Txt 4 Success: Utilizing personalized text messages to promote college access...Jessica Vodden
WV has launched a new service to help students prepare for and succeed in college — college counseling by text message. The pilot project, funded by the Kresge Foundation, “nudges” students to complete key college tasks, such as completing the FAFSA or connecting with academic advisors. The system also increases students’ access to college-planning help by allowing them to text college counselors. This presentation provides an overview of WV’s model and outline strategies for implementation.
This document discusses a thesis submitted to Yale University School of Medicine on the career interests and mentorship experiences of international and minority medical students in US medical schools. The introduction provides background on health disparities faced by minority populations in the US and the lack of diversity in the US physician workforce. It notes that increasing diversity in the physician workforce is important to providing quality care to diverse populations. However, despite population changes, diversity has not increased proportionally in the physician workforce. The study aims to understand differences in career interests, influences on career choice, and mentorship experiences between international and underrepresented minority (URM) medical students.
This document provides an overview of issues facing the US education system. It discusses how poverty rates, unequal funding between districts, and low teacher pay are major problems. Research shows that increased spending on instruction improves student outcomes. International test scores show US students performing in the middle of other nations. Finland recruits top teachers and funds small, community-focused schools with support services. State-by-state data shows a relationship between poverty rates, funding levels, and test scores. The document proposes strategies like equalizing funding, increasing teacher pay and education incentives, and holding all schools in a district accountable to improve overall performance.
The document describes a study that investigated how sophomore college students perceived their personal development during their first year of college. It examined 10 competency areas and differences based on demographics. The study found statistically significant gains across all competency areas. It also found that campus residents reported higher gains in understanding differences and writing skills than commuters. Involvement in meaningful activities was linked to higher competency scores. Qualitative findings showed academic factors contributed to writing skill gains while co-curricular activities aided social skills. The implications are that the first year program is effective but could be improved for men and commuters.
Skills on the Move - Migrants in the Survey of Adult SkillsEduSkills OECD
Migration has been at the centre of political debate across the OECD in recent years. Drawing on data from the OECD Survey of Adult Skills (PIAAC), this report provides new evidence on differences in migrants’ characteristics and contexts and considers how these relate to the skills migrants possess. It also examines the relationship between migrants’ skills and their labour and non-labour market outcomes in host countries. Finally, it sheds new light on how migrants’ skills are developed, used and valued in host country labour markets and societies. Results and lessons gleaned from analysis highlight the way forward for future research on this topic.
The report represents an invaluable resource for policy makers across different sectors as they design and implement strategies aimed at promoting the long-term integration of foreign-born populations in the economic and social life of their countries. The analyses presented allow us to identify the skill composition of foreign-born populations, the labour market and broader social outcomes associated with such skills, and the factors that can promote skill acquisition and skill use.
The Racial College Completion Gap by Stella M. Flores (New York University)EduSkills OECD
This presentation was given by Stella M. Flores of the New York University at the international seminar “Equity and quality on higher education: from the right of access to the challenge of graduation” on 17-18 June 2016 in Santiago, Chile.
Bsi leadership for student success what matters_most_2010harrindl
The document discusses factors that matter most for student success based on research. It finds that student engagement, relationships, high expectations, and developmental education are critical. Engagement must be intentionally designed through activities like collaborative learning and student-faculty interaction. Advising and clear academic plans also promote success. While faculty believe they provide prompt feedback, many students do not feel they receive it. Focused efforts can improve student outcomes.
This document discusses concerns about math and science education in the United States based on international test score comparisons. It provides several quotes and statistics from news articles showing that U.S. student performance lags behind countries like China, South Korea, and Singapore. Educators worry that U.S. students are not being adequately prepared for the global economy. While some Asian education systems obtain high test scores, their methods of intense studying and tutoring have also received criticism. Overall, the document examines issues surrounding numeracy and quantitative skills among U.S. students and suggests ways that educators can help students overcome fears and better understand numbers.
Txt 4 Success: Utilizing personalized text messages to promote college access...Jessica Vodden
WV has launched a new service to help students prepare for and succeed in college — college counseling by text message. The pilot project, funded by the Kresge Foundation, “nudges” students to complete key college tasks, such as completing the FAFSA or connecting with academic advisors. The system also increases students’ access to college-planning help by allowing them to text college counselors. This presentation provides an overview of WV’s model and outline strategies for implementation.
This document discusses a thesis submitted to Yale University School of Medicine on the career interests and mentorship experiences of international and minority medical students in US medical schools. The introduction provides background on health disparities faced by minority populations in the US and the lack of diversity in the US physician workforce. It notes that increasing diversity in the physician workforce is important to providing quality care to diverse populations. However, despite population changes, diversity has not increased proportionally in the physician workforce. The study aims to understand differences in career interests, influences on career choice, and mentorship experiences between international and underrepresented minority (URM) medical students.
This document provides an overview of issues facing the US education system. It discusses how poverty rates, unequal funding between districts, and low teacher pay are major problems. Research shows that increased spending on instruction improves student outcomes. International test scores show US students performing in the middle of other nations. Finland recruits top teachers and funds small, community-focused schools with support services. State-by-state data shows a relationship between poverty rates, funding levels, and test scores. The document proposes strategies like equalizing funding, increasing teacher pay and education incentives, and holding all schools in a district accountable to improve overall performance.
The document describes a study that investigated how sophomore college students perceived their personal development during their first year of college. It examined 10 competency areas and differences based on demographics. The study found statistically significant gains across all competency areas. It also found that campus residents reported higher gains in understanding differences and writing skills than commuters. Involvement in meaningful activities was linked to higher competency scores. Qualitative findings showed academic factors contributed to writing skill gains while co-curricular activities aided social skills. The implications are that the first year program is effective but could be improved for men and commuters.
