Education Commons^™

Connecting Resources To Student Achievement: Assessment Of The Indeterminacy Of District Performance, Peter Simpson, Robert K. Gable, Stacey L. Kite

School Finance and Student Achievement

The purpose of this study is to conduct cluster analyses, resulting in groupings of N=113 districts based on socioeconomic status (SES), which is the independent variable and primary correlate of performance. It is a quantitative analysis of N=113 districts in Massachusetts for the period from 2000 to 2005. The study conducts cluster analyses to evaluate district performance as measured by student achievement. The problem is stated by National Research Council (1999) that: “Indeterminacy characterizes education production”. Indeterminacy is represented by variation in the N=113 districts’ performance. The groupings of performance obtained from the cluster analyses provide information about the types …

Anxiety And Depression As Comorbid Factors In Drinking Behaviors Of Undergraduate College Students Attending An Urban Private University In The Northeastern United States, Charles J. Vohs, Robert K. Gable, Cynthia V.L. Ward, Ronald L. Martel, Joseph Barresi, Dameian Slocumb

Higher Education

High-risk drinking is the number one public health concern on college campuses (Berkowitz, 2003; Kapner, 2003; Wechsler, 2002). To date, high-risk drinking prevention programs have met with limited success (Kapner, 2003).

This study examined differences among four drinking behavior groups: non-drinkers [(ND), (n = 128)], low-risk drinkers [(LRD), (n = 252)], high-risk drinkers [(HRD), (n = 272)], and frequent high-risk drinkers [(FHRD), (n = 290)] with respect to anxiety and depression for male (n = 457) and female (n = 485) undergraduates (N = 942) attending an urban private university in the northeastern United States; and, the perceptions of two …

Measuring College Student Satisfaction: A Multi-Year Study Of The Factors Leading To Persistence, Felice D. Billups

Higher Education

How satisfied are students with their college experience? Do they receive the academic and social benefits they expect when they enroll? At what point do they decide that their institutional choice is a “fit” or not? Numerous researchers have investigated these questions for decades (Astin, 1977; Noel, 1978; Pascarella & Terenzini, 2005; Peters, 1988; Tinto, 1987). In the end, most researchers agree that highly satisfied students are more likely to remain in, and ultimately, graduate from college. One of the ways that colleges measure student satisfaction is through the administration of student satisfaction surveys. Satisfaction survey programs emerged in the …