Reducing Disparities in Academic Outcomes Among Youth of Color: Evidence From an Alternative Education Program

2021 ◽  
pp. 074193252110405
Author(s):  
Stephen Phillippi ◽  
Casey L. Thomas ◽  
Mariella Gastanaduy ◽  
Melissa Sawyer
Keyword(s):  
Alternative Education ◽  
Education Program ◽  
Academic Outcomes ◽  
Secondary Analysis ◽  
The United States ◽  
Future Research ◽  
Youth Of Color ◽  
Education Programs ◽  
Alternative Education Programs ◽  
Alternative Education Program

The differential treatment of youth of color in schools perpetuates disparities in academic outcomes. Alternative education programs may represent a constructive approach to preventing or mitigating these disparities. This study examines the outcomes of an urban alternative education program in the United States. Secondary analysis of demographic, psychosocial, and academic data from all program participants ( N = 232) during a 3-year study period was conducted. Descriptive statistics summarize demographic characteristics, and bivariate analyses examine the strength of association and interrelationships among individual variables, program retention, and educational attainment. Results show grade-level advancement, employability, and, therefore, decreased risk for justice involvement, regardless of students’ histories of lower academic performance, unemployment, behavioral health conditions, and justice system or child protective services contact. This evaluation offers a framework for replication and recommendations for future research examining alternative education programs.

Exclusionary Discipline Consequences and Reading Performance of Grades 3 Through 8 Students in Special Education: A Statewide, Multiyear Analysis

2019 ◽  
Vol 2 (4) ◽  
pp. 120-140
Author(s):  
Jamie Heintz Benson ◽  
John R Slate ◽  
George W Moore ◽  
Cynthia Martinez-Garcia ◽  
Frederick C Lunenburg
Keyword(s):  
Special Education ◽  
Alternative Education ◽  
Education Program ◽  
Reading Level ◽  
Policy And Practice ◽  
Disciplinary Alternative Education Program ◽  
Level Ii ◽  
Alternative Education Program ◽  
Disciplinary Alternative Education ◽  
Program Placement

In this investigation, the academic performance of students in special education who received between 1 to 30 days, between 31-60, and more than 60 days in a Disciplinary Alternative Education Program placement and had STAAR Reading Level I: Unsatisfactory, STAAR Reading Level II: Satisfactory, STAAR Reading Level II: Phase-In Satisfactory, and STAAR Reading Level III: Advanced standard during the 2012-2013 through 2015-2016 school years were determined. In each of these four school years, the percentage of students in special education who received Disciplinary Alternative Education Program placement and had Unsatisfactory Standard performance on the STAAR Reading exam consistently increased for all grades except for Grade 4. The percentage of students who had Phase-In Satisfactory Standard performance on the STAAR Reading exam consistently decreased for all grades except for Grade 4. The percentages of students who had Satisfactory and Advanced Standard performance remained consistent across the four school years, never varying more than 7%. Recommendations for research and implications are discussed along with suggestions for policy and practice.

scholarly journals Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis

10.28945/3713 ◽  
2017 ◽  
Vol 14 ◽  
pp. 001-019
Author(s):  
Sydney Freeman Jr. ◽  
Gracie Forthun
Keyword(s):  
Higher Education ◽  
United States ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Practical Experience ◽  
The United States ◽  
Future Research ◽  
Education Programs ◽  
Doctoral Degree Programs ◽  
Education Degree

Aim/Purpose: Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology: Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.

Sense of clubhouse community belonging and empowerment

2018 ◽  
Vol 64 (3) ◽  
pp. 276-285 ◽  
Author(s):  
Kimiko Tanaka ◽  
Larry Davidson ◽  
Thomas J Craig
Keyword(s):  
Mental Health ◽  
Sense Of Community ◽  
Secondary Analysis ◽  
The United States ◽  
Structured Interview ◽  
Self Report ◽  
Hierarchical Regression ◽  
Future Research ◽  
Cross Sectional ◽  
Community Belonging

Background: While the neighborhood community literature well documents a link between participation in supportive and effective community groups or activities and empowerment, there is as yet little empirical evidence of this relationship in the context of community mental health programs. Aim: The primary purpose of the study was to examine the relationship between sense of community belonging and empowerment among members of mental health clubhouses. Methods: A secondary analysis using a hierarchical regression model was conducted on cross-sectional structured interview data collected through a self-report questionnaire from 102 clubhouse members from six clubhouses in the United States and Finland. Results: The results indicated that members’ sense of clubhouse community belonging positively contributes to their empowerment. Conclusion: Fostering sense of community belonging appears to be a valid approach to catalyze empowerment. Study limitations and future research agendas were discussed.

Exploring scholars’ public engagement goals in Canada and the United States

2020 ◽  
Vol 29 (8) ◽  
pp. 855-867
Author(s):  
John C. Besley ◽  
Todd P. Newman ◽  
Anthony Dudo ◽  
Leigh Anne Tiffany
Keyword(s):  
Public Engagement ◽  
Secondary Analysis ◽  
The United States ◽  
Funding Agency ◽  
Future Research ◽  
Academic Literature ◽  
Science Funding ◽  
Engagement Behavior ◽  
American Research ◽  
Systematic Knowledge

We have little systematic knowledge about scholars’ goals for public engagement in the academic literature. This study therefore provides a secondary analysis of two surveys of scholars that included closed-ended questions about goals. One survey from 2017 was from a sample of Canadian grant recipients from a federal science funding agency, while the second survey from 2018 comes from a sample of professors at top American research universities. The focus of this research is on both presenting novel data about scholars’ expressed goals and exploring the relationships between these goals and potential predictors of these goals, including demographics, past engagement behavior, and overall views about public engagement. Areas for future research are then described.

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