Skills on the Move - Migrants in the Survey of Adult SkillsEduSkills OECD
Migration has been at the centre of political debate across the OECD in recent years. Drawing on data from the OECD Survey of Adult Skills (PIAAC), this report provides new evidence on differences in migrants’ characteristics and contexts and considers how these relate to the skills migrants possess. It also examines the relationship between migrants’ skills and their labour and non-labour market outcomes in host countries. Finally, it sheds new light on how migrants’ skills are developed, used and valued in host country labour markets and societies. Results and lessons gleaned from analysis highlight the way forward for future research on this topic.
The report represents an invaluable resource for policy makers across different sectors as they design and implement strategies aimed at promoting the long-term integration of foreign-born populations in the economic and social life of their countries. The analyses presented allow us to identify the skill composition of foreign-born populations, the labour market and broader social outcomes associated with such skills, and the factors that can promote skill acquisition and skill use.
The Racial College Completion Gap by Stella M. Flores (New York University)EduSkills OECD
This presentation was given by Stella M. Flores of the New York University at the international seminar “Equity and quality on higher education: from the right of access to the challenge of graduation” on 17-18 June 2016 in Santiago, Chile.
Bsi leadership for student success what matters_most_2010harrindl
The document discusses factors that matter most for student success based on research. It finds that student engagement, relationships, high expectations, and developmental education are critical. Engagement must be intentionally designed through activities like collaborative learning and student-faculty interaction. Advising and clear academic plans also promote success. While faculty believe they provide prompt feedback, many students do not feel they receive it. Focused efforts can improve student outcomes.
This document discusses concerns about math and science education in the United States based on international test score comparisons. It provides several quotes and statistics from news articles showing that U.S. student performance lags behind countries like China, South Korea, and Singapore. Educators worry that U.S. students are not being adequately prepared for the global economy. While some Asian education systems obtain high test scores, their methods of intense studying and tutoring have also received criticism. Overall, the document examines issues surrounding numeracy and quantitative skills among U.S. students and suggests ways that educators can help students overcome fears and better understand numbers.
Global Education and Student Mobility Trends (Closing Session) - American Hon...American Honors
The document discusses global trends in international student mobility and higher education. It notes that the number of international students has increased five-fold since 1970 and is projected to reach 260 million by 2020. While international enrollment in US universities has been rising, the US share of globally mobile students has declined as competition has increased from other countries. The document outlines factors influencing students' choice of destination, including country reputation, institutional ranking and cost. It also examines challenges international students face and the strategic objectives of internationalization for universities.
This document discusses the impact of high-stakes testing on English Language Learners (ELLs) in major urban high schools in Texas. It analyzes issues and challenges faced by ELLs under standardized testing policies. Quantitative data will be gathered from 10 high schools, and qualitative data from an online questionnaire on respondents' views of how standardized tests impact ELLs. Both positive and negative consequences, or "washback effects", of assessments on ELLs and other stakeholders will be examined.
Grade 12 students' average reading score declined by 2 points since 2015 according to the 2019 National Assessment of Educational Progress, while their average mathematics score did not change. Scores also declined for lower-performing students in both subjects at grades 4, 8, and 12. The percentage of students performing at or above the proficient level held steady at 37% for reading and 24% for mathematics. The results indicate that gaps are widening between lower- and higher-performing students.
Converge 2014: The Next Generation - By Dr. BRENDA HARMS
The future of adult and graduate serving institutions may look very different than the past. From the types of education offered, the delivery mode, marketing strategies, and recruitment practices, everything seems to be up for discussion. The key question is where is your institutions opportunity and how will you capitalize on it? Are you doing enough now to build your success for the future? In this session, Converge Consulting will lay a foundation that outlines the opportunity that exists for schools that are willing to push outside of their own comfort and truly engage in what’s next.
KEY TAKEAWAYS:
Clear understanding of the enrollment opportunity that exists for those schools willing to make a bold step
Insight into intentional discussions that must be had if your institution is planning to advance in serving this population
Key elements to consider in relation to marketing and recruitment in this highly competitive market
A photovoice presentation by Olivia Andringa, Sam Larsen and Becca Smith. Uploaded here to host on https://blogs.uw.edu/rmhersh for educational purposes.
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 discusses school failure and dropout. It defines a school dropout as a pupil who has left school before completing basic education or attending for at least 6 months. Theories of why students dropout include weak incentives to stay in school and strong incentives to leave. The document provides dropout rates for several countries including India, the US, China, and Canada. Areas influencing school failure are individual factors, family factors, school-related factors, and psychological factors. Suggested prevention strategies include mentoring/tutoring programs, alternative schooling, after school opportunities, early childhood education, family engagement, and early literacy development. Management of dropout involves both psychopharmacological drugs for conditions like ADHD and government policies to support education.
This document provides an overview of efforts to evaluate North Carolina's Opportunity Scholarship Program, which provides state-funded vouchers for low-income students to attend private schools. Key findings include:
1) Recipients tend to be from low-income families and are more likely to be African American or in elementary school compared to public school students.
2) Access to information varies geographically, with social networks being the primary source of information.
3) Private schools that participate tend to have a religious orientation and emphasize character building over standardized testing.
