Does Developmental Education Reform Help or Hinder the Success of Language Minority Students? An Exploration by Language Minority, ESOL, and Foreign-Born Status

2021 ◽  
pp. 1-57
Author(s):  
Christine G. Mokher ◽  
Toby J. Park-Gaghan ◽  
Shouping Hu
Keyword(s):  
Education Reform ◽  
Developmental Education ◽  
Interrupted Time Series ◽  
Language Minority ◽  
College Level ◽  
Foreign Born ◽  
Before And After ◽  
Intersecting Identities ◽  
Speakers Of Other Languages ◽  
Additional Support

Abstract Community colleges may face challenges supporting the unique needs of language minority (LM) students whose primary language is not English. Florida provides a unique context for examining whether LM students who are considered underprepared for college-level coursework benefit more from traditional developmental education programs in reading and writing, or reformed programs that allow most students to accelerate or even bypass developmental requirements while providing additional support services. Utilizing statewide data from firsttime-in-college students at all 28 Florida College System institutions, we use an interrupted time series design with an analysis of heterogenous effects to compare first year coursetaking outcomes in English before and after Florida’s developmental education reform for LM versus non-LM students. We also consider the intersecting identities of LM students by further disaggregating results based on whether students took high school courses in English for Speakers of other Languages (ESOL), and for native-born versus foreign-born students. The findings suggest that while the reform’s benefits are similar for LM and non-LM students overall, there are importance differences among LM subgroups which indicate that ESOL and foreign-born students may benefit most.

scholarly journals What Happened Following Comprehensive Developmental Education Reform in the Sunshine State? The Impact of Florida’s Developmental Education Reform on Introductory College-Level Course Completion

2020 ◽  
Vol 49 (9) ◽  
pp. 656-666 ◽  
Author(s):  
Toby J. Park-Gaghan ◽  
Christine G. Mokher ◽  
Xinye Hu ◽  
Hayley Spencer ◽  
Shouping Hu
Keyword(s):  
Education Reform ◽  
Developmental Education ◽  
White Students ◽  
Interrupted Time Series ◽  
Course Completion ◽  
College Level ◽  
Passing Rates ◽  
The Impact ◽  
Racial Ethnic ◽  
Introductory College

Florida’s Senate Bill 1720 allowed many students to bypass developmental education and enroll directly in introductory college-level courses. We use an interrupted time series design to introductory college-level courses enrollment and passing rates in English and math for three cohorts of college students prereform and three cohorts postreform. Based on a cohort-by-cohort comparative analysis, we find that cohorts after the reform are more likely to enroll and pass introductory college-level courses in their 1st year of college, indicating that the reform may help to accelerate student success in college. Further, we find that Black and Hispanic students experience even greater gains in passing rates than White students, effectively narrowing the racial/ethnic achievement gap.

scholarly journals Do Colleges Perform the Same Following Developmental Education Reform? The Case of Florida’s Senate Bill 1720

2021 ◽  
Author(s):  
Xinye Hu ◽  
Shouping Hu
Keyword(s):  
Education Reform ◽  
Developmental Education ◽  
White Students ◽  
Rural Areas ◽  
Institutional Characteristics ◽  
College Level ◽  
Passing Rates ◽  
College System ◽  
Institutional Differences ◽  
Florida College

AbstractDevelopmental education (DE) reform took place among the 28 Florida College System (FCS) institutions in 2014. In this study, we examine how cohort-based passing rates in college-level English and math courses changed at different colleges for pre- and post-policy period and explore what institutional characteristics were related with various institutional trajectories of cohort-based course passing rates in the post-policy period. Employing longitudinal data analysis, we found that colleges performed similarly regarding cohort-based passing rates in both college-level English and combined math courses before DE reform and had a similar elevation in the cohort-based English course passing rates when DE reform took place in 2014. However, colleges experienced different change patterns in the years following DE reform. Specifically, colleges located in rural areas and with more White students experienced relatively lower college-level English passing rates in the post-policy period than their counterparts. Different colleges had slight differences in the trajectory of college-level math passing rates by cohort after SB 1720 in 2014, but institutional characteristics in this study did not adequately capture inter-institutional differences.

