The document discusses gaps in college preparation for African American students through the high school educational experience. It finds that African American students are far less likely to be ready for college, especially those attending high-poverty schools. This is due to deficiencies and disparities in school systems, as high-minority schools provide inadequate courses, resources, and supports compared to low-minority schools. Specifically, there are deep disparities between school types in access to rigorous college preparatory courses, experienced teachers, and school counselors, which are critical for college readiness. Understanding these factors is important for developing policies and practices to improve preparation for all students.
This document summarizes the findings of focus groups conducted with Capital University students to examine perceptions of diversity and the Office of Diversity and Inclusion (ODI) on campus. Three focus groups were held: one with students aware of the ODI, one with students integrated/aware of the ODI, and one with unaware students. The aware groups had positive perceptions of the ODI as a welcoming space. However, the unaware group saw the ODI as inviting but not open to outsiders. Most students believed the university could do more to promote cultural competency through additional diversity courses and experiences. The research aims to inform the ODI's strategic plan to increase awareness and facilitate inclusion across campus.
Minority students’ Institution perception of successful resources supporting ...PaulOkafor6
This document reviews literature on factors that influence minority students' sense of belonging, persistence, and academic success in higher education. It finds that sense of belonging - feeling accepted and valued by peers and faculty - is strongly linked to student retention and performance. The literature examines how different minority groups experience belonging. African American and Hispanic students often face barriers like racial stereotypes, lack of faculty validation, and limited social capital. Asian cultures generally promote education, leading to higher persistence rates. Overall, positive relationships with faculty and peers, feeling part of the campus community, and validation of students' cultural identities and experiences are tied to improved outcomes for minority students.
African American High School Males’ Perceptions Ofdrschadwell
The document summarizes key findings from a study that examined the experiences of six African American high school males attending predominantly Hispanic schools in San Antonio, Texas. The study explored the students' perceptions of giftedness, barriers to academic success, and the role of spirituality. Some of the main findings were that the students defined giftedness as working hard to earn good grades, recognized disparities negatively impacting placement of Black students in gifted programs, and most saw teachers as supportive while two did not feel supported academically. All participants wanted to attend college with four interested in STEM fields. The role of spirituality was not directly addressed in the responses.
This document summarizes a workshop on college access that is presented in four parts: 1) the importance of college access, 2) the structure of college access using choice models, 3) why access is unequal and obstacles to access, and 4) solutions and discussion. It outlines Hossler and Gallagher's three stage college choice model and Freeman's model of predetermination. It then discusses obstacles underrepresented students face, including unequal educational expectations, academic qualifications, information inequalities, and inadequate financial assistance as they progress through the stages of choosing and applying to college.
From here to there for first gen overcomingMAHFUZ RAIHAN
The document outlines a workshop presented by Dr. Fay M. Butler on overcoming obstacles to college access for first generation and underrepresented students. The workshop will cover defining these student populations, the importance of college access, models of college choice, and obstacles to access. It will use theoretical frameworks like Hossler and Gallagher's college choice model and Freeman's model of predetermination. Key obstacles to access discussed include unequal educational expectations, academic qualifications, financial assistance, and information about the college search process.
This document outlines 9 principles for creating a college culture in K-12 schools based on a partnership between UCLA and a cluster of 24 schools. The principles are: having college talk, clear expectations, providing information/resources, comprehensive counseling, testing/curriculum, faculty involvement, family involvement, college partnerships, and articulation between schools. The principles aim to ensure all students are prepared for postsecondary options.
This document discusses the need to re-evaluate how postsecondary institutions support international students. It begins by outlining some of the academic, social, and cultural challenges international students face, such as difficulties with language proficiency, cultural adjustment, and feelings of isolation. It then examines some of the services institutions currently provide, such as orientation sessions and counseling, but notes international students underuse these services. Peer support programs are also discussed. The document argues institutions need to shift to viewing international students as an asset rather than requiring them to fully adapt to the existing system. A framework for cultural integration is presented, and it is argued institutions currently operate from a view of "minimization" where their own culture is seen as superior. A more
Taxonomy of Research on At-Risk StudentsJohn Charles
This document provides a summary of research on at-risk students in higher education. It begins by defining at-risk students as those who face dangers of attrition due to academic, pedagogical, or non-academic risk factors. The document then reviews literature on at-risk students and identifies three main categories of risk factors: 1) academic, 2) socio-economic, and 3) emotional/psychological. It aims to develop a taxonomy of at-risk students by examining these risk factors in depth and identifying ways to improve support for such students.
This document summarizes the findings of focus groups conducted with Capital University students to examine perceptions of diversity and the Office of Diversity and Inclusion (ODI) on campus. Three focus groups were held: one with students aware of the ODI, one with students integrated/aware of the ODI, and one with unaware students. The aware groups had positive perceptions of the ODI as a welcoming space. However, the unaware group saw the ODI as inviting but not open to outsiders. Most students believed the university could do more to promote cultural competency through additional diversity courses and experiences. The research aims to inform the ODI's strategic plan to increase awareness and facilitate inclusion across campus.
Minority students’ Institution perception of successful resources supporting ...PaulOkafor6
This document reviews literature on factors that influence minority students' sense of belonging, persistence, and academic success in higher education. It finds that sense of belonging - feeling accepted and valued by peers and faculty - is strongly linked to student retention and performance. The literature examines how different minority groups experience belonging. African American and Hispanic students often face barriers like racial stereotypes, lack of faculty validation, and limited social capital. Asian cultures generally promote education, leading to higher persistence rates. Overall, positive relationships with faculty and peers, feeling part of the campus community, and validation of students' cultural identities and experiences are tied to improved outcomes for minority students.
African American High School Males’ Perceptions Ofdrschadwell
The document summarizes key findings from a study that examined the experiences of six African American high school males attending predominantly Hispanic schools in San Antonio, Texas. The study explored the students' perceptions of giftedness, barriers to academic success, and the role of spirituality. Some of the main findings were that the students defined giftedness as working hard to earn good grades, recognized disparities negatively impacting placement of Black students in gifted programs, and most saw teachers as supportive while two did not feel supported academically. All participants wanted to attend college with four interested in STEM fields. The role of spirituality was not directly addressed in the responses.
This document summarizes a workshop on college access that is presented in four parts: 1) the importance of college access, 2) the structure of college access using choice models, 3) why access is unequal and obstacles to access, and 4) solutions and discussion. It outlines Hossler and Gallagher's three stage college choice model and Freeman's model of predetermination. It then discusses obstacles underrepresented students face, including unequal educational expectations, academic qualifications, information inequalities, and inadequate financial assistance as they progress through the stages of choosing and applying to college.
From here to there for first gen overcomingMAHFUZ RAIHAN
The document outlines a workshop presented by Dr. Fay M. Butler on overcoming obstacles to college access for first generation and underrepresented students. The workshop will cover defining these student populations, the importance of college access, models of college choice, and obstacles to access. It will use theoretical frameworks like Hossler and Gallagher's college choice model and Freeman's model of predetermination. Key obstacles to access discussed include unequal educational expectations, academic qualifications, financial assistance, and information about the college search process.
This document outlines 9 principles for creating a college culture in K-12 schools based on a partnership between UCLA and a cluster of 24 schools. The principles are: having college talk, clear expectations, providing information/resources, comprehensive counseling, testing/curriculum, faculty involvement, family involvement, college partnerships, and articulation between schools. The principles aim to ensure all students are prepared for postsecondary options.
This document discusses the need to re-evaluate how postsecondary institutions support international students. It begins by outlining some of the academic, social, and cultural challenges international students face, such as difficulties with language proficiency, cultural adjustment, and feelings of isolation. It then examines some of the services institutions currently provide, such as orientation sessions and counseling, but notes international students underuse these services. Peer support programs are also discussed. The document argues institutions need to shift to viewing international students as an asset rather than requiring them to fully adapt to the existing system. A framework for cultural integration is presented, and it is argued institutions currently operate from a view of "minimization" where their own culture is seen as superior. A more
Taxonomy of Research on At-Risk StudentsJohn Charles
This document provides a summary of research on at-risk students in higher education. It begins by defining at-risk students as those who face dangers of attrition due to academic, pedagogical, or non-academic risk factors. The document then reviews literature on at-risk students and identifies three main categories of risk factors: 1) academic, 2) socio-economic, and 3) emotional/psychological. It aims to develop a taxonomy of at-risk students by examining these risk factors in depth and identifying ways to improve support for such students.
In-Class and Out-of-Class Experiences of International StudentsIvan Blount
This document discusses a study on the experiences of international graduate students in the United States. It provides background on the increasing numbers of international students in the U.S. and discusses both the challenges they face as well as the benefits of studying abroad. The study specifically examines the perceptions of 12 international graduate students at a university in Colorado. It presents composite portraits of 3 student participants to highlight their experiences and protect their identities. Key challenges included difficulties with language, cultural adjustment, homesickness and financial issues. However, students also gained intercultural skills, personal growth, and career opportunities from their experience studying in the U.S.