4) While the program has grown, limitations in data prevent a full understanding of impacts on student achievement and outcomes. Improved data collection and a more robust evaluation are recommended
This document summarizes Dr. Jay Smink's presentation on effective strategies for increasing graduation rates. The presentation covers understanding the problem of dropout rates through data on national, state, and background characteristics of dropouts. It also discusses categories of factors contributing to students dropping out, including individual, family, school, and community factors. Finally, it outlines 15 strategies that help prevent students from dropping out, including systemic renewal, school-community collaboration, creating safe learning environments, and monitoring student progress.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
This document discusses the Common Core State Standards and their focus on preparing students for college and careers. It notes that the CCSS aim to align K-12 education standards across states to ensure students acquire broad skills needed for employment or higher education. The standards emphasize critical thinking, problem solving, collaboration and real-world application over rote memorization. The document outlines several ways the CCSS will make curriculum more rigorous, such as increasing the complexity of texts students read and the use of evidence-based writing. It also discusses tools and resources available to help educators implement the new standards.
Educating Youth in Short-Term DetentionTanya Paperny
Each year thousands of youth in America are uprooted from their schools and communities and sent to a juvenile justice detention center. The majority of these confined youth are there for nonviolent offenses, including technical violations, such as failing to complete treatment or violating probation. Even youth awaiting foster care placement can be placed in a detention center. Over the course of a year, we estimate between 90,000 and 170,000 youth spend at least one day in a short-term detention center, and over 40% are detained for more than a month.
While in these facilities, young people are entitled to the same educational opportunities that they would have in the outside world. However, there is little research or data about this population.
In “Educating Youth in Short-Term Detention,” we found that youth’s educational experiences in these facilities often compound, rather than alleviate, the challenges they face. They are commonly unenrolled from their home school once they are arrested, and while detained, youth often do not receive coursework aligned with their needs, nor do they receive credit for the work they complete. Moreover, once they’re released, youth face significant challenges reenrolling in school, so even a brief period in confinement can severely disrupt a youth’s education.
This document summarizes a study on minority student retention in education. It discusses traditional student retention theory and how it stems from traditional student demographics. Current educational structures and policies deter effective minority student persistence and retention. The study hypothesizes that new and revised models focusing on minority student populations can be more effective for retention. It describes the study's methods, results showing key components of effective programs, and conclusions discussing implications for adapting theory and practice to new student generations.
Nacac 2011 under represented students (3)Jess Krywosa
This document discusses strategies for recruiting underrepresented students, including first-generation and low-income students. It summarizes the results of surveys conducted with 3000 students from diverse backgrounds. The surveys found that family, teachers, and counselors most influence students' decisions to attend college. Students want personal outreach from admissions counselors and prefer email, text, and social media contact. Financial concerns are a major challenge, and students want help navigating financial aid. Clear and personalized communication is important to help diverse students apply and enroll.
Keynote: Investing and Retirement Knowledge and Preferences of Preservice Tea...Richard Thripp
This study investigated the financial knowledge and retirement preferences of 314 Florida preservice teachers through a 39-item survey. The results showed preservice teachers had very low financial literacy, especially regarding investing and retirement plans. They anticipated facing challenges funding their retirement due to low teaching salaries. While some preferred choosing their own investments, most lacked the knowledge to do so effectively. The study recommends improving financial education for preservice teachers to help address issues of financial wellness and declining teacher retirement benefits.
This document discusses using data to improve accountability and engagement with families and communities. It provides examples of data that can be shared with stakeholders, such as achievement, growth, improvement, and acceleration metrics. It also discusses understanding different types of parents and the data they want, such as information on their child's strengths/weaknesses and progress. The document emphasizes transparency, acknowledging failures, and using facts to have productive discussions about school performance and improvement efforts.
Undermatching refers to high-achieving low-income students who fail to apply to selective colleges that they are qualified for. Research shows that very few low-income high achievers apply to a range of selective colleges, and they are vastly outnumbered as applicants by high-income students with similar qualifications. This undermatching is problematic because research demonstrates that low-income students benefit significantly from attending selective colleges, experiencing better educational and career outcomes. However, low-income high achievers face barriers like isolation from other high achievers, lack of college counseling resources, and difficulty navigating the application process. Interventions shown to help address undermatching include providing students with financial information, application assistance, and support completing financial aid forms.
The document discusses issues with the US education system based on data from various sources. It shows disparities in graduation rates, performance on standardized tests, and career outcomes between racial groups and income levels. It argues that schools need to provide more rigorous academics, especially in math and science, and alternative learning models to better prepare students for college and careers in a global economy.
Using the “Checklist” to Respond to Racial Disproportionality in Special Educ...SPPTAP
This document summarizes a presentation on using checklists to address racial disproportionality in special education. The presentation discusses three checklists that examine district resources, system policies/procedures, and environmental factors. Sample calculations are provided to analyze special education identification rates by race and poverty. The checklists are intended to help districts form hypotheses about contributing factors and choose appropriate remedies by considering multiple causes and data sources.
Achieving Equitable Outcomes with Results-Based Accountability Clear Impact
Achieving equitable outcomes is an integral part of the implementation of Results Based Accountability (RBA). Each step of RBA's Turn the Curve process includes the opportunity for practitioners to consider diversity, equity, and inclusion. This webinar will provide participants with concrete methods for approaching their Turn the Curve process with equity at the forefront, and not as an afterthought.
Global Education and Student Mobility Trends (Closing Session) - American Hon...American Honors
The document discusses global trends in international student mobility and higher education. It notes that the number of international students has increased five-fold since 1970 and is projected to reach 260 million by 2020. While international enrollment in US universities has been rising, the US share of globally mobile students has declined as competition has increased from other countries. The document outlines factors influencing students' choice of destination, including country reputation, institutional ranking and cost. It also examines challenges international students face and the strategic objectives of internationalization for universities.