An On-Ramp to Student Success: A Randomized Controlled Trial Evaluation of a Developmental Education Reform at the City University of New York

2021 ◽  
pp. 016237372110089
Author(s):  
Michael J. Weiss ◽  
Susan Scrivener ◽  
Austin Slaughter ◽  
Benjamin Cohen
Keyword(s):  
New York ◽  
Education Reform ◽  
Developmental Education ◽  
College Readiness ◽  
Controlled Trial ◽  
College Level ◽  
Intensive Instruction ◽  
Trained Teachers ◽  
The City ◽  
Education Courses

Most community college students are referred to developmental education courses to build basic skills. These students often struggle in these courses and college more broadly. CUNY Start is a prematriculation program for students assessed as having significant remedial needs. CUNY Start students delay matriculation for one semester and receive time-intensive instruction in math, reading, and writing with a prescribed pedagogy delivered by trained teachers. The program aims to help students complete remediation and prepare for college-level courses. This article describes the results of an experiment at four community colleges (n ~ 3,800). We estimate that over 3 years, including one semester that students spent in the program and two-and-a-half years after the program was complete, CUNY Start substantially increased college readiness, slightly increased credit accumulation, and modestly increased graduation rates (by increasing participation in CUNY’s highly effective Accelerated Study in Associate Programs [ASAP]).

Accelerating to Success: The Impact of Florida's Developmental Education Reform on Credit Accumulation

2020 ◽  
Vol 122 (12) ◽  
pp. 1-38
Author(s):  
Christine G. Mokher ◽  
Toby J. Park-Gaghan ◽  
Shouping Hu
Keyword(s):  
Student Success ◽  
Education Reform ◽  
Developmental Education ◽  
Support Services ◽  
Underprepared Students ◽  
First Year ◽  
College Level ◽  
The Impact ◽  
Education Courses

Background/Context Underprepared students at community colleges are often assigned to a sequence of developmental education courses that can substantially delay, or even halt, their progress to degree completion. In 2014, Florida implemented a comprehensive reform under Senate Bill (SB) 1720 that allowed the majority of incoming students to enroll directly into college-level courses, while remaining developmental education courses were offered in new instructional modalities that were designed to be completed more quickly than traditional semester-long courses. Colleges provided extensive advising and academic support services intended to help students succeed while progressing at a more accelerated pace. Purpose/Objective/Research Question/Focus of Study In this study, we examined the impact of Florida's developmental education reform on early momentum. More specifically, we defined early momentum as student success in early outcomes (such as the number of credits attempted and earned), which may set students on a promising long-term trajectory on subsequent postsecondary outcomes. Population/Participants/Subjects Our sample included all first-time-in-college students enrolled in all 28 public state colleges. We included three cohorts of students before the reform and up to three cohorts of students after the reform. Each cohort consisted of approximately 70,000 students. Research Design We used an interrupted time series design to compare student outcomes three years before the reform with those up to three years after the reform. Our outcome variables, measured one and three years following initial college enrollment, represented continuous indicators for the number of college-level credits attempted and the number of college-level credits earned. We also examined whether the data revealed heterogeneity in the reform's impacts by race/ethnicity, family income status, and level of high school academic preparation. Findings/Results We found small positive effects on all outcomes, indicating that the reform accelerated student success in both the short term and longer term. The impacts of the reform were even greater for Black, Hispanic, Indigenous, low-income, and underprepared students (particularly in the first year), thus reducing existing achievement gaps. Conclusions/Recommendations Florida's SB 1720 consisted of a complementary set of reform efforts that may together have a larger impact than any single component alone. The results suggest that initial momentum gains in the first year may have set some students on a more successful long-term trajectory, particularly those most likely to be assigned to developmental education before the reform. Colleges should continue to provide comprehensive student support services to help students succeed while progressing at a more accelerated pace.

