Learning Center Utilization Report
|
|
- Melina Doyle
- 6 years ago
- Views:
Transcription
1 SAN JOAQUIN DELTA COLLEGE Learning Center Utilization Report Office of Planning, Research, and Institutional Effectiveness
2 Contents Background... 1 Goleman Tutoring Center... 1 Math Science Learning Center... 1 Reading Writing Learning Center... 1 The Zone... 1 English as a Second Language (ESL) Lab and Learning Center... 2 Learning Service Preparations... 2 Methodology... 2 Results... 2 Service Utilization Patterns... 2 Tutoring Student Characteristics... 3 Tutoring Effects on Course Success... Error! Bookmark not defined. Conclusions... 3 Appendix... 4 Figure 1a. Total Number of Visits (Check-Ins) by Center and Term in Figure 1b. Number of Visits (Check-Ins) by Day in the Goleman Library ( )... 4 Figure 1c. Number of Visits (Check-Ins) by Day in the MSLC ( )... 5 Figure 1d. Number of Visits (Check-Ins) by Day in the RWLC ( )... 5 Figure 1e. Total Number of Students Checked In By Time of Day ( )... 6 Figure 2. Average Number of Hours Students Spent in Tutoring by Center and Term in Table 1. Top 10 Courses Students Visit Learning Centers for Tutoring Services ( )... 7 Table Student Demographic Comparisons: Tutoring vs. Non-Tutoring Students... 8 Table 3. Success Rate Comparisons between Students Tutored and Not Tutored ( )... 9 Table 4a. Success Rate Comparisons between Students in the Top 10 Classes for Goleman Library ( ) Table 4b. Success Rate Comparisons between Students in the Top 10 Classes for MSLC ( ) Table 4c. Success Rate Comparisons between Students in the Top 10 Classes for RWLC ( ) Table 5. Success Rate Comparisons between Students by Ethnic Group ( )... 9
3 Background San Joaquin Delta College operates five distinct learning centers in order to provide academic support services to students enrolled in College courses. Each of the learning centers offers various forms of learning assistance, computer work stations, and access to learning materials such as textbooks, science models, and computer-based learning modules. The following learning centers were in operation since the academic year: Goleman Tutoring Center Math Science Learning Center Reading Writing Learning Center The Zone (student athlete learning center) ESL Lab and Learning Center The goals of the College s learning centers are to support student success and attainment of long- and short-term educational goals by providing learning assistance and resources to: Build effective study habits Practice efficient learning techniques Become successful, independent learners To achieve these goals, each center offers tutoring and computer access to students enrolled in currentterm courses at the College; however, each center also offers services specific to the disciplines and students it serves. Descriptions of the services available at each center are provided below. Goleman Tutoring Center The Goleman Tutoring and Learning Center offers tutoring to students in specific, non-science content areas, ranging from psychology to Spanish. Students can schedule individual or group tutoring appointments, borrow textbooks for their courses, or reserve group study rooms in the first floor of the library. Math Science Learning Center The Math Science Learning Center provides tutoring in math and science courses, ranging from arithmetic to calculus and from biology to physics. In addition, the Math Science Learning Center offers course materials check-out, giving students the opportunity to borrow science models and texts. Reading Writing Learning Center The Reading Writing Learning Center provides tutoring in reading and writing for all skill levels. Students who request tutoring in reading or writing need not be enrolled in a reading or writing course to receive tutoring at the center. The Zone The Zone began in summer 2010 with the goal of improving student athlete success, persistence and ontime graduation rates. The Zone caters specifically to student athletes by providing tutoring and space for individual and group study space, as well as access to coaches during their office hours. All athletes at the College are required to log at least three hours of study or tutoring time at The Zone per week. 1
4 English as a Second Language (ESL) Lab and Learning Center The ESL lab and learning center provides voluntary and course-required tutoring services to students enrolled in ESL courses at the College. The College s ESL courses require students to log a specific number of tutoring and study hours at the lab per week. These students have access to a tutor and computer-based language learning resources at the lab five days per week. English language learners may also visit the lab on an as-needed basis to receive assistance in learning English or obtain referrals to College services. Learning Service Preparations In addition to the services provided to students, the College s learning centers prepare students to become tutors and SI leaders via a College Reading and Learning Association (CRLA) certified training program. Tutors and SI leaders are required to complete a two-unit seminar course designed to teach tutors how to embed effective learning strategies and skills in each tutoring session and facilitate student learning and problem-solving. The goals of this report are to: describe learning center service utilization patterns; compare students who utilize learning assistance to the overall student population; and, determine whether students who participate in tutoring are more likely