Upward bound chemistry at Los Angeles City College The first year

2018 ◽  
Vol 9 (5) ◽  
pp. 276
Author(s):  
Beatriz E. Ruiz Silva ◽  
Fred Fate ◽  
Jennifer Roundtree ◽  
Maxine Estick
Keyword(s):  
Los Angeles ◽  
Low Income ◽  
Social Life ◽  
The United States ◽  
First Year ◽  
Post Secondary ◽  
Community Agencies ◽  
City College ◽  
American Students ◽  
Los Angeles City College

<span>Low income American students from families where neither parent has attended college are at high risk of dropping after high school. To help these students begin college, graduate and move on to participate more fully in the economic and social life of the United States, Congress established the TRIO (three) program in 1965. Currently, over 2000 projects are hosted at over 1200 post-secondary institutions and more than 100 community agencies.</span>

¡Sí se Puede en Colaboración! Increasing College Placement Rates of Low-income Students

2011 ◽  
Vol 113 (7) ◽  
pp. 1435-1476
Author(s):  
Matthew Militello ◽  
Jason Schweid ◽  
John Carey
Keyword(s):  
High School ◽  
High Schools ◽  
College Readiness ◽  
Low Income ◽  
The United States ◽  
Intervention Strategies ◽  
Low Income Students ◽  
College Board ◽  
Post Secondary ◽  
College Application

Background/Context Today we have moved from the debate of student opportunity to post-secondary educational setting to 100% access. That is, today's high school settings have been charged with preparing “college ready” graduates. Educational policy has leveraged mandates and sanctions as a mechanism to improve college placement rates, especially in high schools with a high percentage of low-income students. However, little empirical evidence exists to assist us in understanding how college readiness is actualized for low-income students. Focus of Study The purpose of this study was to identify specific strategies that schools employ to raise college application and attendance rates for low-income students. Research Design This study investigated 18 College Board Inspiration Award winning or honorable mention high schools across the United States. Phone interviews with all 18 schools informed the selection of five case study high schools. Data collection included interviews and observations with high school educators, parents, students, and other community members. Findings In this study, we describe evidence within and across the five case schools using a framework that was generated from the first phase of this study. These schools effectively improved college readiness by developing collaborative practices around: (1) Program Management, (2) External Partnerships, (3) Leadership, (4) College-focused Intervention Strategies, (5) Achievement-oriented School Culture, (6) Parental Outreach, (7) Systemic, Multileveled Intervention Strategies, (8) Use of Data, (9) Development and Implementation of Inclusive School Policies, and (10) Routinizing or Offloading Routine or Mundane Tasks. Conclusions/Implications This study operationalizes what effective practices look like in high schools with low-income students. The findings move beyond normative models to be implemented across sites to illustrations of exemplar practices that can guide collaborative efforts to enact the specific tasks necessary to improve college readiness for students.

Los Angeles City College Mathematics Prize Competition

1955 ◽  
Vol 48 (8) ◽  
pp. 585-586
Author(s):  
Ben Gold
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Los Angeles ◽  
Mathematics Students ◽  
School Students ◽  
City College ◽  
Prize Competition ◽  
And Mathematics ◽  
Los Angeles City College

Each year Los Angeles City College holds a William B. Orange Mathematics Prize Competition for high school students of Los Angeles City high schools.1 Last year thirty-three schools entered the contest. The team winner was Fairfax High School. There were individual prizes consisting of slide rules, mathematics books, subscription to magazines of interest to mathematics students, and mathematics handbooks.

California Route 91 Toll Lanes Impacts and Other Observations

1998 ◽  
Vol 1649 (1) ◽  
pp. 55-62 ◽  
Author(s):  
Edward C. Sullivan ◽  
Joe el Harake
Keyword(s):  
Low Income ◽  
The United States ◽  
First Year ◽  
Toll Pricing ◽  
Wide Range ◽  
Toll Lanes ◽  
Traffic Composition ◽  
Operational Impacts ◽  
Near Future ◽  
Departments Of Transportation