Narratives of systemic barriers & accessibility summary of article 1Beth Carey
The document discusses narratives from educators on systemic barriers faced by vulnerable students during the COVID-19 pandemic. Key findings include: 1) The pandemic highlighted longstanding issues like lack of access to technology and inflexible scheduling; 2) Relationships between teachers and students are important for resilience but undermined by streaming and biases; 3) Students and educators called for reforming streaming practices and increasing student voice in academic pathways. Recommendations focus on enhancing teacher training, building a culture of care, and developing community partnerships.
This document provides an overview of Dr. Rhonda Lee Petrini's dissertation which informed her student success philosophy. Her dissertation was a program evaluation of a tutoring program called College Bound Tutoring that serves disenfranchised prospective first-generation college students. The program is located in a southwestern US city where many families face challenges like poverty, crime, discrimination, and lack of English proficiency and parental education. The tutoring program was created to help break the cycle of these issues and prepare students for college. Dr. Petrini's dissertation explored the program's effectiveness through interviews and data analysis. The findings centered on themes of hope, social-emotional learning, leadership, and creating a college-going culture.
Resisting Total Marginality: Understanding African-American College Students’...QUESTJOURNAL
This document summarizes a research paper that explores how African American students attending predominantly white institutions (PWIs) develop their racial identity and achieve academic success despite facing marginalization. The paper examines how total marginality, defined as the cumulative dissonance Black students face on campus, impacts identity development and success. It reviews literature on racial identity and oppositional culture theories. The study was conducted through interviews at a Midwestern state university to understand how successful Black students resisted total marginality and developed their racial identity. The findings provide insight into how peer groups, environment, and embracing their racial identity can help Black students graduate from PWIs.
This study examined international student enrollment data from 2001, 2005, and 2011 at U.S. 4-year institutions to identify trends over the past decade. The study found that while overall international enrollments increased, the U.S. market share declined relative to increased global competition. Additionally, graduate enrollments remained higher than undergraduate enrollments, but undergraduate enrollments saw larger growth. Understanding enrollment trends can help institutions effectively strategize international recruitment efforts amid changing global conditions.
This document discusses Hispanic male retention at 2-year colleges. It notes that only 18% of Hispanic males have an associate degree or higher, despite 54.4% attending 2-year colleges. Hispanic males have among the lowest graduation rates and are the least degree-earning demographic. The document examines pre-college variables, demographic factors, and environmental pull factors that affect retention, and argues that colleges must address the unique challenges facing Hispanic males to improve their educational outcomes.
Presented poster at Binghamton University's Graduate School of Education's Research Poster Day on how re-segregation in charter schools impact student achievement.
The document outlines the recommendations of the Kirwan Institute for their Diversity Strategies Project with the Ohio Department of Education. It details the Institute's agreed upon tasks which included conducting presentations, providing initial findings and recommendations to improve diversity and reduce racial isolation in Ohio schools. It also discusses evaluating diversity plans from 1998-2001, conducting surveys of school districts, and presenting recommendations including reaffirming commitment to diversity, allowing assessment procedures, considering school sites' diversity impact, addressing challenges with staff diversity and training, and utilizing successful magnet school programs.
This document summarizes a study on the academic persistence of 5 African American female alumni from a midwestern Catholic university. 3 key findings emerged from interviews:
1. The students had positive perceptions of faculty and staff, viewing them as treating students equally and allowing personal experiences to be incorporated into classwork.
2. The students had negative views of peer collaboration, preferring to study alone as they learned at different paces. Tutoring was only sought in dire circumstances.
3. The students desired close, personal relationships with faculty/staff members, viewing their advisors as guardians rather than just course advisors. This suggests faculty/staff played an important role in the students' persistence.
This study explores barriers of non-traditional students in a rural area in pursuing their academic career by comparing non-traditional students to traditional students in terms of their academic experience.
This study explores barriers of non-traditional students in a rural area in pursuing their academic career by comparing non-traditional students to traditional students in terms of their academic experience.
Does it Matter? Effects of Language Programs on Hispanic Academic Achievement...William Kritsonis
Does it Matter? Effects of Language Programs on Hispanic Academic Achievement by Dr. Maria Hinojosa and Luz Elena Martinez - Published by NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
Access the archived webinar here: http://www.aacrao.org/conferences/conferences-detail-view/understanding-student-college-choice
Academic research on student college choice has expanded dramatically over the last five decades. Much of the impetus for this research was the growing interest among institutional policy makers on how they might influence student enrollments. In this webinar, we will provide an overview of research about college choice that is relevant for admissions and enrollment management professionals. In particular, we will review the factors that influence students’ decisions and the timing of their college choice process. We will discuss differences among white, African American, Latino, and Asian American students with respect to these factors, as well as research on the factors influencing nontraditional students’ college choice. Throughout this webinar, we will highlight the relevance of this body of research for institutional policies and practices.
This document discusses a study that used photographs to counter negative narratives about urban high schools and the young men of color who attend them. A research team interviewed 325 high-achieving Black and Latino male juniors and seniors at 40 New York City public high schools. The team also took over 500 photographs in the schools to document aspects of the school environments that contradicted typical perceptions. Using techniques from visual sociology and critical race theory, the photographs were analyzed to construct alternative, positive narratives about urban schools and the young men of color they educate. The goal was to provide a more balanced perspective beyond the usual focus in research on problems and underachievement.
A photovoice presentation by Olivia Andringa, Sam Larsen and Becca Smith. Uploaded here to host on https://blogs.uw.edu/rmhersh for educational purposes.
This document proposes projects to increase the number of socioeconomically disadvantaged (SEED) students pursuing graduate degrees at UCR. It notes that underrepresented groups are underutilized in graduate education and professional careers. The goals are to encourage SEED undergraduates to consider graduate school, help SEED students succeed in graduate programs at UCR, and assist them in obtaining professional positions. The key projects proposed are enhancing exposure of undergrad SEED students to graduate opportunities through partnerships with California State Universities, providing academic and social support to SEED graduate students, and offering career development guidance.
This document provides a curriculum vitae for Dr. David A. Dowe, including his education, postgraduate training, faculty appointments, hospital appointments, publications, awards, and teaching experience. It details that he received his medical degree and completed his residency at SUNY Health Center, has been a practicing radiologist for over 25 years, and is currently the medical director of the coronary CTA program at Atlantic Medical Imaging in New Jersey where he has given over 150 national and international lectures on coronary CTA.
El documento habla sobre el proceso administrativo de una empresa de construcción, el cual consta de 4 etapas: planificación, organización, ejecución y control.
In-Class and Out-of-Class Experiences of International StudentsIvan Blount
This document discusses a study on the experiences of international graduate students in the United States. It provides background on the increasing numbers of international students in the U.S. and discusses both the challenges they face as well as the benefits of studying abroad. The study specifically examines the perceptions of 12 international graduate students at a university in Colorado. It presents composite portraits of 3 student participants to highlight their experiences and protect their identities. Key challenges included difficulties with language, cultural adjustment, homesickness and financial issues. However, students also gained intercultural skills, personal growth, and career opportunities from their experience studying in the U.S.
Narratives of systemic barriers & accessibility summary of article 1Beth Carey
The document discusses narratives from educators on systemic barriers faced by vulnerable students during the COVID-19 pandemic. Key findings include: 1) The pandemic highlighted longstanding issues like lack of access to technology and inflexible scheduling; 2) Relationships between teachers and students are important for resilience but undermined by streaming and biases; 3) Students and educators called for reforming streaming practices and increasing student voice in academic pathways. Recommendations focus on enhancing teacher training, building a culture of care, and developing community partnerships.
This document provides an overview of Dr. Rhonda Lee Petrini's dissertation which informed her student success philosophy. Her dissertation was a program evaluation of a tutoring program called College Bound Tutoring that serves disenfranchised prospective first-generation college students. The program is located in a southwestern US city where many families face challenges like poverty, crime, discrimination, and lack of English proficiency and parental education. The tutoring program was created to help break the cycle of these issues and prepare students for college. Dr. Petrini's dissertation explored the program's effectiveness through interviews and data analysis. The findings centered on themes of hope, social-emotional learning, leadership, and creating a college-going culture.
Resisting Total Marginality: Understanding African-American College Students’...QUESTJOURNAL
This document summarizes a research paper that explores how African American students attending predominantly white institutions (PWIs) develop their racial identity and achieve academic success despite facing marginalization. The paper examines how total marginality, defined as the cumulative dissonance Black students face on campus, impacts identity development and success. It reviews literature on racial identity and oppositional culture theories. The study was conducted through interviews at a Midwestern state university to understand how successful Black students resisted total marginality and developed their racial identity. The findings provide insight into how peer groups, environment, and embracing their racial identity can help Black students graduate from PWIs.
This study examined international student enrollment data from 2001, 2005, and 2011 at U.S. 4-year institutions to identify trends over the past decade. The study found that while overall international enrollments increased, the U.S. market share declined relative to increased global competition. Additionally, graduate enrollments remained higher than undergraduate enrollments, but undergraduate enrollments saw larger growth. Understanding enrollment trends can help institutions effectively strategize international recruitment efforts amid changing global conditions.