This document discusses the impact of high-stakes testing on English Language Learners (ELLs) in major urban high schools in Texas. It analyzes issues and challenges faced by ELLs under standardized testing policies. Quantitative data will be gathered from 10 high schools, and qualitative data from an online questionnaire on respondents' views of how standardized tests impact ELLs. Both positive and negative consequences, or "washback effects", of assessments on ELLs and other stakeholders will be examined.
Grade 12 students' average reading score declined by 2 points since 2015 according to the 2019 National Assessment of Educational Progress, while their average mathematics score did not change. Scores also declined for lower-performing students in both subjects at grades 4, 8, and 12. The percentage of students performing at or above the proficient level held steady at 37% for reading and 24% for mathematics. The results indicate that gaps are widening between lower- and higher-performing students.
Converge 2014: The Next Generation - By Dr. BRENDA HARMS
The future of adult and graduate serving institutions may look very different than the past. From the types of education offered, the delivery mode, marketing strategies, and recruitment practices, everything seems to be up for discussion. The key question is where is your institutions opportunity and how will you capitalize on it? Are you doing enough now to build your success for the future? In this session, Converge Consulting will lay a foundation that outlines the opportunity that exists for schools that are willing to push outside of their own comfort and truly engage in what’s next.
KEY TAKEAWAYS:
Clear understanding of the enrollment opportunity that exists for those schools willing to make a bold step
Insight into intentional discussions that must be had if your institution is planning to advance in serving this population
Key elements to consider in relation to marketing and recruitment in this highly competitive market
A photovoice presentation by Olivia Andringa, Sam Larsen and Becca Smith. Uploaded here to host on https://blogs.uw.edu/rmhersh for educational purposes.
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 discusses school failure and dropout. It defines a school dropout as a pupil who has left school before completing basic education or attending for at least 6 months. Theories of why students dropout include weak incentives to stay in school and strong incentives to leave. The document provides dropout rates for several countries including India, the US, China, and Canada. Areas influencing school failure are individual factors, family factors, school-related factors, and psychological factors. Suggested prevention strategies include mentoring/tutoring programs, alternative schooling, after school opportunities, early childhood education, family engagement, and early literacy development. Management of dropout involves both psychopharmacological drugs for conditions like ADHD and government policies to support education.
This document provides an overview of efforts to evaluate North Carolina's Opportunity Scholarship Program, which provides state-funded vouchers for low-income students to attend private schools. Key findings include:
1) Recipients tend to be from low-income families and are more likely to be African American or in elementary school compared to public school students.
2) Access to information varies geographically, with social networks being the primary source of information.
3) Private schools that participate tend to have a religious orientation and emphasize character building over standardized testing.
4) While the program has grown, limitations in data prevent a full understanding of impacts on student achievement and outcomes. Improved data collection and a more robust evaluation are recommended
This document summarizes Dr. Jay Smink's presentation on effective strategies for increasing graduation rates. The presentation covers understanding the problem of dropout rates through data on national, state, and background characteristics of dropouts. It also discusses categories of factors contributing to students dropping out, including individual, family, school, and community factors. Finally, it outlines 15 strategies that help prevent students from dropping out, including systemic renewal, school-community collaboration, creating safe learning environments, and monitoring student progress.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
This document discusses the Common Core State Standards and their focus on preparing students for college and careers. It notes that the CCSS aim to align K-12 education standards across states to ensure students acquire broad skills needed for employment or higher education. The standards emphasize critical thinking, problem solving, collaboration and real-world application over rote memorization. The document outlines several ways the CCSS will make curriculum more rigorous, such as increasing the complexity of texts students read and the use of evidence-based writing. It also discusses tools and resources available to help educators implement the new standards.
Educating Youth in Short-Term DetentionTanya Paperny
Each year thousands of youth in America are uprooted from their schools and communities and sent to a juvenile justice detention center. The majority of these confined youth are there for nonviolent offenses, including technical violations, such as failing to complete treatment or violating probation. Even youth awaiting foster care placement can be placed in a detention center. Over the course of a year, we estimate between 90,000 and 170,000 youth spend at least one day in a short-term detention center, and over 40% are detained for more than a month.
While in these facilities, young people are entitled to the same educational opportunities that they would have in the outside world. However, there is little research or data about this population.
In “Educating Youth in Short-Term Detention,” we found that youth’s educational experiences in these facilities often compound, rather than alleviate, the challenges they face. They are commonly unenrolled from their home school once they are arrested, and while detained, youth often do not receive coursework aligned with their needs, nor do they receive credit for the work they complete. Moreover, once they’re released, youth face significant challenges reenrolling in school, so even a brief period in confinement can severely disrupt a youth’s education.
This document summarizes a study on minority student retention in education. It discusses traditional student retention theory and how it stems from traditional student demographics. Current educational structures and policies deter effective minority student persistence and retention. The study hypothesizes that new and revised models focusing on minority student populations can be more effective for retention. It describes the study's methods, results showing key components of effective programs, and conclusions discussing implications for adapting theory and practice to new student generations.
Nacac 2011 under represented students (3)Jess Krywosa
This document discusses strategies for recruiting underrepresented students, including first-generation and low-income students. It summarizes the results of surveys conducted with 3000 students from diverse backgrounds. The surveys found that family, teachers, and counselors most influence students' decisions to attend college. Students want personal outreach from admissions counselors and prefer email, text, and social media contact. Financial concerns are a major challenge, and students want help navigating financial aid. Clear and personalized communication is important to help diverse students apply and enroll.
Keynote: Investing and Retirement Knowledge and Preferences of Preservice Tea...Richard Thripp
This study investigated the financial knowledge and retirement preferences of 314 Florida preservice teachers through a 39-item survey. The results showed preservice teachers had very low financial literacy, especially regarding investing and retirement plans. They anticipated facing challenges funding their retirement due to low teaching salaries. While some preferred choosing their own investments, most lacked the knowledge to do so effectively. The study recommends improving financial education for preservice teachers to help address issues of financial wellness and declining teacher retirement benefits.