to succeed (earn a passing grade) in their courses than students who did not participate for the three major learning centers (Math Science, Reading Writing, and Goleman Library [Content Tutoring]). Methodology In order to describe students who participate in tutoring, as well as their performance in their classes, enrollment, grade, academic and demographic background data were obtained from the College s System 2000 database. Learning center participation data were obtained via the SARS TRAK database, the College s student services scheduling and reporting system. For the purposes of describing students who utilized the learning centers, any student who visited one or more of the centers on one or more occasions was considered a learning center user. However, for the purpose of examining tutoring outcomes, only students who received one or more hours of tutoring were included in the tutoring group. Results Between summer 2012 and spring ,024 students received tutoring services in learning centers. The total number of tutoring hours these students received at the Goleman Library, MSLC, or RWLC center was 42,749. Service Utilization Patterns Of the three learning centers, the MSLC had the highest number of check-ins per term, with the RWLC with the least number of check-ins per term (See Figure 1a). Looking at trends over time there appear to be a consistent number of visits daily for each center with spikes in check-ins in the middle of the term and towards the end of the term (See Figures 1b, 1c, 1d). These spikes appear to correspond with test periods (mid-terms and finals). The peak hours for the learning centers appear to be between the 2
5 hours of 10:00 AM and 1:00 PM (See Figure 1e). On average, students spent more time in tutoring in the MSLC than in the RWLC and Goleman Library (See Figure 2). The average number of hours spent in tutoring for students in the MLSC was approximately 10 hours per term. Students tutored in the RWLC spent an average of three hours in tutoring per term and students tutored in the Goleman Library spent an average of five hours in tutoring per term. The top three courses students in the MSLC received tutoring services for were in Math (MATH 082, MATH 080, MATH 012). The top three courses students in the RWLC received tutoring services were in English (ENG 001A, ENG 079, ENG 070). The top three courses students in the Goleman Library received content tutoring services were in BUS 001A, JAPAN 001, and BUS 001B (See Table 1). Tutoring Student Characteristics Demographically, larger proportion of tutoring students are slightly older, female, Asian or African American as compared to their peers who did not use tutoring services (See Table 2). Academically, a larger percentage of Reading Level 1 students use tutoring services but a larger percentage of higher level Math students are also using tutoring services. Tutoring Effects on Course Success Overall, students who seeked tutoring services had significantly higher course success rates than students who did not seek tutoring services (See Table 3). A comparison of success rates by ethnic group revealed that across the board, tutored students had higher success rates than non-tutored students (See Table 4). Review of the course success rates by students for the top ten courses in each learning center revealed that for almost every course, students who were tutored had higher success rates. In the Goleman Library, success rates were higher for tutored students than students who did not seek tutoring in all courses except SPAN 001 (See Table 5a). In the MSLC, success rates were higher in all courses for tutored students except Math 76, Math 78, and Math 39 (See Table 5b). In the RWLC, success rates were higher for tutored students than students who did not seek tutoring services in all courses except ENG 079 (See Table 5c). Conclusions Similar to the previous academic year, of the three learning centers, the MSLC serves the most students. A tracking of the times students check in for tutoring reveal that all three centers are busiest between the hours of 9:00 AM and 12:00 PM. Comparing the demographic characteristics of students who utilize tutoring and students who do not reveal that older female of ethnic minority backgrounds are more likely to visit the tutoring centers. Overall, students who received tutoring successfully pass their courses at a higher rate than students who did not receive tutoring. The higher rates of success for tutored students are found across the board for all students regardless of ethnic group, suggesting that tutoring may be beneficial for students of ethnic backgrounds that have historically succeeded at lower rates. 3
6 Total Visits Appendix Figure 1a. Total Number of Visits (Check-Ins) by Center and Term in GOLEMAN MSLC RWLC Summer Fall Spring 1493 Figure 1b. Number of Visits (Check-Ins) by Day in the Goleman Library ( )
7 Figure 1c. Number of Visits (Check-Ins) by Day in the MSLC ( ) Figure 1d. Number of Visits (Check-Ins) by Day in the RWLC ( )
8 7:30 AM 8:00 AM 8:30 AM 9:00 AM 9:30 AM 10:00 AM 10:30 AM 11:00 AM 11:30 AM 12:00 PM 12:30 PM 1:00 PM 1:30 PM 2:00 PM 2:30 PM 3:00 PM 3:30 PM 4:00 PM 4:30 PM 5:00 PM 5:30 PM 6:00 PM Figure 1e. Total Number of Students Checked In By Time of Day ( ) GOLEMAN MSLC RWLC 0 TIME OF DAY GOLEMAN MSLC RWLC 7:30 AM 7 1 8:00 AM :30 AM :00 AM :30 AM :00 AM :30 AM :00 AM :30 AM :00 PM :30 PM :00 PM :30 PM :00 PM :30 PM :00 PM :30 PM :00 PM :30 PM :00 PM :30 PM 1 6:00 PM 1 1 6