This document discusses Hispanic male retention at 2-year colleges. It notes that only 18% of Hispanic males have an associate degree or higher, despite 54.4% attending 2-year colleges. Hispanic males have among the lowest graduation rates and are the least degree-earning demographic. The document examines pre-college variables, demographic factors, and environmental pull factors that affect retention, and argues that colleges must address the unique challenges facing Hispanic males to improve their educational outcomes.
Presented poster at Binghamton University's Graduate School of Education's Research Poster Day on how re-segregation in charter schools impact student achievement.
The document outlines the recommendations of the Kirwan Institute for their Diversity Strategies Project with the Ohio Department of Education. It details the Institute's agreed upon tasks which included conducting presentations, providing initial findings and recommendations to improve diversity and reduce racial isolation in Ohio schools. It also discusses evaluating diversity plans from 1998-2001, conducting surveys of school districts, and presenting recommendations including reaffirming commitment to diversity, allowing assessment procedures, considering school sites' diversity impact, addressing challenges with staff diversity and training, and utilizing successful magnet school programs.
This document summarizes a study on the academic persistence of 5 African American female alumni from a midwestern Catholic university. 3 key findings emerged from interviews:
1. The students had positive perceptions of faculty and staff, viewing them as treating students equally and allowing personal experiences to be incorporated into classwork.
2. The students had negative views of peer collaboration, preferring to study alone as they learned at different paces. Tutoring was only sought in dire circumstances.
3. The students desired close, personal relationships with faculty/staff members, viewing their advisors as guardians rather than just course advisors. This suggests faculty/staff played an important role in the students' persistence.
This study explores barriers of non-traditional students in a rural area in pursuing their academic career by comparing non-traditional students to traditional students in terms of their academic experience.
This study explores barriers of non-traditional students in a rural area in pursuing their academic career by comparing non-traditional students to traditional students in terms of their academic experience.
Does it Matter? Effects of Language Programs on Hispanic Academic Achievement...William Kritsonis
Does it Matter? Effects of Language Programs on Hispanic Academic Achievement by Dr. Maria Hinojosa and Luz Elena Martinez - Published by NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
Access the archived webinar here: http://www.aacrao.org/conferences/conferences-detail-view/understanding-student-college-choice
Academic research on student college choice has expanded dramatically over the last five decades. Much of the impetus for this research was the growing interest among institutional policy makers on how they might influence student enrollments. In this webinar, we will provide an overview of research about college choice that is relevant for admissions and enrollment management professionals. In particular, we will review the factors that influence students’ decisions and the timing of their college choice process. We will discuss differences among white, African American, Latino, and Asian American students with respect to these factors, as well as research on the factors influencing nontraditional students’ college choice. Throughout this webinar, we will highlight the relevance of this body of research for institutional policies and practices.
This document discusses a study that used photographs to counter negative narratives about urban high schools and the young men of color who attend them. A research team interviewed 325 high-achieving Black and Latino male juniors and seniors at 40 New York City public high schools. The team also took over 500 photographs in the schools to document aspects of the school environments that contradicted typical perceptions. Using techniques from visual sociology and critical race theory, the photographs were analyzed to construct alternative, positive narratives about urban schools and the young men of color they educate. The goal was to provide a more balanced perspective beyond the usual focus in research on problems and underachievement.
A photovoice presentation by Olivia Andringa, Sam Larsen and Becca Smith. Uploaded here to host on https://blogs.uw.edu/rmhersh for educational purposes.
This document proposes projects to increase the number of socioeconomically disadvantaged (SEED) students pursuing graduate degrees at UCR. It notes that underrepresented groups are underutilized in graduate education and professional careers. The goals are to encourage SEED undergraduates to consider graduate school, help SEED students succeed in graduate programs at UCR, and assist them in obtaining professional positions. The key projects proposed are enhancing exposure of undergrad SEED students to graduate opportunities through partnerships with California State Universities, providing academic and social support to SEED graduate students, and offering career development guidance.
This document provides a curriculum vitae for Dr. David A. Dowe, including his education, postgraduate training, faculty appointments, hospital appointments, publications, awards, and teaching experience. It details that he received his medical degree and completed his residency at SUNY Health Center, has been a practicing radiologist for over 25 years, and is currently the medical director of the coronary CTA program at Atlantic Medical Imaging in New Jersey where he has given over 150 national and international lectures on coronary CTA.
El documento habla sobre el proceso administrativo de una empresa de construcción, el cual consta de 4 etapas: planificación, organización, ejecución y control.
Chartered Secretary - The Black Money Act - is It a PanaceaSudipto Banerjee
The article analyzes India's Black Money Act, which came into effect on July 1, 2015. Some key points:
- The Act taxes undisclosed foreign assets and income of resident Indian citizens at 30% and also imposes severe criminal penalties for tax evasion.
- It allows for a one-time compliance window until December 2015 for declaring foreign assets with a penalty of paying the tax due plus a 100% penalty.
- Significantly, the Act defines willful attempt to evade tax as a "predicate offense" under India's anti-money laundering law, allowing tax authorities and the Enforcement Directorate to investigate cases jointly.
- This is aimed at enabling India to seek more cooperation from
Subresource Integrity (SRI) allows websites to specify a cryptographic hash for external scripts and stylesheets to verify their integrity before loading. A study found 88% of top websites include external JavaScript libraries. SRI helps prevent attacks from compromised CDNs by only loading resources that match the expected hash value. SRI also uses the crossorigin attribute to implement Cross-Origin Resource Sharing (CORS) and prevent data leakage when checking external resources. CORS headers must be present for SRI integrity checks to prevent loading alternative scripts. SRI provides more control over included external content and is supported by libraries like Ember.js.
12 ноября прошел бесплатный вебинар: "Правильное соседство: как использовать продающие тексты и полезный контент для продвижения бизнеса". Спикер: Алина Самульская-Холина - копирайтер, контент-маркетолог, автор блога «Лаборатория копирайтера».
Enterprise Applications, Analytics and Knowledge Management Trends 2013Einat Shimoni
The document discusses trends in open source and cloud adoption. It notes that open source adoption is growing worldwide but remains low in Israel. Open source provides quality and cost benefits but commercial support is still preferred over community support. Cloud adoption is also increasing, with many Israeli organizations planning to use software-as-a-service. Keeping up with technology trends is a major advantage of open source and cloud solutions.
The document discusses big data analytics and tools. It introduces the concept of an "Internet of Corporate Things" and expanding analytics beyond just corporate data. It emphasizes that new tools and approaches are needed to take advantage of big data. The document provides guidance on starting a big data analytics initiative, including choosing a pilot use case, designing a new data architecture with a data lake, building an analytics center of excellence, and training analysts. It also summarizes various big data analytics tools for storage, delivery, and analyzing large datasets.
GraphConnect Europe 2016 - Navigating All the Knowledge - James WeaverNeo4j
This document discusses the technical architecture of ConceptMap.io, a tool for navigating Wikipedia articles and their relationships via Wikidata. It uses a Spring Boot backend with a Neo4j graph database to retrieve and link articles. Users can search for articles, pin them to concept maps, and navigate relationships to explore topics. The system is designed to facilitate learning, teaching and research through visualizing semantic connections in Wikipedia.
GraphConnect Europe 2016 - Enterprise Data Integration with a new JDBC Driver...Neo4j
This document outlines a presentation about new integrations for Neo4j 3.0, including a Neo4j-Couchbase connector and JDBC driver. The presentation agenda is introduced and the speaker welcomes the audience. Details are then provided about the bi-directional Couchbase connector and how it can convert JSON documents to graph representations. Components of the connector like the Couchbase mutation listener and Neo4j JSON loader are described at a high level. Lastly, the new JDBC driver for Neo4j 3.0 is briefly mentioned.
Ian Robinson, Engineer at Neo4j, talks about how you productionize your Neo4j-based application. In this talk from GraphConnect San Francisco 2015, he looks at some of the most important considerations around designing, building and operating a Neo4j app.
Topics include:
* Where Neo4j fits in your application architecture, in both its embedded and server modes
* How to configure its clustering for high availability and high read throughput
* Backup strategies
* The new monitoring capabilities in Neo4j 2.3
You have developed your application and are now facing the biggest challenge known to mankind: How to get and engage users?
This presentation will give an overview of various actionable growth hacking techniques based on our observations and experiences with mobile apps. Listen to us and go out to scale your app from zero to hero!
Topics covered: PlayStore Optimization, Social Media, Invitation and Referral Systems, Event and E-Mail Marketing, Analytics
Heartburn is a burning sensation that occurs in the lower chest when the stomach acid backs up into the esophagus (food pipe). Heartburn is not a serious health concern and can be easily controlled by simple lifestyle changes.
All classical search for the center of the universe tentatively ended with Newton. A new beginning of search based on Newton's laws of motion just began.
