find out firsthand how the Minnesota Wild inspired its fan base to actively participate in a new tradition, Our Ice.
Edward Shelswell-White, Principal Airport Customer Strategy and Air Service Development, ICF
ACI 10th Annual Airport Economics and Finance Conference and Exhibition
Learn how Long Island MacArthur Airport (ISP) increased passenger growth with the Air Service Development (ASD) 2.0 approach from ICF. By prioritizing the number of airline routes over capacity, ISP became the number one U.S. airport for domestic seat and passenger growth.
Learn more: https://www.icf.com/
January 25-26, 2017
Cancun, Mexico
ICF delivered a presentation at the MRO Latin America Conference in Cancun, Mexico.
The presentation provides a forecast for the maintenance, repair, and overhaul (MRO) industry and highlights trends in aircraft operations.
At the 2016 Aviation Week MRO Europe conference on October 18-20 in Amsterdam, Netherlands, ICF's Jonathan Berger presented "MRO Market Update & Industry Trends." Download his presentation to learn about the MRO forecast and aircraft technology trends in Europe.
For more information, click here: http://bit.ly/2dPaEtb
Presented at the Emergency Services Show in Birmingham, UK on the 21st September 2016. This presentation focuses on findings from the evaluation of the Winter Pressures pilot and highlights the work the fire service is doing as a health asset.
Railway developers cannot control an agency’s environmental review process. However, it can take steps to smooth the NEPA process and increase the likelihood of success.
This infographic reviews the three fundamentals for navigating through the NEPA Process with the Surface Transportation board.
For more information, click here (http://bit.ly/2bhmCHO)
Passenger Analytics: A Better Way to Manage AirportsICF
Through passenger analytics, airports can improve their terminal efficiency for all users, at all levels, for everyone's benefit.
This infographic overviews the three steps to performance optimization through passenger analytics. Also included, are real world examples of how these steps have been applied in airports.
For more information, click here: http://bit.ly/2bfZDPc
Latin American MRO Market Update & Industry Trends ICF
At the 2016 ALTA CCMA & Aircraft MRO Conference on May 15-18 in Puerto Rico, ICF's Jonathan Berger presented "MRO Market Update & Industry Trends." Download his presentation to learn how forward-looking airline and MRO leadership is gaining a competitive edge in Latin America.
For more info: http://bit.ly/1UaAtgf
General International Trends and Efforts in Coping with Climate ChangeICF
Renato Roldao, ICF’s Carbon Trading and Climate Change expert, addresses supporting the Design and Implementation of Emissions Trading Systems in China. Roldao examines the international as well as the domestic context for climate change programs.
http://bit.ly/1sPPmPl
ICF MRO Market Forecast & Trends – Asia Pacific March 9-10, 2016 Airline E&M:...ICF
ICF International's Jonathan Berger delivered a presentation at the Airline E&M: China & East Asia conference in Hong Kong, China on March 9-10, 2016. The presentation provides a forecast for the maintenance, repair, and overhaul (MRO) industry and highlights trends in aircraft, operations. See appendix for acronyms.