9 Average Tutoring Hours Per Student Figure 2. Average Number of Hours Students Spent in Tutoring by Center and Term in GOLEMAN MSLC RWLC Summer Fall Spring Table 1. Top 10 Courses Students Visit Learning Centers for Tutoring Services ( ) Goleman Library MSLC RWLC 1 BUS 001A MATH 082 ENG 001A 2 JAPAN 001 MATH 080 ENG BUS 001B MATH 012 ENG CSP 031A CHEM 003A ENG 001D 5 SPAN 001 MATH 076 READING 091F 6 PHILO 030 MATH 001 ENG 001B 7 HIST 017A MATH 078 READING 094A 8 JAPAN 002 BIOL 032 COM ST 001A 9 CSP 017 MATH 038A EDUC FREN 003 MATH 039 ENG 083 7
10 Table Student Demographic Comparisons: Tutoring vs. Non-Tutoring Students Non-Tutoring Students Tutoring Students Difference in Percentage Demographic Variables Ethnicity 2 or more races 4.4% 3.7% -0.7% American Indian/Native Alaskan 0.5% 0.7% 0.2% Asian 14.8% 16.2% 1.4% Black/African American 9.8% 13.1% 3.3% Filipino 4.6% 4.5% -0.1% Hispanic 38.8% 40.0% 1.2% Pacific Islander 0.6% 0.8% 0.2% Unknown 1.5% 2.9% 1.4% White 24.9% 18.1% -6.8% Gender Female 56.9% 62.4% 5.5% Male 42.1% 36.0% -6.1% Other 1.0% 1.6% 0.6% Age Group 19 and younger 30.2% 21.8% -8.4% % 37.8% -0.8% % 12.9% 0.4% % 7.7% 1.1% % 4.8% 0.9% % 8.6% 3.2% % 6.4% 3.5% Academic Variables Initial COMPASS2 Reading Level Level % 26.2% 4.5% Level % 33.8% -3.9% Level % 12.6% -0.9% No COMPASS2 Reading Level 27.1% 27.5% 0.4% Initial COMPASS2 Math Level Level 1 5.8% 4.6% -1.2% Level % 11.2% -2.5% Level % 8.2% -1.9% Level 4 5.2% 5.8% 0.6% Level 5 2.1% 2.1% 0.0% Level 6 1.5% 2.1% 0.6% No COMPASS2 Math Level 61.7% 66.1% 4.4% Total 15,526 2,375 8
11 Table 3. Success Rate Comparisons between Students Tutored and Not Tutored ( ) 100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 63.1% No Tutoring 70.2% Tutoring Table 4. Success Rate Comparisons between Students by Ethnic Group ( ) Non-Tutoring Students Tutoring Students Total Enrollments Success Rate Total Enrolled Success Rate Difference in Success Rate 2 or more races % % 8.2% American Indian/Native Alaskan % % 0.3% Asian % % 5.7% Black/African American % % 6.2% Filipino % % 2.9% Hispanic % % 10.8% Pacific Islander % % 3.5% Unknown % % 6.1% White % % 6.0% All Enrollments % % 7.1% Note. Duplicate students. Success rates are based on enrollments not distinct students. 9
12 Table 5a. Success Rate Comparisons between Students in the Top 10 Classes for Goleman Library ( ) Non-Tutoring Students Tutoring Students Difference Total Success Total Success Enrolled Rate Enrolled Rate Success Rate BUS 001A % % 22.6% JAPAN % % 29.9% BUS 001B % % 18.7% CSP 031A % % 8.7% SPAN % % -0.9% PHILO % % 23.2% HIST 017A 1, % % 17.3% JAPAN % % 16.7% CSP % % 15.8% FREN % * * * Note. Enrollments and success rates for course sections where at least one student received tutoring services. * Fewer than 10 students not reported. Table 5b. Success Rate Comparisons between Students in the Top 10 Classes for MSLC ( ) Non-Tutoring Students Tutoring Students Difference Total Success Success Success Enrolled Rate Rate Rate Success Rate MATH 082 2, % % 11.7% MATH 080 2, % % 1.9% MATH 012 1, % % 15.6% CHEM 003A % % 5.6% MATH % % -5.1% MATH % % 5.8% MATH 078 1, % % -12.7% BIOL % % 16.0% MATH 038A % % 15.7% MATH % % -3.3% Note. Enrollments and success rates for course sections where at least one student received tutoring services. 10
13 Table 5c. Success Rate Comparisons between Students in the Top 10 Classes for RWLC ( ) Non-Tutoring Students Tutoring Students Difference Total Success Success Success Enrolled Rate Rate Rate Success Rate ENG 001A 1, % % 19.4% ENG 079 1, % % -20.0% ENG % % 6.6% ENG 001D % % 20.5% READING 091F % % 21.4% ENG 001B % % 27.7% READING 094A % * * * COM ST 001A % % 8.1% EDUC % % 31.9% ENG % % 14.6% Note. Enrollments and success rates for course sections where at least one student received tutoring services. * Fewer than 10 students not reported. 11
Los Angeles City College Student Equity Plan. Signature Page
Los Angeles City College Student Equity Plan Signature Page Los Angeles Community College Los Angeles City College President, Board of Trustees Date District Chancellor: College President: Academic Senate
More informationBasic Skills Initiative Project Proposal Date Submitted: March 14, Budget Control Number: (if project is continuing)
Basic Skills Initiative Project Proposal 2016-2017 Date Submitted: March 14, 2016 Check One: New Proposal: Continuing Project: X Budget Control Number: (if project is continuing) Control # 87-413 - EOPS
More informationComing in. Coming in. Coming in
212-213 Report Card for Glenville High School SCHOOL DISTRICT District results under review by the Ohio Department of Education based upon 211 findings by the Auditor of State. Achievement This grade combines
More informationNATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE)
NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) 2008 H. Craig Petersen Director, Analysis, Assessment, and Accreditation Utah State University Logan, Utah AUGUST, 2008 TABLE OF CONTENTS Executive Summary...1
More informationSupply and Demand of Instructional School Personnel
Supply and Demand of Instructional School Personnel Presentation to the 82 nd Annual Virginia Middle and High School Principals Conference and Exposition Mrs. Patty S. Pitts Assistant Superintendent of
More informationStatus of Women of Color in Science, Engineering, and Medicine
Status of Women of Color in Science, Engineering, and Medicine The figures and tables below are based upon the latest publicly available data from AAMC, NSF, Department of Education and the US Census Bureau.