Does the Method of Acceleration Matter? Exploring the Likelihood of College Coursetaking Success Across Four Developmental Education Instructional Strategies

2021 ◽  
Vol 123 (9) ◽  
pp. 3-27
Author(s):  
Christine G. Mokher ◽  
Toby J. Park-Gaghan ◽  
Shouping Hu
Keyword(s):  
College Students ◽  
Education Reform ◽  
Developmental Education ◽  
Instructional Strategies ◽  
Research Question ◽  
Underprepared Students ◽  
College Level ◽  
Success Rates ◽  
Using Data ◽  
Inverse Probability Weighted

Background/Context: Accelerated instructional strategies for developmental education have been promoted as a way to help underprepared students to progress more quickly through college-level coursework. Yet, what remains unknown is whether certain accelerated strategies are more effective than others and whether this initial acceleration may lead to longer term success. Purpose/Objective/Research Question/Focus of Study: We examine whether the likelihood of success varies for completion of mathematics and English requirements over 3 years among the Florida students enrolled in courses using one of four developmental instructional strategies: compressed, corequisite, modularized, or contextualized. Population/Participants/Subjects: Our sample includes all first-time-in-college students during the 2015–2016 year who enrolled in all 28 public state colleges and took any developmental education course during the first year. Research Design: We use inverse probability-weighted regression adjustment (IPWRA) to compare success rates in completion of mathematics and English requirements over 3 years for Florida college students in each of these strategies. Findings/Results: Overall, the results demonstrate variation in the likelihood of success for completion of mathematics and English courses over 3 years among students in different developmental instructional strategies, which suggests that the method of acceleration does matter. Corequisite courses tended to lead to greater long-term gains in math and, to an extent, in reading, while contextualized tended to be most effective in writing. Conclusions/Recommendations: Leaders can play an important role in strengthening institutional capacity to effectively implement developmental education reform by developing faculty buy-in, ensuring adequate resources to scale and sustain reform efforts, and using data to inform future decision-making.

scholarly journals Determinants of Declining School Belonging 2000–2018: The Case of Sweden

2021 ◽  
Author(s):  
Björn Högberg ◽  
Solveig Petersen ◽  
Mattias Strandh ◽  
Klara Johansson
Keyword(s):  
Education Reform ◽  
School Environment ◽  
International Student ◽  
Student Assessment ◽  
School Belonging ◽  
Foreign Born ◽  
Bottom Part ◽  
Performance Orientation ◽  
International Student Assessment ◽  
Using Data

AbstractStudents’ sense of belonging at school has declined across the world in recent decades, and more so in Sweden than in almost any other high-income country. However, we do not know the characteristics or causes of these worldwide trends. Using data on Swedish students aged 15–16 years from the Programme for International Student Assessment (PISA) between 2000 and 2018, we show that the decline in school belonging in Sweden was driven by a disproportionately large decline at the bottom part of the distribution, and was greatest for foreign-born students, students from disadvantaged social backgrounds, and for low-achieving students. The decline cannot be accounted for by changes in student demographics or observable characteristics related to the school environment. The decline did, however, coincide with a major education reform, characterized by an increased use of summative evaluation, and an overall stronger performance-orientation.

354 Trends in the Drug-Sparing Effects for Benzodiazepines and Prescription Opioids among Insomnia Patients on Suvorexant in the US

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A141-A141
Author(s):  
Hrishikesh Kale ◽  
Rezaul Khandker ◽  
Ruchit Shah ◽  
Marc Botteman ◽  
Weilin Meng ◽  
...  
Keyword(s):  
Interrupted Time Series ◽  
Charlson Comorbidity Index Score ◽  
Prescription Opioid ◽  
Prescription Opioids ◽  
Opioid Use ◽  
Before And After ◽  
Prescription Opioid Use ◽  
Incident Cohort ◽  
Over Time ◽  
Post Period

