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Author: Dionne J. Jones
Publisher: Jossey-Bass
Published: 1990
Total Pages: 148
ISBN-13:
DOWNLOAD EBOOKExamines the factors that affect minority, female, low-income, and handicapped students. Discusses differential preparation, negative teacher attitudes, systemic forces, institutional impact, and strategies for achieving success.
Author: John E. Roueche
Publisher:
Published: 1993
Total Pages: 0
ISBN-13:
DOWNLOAD EBOOKExamines elements of successful programs at 12 community colleges designed to aid the student handicapped by background or circumstance.
Author: Richard H. Hersh
Publisher: St. Martin's Press
Published: 2015-04-07
Total Pages: 268
ISBN-13: 1466893389
DOWNLOAD EBOOKWhat is actually happening on college campuses in the years between admission and graduation? Not enough to keep America competitive, and not enough to provide our citizens with fulfilling lives. When A Nation at Risk called attention to the problems of our public schools in 1983, that landmark report provided a convenient "cover" for higher education, inadvertently implying that all was well on America's campuses. Declining by Degrees blows higher education's cover. It asks tough--and long overdue--questions about our colleges and universities. In candid, coherent, and ultimately provocative ways, Declining by Degrees reveals: - how students are being short-changed by lowered academic expectations and standards; -why many universities focus on research instead of teaching and spend more on recruiting and athletics than on salaries for professors; -why students are disillusioned; -how administrations are obsessed with rankings in news magazines rather than the quality of learning; -why the media ignore the often catastrophic results; and -how many professors and students have an unspoken "non-aggression pact" when it comes to academic effort. Declining by Degrees argues persuasively that the multi-billion dollar enterprise of higher education has gone astray. At the same time, these essays offer specific prescriptions for change, warning that our nation is in fact at greater risk if we do nothing.
Author: Sue A. Smith
Publisher:
Published: 1979
Total Pages: 78
ISBN-13:
DOWNLOAD EBOOKAuthor: Ivory A. Toldson
Publisher: BRILL
Published: 2019-04-09
Total Pages: 181
ISBN-13: 9004397043
DOWNLOAD EBOOKA Brill | Sense Bestseller! What if everything you thought you knew about Black people generally, and educating Black children specifically, was based on BS (bad stats)? We often hear things like, “Black boys are a dying breed,” “There are more Black men in prison than college,” “Black children fail because single mothers raise them,” and “Black students don’t read.” In No BS, Ivory A. Toldson uses data analysis, anecdotes, and powerful commentary to dispel common myths and challenge conventional beliefs about educating Black children. With provocative, engaging, and at times humorous prose, Toldson teaches educators, parents, advocates, and students how to avoid BS, raise expectations, and create an educational agenda for Black children that is based on good data, thoughtful analysis, and compassion. No BS helps people understand why Black people need people who believe in Black people enough not to believe every bad thing they hear about Black people.
Author: Laura Horn
Publisher: Department of Education Office of Educational
Published: 1998
Total Pages: 56
ISBN-13:
DOWNLOAD EBOOKThis study examined whether or not student, parent, and peer engagement factors that contribute to at-risk students' success in graduating from high school continue to be important in making the transition from high school to postsecondary education. The data set used was the National Education Longitudinal Study of 1988, which included 1994 data obtained two years after students' scheduled high school graduation. At-risk students exhibited two or more of six risk factors, including "family in the lowest socioeconomic quartile" or "held back a grade". Analysis used alternative statistical methodology, specifically regression analysis and the "odds ratios" produced by this procedure. Key findings indicated that: (1) students whose parents frequently discussed school-related matters and/or had high educational expectations were much more likely than other students to enroll in postsecondary education; (2) students who reported that most or all of their high school friends planned to attend college were far more likely to attend themselves; (3) participating in college preparation activities such as gathering information about financial aid increased the odds of enrolling in postsecondary education; and (4) moderate- to high-risk students participating in college outreach programs were more likely to attend college. Appended are a glossary and technical and methodology notes. (Contains 11 references.) (DB)
Author: Buffy Smith
Publisher: Lexington Books
Published: 2013-06-07
Total Pages: 192
ISBN-13: 0739183230
DOWNLOAD EBOOKMentoring At-Risk Students through the Hidden Curriculum of Higher Education reveals how the institutional culture and social networks of universities influence the academic success of underrepresented students. This book is based on a qualitative study that integrates a sociological and higher education theoretical framework to examine the impact of mentoring programs on students’ acquisition of institutional cultural capital and social capital during their college experience. This book offers an innovative mentoring model that illuminates how students can navigate the hidden curriculum of higher education. In addition, the book provides practical strategies on how to avoid academic mine fields in order to thrive in college. This book is written for administrators, faculty, student affairs professionals and students to promote retention, academic success, and create a more transparent, inclusive, and equitable higher education system. See here for an article by the author on mentoring programs in colleges and universities published in Inside Higher Ed: http://www.insidehighered.com/news/2014/08/04/book-argues-mentoring-programs-should-try-unveil-colleges-hidden-curriculum To learn about a recent presentation by the author, see here: http://diverseeducation.com/article/66772/?utm_campaign=Diverse%20Newsletter%203&utm_medium=email&utm_source=Eloqua&elq=82772667e2334157934731fc05a8fe9c&elqCampaignId=358
Author: John Egerton
Publisher:
Published: 1968
Total Pages: 68
ISBN-13:
DOWNLOAD EBOOKAuthor: Robert Donmoyer
Publisher: SUNY Press
Published: 1993-01-01
Total Pages: 442
ISBN-13: 9780791413937
DOWNLOAD EBOOKThis book explores the circumstances of at-risk students and argues that well-intentioned policymakers and educators run the risk of making matters worse rather than better for these students, even if their actions are based on the best social science evidence available. The book demonstrates the diverse, idiosyncratic nature of these students, argues that traditional social science methods cannot capture this idiosyncrasy and diversity, and presents research methods, policies, and programs that can accommodate student diversity.
Author: Laura Horn
Publisher: Department of Education Office of Educational
Published: 1997
Total Pages: 94
ISBN-13:
DOWNLOAD EBOOKThis study used data on 1992 high school graduates from the National Education Longitudinal Study of 1988 (a survey that began with eighth graders in 1988 and followed them every two years through 1994) to examine the critical junctures when at-risk high school graduates are most likely to leave the pipeline to college enrollment, and to identify factors that increase their chances of successfully navigating the enrollment pipeline. An at-risk student was defined as having risk factors such as being from a single parent household, having an older sibling who dropped out of high school, and earning low grades between sixth and eighth grades. Highlights of the findings include: about 58 percent of graduates had one or more risk factors; of these, 30 percent successfully navigated the pipeline to college enrollment; at-risk students differed most from counterparts in their educational aspirations and academic preparation; and academically prepared at-risk students were much less likely than counterparts to take an entrance exam. After an introductory chapter, two chapters detail data and definitions and provide an overview of students at risk. The following two chapters present findings on the pipeline to a four-year college and compare at-risk students regarding completion of math courses, help received in the college application process, and level of school involvement of students, parents, and peers. Appended are a glossary, technical notes, and supplementary tables. (DB)