More informationNational Survey of Student Engagement Spring University of Kansas. Executive Summary
National Survey of Student Engagement Spring 2010 University of Kansas Executive Summary Overview One thousand six hundred and twenty-one (1,621) students from the University of Kansas completed the web-based
More informationEducational Attainment
A Demographic and Socio-Economic Profile of Allen County, Indiana based on the 2010 Census and the American Community Survey Educational Attainment A Review of Census Data Related to the Educational Attainment
More informationShelters Elementary School
Shelters Elementary School August 2, 24 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the 23-24 educational progress for the Shelters
More informationStudent Support Services Evaluation Readiness Report. By Mandalyn R. Swanson, Ph.D., Program Evaluation Specialist. and Evaluation
Student Support Services Evaluation Readiness Report By Mandalyn R. Swanson, Ph.D., Program Evaluation Specialist and Bethany L. McCaffrey, Ph.D., Interim Director of Research and Evaluation Evaluation
More informationData Diskette & CD ROM
Data File Format Data Diskette & CD ROM Texas Assessment of Academic Skills Fall 2002 through Summer 2003 Exit Level Test Administrations Attention Macintosh Users To accommodate Macintosh systems a delimiter
More information2005 National Survey of Student Engagement: Freshman and Senior Students at. St. Cloud State University. Preliminary Report.
National Survey of Student Engagement: Freshman and Senior Students at St. Cloud State University Preliminary Report (December, ) Institutional Studies and Planning National Survey of Student Engagement
More informationOffice of Institutional Effectiveness 2012 NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) DIVERSITY ANALYSIS BY CLASS LEVEL AND GENDER VISION
Office of Institutional Effectiveness 2012 NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) DIVERSITY ANALYSIS BY CLASS LEVEL AND GENDER VISION We seek to become recognized for providing bright and curious
More informationRtI: Changing the Role of the IAT
RtI: Changing the Role of the IAT Aimee A. Kirsch Akron Public Schools Akron, Ohio akirsch@akron.k12.oh.us Urban Special Education Leadership Collaborative November 3, 2006 1 Introductions Akron Public
More informationPort Graham El/High. Report Card for
School: District: Kenai Peninsula Grades: K - 12 School Enrollment: 20 Title I School? No Title 1 Program: Accreditation: Report Card for 2008-2009 A Title 1 school receives federal money in support low-achieving
More informationStudent Mobility Rates in Massachusetts Public Schools
Student Mobility Rates in Massachusetts Public Schools Introduction The Massachusetts Department of Elementary and Secondary Education (ESE) calculates and reports mobility rates as part of its overall
More informationPUBLIC INFORMATION POLICY
CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA Landscape Architecture College of Environmental Design PUBLIC INFORMATION POLICY Landscape Architecture Accreditation Board (LAAB) accredited programs are
More informationFile Print Created 11/17/2017 6:16 PM 1 of 10
Success - Key Measures Graduation Rate: 4-, 5-, and 6-Year 9. First-time, full-time entering, degree-seeking, students enrolled in a minimum of 12 SCH their first fall semester who have graduated from
More informationSTEM Academy Workshops Evaluation
OFFICE OF INSTITUTIONAL RESEARCH RESEARCH BRIEF #882 August 2015 STEM Academy Workshops Evaluation By Daniel Berumen, MPA Introduction The current report summarizes the results of the research activities
More information2011 Transferable Courses BELLEVUE COLLEGE
2011 Transferable Courses COLLEGE Bellevue College courses that are similar to Puget Sound placement, transfer credit may be adjusted and a student HUMANISTIC APPROACHES (5 credits) courses numbered at
More informationEvaluation of Teach For America:
EA15-536-2 Evaluation of Teach For America: 2014-2015 Department of Evaluation and Assessment Mike Miles Superintendent of Schools This page is intentionally left blank. ii Evaluation of Teach For America:
More informationA Guide to Finding Statistics for Students
San Joaquin Valley Statistics http://pegasi.us/sjstats/ 1 of 2 6/12/2010 5:00 PM A Guide to Finding Statistics for Students CV Stats Home By Topic By Area About the Valley About this Site Population Agriculture
More informationAppendix K: Survey Instrument
Journal of Southeast Asian American Education and Advancement Volume Article 12 2011 Appendix K: Survey Instrument Wayne E. Wright University of Texas, San Antonio, wewright@purdue.edu Sovicheth Boun The
More informationRaw Data Files Instructions
Raw Data Files Instructions Colleges will report the above information for students in the Main Cohort for each of the reporting timeframes and the system will calculate the sub cohorts and metrics based
More information2012 Transferable Courses BELLEVUE COLLEGE
2012 Transferable Courses COLLEGE Bellevue College courses that are similar to Puget Sound placement, transfer credit may be adjusted and a student HUMANISTIC APPROACHES (5 credits) courses numbered at
More informationFrank Phillips College. Accountability Report