This document discusses using data to improve accountability and engagement with families and communities. It provides examples of data that can be shared with stakeholders, such as achievement, growth, improvement, and acceleration metrics. It also discusses understanding different types of parents and the data they want, such as information on their child's strengths/weaknesses and progress. The document emphasizes transparency, acknowledging failures, and using facts to have productive discussions about school performance and improvement efforts.
Undermatching refers to high-achieving low-income students who fail to apply to selective colleges that they are qualified for. Research shows that very few low-income high achievers apply to a range of selective colleges, and they are vastly outnumbered as applicants by high-income students with similar qualifications. This undermatching is problematic because research demonstrates that low-income students benefit significantly from attending selective colleges, experiencing better educational and career outcomes. However, low-income high achievers face barriers like isolation from other high achievers, lack of college counseling resources, and difficulty navigating the application process. Interventions shown to help address undermatching include providing students with financial information, application assistance, and support completing financial aid forms.
The document discusses issues with the US education system based on data from various sources. It shows disparities in graduation rates, performance on standardized tests, and career outcomes between racial groups and income levels. It argues that schools need to provide more rigorous academics, especially in math and science, and alternative learning models to better prepare students for college and careers in a global economy.
Using the “Checklist” to Respond to Racial Disproportionality in Special Educ...SPPTAP
This document summarizes a presentation on using checklists to address racial disproportionality in special education. The presentation discusses three checklists that examine district resources, system policies/procedures, and environmental factors. Sample calculations are provided to analyze special education identification rates by race and poverty. The checklists are intended to help districts form hypotheses about contributing factors and choose appropriate remedies by considering multiple causes and data sources.
Achieving Equitable Outcomes with Results-Based Accountability Clear Impact
Achieving equitable outcomes is an integral part of the implementation of Results Based Accountability (RBA). Each step of RBA's Turn the Curve process includes the opportunity for practitioners to consider diversity, equity, and inclusion. This webinar will provide participants with concrete methods for approaching their Turn the Curve process with equity at the forefront, and not as an afterthought.
1) The document discusses resources and technical assistance provided by NDTAC to support educational programs for neglected and delinquent youth.
2) Key topics covered include assessments, family involvement, student learning, special education, teacher quality, and transition/re-entry support.
3) Resources include issue briefs, guides, toolkits, webinars, and presentations to help states and programs improve outcomes for these youth.
The document provides an overview of resources from the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) on supporting the education of neglected and delinquent youth. The resources address topics like family involvement, student learning, assessment, special education, teacher quality, and transition/re-entry. The goal of NDTAC is to improve educational outcomes for these youth by providing technical assistance to states on data collection, monitoring, and continuous program improvement.
The document discusses an overview of Achieving the Dream, a national initiative focused on student success at community colleges. It outlines the goals of Achieving the Dream, which are to help more community college students stay in school and earn certificates or degrees by using data to identify issues, examining the root causes of problems, and developing solutions. It also provides some example data from Pierce College on topics like placement test scores, persistence rates, and awards earned to illustrate the types of data analyzed through Achieving the Dream.
The document discusses standardized test scores and their use in college admissions. It notes that only 25% of high school students score well enough on the ACT to be considered ready for college. It argues that education has become too focused on standardized test preparation rather than creativity or student strengths. This causes anxiety for students who feel they must score well on tests like the ACT or SAT to be successful in college and careers. More research is needed to determine if standardized test scores alone are reliable predictors of college success or if a broader view of students should be considered.
Overrepresentation in special education: Guidelines for parentsAlfredo Artiles
This document discusses culturally and linguistically diverse student overrepresentation in special education. It begins by asking parents to consider if bias or inappropriate practices contribute to special education placements at their child's school. It then provides guidelines for determining if overrepresentation exists, including calculating odds ratios for different ethnic groups' representation in special education programs. Potential causes of overrepresentation discussed include stereotyping, cultural mismatches between home/school, and poor school quality in low-income neighborhoods. The document concludes by advising parents to learn their rights, get involved in the special education process, and work with advocacy groups to monitor and address overrepresentation issues.
1. Prairie Rose School Division is using summative assessment data to set goals for enhancing student learning and engagement through classroom assessment, and to gather information about achievement levels in literacy, numeracy, and engagement for parents, schools, and education departments.
2. Teachers are analyzing MYA data to improve achievement in key areas for all learners, provide a focus for school plans and professional development, and address issues of equity and closing achievement gaps.
3. When looking at MYA and other assessment data, teachers identify strengths and needs, prioritize ideas for improvement as goals, and consider factors like student demographics that provide context for the results.
The document summarizes data about student dropout rates and academic performance in Washington state schools. It finds that students from low-income, multicultural, and limited English backgrounds are most at risk of dropping out. Schools with higher percentages of students in poverty also tend to have higher dropout rates. The author aims to use this data to identify at-risk students and integrate resources to better support these students and communicate with their families to improve outcomes.
A Conversation about Accountability Challenges Associated with Authorizing Sc...Leslie Talbot
This document summarizes a discussion about accountability challenges for schools serving opportunity youth. It outlines fundamental considerations for authorizers, including clearly defining these student populations and establishing enrollment thresholds. While authorizers typically require consistent performance measures, some request additional school-designed measures aligned with the mission. Reasons for charter denial include lack of focus on challenges, reliance on anecdotes over progress, and insufficient capacity evidence. Schools are advised to proactively work with authorizers to negotiate distinct measures using comparable schools. The discussion addressed developing comprehensive definitions, quantifying school design, and involving stakeholders in negotiations.