The 16-km (10-mi) long California State Route 91 (SR-91) variable-toll lanes entered service December 27, 1995. This facility is the first practical application of congestion-based road pricing attempted in the United States. The California and U.S. Departments of Transportation sponsored a study to observe how travelers respond over time to variable-toll pricing and the other innovative features of this unique facility. Data covering a wide range of travel and transportation issues were obtained from mid-1994 through June 1997 and analyzed for lessons to inform public policies about future applications of congestion-based pricing. The principal findings are summarized. The SR-91 toll lanes are regarded as a success in terms of both commuter acceptance and favorable opinions. Although, as expected, first-year toll revenues did not cover total annualized costs, the facility operator anticipates profitability in the near future. Impacts on corridor traffic have been positive, and, despite changes in traffic composition, the overall level of ridesharing has not been adversely affected. Fears that peak congestion-based tolls might preclude benefits to low-income commuters have not materialized, although a relationship was found between frequency of toll lane use and income level. No adverse traffic operational impacts were observed. From experience with the SR-91 variable-toll lanes, further careful experimentation with congestion-based pricing in other settings appears warranted.

scholarly journals Investigating the Relationship between Residence Learning Community Participation and Student Academic Outcomes in a Canadian Institution

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Justine O Hobbins ◽  
Mildred Eisenbach ◽  
Kerry L Ritchie ◽  
Shoshanah Jacobs
Keyword(s):  
Learning Community ◽  
Graduation Rates ◽  
Academic Outcomes ◽  
The United States ◽  
Retention Rates ◽  
First Year ◽  
Comprehensive University ◽  
Post Secondary ◽  
Residential Living ◽  
The Relationship

This study investigated the relationship between residential living scenario and first year grades, second year retention, and 5-year graduation rates of students at a Canadian comprehensive university. We compared the academic outcomes of students living in residence learning communities (RLCs) to those in other living scenarios (traditional residences and off-campus). RLCs have been shown to be positively associated with student academic outcomes in the United States; however, the data to support RLCs in Canada is non-existent. A longitudinal observational study was conducted to analyse the academic outcomes of a complete cohort of students (n=4805) who lived in RLCs (18%) and non-RLCs (82%). Results indicated that RLC students, on average, achieved higher first year averages, 2nd year retention rates, and 5-year graduation rates relative to non-RLC students, thereby contributing to the goals of post-secondary institutions to attract and retain their students through to graduation. Cette étude examine la relation qui existe entre le scénario où les étudiants vivent en résidence et les notes obtenues en première année d’études, la rétention en deuxième année et l’obtention des diplômes en cinquième année dans une université canadienne polyvalente. Nous avons comparé les résultats académiques d’étudiants qui vivaient dans des communautés d’apprentissage en résidence (CAR) et ceux des étudiants qui vivaient selon d’autres scénarios (résidence traditionnelle et hors campus). Il a été prouvé qu’aux États-Unis, les CAR sont associées favorablement aux résultats académiques des étudiants. Toutefois, les données pour soutenir les CAR au Canada sont inexistantes. Une étude d’observation longitudinale a été menée pour analyser les résultats académiques d’une cohorte complète d’étudiants (n=4805) qui vivaient dans une CAR (18 %) et ceux d’étudiants qui vivaient autrement (82 %). Les résultats ont indiqué qu’en moyenne, les étudiants qui vivaient dans une CAR avaient obtenu de meilleures notes en première année, avaient réalisé un taux de rétention supérieur en deuxième année et un meilleur pourcentage d’obtention de diplômes en cinquième année, par rapport aux étudiants qui ne vivaient pas dans une CAR, ce qui contribue à répondre aux objectifs des établissements d’enseignement post-secondaire d’attirer et de retenir leurs étudiants jusqu’à que ceux-ci obtiennent leur diplôme.

The Changing Face of Anemia in Infancy

1994 ◽  
Vol 15 (5) ◽  
pp. 175-183
Author(s):  
Elinor A. Graham
Keyword(s):  
Iron Deficiency ◽  
Psychosocial Development ◽  
Low Income ◽  
Pediatric Population ◽  
Work Force ◽  
The United States ◽  
Iron Nutrition ◽  
First Year ◽  
Major Factors ◽  
First Year Of Life

Introduction The pattern of anemia in infancy is changing in North America. The major factors contributing to anemia include iron endowment at birth, adequacy of dietary iron, frequency of infection, and the genetic background of a child. The characteristics of all of these factors are changing in the pediatric population. As more premature infants survive, their inadequate birth endowment of iron results in iron deficiency at an earlier age. Because of widespread use of iron-fortified formulas or iron supplementation with breastfeeding, iron deficiency now causes less anemia in the first year of life. As iron nutrition of infants has improved, anemia associated with infection has been identified more frequently. Increased work force participation of mothers has resulted in more exposure to infections by infants in child care. An increase in the percentage of children who are of Asian and African genetic backgrounds has increased the prevalence of inherited hemoglobin disorders among children. Newborn screening for hemoglobinopathies has resulted in more frequent identification of these disorders. Decline in the socioeconomic status of children in the United States adds to the complexity of this picture. More than one factor often produces anemia in an infant from a poor family, and the anemia may have a greater impact on the psychosocial development of a child from a low-income background.