Frank Phillips College Accountability Report January 2016 Accountability System, January 2016 1 of 22 Participation - Key Measures Enrollment 1. Fall Headcount (Unduplicated) Fall 2000 Fall 2014 Fall 2015
More informationWhat is related to student retention in STEM for STEM majors? Abstract:
What is related to student retention in STEM for STEM majors? Abstract: The purpose of this study was look at the impact of English and math courses and grades on retention in the STEM major after one
More informationNATIONAL SURVEY OF STUDENT ENGAGEMENT
NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE 2004 Results) Perspectives from USM First-Year and Senior Students Office of Academic Assessment University of Southern Maine Portland Campus 780-4383 Fall 2004
More informationTransportation Equity Analysis
2015-16 Transportation Equity Analysis Each year the Seattle Public Schools updates the Transportation Service Standards and bus walk zone boundaries for use in the upcoming school year. For the 2014-15
More informationInstitution of Higher Education Demographic Survey
Institution of Higher Education Demographic Survey Data from all participating institutions are aggregated for the comparative studies by various types of institutional characteristics. For that purpose,
More information10/6/2017 UNDERGRADUATE SUCCESS SCHOLARS PROGRAM. Founded in 1969 as a graduate institution.
UNDERGRADUATE SUCCESS SCHOLARS PROGRAM THE UNIVERSITY OF TEXAS AT DALLAS Founded in 1969 as a graduate institution. Began admitting upperclassmen in 1975 and began admitting underclassmen in 1990. 1 A
More informationUniversity of Utah. 1. Graduation-Rates Data a. All Students. b. Student-Athletes
University of Utah FRESHMAN-COHORT GRADUATION RATES All Students Student-Athletes # 2009-10 Graduation Rate 64% 64% Four-Class Average 61% 64% Student-Athlete Graduation Success Rate 87% 1. Graduation-Rates
More informationServing Country and Community: A Study of Service in AmeriCorps. A Profile of AmeriCorps Members at Baseline. June 2001
Serving Country and Community: A Study of Service in AmeriCorps Cambridge, MA Lexington, MA Hadley, MA Bethesda, MD Washington, DC Chicago, IL Cairo, Egypt Johannesburg, South Africa A Profile of AmeriCorps
More informationThe following resolution is presented for approval to the Board of Trustees. RESOLUTION 16-
1. Adoption of Wright State 2016 Campus Completion Plan The following resolution is presented for approval to the Board of Trustees. RESOLUTION 16- WHEREAS, Section 3345.81 of the Ohio Revised Code requires
More informationIowa School District Profiles. Le Mars
Iowa School District Profiles Overview This profile describes enrollment trends, student performance, income levels, population, and other characteristics of the public school district. The report utilizes
More informationDescriptive Summary of Beginning Postsecondary Students Two Years After Entry
NATIONAL CENTER FOR EDUCATION STATISTICS Statistical Analysis Report June 994 Descriptive Summary of 989 90 Beginning Postsecondary Students Two Years After Entry Contractor Report Robert Fitzgerald Lutz
More informationBellevue University Bellevue, NE
C O L L E G E P R O F I L E - O V E R V I E W Bellevue University Bellevue, NE Bellevue, founded in 1966, is a private university. Its campus is located in Bellevue, in the Omaha metropolitan area. Web
More informationDemographic Survey for Focus and Discussion Groups
Appendix F Demographic Survey for Focus and Discussion Groups Demographic Survey--Lesbian, Gay, and Bisexual Discussion Group Demographic Survey Faculty with Disabilities Discussion Group Demographic Survey
More informationHistory. 344 History. Program Student Learning Outcomes. Faculty and Offices. Degrees Awarded. A.A. Degree: History. College Requirements
344 History History History is the disciplined study of the human past. Santa Barbara City College offers a varied and integrated curriculum in history. For the major, the History Department provides the
More informationCITY COLLEGE OF SAN FRANCISCO Transfer Credit Agreement Catalog
Notre Dame de Namur University agrees to accept the CCSF courses listed below in satisfaction of General Education (GE) requirements. For further information or to make an appointment to meet with a transfer
More informationPsychometric Research Brief Office of Shared Accountability
August 2012 Psychometric Research Brief Office of Shared Accountability Linking Measures of Academic Progress in Mathematics and Maryland School Assessment in Mathematics Huafang Zhao, Ph.D. This brief
More informationNational Survey of Student Engagement
National Survey of Student Engagement Report to the Champlain Community Authors: Michelle Miller and Ellen Zeman, Provost s Office 12/1/2007 This report supplements the formal reports provided to Champlain
More informationSt. John Fisher College Rochester, NY
C O L L E G E P R O F I L E - O V E R V I E W St. John Fisher College Rochester, NY St. John Fisher is a church-affiliated, liberal arts college. Founded in 1948 as a men's college, it adopted coeducation
More informationhttps://secure.aacte.org/apps/peds/print_all_forms.php?view=report&prin...