Respond to at least two colleagues by offering critiques of their .docxwilfredoa1
Respond to at least two colleagues by offering critiques of their analyses. Identify strengths in their analyses and strategies for presenting evaluation results to others. Identify ways your colleagues might improve their presentations. Identify potential needs or questions of the audience that they may not have considered. Provide an additional strategy for overcoming the obstacles or challenges in communicating the content of the evaluation reports.
Student #1 (Janis):
The evaluation report I selected, the school success program: Improving maltreated children’s academic and school-related outcomes. I would present the results of the evaluation on maltreated children academic and school-related by first giving writing materials with data showing the percentage of academic of maltreated children. Present historical information on known facts of children of maltreatment struggling to being successful in school.
They need to know what types of maltreatment children are experiencing: physical, sexual, and psychological abuse. Children who experience different abuse have low school performance, mental health problems, use drugs, and staying in trouble in school. They are more likely to drop out of school, growing up being in and out of Jail. They are more likely to be held back a grade. They enter in school behind their peers. One sign of a children being maltreated is they have higher rate of being absent from school than children who are not maltreated. They are less motivated, engaged in their work, and lack good effective work habits (Mallett, 2012).
They need to know that maltreated children have been shown to increase their knowledge when they have a support system. Having help from children in the class room help them to become successful. I would show data where children have benefited from having tutors, mentors, and programs like Big Brother/Big Sister. The supportive program has been shown to improve the children academic. The programs are very effective in improved academic, behavior, and improvements with their parents, teachers, and peers (Mallett, 2012). Some questions that may be asked is: How to help the maltreated children focused on setting high goals for themselves? Do the maltreated children in the program continue to improve their life once they complete High School?
References
Mallett, C. A. (2012). The school success program: Improving maltreated children's academic
and school-related outcomes. Children & Schools, 34(1), 13–26.
Student #2 (Wilma)
The evaluation report that I chose was The School Success Program: Improving Maltreated Children's Academic and School-related Outcomes. This evaluation report introduces a School Success program for maltreated children in schools. It introduces interventions for these children that consists of certified teachers and tutors to address their poor academic issues. An analysis of how I would present the results of the evaluation to a group of social work colleagues is t.
This research aims to understand the gap in literacy levels between Indigenous and non-Indigenous students in Australia. The researcher created a questionnaire to gather opinions from industry professionals on why this gap exists and how teacher training and government funding schemes have addressed this issue. The questionnaire was distributed by email to teachers, education organization employees, and teacher aides. The responses indicated that most participants were aware of lower literacy scores for Indigenous students on NAPLAN assessments. While some funding is provided to schools, respondents displayed limited knowledge of specific programs supported. Many felt programs like Multi-Lit and Mini-Lit have helped when implemented consistently. Most participants believed they did not have adequate opportunities to further their skills in teaching Indigenous students literacy.
This document outlines a research study on alternative education programs. The study aims to determine whether alternative education systems in America work, and for whom. It will examine best practices of effective rural and urban alternative programs. The research design uses a constructivist model with three data collection methods: observations, interviews, and data analysis. The study will be conducted at two high schools over an extended period to gather qualitative and quantitative data on at-risk students referred to intervention services.
This document contains the agenda and notes from a presentation given by Marcia A. Mardis on national education standards and school library programs. The presentation discusses aligning library programs with standards from organizations like AASL, NEA, and ASCD. It also addresses issues around the replacement of school librarians with paraprofessionals in some districts in violation of state rules.
This document contains the agenda and notes from a presentation given by Marcia A. Mardis on national education standards and school library programs. The presentation discusses aligning library programs with standards from organizations like AASL, NEA, and ASCD. It also addresses issues around the replacement of school librarians with paraprofessionals in some districts in violation of state rules.
This document contains the agenda and notes from a presentation given by Marcia A. Mardis on national education standards and school library programs. The presentation discusses aligning library programs with standards from organizations like AASL, NEA, and ASCD. It also addresses issues around the replacement of school librarians with paraprofessionals in some districts in violation of state rules.
Awareness of Low Socioeconomic Status & Socialization in ChildrenCassidy Meehan, BSW
This document discusses a research study exploring MSU Denver BSW students' knowledge about the effects of socioeconomic status (SES) on children. It begins with an introduction stating the problem of growing socioeconomic gaps and lack of public knowledge about SES effects. A literature review found SES impacts emotional awareness and parenting skills. The study aims to examine student attitudes and beliefs. A survey was administered to 26 students, finding most acknowledged low SES negatively impacts children's academics. Limitations included a small sample size. The conclusion determined flexibility and consideration of reliability and validity are needed to improve research execution and results analysis.
Myths, Realities, Potential and Future of Urban SchoolsKenneth Burnley
Urban myths will be debunked; realities, challenges and joys of serving in the urban environment will be presented; successes and the potential of urban students will be shared; and a dialogue on these topics will occur leading to questions about the future of urban schools. The conversation is designed to be stimulating and provocative while raising questions about issues of urban education to which a lack of solutions may portend grave implications for our nation and its’ preeminence
The lesson emphasizes the importance of obtaining at least a high school diploma for future career and financial success by explaining the relationship between education level, salary, and cost of living; it reviews New Jersey's high school graduation requirements to help 9th grade students achieve academic success; and incorporates small group and individual activities to engage students in learning about enhancing their future opportunities through school achievement.
