The Relationship Between a College Preparation Program and At-Risk Students’ College Readiness

2019 ◽  
pp. 288-301
Author(s):  
Jennifer T. Cates ◽  
Scott E. Schaefle
Keyword(s):  
At Risk ◽  
College Readiness ◽  
College Preparation ◽  
At Risk Students ◽  
Preparation Program ◽  
College Preparation Program ◽  
The Relationship

Using the Extended Case Method to Expand the Scope of Policy Research: An Examination of the Educational Outcomes of a College Preparation Program for Low-Income, Racially Minoritized Students

2019 ◽  
Vol 63 (3) ◽  
pp. 351-368
Author(s):  
Ezekiel Kimball
Keyword(s):  
Low Income ◽  
College Preparation ◽  
Policy Research ◽  
Qualitative Inquiry ◽  
Ethnographic Study ◽  
Case Method ◽  
Preparation Program ◽  
Extended Case Method ◽  
Policy Work ◽  
College Preparation Program

This article describes how the extended case method, a tool of critical qualitative inquiry rooted in ethnography, can be used to inform policy research. Using examples drawn from a yearlong ethnographic study of a college preparation program, it demonstrates the utility of the extended case method for policy research through a discussion of literature on educational policy and qualitative research methods. It then uses study findings to show how the extended case method can address challenges related to context and meaning in policy evaluation focused on causal relationships. Implications for future qualitative policy work are also offered.

Assessing the Effects of a Community-Based College Preparation Program on the Academic Performance and Noncognitive Factors of Middle School Students

2015 ◽  
Vol 52 (8) ◽  
pp. 986-1018 ◽  
Author(s):  
Barry Aidman ◽  
Catherine Malerba
Keyword(s):  
College Preparation ◽  
College Graduation ◽  
Program Participation ◽  
Preparation Program ◽  
School Students ◽  
Community Based ◽  
Preparation Programs ◽  
College Preparation Programs ◽  
College Preparation Program ◽  
Long Term Impact

This study examines the intermediate effects of a community-based college preparation program in a fast growth, high-needs exurban district in Texas. Participants and a matched group of nonparticipants were compared on a variety of academic and noncognitive measures. Findings indicate program participation is associated with higher scores on the state reading assessment and self-reported expectations of college graduation but do not fully explain the previously documented long-term impact of the program. Using a developmental systems perspective, the authors illustrate interactions between multiple ecological contexts and how this approach can be useful when investigating the efficacy of college preparation programs.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

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