1 of 35 4/25/2012 9:56 AM A» 2011 PEDS» Institutional Data inst id: 3510 Institutional Data A_1 Institutional Information This information will be used in all official references to your institution. Institution
More informationKahului Elementary School
Kahului Elementary Code: 405 Status and Improvement Report Year 2014-15 Focus On Standards Grades K-5 Focus on Standards Description Contents Setting Student Profile Community Profile Improvement Summary
More informationThe number of involuntary part-time workers,
University of New Hampshire Carsey School of Public Policy CARSEY RESEARCH National Issue Brief #116 Spring 2017 Involuntary Part-Time Employment A Slow and Uneven Economic Recovery Rebecca Glauber The
More informationKENT STATE UNIVERSITY
KENT STATE UNIVERSITY Regents STARTALK Teacher Leadership Academy: Chinese, Russian Director: Brian J. Baer / Co-director: Theresa A. Minick Program Dates: Thursday, July 7 - Saturday, July 16 Summer 2016
More informationLIM College New York, NY
C O L L E G E P R O F I L E - O V E R V I E W LIM College New York, NY The Laboratory Institute of Merchandising, founded in 1939, is a private institute. Its facilities are located in Manhattan. Web Site
More informationBest Colleges Main Survey
Best Colleges Main Survey Date submitted 5/12/216 18::56 Introduction page 1 / 146 BEST COLLEGES Data Collection U.S. News has begun collecting data for the 217 edition of Best Colleges. The U.S. News
More informationIS FINANCIAL LITERACY IMPROVED BY PARTICIPATING IN A STOCK MARKET GAME?
21 JOURNAL FOR ECONOMIC EDUCATORS, 10(1), SUMMER 2010 IS FINANCIAL LITERACY IMPROVED BY PARTICIPATING IN A STOCK MARKET GAME? Cynthia Harter and John F.R. Harter 1 Abstract This study investigates the
More informationACHE DATA ELEMENT DICTIONARY as of October 6, 1998
ACHE DATA ELEMENT DICTIONARY as of October 6, 1998 Element Title: Reference Numbers: Institution FICE Code FICE ST010, GR010 The identification number for each reporting institution will be the institution's
More informationOFFICE OF ENROLLMENT MANAGEMENT. Annual Report
2014-2015 OFFICE OF ENROLLMENT MANAGEMENT Annual Report Table of Contents 2014 2015 MESSAGE FROM THE VICE PROVOST A YEAR OF RECORDS 3 Undergraduate Enrollment 6 First-Year Students MOVING FORWARD THROUGH
More informationSamuel Enoka Kalama Intermediate School
Code: 420 Samuel Enoka Kalama Intermediate Status and Improvement Report Year 2014-15 Focus On Standards Grades 6-8 Contents This Status and Improvement Report has been prepared as part of the Department's
More informationMissouri 4-H University of Missouri 4-H Center for Youth Development
Missouri 4-H University of Missouri 4-H Center for Youth Development Missouri 4-H Key Award Purpose To Encourage: A quality educational programs for all members. A safe environment where all youth feel
More informationCAMPUS PROFILE MEET OUR STUDENTS UNDERGRADUATE ADMISSIONS. The average age of undergraduates is 21; 78% are 22 years or younger.
CAMPUS PROFILE MEET OUR STUDENTS Freshmen are defined here as all domestic students entering in fall quarter from high school. These statistics include information drawn from records available at UC Davis.