For more information: http://bit.ly/1Y42p8U
Originally shared at the Aircraft Maintenance Russia and CIS 2013 in Moscow, Russia, Jonathan Berger provides a global forecast for the maintenance, repair, and overhaul (MRO). Topics include:
Outsourcing
Changing Role of the OEM
Next Generation MRO IT
Regional Jet OEM Dynamics
Impact of Airline Mergers
To learn more, visit: http://www.icfi.com/markets/aviation/maintenance-repair-and-overhaul
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Thesis Statement for students diagnonsed withADHD.ppt
Assessing the Impact of Mentoring: Lessons Learned from a Research Study in West Virginia Public Schools
1. Assessing the Impact of Mentoring:
Lessons Learned from a Research
Study in West Virginia Public Schools
Presented by:
Samantha Spinney, Ph.D., Manager, Child Welfare & Education, ICF, Fairfax, VA
Zornitsa Georgieva, Ph.D., Research and Policy Analyst, West Virginia Higher Education Policy
Commission, Charleston, WV
2. Introduction – Session Format
Background
Study Purpose
and Design
Results
Lessons
Learned
4. Background – WV GEAR UP
2014-2021
Support to cohort students in the class of 2020 and just-in-time support for Grade
12 students
Housed at the West Virginia Higher Education Policy Commission
Directed by Vice Chancellor for Student Affairs
50 total schools served, 23 high schools
5. Background – WV GEAR UP
Vice Chancellor for
Student Affairs /
Director of WV GEAR
UP
College Access and Success
Program Director –
Southern Region
County
Coordinator
Site Coordinators
College Access and Success
Program Director – Central
Region
County
Coordinator
Site Coordinators
Community Outreach
Specialist
Coordinator of Curriculum
and Professional
Development
College Access and Success
Research and Policy Analyst
WV
Department
of Education
ICF Xcalibur
6. Background – WV GEAR UP
• College-going in West Virginia has made notable achievements in the last
decade, but still falls below the national average (55% WV vs. 69% US).
• The WV Higher Education Policy Commission received its second GEAR UP
grant for 2014-2021 to enhance college access programming in the state.
• Serves 50 schools, including 23 high schools
• Provides support to cohort students in the class of 2020
• Provides just-in-time support for grade 12 students (priority students)
• The Commission hired ICF to conduct an external evaluation of their GEAR
UP grant.
• We imbedded a mini-impact study within the overall evaluation to study the
impact of a mentoring program.
7. Background – WV GEAR UP Evaluation
Study Purpose Data Sources
Implementation
study
whether activities have been
implemented as planned
• Student, parent, and school personnel surveys
• Focus group/interviews with Site Coordinators
and another group (changes each year)
• Project activity/participation and academic data
Outcomes study program and academic outcomes
related to grant objectives
• Project activity/participation and academic data
Impact study academic preparation and
postsecondary enrollment
• Academic data
Sustainability study the extent to which services were
sustained for subsequent cohorts
of students
• Student, parent, and school personnel surveys
• Focus group/interviews with Site Coordinators
and another group (changes each year)
• Project activity/participation and academic data
8. Background – Impact Studies
What is an impact
study?
• “A study design in which
outcomes for a group
receiving an intervention are
compared to those for a group
not receiving the
intervention”*
• RCTs are considered the
gold standard
Why such an emphasis
on impact studies?
• Limited resources
• Shift to focus on evidence-
based reform in the United
States
*https://ies.ed.gov/ncee/wwc/Glossary
9. Background – Student Success Societies Program
• Among the college access programming available to students, the
Commission sought to expand mentoring options available to the
cohort students as they entered high school.
• Overall, young adults from low-income and underrepresented groups who
have a mentor are 55% more likely to enroll in college than similar students
without a mentor (Bruce & Bridgeland, 2014).
• Students with mentors also post higher school attendance rates and exhibit
better attitudes toward school (Herrera, DuBois, & Grossman, 2013).
• In fall 2016, the Commission launched the Student Success Society,
an intensive mentoring pilot program.
10. • Goals of SSS were to help students:
• The program was designed for mentors to meet with a group of 10-12 student
every week to cover a curriculum of 10 lessons (e.g., high school success, grit,
learning styles, emotional intelligence, social competencies, and academic
success).
• Mentors were expected to work with students to design a group project that
supports the overall goals and mission of WV GEAR UP.
• The Commission was committed to measuring the impact of the SSS mentoring
program with a randomized control trial (RCT).
