Advanced Placement, Qualifying, and Degree Completion Programs for Internationally Trained Dentists in Canada and the United States: An Overview

2009 ◽  
Vol 73 (3) ◽  
pp. 399-415 ◽  
Author(s):  
Noriko B. Boorberg ◽  
Dieter J. Schönwetter ◽  
Vanessa L. Swain
Keyword(s):  
United States ◽  
Advanced Placement ◽  
Degree Completion ◽  
The United States ◽  
Degree Completion Programs

scholarly journals Washington Insider

2010 ◽  
Vol 43 (03) ◽  
pp. 610
Keyword(s):  
United States ◽  
Graduate Education ◽  
Degree Completion ◽  
Graduate School ◽  
Current System ◽  
The United States ◽  
National Strategy ◽  
Viable Option ◽  
Global Competitiveness ◽  
The Future

On April 29, 2010, the Commission on the Future of Graduate Education in the United States released the report The Path Forward: The Future of Graduate Education in the United States. The report maintains that graduate education is key to U.S. global competitiveness, but the current system is vulnerable to losing ground as a world leader in education and research if a national strategy to increase degree completion and broaden participation is not adopted. The report also includes recommendations for universities, industry, and government to ensure that graduate school is a viable option for a growing number of U.S. citizens. Findings include:

scholarly journals Appreciative Advising to Promote Degree Completion by Appalachian Women

2016 ◽  
Vol 36 (2) ◽  
pp. 47-53 ◽  
Author(s):  
Brad Pulcini
Keyword(s):  
United States ◽  
Degree Completion ◽  
College Persistence ◽  
The United States ◽  
Completion Rate ◽  
Appalachian Region ◽  
Appreciative Advising ◽  
Appalachian Women ◽  
Cycle Of Poverty ◽  
Postsecondary Degree

Women from the Appalachian region complete undergraduate degrees at a lower rate than other students across the United States. The low postsecondary completion rate correlates to the high levels of poverty within this region. In addition to identifying the economic and educational gaps between the Appalachian region and others in the general U.S. population, advisors must examine the roles, values, and characteristics of Appalachian women to increase their college persistence. The cultivation of hope and the implementation of appreciative advising may increase postsecondary degree completion and thus help Appalachian women break the cycle of poverty.

Rigor restricted: Unequal participation in advanced placement

2020 ◽  
Vol 102 (4) ◽  
pp. 30-34
Author(s):  
Suneal Kolluri
Keyword(s):  
United States ◽  
High School ◽  
Advanced Placement ◽  
The United States ◽  
Urban High School ◽  
Marginalized Students ◽  
Latino Boys ◽  
Advanced Placement Programs ◽  
Boys Of Color ◽  
Black And Latino

Although participation in Advanced Placement programs has been expanding rapidly across the United States, participation among marginalized students generally, and boys of color in particular, has remained lower than for other students. In his observations at an urban high school, Suneal Kolluri found that, if they were going to put in the work required in these classes, Black and Latino boys needed to feel connected to the teachers and the curriculum. Some signed up for AP classes because they liked the teachers, but when they got the impression that those teachers didn’t believe in them, they disengaged. In addition, they didn’t see the value of the content presented in AP classes. Although teachers and counselors tried to motivate them by explaining that it would prepare them for college, the students were unconvinced that they needed this help.

scholarly journals Persistence of Women in Online Degree-Completion Programs

2008 ◽  
Vol 9 (2) ◽  
Author(s):  
Terry Müller
Keyword(s):  
Learning Community ◽  
Degree Completion ◽  
Online Courses ◽  
The United States ◽  
Postsecondary Institutions ◽  
Women Learners ◽  
Degree Completion Programs ◽  
Strong Motivation ◽  
Online Degree

Although online courses at postsecondary institutions promise adults access, flexibility, and convenience, many barriers to online learning remain. This article presents findings from a qualitative case study, which explored the phenomenon of undergraduate and graduate women learners’ persistence in online degree-completion programs at a college in the Northeast of the United States. Research questions asked why women learners persisted or failed to persist, and how factors supporting or hindering persistence influenced learners. Interviews with a purposeful sample of 20 participants revealed the complexity of variables affecting learners’ persistence to graduation. Findings suggested that multiple responsibilities, insufficient interaction with faculty, technology, and coursework ranked highest as barriers to women’s persistence. Strong motivation to complete degrees, engagement in the learning community, and appreciation for the convenience of an online degree-completion option facilitated persistence.