More informationStrategic Plan Dashboard Results. Office of Institutional Research and Assessment
29-21 Strategic Plan Dashboard Results Office of Institutional Research and Assessment Binghamton University Office of Institutional Research and Assessment Definitions Fall Undergraduate and Graduate
More informationUniversity of Maine at Augusta Augusta, ME
C O L L E G E P R O F I L E - O V E R V I E W University of Maine at Augusta Augusta, ME U Maine at Augusta, founded in 1965, is a public university. Its 165-acre campus is located in Augusta, 50 miles
More informationNational Survey of Student Engagement The College Student Report
The College Student Report This is a facsimile of the NSSE survey (available at nsse.iub.edu/links/surveys). The survey itself is administered online. 1. During the current school year, about how often
More information2018 Great Ideas Conference SAMPLE SUBMISSION FORM
2018 Great Ideas Conference SAMPLE SUBMISSION FORM To prepare for completing the required online form, use this sample to gather proposal details and complete content leader information for each presenter/co-presenter
More informationSFY 2017 American Indian Opportunities and Industrialization Center (AIOIC) Equity Direct Appropriation
SFY 2017 American Indian Opportunities and Industrialization Center (AIOIC) Equity Direct Appropriation Report to the Legislature as required by 2016 Minnesota Session Laws, Chapter 189, H.F. 2749, Article
More informationGraduate Division Annual Report Key Findings
Graduate Division 2010 2011 Annual Report Key Findings Trends in Admissions and Enrollment 1 Size, selectivity, yield UCLA s graduate programs are increasingly attractive and selective. Between Fall 2001
More informationUndergraduate Program Guide. Bachelor of Science. Computer Science DEPARTMENT OF COMPUTER SCIENCE and ENGINEERING
Undergraduate Program Guide Bachelor of Science in Computer Science 2011-2012 DEPARTMENT OF COMPUTER SCIENCE and ENGINEERING The University of Texas at Arlington 500 UTA Blvd. Engineering Research Building,
More informationSASKATCHEWAN MINISTRY OF ADVANCED EDUCATION
SASKATCHEWAN MINISTRY OF ADVANCED EDUCATION Report March 2017 Report compiled by Insightrix Research Inc. 1 3223 Millar Ave. Saskatoon, Saskatchewan T: 1-866-888-5640 F: 1-306-384-5655 Table of Contents
More informationREADY OR NOT? CALIFORNIA'S EARLY ASSESSMENT PROGRAM AND THE TRANSITION TO COLLEGE
READY OR NOT? CALIFORNIA'S EARLY ASSESSMENT PROGRAM AND THE TRANSITION TO COLLEGE Michal Kurlaender University of California, Davis Policy Analysis for California Education March 16, 2012 This research
More informationExecutive Summary. DoDEA Virtual High School
New York/Virginia/Puerto Rico District Dr. Terri L. Marshall, Principal 3308 John Quick Rd Quantico, VA 22134-1752 Document Generated On February 25, 2015 TABLE OF CONTENTS Introduction 1 Description of
More informationFacts and Figures Office of Institutional Research and Planning
Facts and Figures 2008-2009 Office of Institutional Research and Planning Office of Institutional Research Fall 2009 Facts at a Glance Credit Headcount Enrollments Headcount Ethnicity Headcount Percent
More informationUW-Waukesha Pre-College Program. College Bound Take Charge of Your Future!
UW-Waukesha Pre-College Program College Bound 2017 Take Charge of Your Future! This is a great program to increase your knowledge on various subjects. Students will be engaged in workshops and hands-on
More informationThe Demographic Wave: Rethinking Hispanic AP Trends
The Demographic Wave: Rethinking Hispanic AP Trends Kelcey Edwards & Ellen Sawtell AP Annual Conference, Las Vegas, NV July 19, 2013 Exploring the Data Hispanic/Latino US public school graduates The Demographic
More informationProfile of BC College Transfer Students admitted to the University of Victoria
Profile of BC College Transfer Students admitted to the University of Victoria 23/4 to 27/8 Prepared by: Jim Martell & Alan Wilson Office of Institutional Planning and Analysis, University of Victoria
More informationU VA THE CHANGING FACE OF UVA STUDENTS: SSESSMENT. About The Study
About The Study U VA SSESSMENT In 6, the University of Virginia Office of Institutional Assessment and Studies undertook a study to describe how first-year students have changed over the past four decades.
More informationHokulani Elementary School
Hokulani Elementary Code: 109 Status and Improvement Report Year -11 Contents Focus On Standards Grades K-5 This Status and Improvement Report has been prepared as part of the Department's education accountability
More informationSchool Year 2017/18. DDS MySped Application SPECIAL EDUCATION. Training Guide
SPECIAL EDUCATION School Year 2017/18 DDS MySped Application SPECIAL EDUCATION Training Guide Revision: July, 2017 Table of Contents DDS Student Application Key Concepts and Understanding... 3 Access to
More informationForeign Languages. Foreign Languages, General
Foreign Languages, General Program Description This program introduces the fundamentals of language learning (listening, speaking, reading, writing, and culture) with emphasis on language production, grammar,
More informationSegmentation Study of Tulsa Area Higher Education Needs Ages 36+ March Prepared for: Conducted by:
Segmentation Study of Tulsa Area Higher Education Needs Ages 36+ March 2004 * * * Prepared for: Tulsa Community College Tulsa, OK * * * Conducted by: Render, vanderslice & Associates Tulsa, Oklahoma Project
More informationRAISING ACHIEVEMENT BY RAISING STANDARDS. Presenter: Erin Jones Assistant Superintendent for Student Achievement, OSPI
RAISING ACHIEVEMENT BY RAISING STANDARDS Presenter: Erin Jones Assistant Superintendent for Student Achievement, OSPI Agenda Introductions Definitions History of the work Strategies Next steps Debrief
More informationTablet PCs, Interactive Teaching, and Integrative Advising Promote STEM Success
Tablet PCs, Interactive Teaching, and Integrative Advising Promote STEM Success Ms. Cathy Lysy Dr. Carla Romney Dr. Juan Pedro Paniagua Dr. Fabian Torres-Ardila Science and Engineering Program Motivation
More informationSUNY Downstate Medical Center Brooklyn, NY
C O L L E G E P R O F I L E - O V E R V I E W SUNY Downstate Medical Center Brooklyn, NY SUNY Health Science Center at Brooklyn, founded in 1858, is a public, upper-division institution. Its 13-acre campus
More informationDUAL ENROLLMENT ADMISSIONS APPLICATION. You can get anywhere from here.