Este documento describe las cinco fases principales de un proyecto. Estas incluyen la fase de planificación, la fase de ejecución, la fase de entrega o puesta en marcha, la fase de iniciación y la fase de control. La fase de planificación establece cómo satisfacer las restricciones del proyecto. La fase de ejecución implica realizar las tareas técnicas. La fase de entrega culmina el proyecto y comprueba que funcione según lo especificado.
Thyroid is a butterfly shaped endocrine gland (glands which secrete hormones directly into the blood) that is located in front of the food pipe, more commonly known as “Adam's Apple”
r_ j- 1 Th »,1Forging 21st Century Partnerships .docxanhlodge
This document discusses different perspectives on how embryos created through IVF should be classified and regulated. It describes how some courts have viewed embryos as either persons or as property, while other approaches try to balance the interests of progenitors. The document also discusses how concepts of procreation and intellectual property are sometimes used analogously to define relationships between people and the products or creations. Specifically, it examines debates around who has control and decision-making authority over frozen embryos if a couple separates, and whether this is a question of property rights or reproductive rights and liberties.
1 Early Childhood Education Program Education .docxpoulterbarbara
This document is the syllabus for an online Early Childhood Education course at Hostos Community College. The course introduces students to foundational issues in education through assigned readings and written assignments. Students will analyze contemporary education topics, explore education reform, and reflect on their observations of educational settings. Assignments include papers on a historical education figure, buzzwords in education, personal philosophy of education, and reflection on observations. The course aims to develop students' understanding of the political nature of education and its relation to social structures through discussion and two exams.
1 Early Childhood Education Program Education .docxadkinspaige22
1
Early Childhood Education Program
Education Department
Hostos Community College of the City University of New York
500 Grand Concourse, Bronx, New York 10451
EDU 101: Foundations of Education
Section: 000B
Code: 5671
Semester: Summer 2020
Class meets: Online
Location: Online
Syllabus
Instructor/Professor: Dr. Denise Cummings-Clay
Office: A-107H
Education Office: Early Childhood Education, A-107
Office Hours: Online or by Appointment
Phone: (405) 409-2464; Message Line: (405) 409-2464
Email: [email protected]
This course has been designated a Writing Intensive (WI) Course by Hostos Community College. The
requirements include both formal (graded) and informal (non-graded) writing assignments. These
assignments are designed to strengthen students’ writing skills within their specific disciplines. It is
expected that through these writing exercises, students will become better writers and communicators.
Course Description
This course introduces learners to a variety of critical contemporary and foundational issues and themes
that influence modern urban education models. Due to the interdisciplinary nature of this course,
prospective paraprofessionals, teachers and/or non-education-liberal arts majors interested in Child &
Family Studies related fields, will be introduced to the social-cultural, historical, philosophical, and
technological influences that impact children’s curricula, pedagogical practices, and learning
environments. This course also integrates theoretical readings with required visits to educational urban
settings and formal written observations of their experiences.
Course Materials: Open Educational Resources
Open Educational Resources (OER) are any type of educational materials that are in the public domain
or introduced with an open license, which are useful for teaching, learning, and assessing as well as for
research purposes. The nature of these open materials means that anyone can legally and freely copy,
use, adapt and re-share them.
mailto:[email protected]
2
Course Objectives
Learners are exposed to the concept that teaching is inherently a political act. Schools and learners don’t
reside in a value neutral environment, but quite the opposite. The mere “fact” of acquiring an education
is a political act in the sense that it involves making choices as to:
• WHAT is taught (content)
• HOW information is presented
(pedagogy)
• WHOM is taught (student)
• WHO will teach (teacher)
• WHY it is taught (history)
Using this concept as a background for discussion, this course is designed to address the following goals:
1. To develop consciousness concerning how schooling and education are related to larger
structures of social, cultural, political, and economical life in the United States. It is expected
that learners will understand the larger socio-political macrocosm of American Society and
how it influences.
1 Early Childhood Education Program Education .docxtienmixon
1
Early Childhood Education Program
Education Department
Hostos Community College of the City University of New York
500 Grand Concourse, Bronx, New York 10451
EDU 101: Foundations of Education
Section: 000B
Code: 5671
Semester: Summer 2020
Class meets: Online
Location: Online
Syllabus
Instructor/Professor: Dr. Denise Cummings-Clay
Office: A-107H
Education Office: Early Childhood Education, A-107
Office Hours: Online or by Appointment
Phone: (405) 409-2464; Message Line: (405) 409-2464
Email: [email protected]
This course has been designated a Writing Intensive (WI) Course by Hostos Community College. The
requirements include both formal (graded) and informal (non-graded) writing assignments. These
assignments are designed to strengthen students’ writing skills within their specific disciplines. It is
expected that through these writing exercises, students will become better writers and communicators.
Course Description
This course introduces learners to a variety of critical contemporary and foundational issues and themes
that influence modern urban education models. Due to the interdisciplinary nature of this course,
prospective paraprofessionals, teachers and/or non-education-liberal arts majors interested in Child &
Family Studies related fields, will be introduced to the social-cultural, historical, philosophical, and
technological influences that impact children’s curricula, pedagogical practices, and learning
environments. This course also integrates theoretical readings with required visits to educational urban
settings and formal written observations of their experiences.
Course Materials: Open Educational Resources
Open Educational Resources (OER) are any type of educational materials that are in the public domain
or introduced with an open license, which are useful for teaching, learning, and assessing as well as for
research purposes. The nature of these open materials means that anyone can legally and freely copy,
use, adapt and re-share them.
mailto:[email protected]
2
Course Objectives
Learners are exposed to the concept that teaching is inherently a political act. Schools and learners don’t
reside in a value neutral environment, but quite the opposite. The mere “fact” of acquiring an education
is a political act in the sense that it involves making choices as to:
• WHAT is taught (content)
• HOW information is presented
(pedagogy)
• WHOM is taught (student)
• WHO will teach (teacher)
• WHY it is taught (history)
Using this concept as a background for discussion, this course is designed to address the following goals:
1. To develop consciousness concerning how schooling and education are related to larger
structures of social, cultural, political, and economical life in the United States. It is expected
that learners will understand the larger socio-political macrocosm of American Society and
how it influences.
Identifying the attitudes and traits of teachers with an at-risk student popu...Mastura Kamal
This document summarizes a study that aimed to identify the attitudes and traits of teachers who are effective at teaching at-risk students in a diverse, urban high school (Mendoza High School). Through interviews and a focus group with teachers, administrators, and counselors, the researchers identified several supportive attitudes and traits, including being culturally responsive, focusing on small successes, encouraging students, flexibility, and caring. Relationships with students and viewing oneself as a difference-maker were also seen as important. Non-supportive traits included blaming, racial attitudes, inflexibility due to frustration, co-dependency, and lack of respect for community/parents. Overall, forming relationships and caring for students were seen as core to effective
This document discusses minority recruitment and enrollment at predominantly white institutions. It begins by defining predominantly white institutions as those mainly comprising white students with few students from other races. It then discusses the legal aspects of diversity in higher education, including the 1978 Supreme Court case Regents of the University of California v. Bakke, which allowed universities to give modest preference to minority students. This increased minority enrollment at predominantly white institutions. The document also discusses techniques for improving minority recruitment, such as considering ethnic and cultural factors in communication and using public relations to promote diversity. It concludes that innovative programming and policies are needed to assist minority students in dealing with academic and social challenges.
The committee identified three key issues contributing to high attrition rates in developmental writing courses: lack of time and money, lack of institutional supports, and lack of motivation among learners. To address these, the committee proposed: (1) increasing financial assistance and childcare support for students, (2) enhancing social integration and curriculum structure, and (3) performing needs assessments, using culturally responsive teaching, and employing motivational models in instructional design. The goal of these solutions is to better support diverse adult learners and engage them as partners in the learning process.
Running Head EVOLVING NEEDS OF COMMUNITY COLLEGE STUDENTS1EV.docxtodd271
Running Head: EVOLVING NEEDS OF COMMUNITY COLLEGE STUDENTS1
EVOLVING NEEDS OF COMMUNITY COLLEGE SUDENTS5
Evolving needs of Community College Students
Students Name
Institutional Affiliation
Evolving Needs of Community College Students
Historical Background
Community colleges were initially not distinctly identified on their own. Until the Clinton reforms of community colleges in the 1980s, community colleges were no different from junior colleges. The programs and organizational culture were not as developed, and the student needs were rarely attended to in the diverse way that they are today (Gavazzi et al., 2018). Students were assumed to be homogenous, with either a low economic background or substantially flat academic prowess. After the recognition and reinstatement as accredited institutions of merit, community college missions changed and became more student-centered.
The core programs were initially only vocational and for transfer to university purposes. Developmental education was not adequately developed, yet it contributed in a massive way to student retention and the student's ability to finish the program and progress to higher education. Community colleges have been very rigid in their approach to learning, governance, and even administration (Beach, 2011). Most of the changes that occur do not affect the entire institution but are marginalized to transform only a select few. These changes either influence a certain courses based on profitability or the trends in the business world, but rarely extend to other programs within the colleges.