Background – Student Success Societies Program
• Increase confidence and self-
awareness
• Encourage academic success
• Promote responsibility
• Build leadership skills
• Promote student engagement
• Prepare students to succeed in
postsecondary education
11. Identifying a control group
• Core GEAR UP services offered to all cohort students; the offer
of mentoring only to a random group (no denial of service)
• Only three schools were selected to participate in the one year
RCT
Reducing cost and burden to participants
• Limited logistical responsibility of schools
• Used existing data sources (administrative data, survey data)
Challenges & Solutions for Conducting RCTs in Schools
12. Eliminating confounding factors
• Treatment and control group students were selected from the same year and
both received GEAR UP services
• Three schools were selected (to eliminate the school confound but remain
manageable)
Reducing attrition/data loss
• Evaluators provided weekly reports on students’ survey completion status
• Program staff followed up to reduce attrition and inform ICF when students
left schools
• Research questions were designed to make use of pre-existing data
Challenges & Solutions for Conducting RCTs in Schools
13. Reducing no-shows and contamination
• Opt-out prior to assignment
• Mentors notified of treatment and control assignment
• Participation in other GEAR UP services tracked
Achieving statistical power
• Oversampling to assign more students to control than treatment
increases power to detect small effects without impacting cost
or overburdening mentors
Challenges & Solutions for Conducting RCTs in Schools
15. Study Purpose
To gather high-quality causal evidence about the benefits
of providing intensive mentoring support to students in
three high-need West Virginia high schools
Outcomes across multiple domains were tested to identify
evidence of promise.
Results from the RCT pilot study will be used to assess the
initial success of the mentoring program with a high degree
of internal validity and to inform its subsequent
development and statewide scalability.
16. Research Questions
What is the impact of offering intensive student mentoring upon students’
college-going self-efficacy, college-going outcomes-expectations, and grit* as
measured by annual WV GEAR UP student surveys?
What is the impact of offering intensive student mentoring upon students’
behavioral engagement as measured by total and unexcused absences, and
number of discipline referrals?
What is the impact of offering intensive student mentoring upon students’
academic achievement, as measured by grade point averages?*
*The analyses of grit and GPA outcomes are considered exploratory
due to the fact that ICF only had access to post-intervention data.
18. Data Sources
State &
District
Databases
•Student
demographics
•Attendance
and academic
achievement
data
SCRIBE
Data
Warehouse
System
•Participation in
mentoring and
other GEAR UP
services
GEAR UP
Annual
Student
Surveys
•Attitudes
toward
college-going
•Grit
A focused effort was made
to identify data sources
that would reduce burden
and cost.
District and state data-
sharing agreements as
well as subcontracting
arrangements made a
variety of data available
via existing systems.
19. 1. College-Going Self-Efficacy (CGSE)
How sure are you about being able to do the following?
I can find a way to pay for college.
I can get accepted to a college.
I can have family support for going to college.
I can choose a good college.
I can get a scholarship or grant for college.
I can make an educational plan that will prepare me for
college.
I can make my family proud with my choices after high
school.
I can choose college courses that best fit my interests.
I can pay for college even if my family cannot help me.
I can get good grades in my high school math classes.
I can get good grades in my high school science classes.
I can choose the high school classes needed to get into a
good college.
I know enough about computers/technology to get into
college.
2. College-Going Outcomes Expectations (CGOE)
If you do go to college, how sure are you about being
able to do the following?
I could pay for each year of college.
I could get A’s and B’s in college.
I could get my family to support my wish of finishing
college.
I could take care of myself in college.
I could fit in at college.
I could get good enough grades to get or keep a
scholarship.
I could finish college and receive a college degree.
I could care for my family responsibilities while in college.
I could set my own schedule while in college.
I could make friends at college.
I could get the education I need for my choice of career.
I could get a job after I graduate from college.
I would like being in college.
I could pick the right things to study at college.
I could do the classwork and homework assignments in
college classes.
Reliability: Cronbach Alpha [α] = 0.95 for CGSE and 0.97 for CGOE
Data Sources: Attitudes Towards College-Going
20. Grit Items
New ideas and projects sometimes distract me from previous ones.
Setbacks don’t discourage me.
I have been obsessed with a certain idea or project for a short time, but later lost
interest.
