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Full-Text Articles in Education
Rethinking Standardized Testing From An Access, Equity And Achievement Perspective: Has Anything Changed For African American Students?, Michael Couch Ii, Marquisha Frost, J. Santiago, Adriel Hilton
Rethinking Standardized Testing From An Access, Equity And Achievement Perspective: Has Anything Changed For African American Students?, Michael Couch Ii, Marquisha Frost, J. Santiago, Adriel Hilton
Journal of Research Initiatives
This study examined standardized testing and its effects on African American students. The authors focused on three perspectives: access, equity, and achievement about students' academic success in their K-12 educational experiences and how the quality of their education and test scores impacted their college acceptance rate, respectively. The three perspectives are specific to the works of Dr. Asa G. Hilliard and Dr. Barbara A. Sizemore, both of whom were passionate about the academic success and progression of students of African descent. Their many works embody a fight against standardized testing for students, especially those of color, and work toward a …
Dual Language Effectiveness To Narrow Achievement Gaps: A Quantitative Correlational Study, Belinda Reyes Ed.D.
Dual Language Effectiveness To Narrow Achievement Gaps: A Quantitative Correlational Study, Belinda Reyes Ed.D.
Journal of English Learner Education
An increase in the English learner (EL) population is evident in public schools throughout the United States. Academic achievement gaps between ELs and non-EL peers persist from early childhood through the post-secondary level (Florida Department of Education, 2019c). The gap in the literature is the lack of studies analyzing the language acquisition of ELs enrolled in dual language programs to narrow the achievement gap of ELs. Transformative Learning Theory and the Dynamic Systems Theory are the foundation of the theoretical framework. Key research questions seek data on the relationship between standardized assessments measuring language acquisition and academic performance of third-grade …
Achieving Equity: An Evaluation Of A Multi-Component, Lower Division Student Success Program, Mary Beth Love, Rama Ali Kased, Savita Kumari Malik, Sherria D. Taylor, Vicki Legion, Celia Graterol, Alycia Shada, Paul Previde, Patricia Wirth
Achieving Equity: An Evaluation Of A Multi-Component, Lower Division Student Success Program, Mary Beth Love, Rama Ali Kased, Savita Kumari Malik, Sherria D. Taylor, Vicki Legion, Celia Graterol, Alycia Shada, Paul Previde, Patricia Wirth
Journal of Educational Research and Practice
The purpose of this study was to evaluate an academic support program that aims to improve persistence and graduation for lower-division students who are low income, first generation, and/or underrepresented. Students were organized in 10 academies that serve as a “school within a school” and have three main elements: a pathway of two linked general education courses that students follow, cohort-style, over four semesters; wraparound student services integrated into the classroom; and a 45-hour faculty development process. Program participants (n = 2,281) were compared to a matched comparison group (n = 2,276). Multimodal logistic regression analyses showed that …
Building And Maintaining Sanctuary Spaces Through Face To Face Writing Assessment, Jeffrey Austin, Ann Burke, Ellen Foley, Gretchen Rumohr
Building And Maintaining Sanctuary Spaces Through Face To Face Writing Assessment, Jeffrey Austin, Ann Burke, Ellen Foley, Gretchen Rumohr
Teaching/Writing: The Journal of Writing Teacher Education
Seasoned secondary and college instructors discuss successful face-to-face assessment, especially in virtual settings. F2F assessment frees educators to co-create equitable literacy learning experiences with students, encourages agency, demystifies the grading process, develops the classroom community, and brings meaningful inquiry about writers’ own skills and practices, ultimately disrupting inequities and inequalities of traditional grading and creating “sanctuary spaces” for all writers.
Completion Grants: A Multi-Method Examination Of Institutional Practice, Sara Goldrick-Rab, Travis York, Clare Cady, Christy Baker-Smith
Completion Grants: A Multi-Method Examination Of Institutional Practice, Sara Goldrick-Rab, Travis York, Clare Cady, Christy Baker-Smith
Journal of Student Financial Aid
Public universities are intent on increasing degree completion for many reasons. A stronger policy focus on completion and interest in removing students’ financial hurdles has led to a rapid proliferation of completion grant programs. This paper reports on a mixed method implementation study of completion grant programs at seven broad- and open-access universities. Drawing on case studies of completion grant programs and student surveys, we examine the work of the administrators and professionals who create and implement these programs. As it can diminish program efficacy and increase inequality, we pay particular attention to administrative burden for staff and students. We …