Fiscal policies in community colleges are primarily dependent on the federal government because community college facilities are supposed to encourage the most economically disadvantaged. Tuition is very low compared to the capacity building needed to run the institutions, and the result is that the community colleges suffer from an ultimate shortage in the facility and consolidated programs that undermine the skill sets offered to the students (O'Banion, 2019). Traditionally this has been crippling the system’s ability to change the approach in which the curriculum, administration and governance is run.It creates a shortage of staff for capacity building purposes and an overall decline in the quality of education offered within the institution.
Current issues
Current issues relating to students' evolving needs include student performances that have been diverse depending on factors such as program choice. Programs in health sciences, for instance, have seen a very consistent high-performance culture that has been aided by the level of competency that the students in the courses (Fugle & Falk, 2015). About 98 percent of the students in classes such as a physician assistant, physical and occupational therapy, radiologic technicians, and nursing assistance have seen a very high return on investment in terms of their absorption into the workforce or their progression into b.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
The document discusses factors that influence student satisfaction and persistence at historically Black colleges and universities (HBCUs). It presents Tinto's model of student attrition as the theoretical framework, which suggests that academic and social integration affect student outcomes. The study aims to identify institutional factors that influence student satisfaction and determine strategies to increase retention. It will use interviews, questionnaires and surveys to examine the relationship between student satisfaction with institutional experiences and social integration. The results could help administrators improve factors related to student satisfaction and persistence.
This document discusses factors that influence student satisfaction and persistence at historically Black colleges and universities. It presents Tinto's model of student attrition as the theoretical framework, which identifies pre-entry attributes, goals, institutional experiences, integration, and outcomes as key components. The study aims to identify institutional factors that affect student satisfaction and how satisfaction influences persistence through surveys, interviews and questionnaires of a sample of 20 students. Understanding these relationships could help administrators improve factors related to student satisfaction and retention.
This document summarizes a study conducted by Walden University to improve student progress and retention, especially in the first year. It details the university's cultural shift to establish a clear student progress strategy and methodology for a multi-year study of retention initiatives. The study found initiatives improved student satisfaction, performance, and retention. The introduction provides historical context on the focus of retention in higher education beginning in the 1960s. It also notes challenges in online programs include competing responsibilities, lack of direct contact between students and faculty, and need for support specific to distance learners.
Running head TEN STRATEGIC POINTS 1TEN STRATEGIC POINTS 10.docxtodd521
Running head: TEN STRATEGIC POINTS 1
TEN STRATEGIC POINTS 10
Ten Strategic Points for Dissertation
Youting Zhang
Grand Canyon University
June 13, 2019
Ten Strategic Points for a Quantitative Correlational Study
1. Topic- Topic plays a critical role in offering a wide research issue in the area of: Influence of Cross-cultural experience on Student Leadership Development and Academic Achievement.
2. Literature review - Lists primary points for four sections in the Literature Review: a. Background of the problem/gap; b. Theoretical foundations (models and theories to be foundation for study); c. Review of literature topics with key theme for each one; d. Summary
a. Background of the Problem:
i. During the colonial and post-colonial times, ethnic minority groups were openly discriminated to the extent that there was segregation in education so that students from ethnic minority communities were not allowed to attend high quality schools that were only for Caucasian whites. For instance, in 1840s, the American Supreme Court upheld the doctrine of segregation so that it was an offence for ethnic minority students to study in high quality schools that Caucasian whites attended (Verkuyten, 2018). By allowing segregation to be permissible in schools and using the constitution to reinforce it, the American Supreme Court established discrimination against the minority that has been difficult to eradicate even at the present time. This is because it created a culture in which people from ethnic majority believed that they had superior abilities to and had more rights than people from ethnic minority cultures.
ii. The study problem for the research stems from the gap in which cultural issues affecting minority students and student leaders have not been sufficiently addressed in most researches that have examined the challenges faced by minority students in multiverse school settings. Consequently, there has been a trend in which stakeholders in the education sector ignore cultural sensitivities of minority students when developing educational curricula and policies. This goes to the extent that only the cultures of majority ethnic groups are considered, which often disadvantage students from minority races to the extent that their academic, leadership, and social competencies can be affected. Educational discrepancies with regard to cultural and ethnic issues that affect students and student leaders from originate from historical injustices such as racial discrimination in America.
II. There are different viewpoints that can be used to explain the cultural discrepancies that are deeply rooted in the education system. One such concept is segregation, which took an official turn in the education when Congress passed the Civil Rights Act in 1875 to ban racial discrimination in public utilities. Federal agents countered the Act by separating Native American and other children from minority groups from their caregivers and put them in boarding .
Factors & Strategies that impact online CC student persistence,Alexandra M. Pickett
SLN Campus Research Engagement Program http://wiki.sln.suny.edu/display/SLNED/Current+Research+Projects
Study of Online Student Persistence in SUNY
Research proposal problem statement:
SUNY's DOODLE group has conducted a multi-year study of student persistence, attrition, and success with online courses. Overall, the rates of attrition are similar among the DOODLE institutions as are success rates which is interesting in itself given the institutions are often quite different in size, number of courses offered online, and in demographic make-up. SUNY and its DE faculty often consider the attrition rate outcomes to be high, and indeed, compared to research such as the National Community College Benchmark study, SUNY's rates are high - typically 5% or greater in similar categories of measurement (higher attrition = not a favorable outcome). In other words, SUNY looks normative compared 'to itself' and appears as an underperformer when compared to aggregate institutions participating in the NCCB study. (DOODLE has less than 20 institutions participating in its persistence study; NCCB has over 200.) While the reasons for such a gap may be simple, such as survey criteria being different, explaining the phenomenon is important as SUNY faculty look at 'national' outcomes and deduce (perhaps quite incorrectly) that SUNY (and their own SUNY college) are doing a bad job of both attracting and keeping students in online courses toward successful outcomes.
* The affected population are SUNY students enrolled in online and blended courses.
* The target 'population' are SUNY colleges and university centers who are members of Directors of Online and Distance Learning (DOODLE) and also any SUNY institutions that become members of DOODLE. (All offer fully online and/or blended modalities of mediated teaching and learning at course and/or program levels to enrolled students, typically using a commercial or open-source CMS/LMS platform)
The Relationship between student sense of belonging and college-going beliefs...Dr. Jamie Stagno-Steiner
Although there is an abundance of research on middle school counseling, college readiness and belonging, there is a gap in the research regarding middle school students
and attempts to correlate their sense of belonging to college-going beliefs. Research identifies eighth grade as a critical time in a student’s education in which they make
important post-secondary decisions. The research stressed that a student’s academic achievement was not only influenced by intellectual abilities, but by their school climate. The purpose of this mixed methods study was to identify a correlation between school- based factors, specifically a student’s sense of belonging, and college-going beliefs. One hundred eighty-four eighth-grade students from a diverse suburban middle school were
surveyed on their college-going beliefs as well as their sense of belonging. In addition, focus groups were facilitated to further explore how students felt about their school environment and post-secondary planning. The findings showed a significant statistical correlation between students’ sense of school belonging and college-going beliefs. This is significant because it begins to address the void in the research identifying how school
based factors are related to students’ college-going beliefs. Focus group data also enhanced quantitative findings by highlighting how students who described a positive sense of belonging in school had strong intentions and higher confidence for attending college after high school. The results of this research will help educators improve programs, develop stronger relationships with students and strengthen the curriculum to better prepare students for high school and beyond.
Dr. William Allan Kritsonis & Steven Norfleetguestfa49ec
Dr. William Allan Kritsonis & Steven Norfleet
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Dr. William Kritsonis, Dissertation Chairguestfa49ec
This dissertation examines the relationship between African American student experiences with school practices deemed important to achievement and performance in developmental education mathematics courses. A mixed methods approach was used, including administering a survey to 98 students measuring their experiences with seven correlates of effective schools. Qualitative interviews were also conducted with 34 students in focus groups. The study aimed to identify school leadership practices that resonate with African American learners and inform efforts to close achievement gaps.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This document discusses efforts by senior administrators to increase graduation rates of students of color from preschool through graduate school. It outlines three key roles of senior administrators: 1) enhancing social integration of students of color by increasing diversity in student groups and leadership positions; 2) advocating for policies that strengthen academic preparedness, such as early intervention programs; and 3) addressing negative campus climates for minority students through surveys and student organizations.
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AB 540: Tuition waiver policy in California. How student affairs professional...crealcsuf
Front-line student affairs professionals play a key role in implementing California's AB 540 policy regarding in-state tuition for undocumented students. This qualitative study explored how 18 professionals in admissions, financial aid, and dream centers at three California institutions interpret and implement the policy. The professionals felt intrinsically motivated to help undocumented students but also caught in the middle due to conflicting demands. Their work involved navigating vague policies and student needs. To cope, they treated all students equally and self-educated. The study aims to understand these experiences to improve policy, practice, and undocumented student success.
AB 540: Tuition waiver policy in California. How student affairs professional...