I am a hard worker.
I often set a goal but later choose to pursue a different one.
I have difficulty maintaining my focus on projects that take more than a few
months to complete.
I finish whatever I begin.
I am diligent.
The reliability of the scale, estimated using Cronbach’s α (estimated from
the data), was low (.50); caution is required when interpreting the results
of this analysis.
Data Sources: Grit
21. • ICF evaluators additionally conducted phone
interviews with mentors at RCT schools in spring
2018 to understand nuances of implementation.
• These data were not part of the RCT, but helped
to provide context regarding the SSS program.
Data Sources
22. Study Design
Design: Randomized Control Trial (RCT)
Setting: Three rural West Virginia high schools. Schools are a subset of 23 WV
GEAR UP high schools for the 2016-17 school year. Collectively, these three
schools enrolled 564 9th grade cohort students during 2016-17.
Students: A total sample of 450 Grade 9 students is included in the study.
• Treatment Group: 30 Grade 9 students in each high school randomly
assigned to receive the offer of the intensive SSS mentoring intervention
for the duration of their freshman year of high school (N = 90)
• Control Group: 120 Grade 9 students in each school randomly assigned
not to receive the offer of the SSS intervention (N = 360)
• N/A: Additional cohort students from participating RCT schools who were
not assigned to the treatment or control groups.
• Both groups of students are eligible to receive other services through WV
GEAR UP. Impact estimates will reflect the added value of offering
intensive mentoring.
23. Timeline
Plan study, and draft
WVDE research
application
(SUMMER ‘16)
Select schools,
gather/clean student
rosters
(SEPT ‘16)
Randomize students
to conditions /
inform mentors
(OCT ‘16)
Administer study
pretest survey:
baseline
(DEC ‘16)
Mentors implement
SSS program during
school year
(OCT ’16 - MAY ‘17
Gather demo. data
and 2016-17
outcome data
(AUG ‘17)
Administer study
posttest survey:
outcome
(DEC ‘17)
Conduct interviews
with mentors
(SPRING ‘18)
26. Zero hours
18%
0.1–4.9 hours
32%
5–9.9 hours
36%
10–14.9 hours
4%
15 hours or
more
10%
Program Exposure (n=90) • WV GEAR UP regional program directors
determined that at least 10 hours of
mentoring constituted a minimum effective
dose of the program
• Only 14% of treatment students met this
benchmark.
• Average exposure hours for all treatment
students = 5.5 hours; average exposure hours
for treatment students with at least 0.1 hours
or more of exposure = 6.7 hours
• These findings cast doubt on whether or not
the study results accurately estimate the
impact of the SSS program.
Results: Program Exposure
27. • School challenges varied from being unable to secure enough mentors
to engaging individuals with substantial commitment to and interest
in mentoring.
• Some mentors felt that the neediest students who were randomly
assigned to the program often did not stay with it.
• Two of the three sites encountered challenges carving out a regular
time for students to meet with mentors during the 2016-17 year. “We
just had to bring them in when we could get them, and it was really
hard to get them all together at one time.”