Abstract Introduction Use of benzodiazepines to treat insomnia has been associated with serious side effects and abuse potential. Insomnia patients are at high risk of opioid abuse and better sleep patterns may help to reduce opioid use. This study examined the trend in the use of benzodiazepines and prescription opioids before and after initiation of suvorexant in insomnia patients. Methods The study analyzed 2015–2019, Optum Clinformatics Data Mart. Insomnia patients, identified using ICD-9/10 codes and prescribed suvorexant were included. The study included incident (newly diagnosed) and prevalent cohorts of insomnia patients. The proportion of patients on benzodiazepines or prescription opioids were calculated for 12 monthly intervals before (pre-period) and after initiation of suvorexant (post-period). Interrupted time series (ITS) analysis was conducted to assess trends for use of benzodiazepine or prescription opioids over time. Results A total of 5,939 patients from the incident insomnia cohort and 18,920 from the prevalent cohort were included. For the incident cohort, mean age was 64.47 (SD: 15.48), 63% were females, 71% had Medicare Advantage coverage, 59% had Charlson comorbidity index score (CCI) ≥ 1, 27% had an anxiety disorder and 16% had substance abuse disorder. Prevalent insomnia cohort was similar but had higher CCI. Results from ITS suggested that at the beginning of the pre-period, 28% of incident insomnia patients used either opioids or benzodiazepines with the rate of use in the pre-period increasing by 0.11% per month. In the post-period, the rate of use decreased by 0.33% per month. About 26% patients used benzodiazepines or opioids at 12-month after suvorexant initiation. In the absence of suvorexant, this proportion would have been 31%. Similar findings were observed for the prevalent insomnia cohort. A larger decrease was observed for opioid use than benzodiazepines. Conclusion The rate of benzodiazepines or prescription opioid use decreased over time after the initiation of suvorexant. Suvorexant has the potential to reduce the use of opioids and benzodiazepines among insomnia patients. Further research is needed to confirm these findings. Support (if any) This study was sponsored by Merck Sharp & Dohme Corp., a subsidiary of Merck & Co., Inc., Kenilworth, NJ, USA.

scholarly journals Changes in the Use of Broad-Spectrum Antibiotics after Cefepime Shortage: a Time Series Analysis

2011 ◽  
Vol 56 (2) ◽  
pp. 989-994 ◽  
Author(s):  
C. Plüss-Suard ◽  
A. Pannatier ◽  
C. Ruffieux ◽  
A. Kronenberg ◽  
K. Mühlemann ◽  
...  
Keyword(s):  
Time Series ◽  
Pseudomonas Aeruginosa ◽  
Broad Spectrum ◽  
Interrupted Time Series ◽  
Antibiotic Policy ◽  
Content Type ◽  
Broad Spectrum Antibiotics ◽  
Before And After ◽  
Alternative Antibiotic ◽  
The Impact

ABSTRACTThe original cefepime product was withdrawn from the Swiss market in January 2007 and replaced by a generic 10 months later. The goals of the study were to assess the impact of this cefepime shortage on the use and costs of alternative broad-spectrum antibiotics, on antibiotic policy, and on resistance ofPseudomonas aeruginosatoward carbapenems, ceftazidime, and piperacillin-tazobactam. A generalized regression-based interrupted time series model assessed how much the shortage changed the monthly use and costs of cefepime and of selected alternative broad-spectrum antibiotics (ceftazidime, imipenem-cilastatin, meropenem, piperacillin-tazobactam) in 15 Swiss acute care hospitals from January 2005 to December 2008. Resistance ofP. aeruginosawas compared before and after the cefepime shortage. There was a statistically significant increase in the consumption of piperacillin-tazobactam in hospitals with definitive interruption of cefepime supply and of meropenem in hospitals with transient interruption of cefepime supply. Consumption of each alternative antibiotic tended to increase during the cefepime shortage and to decrease when the cefepime generic was released. These shifts were associated with significantly higher overall costs. There was no significant change in hospitals with uninterrupted cefepime supply. The alternative antibiotics for which an increase in consumption showed the strongest association with a progression of resistance were the carbapenems. The use of alternative antibiotics after cefepime withdrawal was associated with a significant increase in piperacillin-tazobactam and meropenem use and in overall costs and with a decrease in susceptibility ofP. aeruginosain hospitals. This warrants caution with regard to shortages and withdrawals of antibiotics.