College-readiness2-2
1. 1200 18th Street NW • Suite 200 • Washington, DC 20036 • p (202) 906.8000 • f (202) 842.2885 • www.clasp.org
By Rhonda Tsoi-A-Fatt Bryant
February 2015
College Preparation for
African American Students:
Gaps in the High School Educational Experience
College degree attainment is regarded as a primary solution to reduce poverty and close wealth gaps between
people of color and whites in the United States. With the changing labor market and a more globalized
economy, a far greater number of jobs require a postsecondary credential. By 2020, it is estimated that two-
thirds of jobs will require college experience, with 30 percent of those jobs requiring at least a bachelor’s degree
and 36 percent of jobs requiring at least some college or an associate degree (Carnevale, Smith & Strohl, 2013).
More students must attend and complete college to keep pace with this employer demand. However, many
African American young people graduate high school unprepared for the rigors of college. As the demographics
of the United States shift and a majority of our nation’s students are children of color, their failure in school and
lack of preparation for postsecondary opportunities have significant implications for the American labor market
and economy.
College and career readiness for high school students is a
major focus of the education reform movement. One of the
biggest challenges that must be addressed through college
and career readiness reform is the grave disparity in
preparation for certain racial and ethnic sub-groups, as
well as low-income and first-generation college students.
In particular, African American students are far less likely
to be ready for college, with those in high-poverty schools
being the least prepared (ACT, 2013). Over the last
decade, this phenomenon has been measured numerous
ways, including SAT scores, Advanced Placement course
taking and exam passage, enrollment in rigorous
mathematics and science courses, high school graduation rates, and high school exit exams (Camara, 2013;
Musoba, 2011).
Much of the discussion about college readiness for African American students has centered on the deficiencies
of students, families, and communities. Lack of academic achievement for African American students is often
attributed to environmental and cultural differences that impact school performance (Stewart, 2007). However,
equal focus must be given to deficiencies and disparities in school systems, particularly those with high-
minority populations. The United States Department of Education Office of Civil Rights (2014a, 2014b) has
2. 1200 18th Street NW • Suite 200 • Washington, DC 20036 • p (202) 906.8000 • f (202) 842.2885 • www.clasp.org
2College Preparation for African American Students
released data quantifying the deep disparities in high schools in three key areas that are critical for college
readiness: the level of coursework available, the experience level of the teachers, and access to guidance
counselors. Child and youth development is influenced by social factors in the home, community, and school.
As such, a comprehensive analysis of academic achievement requires a framework that addresses both personal
and systemic influences, including individual and community poverty, family stability, and school structures
(Stewart, 2007). Understanding these factors is critical to developing effective policies and practices that
improve college readiness.
Research and data on disparities in high school policy and
practice elevate an issue that is often ignored or
discounted in education reform discussions. Far too
frequently, African American students are thought to be
unfit for college and directed to low-wage work or trade
schools following high school completion. However, the
primary reason these students lag behind their peers is that
their schools provide inadequate courses, resources, and
supports. Better understanding the differences in what
low-minority and high-minority schools offer to students
can provide a foundation for reforms that yield more
college-ready students from all racial backgrounds.
This paper highlights three primary educational issues of
importance to college readiness: access to rigorous
college preparatory courses, experienced teachers, and
school counselors. It also highlights the tremendous
disparity in access to these core elements between high-
minority and low-minority schools. Finally, this paper
suggests potential implications for future policymaking
related to schools serving primarily African American
students.
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3College Preparation for African American Students
Defining College Readiness
College readiness is the combination of core academic knowledge, skills, and habits that youth need to be
successful in a postsecondary setting without remedial coursework or training (Lombardi, Seburn, & Conley,
2011). College and career readiness isn’t solely determined by the courses one takes; students must also
understand college culture, have strong study habits, and know how to access supports (Lombardi et al., 2011).
The four elements of college readiness are cognitive strategies, content knowledge, academic behaviors, and
contextual skills and awareness (Conley, 2010). Cognitive strategies are ways of thinking and processing
information that are necessary for college-level work. They include intellectual openness, inquisitiveness,
analytical skills, construction of well-reasoned arguments, evaluation of varied or conflicting perspectives,
precision and accuracy, formulating hypotheses, and developing problem-solving strategies (Conley, 2010).
Content knowledge is the core knowledge in all subject areas that serves as the foundation for future learning.
Mastery of basic concepts in English, mathematics, science, social studies, world languages, and the arts
provide students with the context and basis for processing more rigorous material. Appropriate research
strategies and methodologies to explore and answer problems, as well as expository, descriptive, and persuasive
writing skills, allow students to explore all subject areas and express themselves clearly (Conley, 2010).
Academic behaviors are those behaviors that reflect student self-awareness, self-monitoring, and self-control.
Students should be able to demonstrate ownership of the learning process by setting goals, seeking help,
persisting in courses, and appropriately communicating with teachers. This also includes study skills, such as
time management, prioritizing coursework, good note taking, organization, and successful participation in study
groups (Conley, 2010). Contextual skills and awareness refers to the specific understanding of how college
operates as a system, as well as college culture. Understanding expectations and how to interact with professors
and peers is critical. Students also need knowledge to select an appropriate college, navigate the application and
admissions processes, obtain financial aid, register for classes, and address other details (Conley, 2010).
Defining College Readiness
College readiness is the combination of core academic knowledge, skills, and habits that youth need to be
successful in a postsecondary setting without remedial coursework or training (Lombardi, Seburn, & Conley,
2011). College and career readiness isn’t solely determined by the courses one takes; students must also
understand college culture, have strong study habits, and know how to access supports (Lombardi et al.,
2011). The four elements of college readiness are cognitive strategies, content knowledge, academic
behaviors, and contextual skills and awareness (Conley, 2010).
Cognitive strategies are ways of thinking and processing information that are necessary for college-level
work. They include intellectual openness, inquisitiveness, analytical skills, construction of well-reasoned
arguments, evaluation of varied or conflicting perspectives, precision and accuracy, formulating hypotheses,
and developing problem-solving strategies (Conley, 2010).
Content knowledge is the core knowledge in all subject areas that serves as the foundation for future
learning. Mastery of basic concepts in English, mathematics, science, social studies, world languages, and the
arts provide students with the context and basis for processing more rigorous material. Appropriate research
strategies and methodologies to explore and answer problems, as well as expository, descriptive, and
persuasive writing skills, allow students to explore all subject areas and express themselves clearly (Conley,
2010).
Academic behaviors are those behaviors that reflect student self-awareness, monitoring, and control.
Students should be able to demonstrate ownership of the learning process by setting goals, seeking help,
persisting in courses, and appropriately communicating with teachers. This also includes study skills, such as
time management, prioritizing coursework, good note taking, organization, and successful participation in
study groups (Conley, 2010).
Contextual skills and awareness refers to the specific understanding of how college operates as a system, as
well as college culture. Understanding expectations and how to interact with professors and peers is critical.
Students also need knowledge to select an appropriate college, navigate the application and admissions
processes, obtain financial aid, register for classes, and address other details (Conley, 2010).
4. 1200 18th Street NW • Suite 200 • Washington, DC 20036 • p (202) 906.8000 • f (202) 842.2885 • www.clasp.org
4College Preparation for African American Students
Source: United States Department of Education, Office of Civil Rights. (2014). Civil rights data collection data snapshot:
College and career readiness.
Access to Rigorous Coursework
Students need access to high-level courses with quality instruction to prepare them for the rigors of college by
increasing their content knowledge and cultivating their higher order thinking skills. The relationship between
taking more coursework, particularly mathematics, and college readiness is well established (Howell, 2011;
Musoba, 2011). Students who have access to college-level academics in high school are more likely to seek and
succeed in higher education (McGee, 2013; Roderick, Coca, & Nagaoka, 2011). Many college outcomes are
shown to be significantly influenced by successful Algebra II completion. (Gaertner, Kim, Des Jardins, &
McClarty, 2013; Long, Iatarola, & Conger, 2009).
Far too many high-minority schools do not offer these courses, making it impossible for students to garner the
academic skills necessary to enter and succeed in college. As Figure 1 shows, only 57 percent of African
American students attend schools where they have access to the full complement of courses necessary to be
college ready.
Figure 1. Students with Access to Full Range of Math & Science Courses, by Race and Ethnicity
5. 1200 18th Street NW • Suite 200 • Washington, DC 20036 • p (202) 906.8000 • f (202) 842.2885 • www.clasp.org
5College Preparation for African American Students
Source: United States Department of Education, Office of Civil Rights. (2014). Civil rights data
collection data snapshot: College and career readiness.
The United States Department of Education defines the full complement of courses as: Algebra I, geometry,
Algebra II, calculus, biology, chemistry, and physics (2014a). Similarly, Figure 2 shows that high schools with
the highest African American and Hispanic enrollments are less likely to offer courses such as Algebra II and
chemistry.