Animal Practices and the Racialization of Filipinas in Los Angeles

2002 ◽  
Vol 10 (3) ◽  
pp. 221-248 ◽  
Author(s):  
Unna Lassiter ◽  
Marcie Griffith ◽  
Jennifer Wolch
Keyword(s):  
Los Angeles ◽  
Focus Group ◽  
Low Income ◽  
Skin Color ◽  
Minority Groups ◽  
Belief Systems ◽  
The United States ◽  
Individual Characteristics ◽  
Cultural Relativism ◽  
Culturally Based

AbstractMany factors contribute to the racialization of minority groups in the United States. Some individual characteristics, such as skin color or phenotype, are an obvious holdover from colonial times. Cultural differences in representational practices, customs and rituals, and belief systems are now more significant in racialization. Although not typically a focus of academic scrutiny, some of these differences involve contrasts in nature-society relations, and more specifically, nonhuman animal-society relations. In order to examine the relationship between culturally based animal practices and racialization, we organized and conducted a focus group consisting of low-income inner city Filipinas living in Los Angeles, California. Analysis of focus group data reveal that Filipinos in southern California are subject to racialization by Anglos because of their culturally based animal practices, in particular the traditional Filipino practice of treating dogs as food animals. The experience of racialization appeared to engender cultural relativism and tolerance toward the animal practices of other non-Anglo groups.

scholarly journals Library experiences of transfer students at an urban campus

2018 ◽  
Vol 9 (2) ◽  
pp. 63-71
Author(s):  
Erin Richter-Weikum ◽  
Kevin Seeber
Keyword(s):  
Transfer Students ◽  
The United States ◽  
First Year ◽  
Skills Transfer ◽  
First Year Students ◽  
Post Secondary ◽  
Before And After ◽  
Library Resources ◽  
Locating Information ◽  
Urban Campus

This study investigates the library experiences of transfer students at an urban commuter campus in the United States with approximately 20,000 students, 8,500 of whom previously attended another institution. Using a mixed methods approach, we surveyed and interviewed transfer students to gain a better understanding of their use of libraries and their comfort with locating information both before and after transferring between post-secondary institutions. Our findings indicate that there is not a standard “transfer student experience,” although usage of library resources at past institutions does affect students’ perceptions. Subsequently, librarians should develop outreach efforts and information literacy instruction that go beyond first-year students and acknowledge the research skills transfer students bring with them.  

scholarly journals Transitioning from High School to College: Examining the Sources and Influences of Social Capital for a First-Generation Latina Student

2016 ◽  
Author(s):  
Randall Clemens
Keyword(s):  
High School ◽  
Social Capital ◽  
El Salvador ◽  
Low Income ◽  
First Generation ◽  
The United States ◽  
First Year ◽  
Freshman Year ◽  
School Based ◽  
High School To College

This paper uses the life history method to narrate the experiences of Camilla, a 19-year-old, first-year student at a four-year university. Camilla emigrated with her mother from El Salvador to the United States during her freshman year of high school. Based on two years of data collection, the author presents Camilla’s experiences at different stages, including her childhood in El Salvador, first and last year in high school, and her first year in college. The paper explores the sources and influences of social capital for a low-income, first-generation student and highlights its dynamic and contextual nature. The author argues that the findings have direct implications for the development of college access and readiness policies.

What is Going On in Your School?: Los Angeles City College Mathematics Prize Competition

1954 ◽  
Vol 47 (2) ◽  
pp. 129-134
Author(s):  
Ben Gold
Keyword(s):  
High School ◽  
High School Students ◽  
Los Angeles ◽  
Committee Chairman ◽  
College Mathematics ◽  
School Students ◽  
City College ◽  
Teaching Algebra ◽  
Prize Competition ◽  
Los Angeles City College

The editors offer a report on the Los Angeles City College third annual William B. Orange Mathematics Competition for high school students. The report was made by Ben Gold, Competition Committee Chairman. Also, Mary White Duke reports on her method of teaching algebra. This is a report of a “taking stock” process which all teachers need to do occasionally.

Sign in / Sign up

Export Citation Format

Share Document