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Connecticut Pre-K Policy, Parental Choice, And The Trinity College Community Child Center, Manny Rodriguez
Connecticut Pre-K Policy, Parental Choice, And The Trinity College Community Child Center, Manny Rodriguez
Community Learning Research Fellows
Traditional public-school programs in Connecticut have experienced being pushed out and overtaken by newer schooling options such as magnet and charter schools. This has largely occurred due to the landmark Sheff vs. O’Neill decision, which resulted in a host of regulations and policies aimed at ensuring schools were well integrated across the state. One of these policies called for the development of magnet schools. The influx of magnet pre-k programs has caused preschools like the Trinity College Community Child Center (TC4) to lose enrollees and, in turn, revenue. For this project, I researched how state funding policy changes impact the …
Community College Student-Parents: Experience, Persistence, And Outcomes, Emily Schroeder
Community College Student-Parents: Experience, Persistence, And Outcomes, Emily Schroeder
Community Learning Research Fellows
Adults who occupy both the role of student and parent represent a unique population within the American higher education system, as they must balance their dual responsibilities in the classroom and at home. Unfortunately, little research on “student parents” exists regarding the additional challenges they face as they balance their responsibilities and the degree of success they find in their academic careers.Thus, in partnership with the Connecticut Early Childhood Alliance (CECA) and Capital Community College, we endeavored to answer the question of what differences exist between the experiences of parent and non-parent students in regards to their attendance, persistence, and …
What Do Higher Socioeconomic Families Value In Child Care Centers?, Renita Washington
What Do Higher Socioeconomic Families Value In Child Care Centers?, Renita Washington
Community Learning Research Fellows
Trinity College Community Child Care Center (TC4) has served children, ages six weeks – 5 years, and their families since 1985. Their mission is to “serve the children and families of the surrounding Hartford community and the Trinity College community by providing high-quality education in a safe and nurturing environment that celebrates the diversity…” TC4’s goal is to serve a diverse group of families, regardless of race, socioeconomic status, or disabilities. TC4 is interested in recruiting more higher-income families to ensure they can continue to meet the needs of the Center as it servers various populations. To support TC4 in …
Challenges Encountered By Adult Esl Tutors In The Classroom: A Study Of Esl Resources At Jubilee House, Brenda Ordonez
Challenges Encountered By Adult Esl Tutors In The Classroom: A Study Of Esl Resources At Jubilee House, Brenda Ordonez
Community Learning Research Fellows
Adult literacy and ESL programs face unique challenges that K-12 or higher education settings do not encounter. ESL programs often have a limited budget and are run by community organizations that have volunteer teachers with little to no experience or training in teaching a language and literacy class or other pedagogical content knowledge. Jubilee House provides English literacy and social integration services to Hartford residents, especially immigrants and refugees. Through these programs, Jubilee House is able to help its students become active citizens and sustain their independence. Given the amount of preparation Jubilee tutors receive and the limited resources offered, …
State Of Bilingual Education In Hartford: Opportunities For Growth, Alejandra Zaldivar
State Of Bilingual Education In Hartford: Opportunities For Growth, Alejandra Zaldivar
Community Learning Research Fellows
This project analyzes which Hartford elementary schools currently have bilingual programs. There is a necessity to see the evolution of bilingual programs over the recent years. To gain a better understanding of how many students are learning English as a second language, I examined individual school reports between 2017 and 2018. Also, I analyzed the demographics of seven Hartford schools to determine why these schools have bilingual programs. Furthermore, I interviewed two officials from the Department of Education to understand the condition and background of this program in the state. Two key findings were that there are two different bilingual …