Another common issue among high schools is that despite college preparatory courses being offered, African
American students are underrepresented in the enrollment in these classes. Often, African American students
are steered into lower level courses instead of college preparatory classes (Moore, et al., 2010). This problem,
particularly for low-income students, is rooted in two primary issues: lack of preparation in the earlier grades
and lower teacher expectations, both of which will be discussed later in this paper. Figure 3 shows that while
African American students make up 16 percent of the high school student population, they comprise just 8
percent of the enrollment in calculus. Figure 4 shows that African American students represent just 9 percent of
the pool of students taking advanced placement courses and just 4 percent of students who earn a qualifying
score on an advanced placement examination. Further analysis reveals that African American female students
are more likely to take many higher-level college preparatory classes than their African American male peers
(Bryant, 2013).
Figure 2. High School Course Offerings, by Black/Latino Student Enrollment
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6College Preparation for African American Students
Figure 3. Enrollment in Algebra II & Calculus, by Race and Ethnicity
Source: United States Department of Education, Office of Civil Rights. (2014). Civil rights data collection data snapshot: College and career readiness.
7. 1200 18th Street NW • Suite 200 • Washington, DC 20036 • p (202) 906.8000 • f (202) 842.2885 • www.clasp.org
7College Preparation for African American Students
Figure 4. AP Enrollment, Exam Taking, and Passing, by Race and Ethnicity
Source: United States Department of Education, Office of Civil Rights. (2014). Civil rights data collection data snapshot: College and career readiness.
8. 1200 18th Street NW • Suite 200 • Washington, DC 20036 • p (202) 906.8000 • f (202) 842.2885 • www.clasp.org
8College Preparation for African American Students
Teacher Quality
The success of students in high school hinges primarily on strong teachers. While low- income students have
struggles outside the school building, there are numerous examples of schools serving low-income youth where
the students are thriving academically and taking very challenging courses. This demonstrates that culture or
racial background do not inherently prevent the achievement of students (Moore, Slate, Edmonson, Combs,
Bustamante, & Onweugbuzie, 2010). Evidence suggests that the quality of teaching students receive is the most
important in-school factor affecting their achievement (Thompson, Warren, Foy, & Dickerson, 2008). There are
three aspects of teacher quality that are important for students to achieve at the high school level and be college
ready: high-level instruction in challenging courses, high expectations from teachers, and positive relationships
with teachers and other school staff (Flores, 2007; Reid & Moore, 2008). Many African American students,
especially those in high poverty areas, attend schools where these critical elements are not in place.
A major difference between schools that serve high
proportions of African American students and those that
do not is the number of well-qualified, highly
experienced teachers (Flores, 2007). Unfortunately,
schools with a low number of experienced teachers
frequently produce students who are unprepared for
college. Currently, African American students are four
times more likely than white students to attend a school
where 80 percent or fewer teachers are certified (U.S.
Department of Education, 2014b). Four percent of
African American students attend a school where more
than 20 percent of teachers are in their first teaching year, as compared to only one percent of white students
(United States Department of Education, 2014b). This mismatch between teacher placement and student need
often results in lower academic attainment for African American students.
Many African American students who graduate from high school do not attend college. Those who do enroll in
college often find themselves in need of developmental or remedial courses in order to be successful.
Remediation is a large issue for African American students, as too many enrolling in college are realizing they
academic strengthening before they can take on real college-level material. Statistics show that students
enrolled in remedial courses are far less likely to graduate from college (Strong American Schools, 2008).
However, this issue can be avoided by ensuring that more highly qualified and experienced teachers are
teaching in low-income schools. Research reveals that the combination of teacher credential status, years of
teaching experience, and educational attainment have statistically significant effects on the remediation rates of
students enrolling in college (Guarino, Brown, & Wyse, 2011; Howell, 2011). According to Howell (2011) , a
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9College Preparation for African American Students
high school’s proportion of teachers with a master’s degree is generally commensurate with its rate of English
remediation. The correlation is particularly strong in schools with high minority student populations.
In addition to experience and expertise, the relationship between teachers and their students must be strong in
order to foster academic success. White teachers often assume that African American students’ learning and
achievement struggles are a result of student deficits, such as lack motivation, lack of work ethic, and limited
family support. These assumptions persist because teachers fail to invest in understanding and building
relationships with individual students (Flores, 2007). This deficit perspective is damaging because it shapes and
directs the attitudes and actions of teachers with their students. It is necessary for teachers to understand their
own unconscious or conscious racial and gender biases and to work toward a more positive understanding of
race, class, and masculinity. In addition, training in culturally relevant pedagogy is key to understanding
students’ home culture, as well as the sociopolitical consciousness of students (Thompson et al., 2008). This
will enable teachers to educate according to student strengths rather than perceived deficits and to establish
authentic relationships with students based on respect and understanding (Welton & Martinez, 2014).
A major issue in high-minority schools is difficulty attracting and retaining teachers with the expertise and
experience known to make a difference for students. This is particularly difficult in schools that also have high
proportions of students living in poverty. Both within and across districts, the best teachers are more apt to work
in the most affluent schools. In fact, in some states, the issue of inequitable distribution of teachers is more
pronounced within districts than across the state (Clotfelter et al., 2005). Schools serving large numbers of low-
income, minority children struggle more to attract and keep the most desirable teachers for two reasons: the
work in these schools is inherently more difficult; and state accountability systems fail to ensure schools are
meeting standards. Pay-for-performance policies make it difficult to keep teachers in these schools because
when the schools do not meet expected targets, teachers are not rewarded (Guarino, et al., 2011). Consequently,
turnover is very high; teachers leave failing schools for more stable positions, resulting in unequal distribution
of teacher qualifications (Clotfelter et al., 2005). Since equitable distribution of the best teachers will not
happen naturally, districts and states need policies to address the disparity and counteract current trends
(Clotfelter et al., 2005; Guarino et al., 2011; Howell, 2011).
One of the most important elements of college readiness for African American students is great teachers.
Students need strong teachers who are well-educated, experienced, and equipped with cultural proficiency. The
ability to foster higher-order academic behavior and push students to be critical thinkers is key to future college
success. This requires both high expectations and trust. Teachers must believe that African American students
are capable of these skills and cultivate them with culturally relevant methods. Teachers must also have
authentic relationships with students to build a foundation of trust.
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10College Preparation for African American Students
Unfortunately, very few of these skilled teachers are present in high-poverty, high-minority schools. In most
states, accountability policies and incentive programs exacerbate the problem of attracting and keeping strong
teachers in low-income schools that have been deemed low performing. Subsequently, African American high
school students are not receiving the quality instruction they need. Figure 5 shows that across all public schools,
African American students are twice as likely as whites to be enrolled in a school where 20 percent or more of
the teachers are in their first year. At the high school level specifically, analysis of the nation’s 100 largest
school districts reveals that the schools with the largest African American and Hispanic enrollments have 1.5
times more novice teachers than schools with largely white enrollments (see Table 1)1
. The highest-poverty
African American and Hispanic schools are most affected.
1
For this analysis, author compared high schools within the 100 largest school districts in the United States that have at least 75 percent combined
African American and Hispanic enrollments with schools that had at least 75 percent white student enrollment.
Total Percent Novice Teachers
(1st
and 2nd
year)
Percent of Certified
Teachers
High Schools with Largest Black and Latino
Student Enrollment
13.5% 91%
High Schools with Smallest Black and Latino
Student Enrollment
9% 95%
Figure 5. AP Percent of Students Attending Schools Where More than 20% of Teachers are in First Year of Teaching
Source: United States Department of Education, Office of Civil Rights. (2014). Civil rights data collection data snapshot: College and career readiness.
Table 1. Likelihood of Having Novice Teacher, High Schools in Nation’s 100 Largest Districts (2011-12)
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11College Preparation for African American Students
The Role of School Counselors
School counselors are a vital asset to students seeking to enter college after high school graduation. The College
Board identifies eight components of college and career counseling for school counselors seeking to inspire and
prepare students:
College Aspirations;
Academic Planning for College and Career Readiness;
Enrichment and Extracurricular Engagement;
College and Career Exploration and Selection Processes;
College and Career Assessments;
College Affordability Planning;
College and Career Admission Processes; and
Transition from High School Graduation to College Enrollment (The College Board, 2010, p. 3).
According to research on college and career planning, schools counselors can be highly effective advocates,
helping students identify their best options based on their potential and goals (Ward, 2006). Counselors must
have high expectations for all students and work collaboratively to ensure their success (Bryan, Holcomb-
McCoy, Moore-Thomas, & Day-Vines, 2009; Reid & Moore, 2008). In their roles as advocates, school
counselors should work with low-income African American students and their families to address marginality,
culture, and power relationships that limit college preparedness (Holcomb-McCoy, 2010).
Research shows that academic planning is an especially important role. Counselors need to take greater steps to
ensure African American students take mathematics courses beyond the minimum required for graduation.
(Long et al., 2009; Reid & Moore, 2008; Ward, 2006). While African American students are shown to take
more mathematics credits than other racial and ethnic groups, these are frequently lower-level courses that do
not aid in college preparation (Musoba, 2011). Without guidance, students often don’t realize that not taking
rigorous high school courses hurts their college prospects (Reid & Moore, 2008; Welton & Martinez, 2014).
Encouraging students to take the full complement of courses designed to prepare them for higher education
(such as algebra II, advanced mathematics, pre-calculus, calculus, chemistry, and physics) is key to their
success.