• Three mentors believed that mentoring sessions could seem too much
like a class, with students becoming less engaged as a result. One
mentor reported that some students chose another GEAR UP activity
that occurred at the same time as SSS because the former seemed less
like a traditional school-day class
Results: Mentor Interviews
28. No significant differences between
treatment and control groups for all
indicators
Results: Impact Analysis
Outcome
Variables
Estimated
Program
impact
Statistical
Test (alpha
= 0.05)
Standardize
d Effect Size
CGSE -0.06 Not
Significant
-0.06
CGOE -0.16 Not
Significant
-0.15
Grit 0.00 Not
Significant
0.00
Outcome
Variables
Estimated
Program
Impact
Statistical
Test (alpha
= 0.05)
Standardize
d Effect Size
Unexcused
absence rate
0.00 Not Sig. 0.05
Number of
discipline
referrals
-0.37 Not Sig. -0.19
Outcome
Variables
Estimated
Program
Impact
Statistical
Test (alpha
=0.05)
Standardize
d Effect Size
Cumulative
GPA
0.12 Not Sig. 0.11
29. 3.31 3.19 3.17
3.40 3.56 3.47
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
Control group Group 1
Zero hours
Group 2
0.1-4.9 hours
Group 3
5-9.9 hours
Group 4
10-14.9 hours
Group 5
15 or more
hours
n=282 n=8 n=24 n=31 n=4 n=8
Grit
0.04
0.11
0.07
0.02 0.02
0.05
0.00
0.02
0.04
0.06
0.08
0.10
0.12
Control group Group 1
Zero hours
Group 2
0.1-4.9 hours
Group 3
5-9.9 hours
Group 4
10-14.9 hours
Group 5
15 or more
hours
n=350 n=16 n=28 n=31 n=4 n=9
Absence rate
1.37
1.75
1.93
0.19
0.00
2.22
0.00
0.50
1.00
1.50
2.00
2.50
Control group Group 1
Zero hours
Group 2
0.1-4.9 hours
Group 3
5-9.9 hours
Group 4
10-14.9 hours
Group 5
15 or more
hours
n=350 n=16 n=28 n=31 n=4 n=9
Disciplinary Referral
2.64
1.93
2.19
3.08
3.51
2.92
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
Control group Group 1
Zero hours
Group 2
0.1-4.9 hours
Group 3
5-9.9 hours
Group 4
10-14.9 hours
Group 5
15 or more
hours
n=333 n=16 n=26 n=30 n=4 n=6
GPA
Results: Exploratory Analysis
31. Lessons Learned: Overall Design Successes
Randomization
Utilization of existing data to control costs
Reduced participant burden
Low attrition for all six outcomes
32. Lessons Learned: Randomization
A Clear Connection
• Some recent research indicates that
matched mentor/mentee relationships
leads to greater outcomes than those
that are randomly selected.
• There should be a clear connection
between the student and mentor.
• If students feel "forced" to participate, it
can diminish the results and have
significant impact on the long-term
participation.
Is randomization
the right model for
evaluating
mentoring?
33. Lessons Learned: Program Exposure
For logistical reasons, all of the study’s exposure data were
collected after the fact.
This approach represents a missed opportunity to address
the low dosage issue as it was happening.
Findings point to the value of monitoring a program’s
implementation in real time to see more meaningful results.
34. • Grit scale had low reliability (0.50), which is problematic
for measuring impact and may have contributed to lack of
statistically significant differences between treatment and
control with respect to grit.
• Mentor interviews revealed that mentors observed
increased student motivation and communication,
particularly from shy students and those not involved in
many school activities. Were we using the right tools to
measure potential impacts of the SSS mentoring
program?
Lessons Learned: Measurement Scales
35. Relationship Building
• Limit the number of students assigned to mentors. Since this project was a
school-based group mentoring program, it's important that mentors have a
manageable number so they can focus on relationship building.
Match Longevity
• Consider a time frame longer than one academic year allowing
student/mentor matches to build relationships over a longer span of time.
This would also provide more exposure.
Exposure
• The more exposure students have with their mentors, the more likely the
program may have an impact. Consider time restraints placed upon school-
based mentoring programs and limits that administrators have to adhere
to. How much exposure will students have with their mentor and
mentoring peers?
Recommendations for Future Studies on Mentoring
36. Time and Space for Mentoring
• Mentor interviews revealed challenges in finding time and space for
mentoring to take place. Future studies on mentoring should ensure
that the mentoring program being studied includes time and space
for the mentoring to take place. This will help to ensure program
exposure.
Mentoring Format/Content
• Future studies may wish to look at the format/content of
mentoring—whether the mentoring program is more structured (like
a class) versus more flexible and how that may affect mentoring
impacts.
Recommendations for Future Studies on Mentoring