“Mother’s Health and Well-Being Matters: Is a Mediated Social Cohesion Public Health Intervention Feasible?”

2021 ◽  
pp. 089011712110553
Author(s):  
Cheryl Jones ◽  
Marley Gibbons ◽  
Kate Magsamen-Conrad ◽  
Kathleen T. Ulanday ◽  
Jessica Watterson ◽  
...  
Keyword(s):  
New York ◽  
Low Socioeconomic Status ◽  
Public Health Intervention ◽  
Well Being ◽  
Careful Consideration ◽  
Before And After ◽  
Washington Heights ◽  
Additional Support ◽  
Risk Of Cancer ◽  
The Impact

Purpose To test the feasibility of introducing ‘Free Time for Wellness’ (FT4W) an intervention to increase healthy behaviours and reduce the risk of cancer. Design Feasibility study; Setting: Washington Heights, New York, USA is a low socioeconomic status area. Subjects Mothers aged 18 and above with children under 12 years of age and living in Washington Heights were recruited. Intervention FT4W, a community-based intervention delivered through a neighbourhood-based app, offering weekly dance and yoga classes, food pantry visits and group playdates. Childcare professionals cared for participants' children during wellness activities. Measures A bespoke before and after survey was designed and tested for its ability to collect relevant data to assess the impact of FT4W. Outcomes included recruitment rates, participation, attrition, acceptability, and success of the community champion. Analysis Comparisons of proportions and means Results Twenty-one mothers participated in the study of which 90% attended ≥ 1 FT4W activity; 65% ≥ 2; 52% ≥ 3. The survey was completed by a 100% of participants indicating it was easy to understand and not too burdensome. All measures detected change in constructs from baseline to follow-up. Availability of childcare was the most commonly (66%) reported reason participants were able to engage in the offered wellness activities. Conclusion Conducting a larger-scale trial to assess the impact of FT4W is feasible considering 4 major lessons. (1) Recruitment, retention, and acceptability rates were high; however, moms need additional support to increase participation in wellness activities and improve tech literacy. (2) Research measures were sensitive enough to detect change, but the timing of assessments needs to be considered. (3) Participants greatly valued access to professional childcare. (4) The Community Champion is a necessary, but difficult role to fill that requires careful consideration by the Institutional Review Board (IRB).

A comparison of global suicide terrorism by region before and after 9/11 terrorist attacks

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ahmet Guler ◽  
Mustafa Demir
Keyword(s):  
Time Series ◽  
Interrupted Time Series ◽  
Sub Saharan Africa ◽  
Terrorist Attacks ◽  
Suicide Terrorism ◽  
Content Type ◽  
The World ◽  
Before And After ◽  
Sub Saharan ◽  
Global Terrorism Database

Purpose This study aims to examine the effect of the 9/11 terrorist attacks on suicide terrorism in different regions of the world and changes in the trends in suicide terrorism according to regions before and after 9/11. Design/methodology/approach Using the data obtained from the Global Terrorism Database from 1981 to 2019, the descriptive statistics were computed first and then, independent samples t-tests were run to compare the monthly mean percentage of suicide-terrorism incidents that occurred in each region between the pre-9/11 and the post-9/11 periods. Finally, to statistically assess the effect of the 9/11 attacks and changes in the trends for the dependent variables over time, monthly interrupted time-series analyzes were conducted. Findings The results of monthly interrupted time series analyzes showed that after the 9/11 attacks, the trends for suicide-terrorism rates decreased significantly in three regions including South Asia, the Middle East and North Africa and Europe, while the trend for suicide-terrorism rates increased significantly in Sub-Saharan Africa. However, no statistically significant changes in the trends in suicide-terrorism rates occurred in three regions including North America, East Asia and Central Asia and Southeast Asia before 9/11, during November 2001 or after 9/11. Originality/value This study indicates the critical importance of the 9/11 terrorist attacks in suicide terrorism and its impact on these events in different regions of the world. The research also provides some recommendations concerning the effectiveness of defensive and offensive counterterrorism policies against suicide terrorism.

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