The Effects of Two Semesters of Secondary School Calculus on Students' First and Second Quarter Calculus Grades at the University of Utah

1970 ◽  
Vol 1 (1) ◽  
pp. 57-60
Author(s):  
William Baker Robinson
Keyword(s):  
United States ◽  
Secondary School ◽  
Advanced Placement ◽  
The United States ◽  
Board Of Education ◽  
University Of Utah ◽  
Students First ◽  
The University ◽  
State Board Of Education ◽  
State Board

The incidence of the teaching of calculus in the secondary school and participation in the Advanced Placement Program in Mathematics has been increasing. The number of students taking the Advanced Placement Examination in Mathematics increased in the United States from 386 in 1956 to 10,675 in 1967 (CEEB, 1956, L967) and in Utah from l in 1962 to 101 in 1967 (Utah State Board of Education, 1967).

Melodic Dictation Instruction

2015 ◽  
Vol 63 (2) ◽  
pp. 224-237 ◽  
Author(s):  
Nathan O. Buonviri ◽  
Andrew S. Paney
Keyword(s):  
United States ◽  
Advanced Placement ◽  
Music Theory ◽  
Relevant Literature ◽  
The United States ◽  
Instructional Time ◽  
Aural Skills ◽  
Instructional Resources ◽  
Test Taking ◽  
Melodic Dictation

Based on relevant literature and recent qualitative findings, the purpose of this survey research was to identify pedagogical approaches to melodic dictation employed by Advanced Placement (AP) Music Theory teachers across the United States. The researcher-designed survey questions focused on pitch and rhythm skills, instructional resources, dictation strategies, test-taking skills, and characteristics of successful dictation students. The survey was distributed online to a stratified random sample of 875 AP Music Theory teachers across the United States. Of these recipients, 398 participants from 49 states and the District of Columbia completed the survey, yielding a 45.5% return rate. Results indicated that teachers preferred pitch systems that emphasized scale degree function and rhythm systems that emphasized the meter. Participants also reported the influence of the AP exam on their dictation teaching and described their need for additional instructional time and better preparation for teaching aural skills. Suggestions for further research include similar studies of other populations, including high school teachers of other theory courses and college theory instructors.

DACA-Mexico Origin Students in the United States-Mexican Borderlands

2020 ◽  
pp. 20-45
Author(s):  
Maggie Dominguez ◽  
Miriam L. Frolow
Keyword(s):  
United States ◽  
College Students ◽  
New Mexico ◽  
Degree Completion ◽  
Online Survey ◽  
The United States ◽  
Mexican Origin ◽  
Undocumented Youth ◽  
Deferred Action ◽  
Youth And Young Adults

The Deferred Action for Childhood Arrivals (DACA) Program enabled more than 700,000 undocumented youth and young adults since 2012 the chance to have a lawful presence in the United States for a 2-year renewable period. With DACA status, college students could have access to financial aid and possibly in-state tuition, as well as opportunities to work legally. A correlational study was conducted in 2016-2017 with 30 DACA college students of Mexican Origin who were residing in California, Texas, Arizona, and New Mexico. They completed an anonymous online survey about their intent to persist to degree completion, their views on the college climate for diversity, and their sense of belonging on campus. The results of the study confirm the need for higher education faculty and staff to provide services and resources and to build trust with this vulnerable student population.

scholarly journals Participation, Persistence, and Attainment Rates: The US Standing

2015 ◽  
Author(s):  
Arthur M. Hauptman
Keyword(s):  
Higher Education ◽  
United States ◽  
Community College ◽  
Degree Completion ◽  
Tertiary Education ◽  
The United States ◽  
Oecd Countries ◽  
Participation Rates ◽  
The Us ◽  
Bachelor's Degrees

Several recent reports in the United States have compared the American performance in higher education to that of other Organization for Economic Cooperation and Development (OECD) countries, and concern that the United States is slipping when it comes to attainment rates in tertiary education. However, the United States continues to have among the highest participation rates among OECD countries, below average rates of completion, among the highest attainment rates for bachelor's degrees, and average to below average attainment rates for subbachelor's degrees. One key conclusion from this analysis is that a key challenge for the United States is to figure out how to improve the degree completion rate of its community college students.

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