2014 Case - Factors Impacting Quality of HS Education in NYCTyrone Scott
This document summarizes a case study on factors impacting the quality of high school education in New York City from the perspective of students. It discusses the achievement gap between black/Hispanic and white students, issues with standardized testing and Common Core, school segregation, and challenges with school admissions processes and zoning. Students contributed research on specific topics like the education gap, standardized testing, school ratings, teacher unions, and charter schools. The case calls on teams to propose solutions to close various gaps and address segregation in NYC schools.
Similar to Getting to the Root Causes of Disproportionate Representation in Special Education: Using Root Cause Tools (20)
2014 Case - Factors Impacting Quality of HS Education in NYC
Getting to the Root Causes of Disproportionate Representation in Special Education: Using Root Cause Tools
1. Welcome! Please While Others Join the Meeting Call-In 1-866-244-8528 Enter Pin 303385 and press # Today You Will Need a calculator Connie
2. George Triest Connie Silva-Broussard California Department of Education, Special Education Division's special project, State Performance Plan Technical Assistance Project (SPPTAP) is funded through a contract with the Napa County Office of Education. SPPTAP is funded from federal funds, (State Grants #H027A080116A) provided from the U.S. Department of Education Part B of the Individuals with Disabilities Education Act (IDEA). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.
3. Connie Use Chat to Ask Questions Type message in box on (lower right corner) Click into box, type message, press enter Test Chat Now
6. Webinar Tips Ask questions along the way – use the chat box on the right to pose any questions. use the chat tool
7. Getting to the Root Causes of Disproportionate Representation in Special Education: Using Root Cause Tools Metropolitan Center for Urban Education http://education.nyu.edu/metrocenter/
8. Objectives Develop an understanding of the NYU TACD root cause process Look at disproportionality through in-depth data analysis Methods of data analysis Levels of data analysis
10. Technical assistance recipients Develop a district team – 25 individuals Thirteen school districts (2004-2009) 6 pilot districts (2004-2009) 1 rural, 4 suburban, and 1 urban school district 7 SPP districts (2007-2009) 1 rural and 6 suburban Sixteen school districts (2009-2014) School districts will receive two years of TA services Current districts: 3 large urban school districts and 13 suburban school districts Ten regional teams (2004-2014) Comprised of New York State Education Department funded technical assistance providers. Focused professional development for at-risk districts
11. Part II: a process for identifying the problem
17. Analyzing Special Education and Suspension Data: Data Requirements In order to analyze special education you need to have the following data District enrollment by race and gender Special education enrollment by race and gender, classification, and placement It is critical the general and special education enrollment data reflect the same school years; a lack in consistency prevents appropriate analysis
18. Methods of Data Analysis Three main data tools (calculations) are used to explore special education data: Risk Index or Classification Rate Composition Index Relative Risk Ratio
19. Level 1: Overall Risk Question 1A: What is the overall district classification rate? Question 1B: What is the overall district suspension of SWD rate?
20. Risk Index/Classification Rate The risk index identifies at what rate, or amount of risk students of a particular racial/ethnic group are falling into a particular category What is the rate in which Black students are classified disabled? What is the rate in which Black students with disabilities are suspended? What is the rate in which Latino students are receiving A’s and B’s? What is the rate in which low-income students are in honors and/or AP courses?
21. Overall Risk Classification Rate = Suspension of SWD Rate = Number SWD divided by Total number of students times 100 Classification Rate = 500÷ 5000 x 100 = 10% Number SWD suspended for more than 10 days divided by total number of SWD times 100 Suspension Rate = _______÷_______ x 100
22. Get ready to calculate your own risk index: Get a calculator
23. Classification Rate/Risk Index of Black Students across different districts Calculate the rates What are the rates of classification?
24. Classification Rate/Risk Index of Black Students across different districts Calculate the rates What are the rates of classification?
25. Examining your results What did you notice? What patterns are emerging and what possible problems are becoming apparent? Critical Analysis What are the possible explanations for your findings?
28. NOTE: You Can’t Fix the Numbers by Fixing the Numbers Disproportionality is a condition in districts or schools with deep seeded root causes. In order to help districts and schools address disproportionality, additional data should also be collected.
38. Module A: Understanding Disproportionality Purpose of Module Provide definitions of disproportionality Outline intent of IDEA Outline disproportionality as a national, state and local issue Outline disproportionality as a race-based problem Content Definitions of disproportionality (federal, state and research) Long-term effects of disproportionality on racial/ethnic minority and low-income groups Methods of calculating disproportionality Activities Icebreaker: what do we know? Critical Questions: what should be asked at each step in the referral process? Data Analysis Workbook: what is the nature of our problem? Homework Data List form – collecting classification and discipline data Read research article on poverty, race and disproportionality
39. Icebreaker - Ms. Sutton’s Dilemma: a need for special education Ms. Sutton moves about her fourth grade classroom checking to see which of her students continues to have difficulty with the newly introduced math process of long division. Suddenly, a loud crash draws her attention away from helping students to the commotion in the center of the room. Fallen desks and papers cover the floor. Andy stands in the middle of the havoc. Ms. Sutton breathes deeply. She thinks “When will somebody do something for this child? After all, his test scores show he has difficulty with reading and mathematics. Hasn’t this child struggled long enough to be considered for special education? Can’t the special education classes in this school give him more attention than he can possibly get in a general education class of 30 students?” When Andy engages in class discussions on topics he enjoys, his comments and contributions reflect his regular viewing of educational programs on TV, but his overall performance is low. Ms. Sutton desperately wants to help him, but what are her options? Determined not to let him fail, Ms. Sutton decides to refer him for a special education evaluation. She sees this as her only option to get help for him. From: Truth in Labeling: Disproportionality in Special Education
40. The Policies, Practices, and Beliefs Along the Way –Referrals and Special Education ClassificationsPurpose: To consider the path taken by a student who is classified as having a disability. Directions: Please discuss this student’s journey through the referral and classification process, and write down the key policies, practices, and beliefs that may affect or determine the student’s outcome at each of the steps below
41. Homework assignments Collecting of Special Education Data Specific focus on race/ethnicity x gender, and academic performance levels of classified students Number of students referred and number of students referred and classified Collecting of Suspension Data Specific focus on race/ethnicity x gender, and academic performance levels of classified students Number of students referred and number of students referred and suspended Read articles on interaction of race/ethnicity, poverty, community conditions, and educational practice
42. Articles O’Connor and Fernandez (2006) “Race,Class and Disproportionality” http://edr.sagepub.com/content/35/6/6.abstract Skiba, Michael, and Nardo (2000) “The Color of Discipline” http://www.indiana.edu/~safeschl/cod.pdf
43. Common themes to emerge during Module A Why doesn’t the state and federal government look at poverty as an interacting variable in causing disproportionality? Gaps in practices and policies of pre-referral to referral process. Are we racist or biased as individuals and/or a system? District policies need to be examined more carefully because some may encourage disproportionality. For example, designating some buildings with self-contained classrooms and others with inclusion and co-teaching as the pedagogical approach.