Positive, authentic relationships between students and counselors are very important to creating college
expectations. Counselors need to be mindful of the overt and underlying messages sent to students through their
words and actions (Bryan et al., 2009).
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12College Preparation for African American Students
Public school students are less likely to seek college
information when they perceive that their counselor does
not expect them to go to college or when they are unclear
on their counselor’s aspirations for them (Bryan et al.,
2009). As such, counselors should be more intentional in
the messages they give to students about their expectations
and aspirations (Bryan et al., 2009). Race and gender
issues are very important in this context because young
people interpret messages differently based on their
backgrounds and experiences. Research shows that African
American females are actually the most likely group to
seek out school counselors for college information (Bryan et al., 2009). Counselors need to be mindful of
gender, race, and socioeconomic status in the student-counselor relationship (Bryan et al., 2009).
Relationships between school counselors and parents are equally important. Parental education level is an
important predictor of educational attainment and college enrollment for their children (Ward, 2006). African
American parents are less likely to have attended college; therefore, they need more access to information,
resources, and support to assist their children in college enrollment. Important areas for parental education
include applications, admissions processes, financial aid, testing, tours, and other key elements (Bryan et al.,
2009; Holcomb-McCoy, 2010; Reid & Moore, 2008; Ward, 2006). To be effective, school counselors must be
knowledgeable about trends and creative practices in parent engagement; this allows them to cultivate
productive school-family-community partnerships (Holcomb-McCoy, 2010; Reid & Moore, 2008; Wallace,
2013). As these relationships are developed, counselors must take into account the experiences, values, and
norms of African American parents (Holcomb-McCoy, 2010; Wallace, 2013). It is essential that counselors
believe that African American parents, regardless of socioeconomic status, value education and support their
children’s educational goals (Holcomb-McCoy, 2010).
Many school counselors feel their graduate training did not adequately prepare them for this role in urban
settings with minority and low-income students. In particular, counselors cite that there are few opportunities to
discuss the urban education context and no coursework on college readiness counseling (Savitz-Romer, 2011).
These major gaps in training and preparation must be addressed. The combination of lack of training and
overburdened caseloads causes far too many students to fall through the cracks.
School counselors play a pivotal role in college readiness for African American students. Just as with teachers,
training, high expectations, and authentic relationships are essential for counselors to prepare their students for
college. Far too often, African American students are steered toward less rigorous postsecondary options
because counselors are skeptical that they can succeed in college environments. In addition, the nation’s
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13College Preparation for African American Students
student-to-counselor ratio is far too high, making it difficult to provide the high-quality, individualized support
that students need. To effectively address the issue of college readiness for African American students, schools
must reform pre-service training, reduce ratios, and ensure relationships with students and their families are
based on trust and high expectations.
The recommended student-to-counselor ratio is 250-to-1 (Bemak, Chi-Ying, Siroskey-Sabdo, 2005). However,
the current average in the United States is 471-to-1 (American School Counselor Association, 2013). An
astounding 20 percent of high schools have no school counselor at all (US Department of Education, 2014a).
Smaller and more affluent schools tend to have smaller counselor-to-student ratios and more college focus
(Bryan et al., 2009; Holland & Farmer-Hinton, 2009). This disparity is devastating for schools serving mostly
low-income African American students, because these students and their families require far more support to
navigate the college process from academic planning through actual college enrollment. It is virtually
impossible for a counselor to perform those higher-intensity tasks with a large caseload of students at various
stages of their high school experience. Among high schools in the nation’s 100 largest school districts, the
student-to-counselor ratio is slightly lower for high schools with large enrollments of African American and
Hispanic students (see Table 2). This is encouraging, as it demonstrates recognition that these students have
greater needs. However, the ratio is still not sufficient to allow counselors to effectively support their students.
In addition, it should be noted that among the high schools sampled, high-minority schools are still more likely
to have no counselors than predominantly white schools (see Table 2).
Table 2: Student: Counselor Ratios, High Schools in Nation’s 100 Largest Districts (2011-12)
Student : Counselor Ratio
Percent of Schools with
No Counselor
High Schools with Largest Black and Latino
Student Enrollment
332 : 1 9.4%
High Schools with Smallest Black and Latino
Student Enrollment
368 : 1 6.5%
Implications for Public Policy
Research on disparities in education for African American students has significant implications for public
policy at the federal, state, and district levels. In today’s education reform climate, where the push is for high
achievement and greater accountability, it is important to remain focused on equity across all schools and for all
students. Students should only be held to standards that their schools are equipped to help them meet.
Furthermore, it is wrong to hold African American students solely culpable for not transcending their economic
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14College Preparation for African American Students
status when their public education has not prepared them for postsecondary opportunities. These gaps in quality
often have multi-generational consequences, and are responsible for much of the lack of upward mobility of
African American families. Deeper study of these issues is necessary to ensure public policies are responsive to
all students. Policy implications include but are not limited to:
1. School finance reform. Schools should be financed in a manner that is equitable—though not
necessarily equal— in order to provide high-quality education to every public school student.
Legal proceedings that draw on research documenting education disparities are one way to drive
school finance reform.
2. School, district, and teacher accountability policies and incentives. These policies should be
subject to racial equity analysis to determine whether they exacerbate or ameliorate teacher
distribution and equity within and across districts, as well as across states.
3. Accreditation requirements for teacher and counselor pre-service training programs.
Accreditation should require that programs place greater emphasis on cultural proficiency and
use of culturally relevant pedagogy to prepare teachers and counselors to serve highly diverse
student populations.
4. Advocacy for mandated student-to-counselor ratios. It’s critical to reduce these ratios,
particularly in high-poverty, high-minority schools where the level of support needed per student
or family is greater than in more affluent schools.
5. Equal access to rigorous, college-preparatory coursework. Elementary and middle schools
should provide rich coursework that prepares students for difficult high school courses. In
addition, school districts should consider promising innovations that provide access to rigorous
coursework, including cross-school classrooms, dual enrollment, and teacher-supported online
learning.
6. Parental engagement policies and practices to meet student and family needs. District
policies around parental engagement ought to be more robust. Schools should develop more
innovative ways to engage parents and provide information and supports to prepare students for
collegiate opportunities.
7. Higher education policies for supportive services for low-income and first-generation
students. Students need varying levels of support upon entering college, particularly until K-12
reforms are fully implemented. Provision of appropriate supports is necessary to ensure
persistence and completion.
8. Higher education financial aid policies. Current financial aid policies put low-income,
minority, and first-generation college students at a disadvantage, particularly those who need
remedial courses due to insufficient preparation in high school. These students’ needs must be
considered as policies are developed.
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15College Preparation for African American Students
Gaps in course provision, teacher quality, and access to school counselors must be analyzed to improve college
readiness for African American students. By strengthening school practices, as well as district, state, and federal
education policies, we can open doors to postsecondary success.
Perhaps the greatest challenge is dispelling myths about African American students’ abilities and inspirations.
Stereotypes inform many behaviors that block progress and prevent students from reaching their full potential.
Fortunately, there is a strong body of research debunking the myth that African American children and their
families are primarily at fault for not being prepared for college. This one-sided notion of “personal
responsibility” and blame has allowed substandard schools to escape accountability for providing low-quality
education.
Conclusion
African American students are less likely to succeed in college because the high schools they attend do not
properly prepare them. Generally, high-minority schools, particularly those with significant numbers of low-
income students, are lacking in several ways. First, these schools have more novice and non-certified teachers
than affluent schools. Teachers early in their careers are not as knowledgeable about classroom management,
relationship building, or course content. These skills take time to develop, and students are at a disservice when
too many of their teachers are new to the profession or are not certified to teach particular subjects. Second,
these schools offer fewer high-level mathematics and science courses that prepare students for the rigors of
college. Without these courses, which cultivate higher-order thinking skills, students are forced to take remedial
classes in college to be successful. Third, high-minority high schools are less likely to have school counselors.
Those that do have counselors assign them overwhelming caseloads that make it impossible to provide African
American students and their families the support they need in the college preparation process. Fourth, many
teachers and counselors have not developed sufficient relationships with students and their parents to truly
understand their cultures, life histories, and sociopolitical circumstances. Without this understanding, teachers
and counselors fall prey to stereotypes about African American students and their families. These stereotypes
(lazy, indifferent, lack of follow-through, etc.) cause teachers and counselors to both consciously and
subconsciously lower their standards for African American students. Continued work in this field is essential to
help shape federal, state, and local policies that improve education quality for African American students.
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16College Preparation for African American Students
Acknowledgements
This policy brief was prepared for the 3rd
Annual International Colloquium on Black Males in Education in
October 2014 at Morehouse College in Atlanta, GA. CLASP wishes to acknowledge the Robert Wood Johnson
Foundation for its support of our work addressing issues impacting education and labor market outcomes for
boys and young men of color. The author also wishes to thank CLASP staff: Andrew Mulinge, Research
Assistant, Andy Beres, Communications Manager and Emma Paine, Communications Associate for their
substantive research, editing, and design assistance.
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