I’m Helping My Son Get Into College; He Is My First Priority

Black male college graduation gaps pose critical questions for parents, teachers, policymakers, and the Black community. Black males face systemic challenges that derail them from higher education. This research, drawing on a larger study, investigated Black parental expectations, strategies, and activities used to cultivate academic success and foster the development of college aspiration in high schoolaged sons. The findings revealed a central theme of parenting with intent, that Black parents: (1) reinforced the importance of school and learning in a family-school nexus; (2) fostered a strong value of attending and completing college to attain success; (3) held high expectations that “set the bar” for academic excellence; (4) instilled class consciousness to develop an awareness of the utility of college; (5) aided in the development of responsibility, agency, and self-efficacy; and (6) evidenced a commitment to their sons as their “first priority” by helping them navigate the college admissions process.

Adult Outcomes of ECE by Family Income CD Pre Print

Experimental research demonstrates sustained high-quality early-care and education (ECE) can mitigate the consequences of poverty into adulthood. However, the long-term effects of community-based ECE are less known. Using the 1991 NICHD SECCYD (n=994; 49.7% Female; 73.6% White, 10.6% African-American, 5.6% Latino, 10.2% Other), results show that ECE was associated with reduced disparities between low- and higher-income children’s educational attainment and wages at age 26. Disparities in college graduation were reduced the more months that low-income children spent in ECE (d=.19). For wages, disparities were reduced when children from low-income families attended sustained high-quality ECE (d=.19). Findings suggest that community-based ECE is linked to meaningful educational and life outcomes, and sustained high-quality ECE is particularly important for children from lower-income backgrounds.

Assets and Life Satisfaction of Older Korean Parents: Mediating Effects of Multiple Children’s Adult Status Attainment

This study examined if the association between older parents’ assets and life satisfaction is mediated by multiple children’s adult status attainment, given increasingly complicated processes of transition to adulthood and diminishing returns for parents’ extended investment in adult children. Disparate bodies of literature have indicated that assets help promoting older adults’ individual health and well-being; and parental assets also facilitate children’s reaching of adulthood. However, little attention has been paid to the ways in which the association between assets and life satisfaction might be explained by multiple children’s adult role statuses. Using the 5th wave of the Korean Longitudinal Study of Ageing (2014), this study analyzed a sample of parents aged 60 years and older with at least one living child aged between 30 and 50. For analyses, mediation models were estimated using SPSS PROCESS. Results showed that the association between non-financial assets and life satisfaction was partially mediated by one or more grown children’s college graduation and home ownership. Children’s employment, marriage, and parenthood did not play a major role in explicating the link between assets and life satisfaction in the contemporary socioeconomic context of Korea. Regarding policy and practice implications, comprehensive asset-building programs should be offered for parents to financially prepare for old age; parents should be informed that their overall life quality may hinge less on the lives of their children than might be typically expected, thus necessitating a more tailored approach to financially supporting their children during their transition to adulthood.

Institutional Barriers Contribute to Low College Completion Rates

Institutions contribute to low college graduation rates by creating barriers. These are six common ones: degree requirements poorly described, not offering needed courses, unnecessary registration holds, inappropriate placement of transfer credits, financial aid policies that do not benefit the most needy students and not recommending students complete 30 hours a year. All of these barriers can be removed at little or no cost to the institution.

Increasing Community College Graduation Rates: A Synthesis of Findings on the ASAP Model From Six Colleges Across Two States

This paper presents new estimates of the effects of the City University of New York’s ( CUNY’s) Accelerated Study in Associate Programs ( ASAP) model, evaluated using a randomized controlled trial first in New York and later through a replication in Ohio. It presents longer-term effects of CUNY ASAP in New York, showing that the program’s effect on associate’s degree receipt persisted through 8 years and likely represents a permanent increase in degree receipt. It also presents an analysis from the pooled study samples in New York and Ohio. The findings indicate that the program had consistent effects on degree receipt across the two states but also for somewhat different levels of service contrast, such as the number of additional advising visits.

Is FMR1 CGG Repeat Number Polymorphism Associated With Phenotypic Variation in the General Population? Report From a Cohort of 5,499 Adults

FMR1 CGG repeat length was assayed in 5499 research participants (2637 men and 2862 women) in the Wisconsin Longitudinal Study (WLS), a population-based cohort. Most past research has focused on clinically-ascertained individuals with expansions in CGG repeats, either those with fragile X syndrome (> 200 CGG repeats), the FMR1 premutation (55–200 repeats), or in the gray zone (variously defined as 45–54 or 41–54 repeats). In contrast, the WLS is a unique source of data that was obtained from an unselected cohort of individuals from the general population for whom FMR1 CGG repeat length was assayed. The WLS is a random sample of one-third of all high school seniors in the state of Wisconsin in 1957. The most recent round of data collection was in 2011; thus, the study spanned over 50 years. Saliva samples were obtained from 69% of surviving members of the cohort in 2008 and 2011, from which CGG repeats were assayed. With one exception, the CGG repeat length of all members of this cohort was below 100 (ranging from 7 to 84). The present study evaluated the genotype-phenotype associations of CGG repeat number and IQ, college graduation, age at menopause, number of biological children, having a child with intellectual or developmental disabilities, and the likelihood of experiencing an episode of depression during adulthood. Linear and curvilinear effects were probed. Although effect sizes were small, significant associations were found between CGG repeat length and high school IQ score, college graduation, number of biological children, age at menopause, and the likelihood of having an episode of depression. However, there was no significant association between repeat length and having a child diagnosed with an IDD condition. This study demonstrates a continuum of phenotype effects with FMR1 repeat lengths and illustrates how research inspired by a rare genetic condition (such as fragile X syndrome) can be used to probe genotype-phenotype associations in the general population.

Reconceptualizing Symbolic Magnitude Estimation Training Using Non-declarative Learning Techniques

It is well-documented that mathematics achievement is an important predictor of many positive life outcomes like college graduation, career opportunities, salary, and even citizenship. As such, it is important for researchers and educators to help students succeed in mathematics. Although there are undoubtedly many factors that contribute to students' success in mathematics, much of the research and intervention development has focused on variations in instructional techniques. Indeed, even a cursory glance at many educational journals and granting agencies reveals that there is a large amount of time, energy, and resources being spent on determining the best way to convey information through direct, declarative instruction. The proposed project is motivated by recent calls to expand the focus of research in mathematics education beyond direct, declarative instruction. The overarching goal of the presented experiment is to evaluate the efficacy of a novel mathematics intervention designed using principles taken from the literature on non-declarative learning. The intervention combines errorless learning and structured cue fading to help second grade students improve their understanding of symbolic magnitude. Results indicate that students who learned about symbolic magnitude using the novel intervention did better than students who were provided with extensive declarative support. These findings offer preliminary evidence in favor of using learning combination of errorless learning and cue fading techniques in the mathematics classroom.

Inside the STEM pipeline: Changes in students’ biomedical career plans across the college years

Researchers often invoke the metaphor of a pipeline when studying participation in careers in science, technology, engineering, and mathematics (STEM), focusing on the important issue of students who “leak” from the pipeline, but largely ignoring students who persist in STEM. Using interview, survey, and institutional data over 6 years, we examined the experiences of 921 students who persisted in biomedical fields through college graduation and planned to pursue biomedical careers. Despite remaining in the biomedical pipeline, almost half of these students changed their career plans, which was almost twice the number of students who abandoned biomedical career paths altogether. Women changed plans more often and were more likely than men to change to a career requiring fewer years of post-graduate education. Results highlight the importance of studying within-pipeline patterns rather than focusing only on why students leave STEM fields.