44. Module B (Site visit or skip module) Support schools in collection of homework. Site visits are necessary to provide one-on-one understanding of what information to collect All data should reflect one complete academic year – for example, number of students referred to a pre-referral intervention team should reflect all students referred between September and May.
45. Pre-Module C Preparation Collect classification and/or discipline referral data prior to session. Conduct analysis of data by various subgroups – e.g., race/ethnicity, gender, academic performance levels, etc. Review articles
46. Module C: Analyzing Referral Process and other indicators Purpose of Module Analyze policy, practice and belief data Begin conversation regarding relationship of poverty, race and school practice Content Definitions of how poverty and race impact school practice and student outcomes Understanding outcomes of school and district practices, policies and beliefs Activities Critical Questions: what actions are taken at each step in the referral process? Examine Referral and Records review data: what is the nature of our problem? Community Context data: who’s living in our community? Homework Data List form – collect policy and practice data at building and district level Conduct NCCRESt survey
47. The Policies, Practices, and Beliefs Along the Way –Referrals and Special Education ClassificationsPurpose: To consider the path taken by a student who is classified as having a disability. Directions: Please discuss this student’s journey through the referral and classification process, and write down the key policies, practices, and beliefs that may affect or determine the student’s outcome at each of the steps below
48. Homework assignment (Data List Form) Collecting data on pre-referral to classification practices. This includes… Forms used to refer student to a bldg level intervention/problem-solving team Notes from team meetings, specifically goals established to intervene Number of students referred in academic year by race/ethnicity, gender, academic performance level, grade level, etc. List of common interventions provided by team Collecting data on disciplinary practices including office referrals, in-school suspension, and suspension patterns. Forms used to refer student for disciplinary action Notes from team/individual meeting regarding behavior List of common interventions provides by team or individual for behavior issues
49. Common themes to emerge during Module C Why doesn’t the state and federal government look at poverty as an interacting variable in causing disproportionality? Our system can’t work unless we define and expect the same cultural values. We’re not explicit about the school cultural values and vulnerable populations are penalized for it. Gaps in practices and policies of pre-referral to referral process. District policies need to be examined more carefully because some may encourage disproportionality. For example, designating some buildings with self-contained classrooms and others with inclusion and co-teaching as the pedagogical approach.
50. Module D: Getting to Root Cause Purpose of Module Analyze policy, practice and belief data Continue conversation regarding relationship of poverty, race and school practice Hypothesis root causes Content Understanding outcomes of school and district practices, policies and beliefs Activities Critical Analysis Worksheet : what gaps in practices, policies and beliefs are present? Culturally Responsive Survey: Are our practices responsive to our populations? Homework Research article bibliography – select 1-2 articles for jigsaw conversation
51. Common themes to emerge during Module D Why doesn’t the state and federal government look at poverty as an interacting variable in causing disproportionality? Our system can’t work unless we define and expect the same cultural values. We’re not explicit about the school cultural values and vulnerable populations are penalized for it. Gaps in practices and policies of pre-referral to referral process. And its vitally important that we fix them. How do we start having these conversations at the building level?
52. Module E: Prioritizing and Selecting Root Causes Purpose of Module Define root causes of disproportionality based on policy, practice and belief data Continue conversation regarding relationship of poverty, race and school practice Content Understanding research on disproportionality and its root causes Activities Mapping Root Causes: where is the nature of our problem? Homework Outline preliminary root causes
58. Additional Resources Books Articles Harry, B., & Klingner, J.K. (2006). Why are so many minority students in special education? Understanding race and disability in schools. New York: Teachers College Press. Losen, D. & Orfield, G. (2002) Racial Inequity in Special Education. Harvard Education Press. Klingner, J. K., Artiles, A. J., Kozleski, E., Harry, B., Zion, S., Tate, W., Durán, G. Z., & Riley, D. (2005). Addressing the disproportionate representation of culturally and linguistically diverse students in special education through culturally responsive educational systems. Education Policy Analysis Archives, 13(38). Retrieved [June 22, 2007] from http://epaa.asu.edu/epaa/v13n38/. Skiba, R. J., Poloni-Staudinger, L, Simmons, A. B., Feggins-Azziz, L. R., & Chung, C. (2005). Unproven links: Can poverty explain ethnic disproportionality in special education?. The Journal of Special Education, 39(3), 130-144. National Education Association “Truth in Labeling” http://www.nccrest.org/Exemplars/Disporportionality_Truth_In_Labeling.pdf