DUAL ENROLLMENT ADMISSIONS APPLICATION SM You can get anywhere from here. Please print or type: DUAL ENROLLMENT APPLICATION Last Name First Name Maiden/Middle Social Security # Local Address (include apt.
More informationIt s not me, it s you : An Analysis of Factors that Influence the Departure of First-Year Students of Color
It s not me, it s you : An Analysis of Factors that Influence the Departure of First-Year Students of Color Berenice Sánchez Keeley Copridge Jana Clark Jim Cole, Ph.D. Learning Outcomes 1. Participants
More informationAdapt and Overcome: Helping Student Veterans Transition to Academic Life
Adapt and Overcome: Helping Student Veterans Transition to Academic Life Lisa Firmin, Associate Provost for Diversity and Recruitment Dr. Mary McNaughton-Cassill, Associate Professor Dr. Dianne P. Hengst,
More information12-month Enrollment
12-month Enrollment 2016-17 Institution: Potomac State College of West Virginia University (237701) Overview 12-month Enrollment Overview The 12-Month Enrollment component collects unduplicated student
More informationDO SOMETHING! Become a Youth Leader, Join ASAP. HAVE A VOICE MAKE A DIFFERENCE BE PART OF A GROUP WORKING TO CREATE CHANGE IN EDUCATION
DO SOMETHING! Become a Youth Leader, Join ASAP. HAVE A VOICE MAKE A DIFFERENCE BE PART OF A GROUP WORKING TO CREATE CHANGE IN EDUCATION The Coalition for Asian American Children and Families (CACF) is
More informationExecutive Summary. Lincoln Middle Academy of Excellence
Forrest City School District Mrs. Shirley Taylor, Principal 149 Water Street Forrest City, AR 72335 Document Generated On February 26, 2014 TABLE OF CONTENTS Introduction 1 Description of the School 2
More informationA Pilot Study on Pearson s Interactive Science 2011 Program
Final Report A Pilot Study on Pearson s Interactive Science 2011 Program Prepared by: Danielle DuBose, Research Associate Miriam Resendez, Senior Researcher Dr. Mariam Azin, President Submitted on August
More informationAn Empirical Analysis of the Effects of Mexican American Studies Participation on Student Achievement within Tucson Unified School District
An Empirical Analysis of the Effects of Mexican American Studies Participation on Student Achievement within Tucson Unified School District Report Submitted June 20, 2012, to Willis D. Hawley, Ph.D., Special
More informationJohn F. Kennedy Middle School
John F. Kennedy Middle School CUPERTINO UNION SCHOOL DISTRICT Steven Hamm, Principal hamm_steven@cusdk8.org School Address: 821 Bubb Rd. Cupertino, CA 95014-4938 (408) 253-1525 CDS Code: 43-69419-6046890
More informationThe University of Winnipeg Recognition of Prior Learning (RPL) Undergraduate Degree Credits
The University of Winnipeg Recognition of Prior Learning (RPL) Undergraduate Degree Credits Definition: RPL/PLAR at The University of Winnipeg provides learners with welcome opportunities to identify demonstrate
More informationFashion Design Program Articulation
Memorandum of Understanding (206-207) Los Angeles City College This document is intended both as a memorandum of understanding for college counselors and as a guide for students transferring into Woodbury
More informationPrincipal vacancies and appointments
Principal vacancies and appointments 2009 10 Sally Robertson New Zealand Council for Educational Research NEW ZEALAND COUNCIL FOR EDUCATIONAL RESEARCH TE RŪNANGA O AOTEAROA MŌ TE RANGAHAU I TE MĀTAURANGA
More informationFostering Equity and Student Success in Higher Education
Fostering Equity and Student Success in Higher Education Laura I Rendón Professor Emerita University of Texas-San Antonio Presentation at NTCC 22 nd Annual Fall Leadership Conference Gainsesville, TX September
More information2010 National Survey of Student Engagement University Report
National Survey of Student Engagement University Report Office of Assessment July 2011 NSSE Survey Summary Report The National Survey of Student Engagement (NSSE) is utilized at Kansas State University,
More informationStudent Success and Academics
Student Success and Academics ALICIA ROBERSON, M.S. DIRECTOR OF CENTRALIZED ADVISING & FIRST YEAR PROGRAMS Our Advising Team for Today Academic Advisor Admissions Counselor Graduate Assistant Advisor Orientation
More informationEMPLOYMENT APPLICATION Legislative Counsel Bureau and Nevada Legislature 401 S. Carson Street Carson City, NV Equal Opportunity Employer
EMPLOYMENT APPLICATION Legislative Counsel Bureau and Nevada Legislature 401 S. Carson Street Carson City, NV 89701-4747 Equal Opportunity Employer Read Instructions Before Proceeding I am applying for
More informationUNIVERSITY OF UTAH VETERANS SUPPORT CENTER
UNIVERSITY OF UTAH VETERANS SUPPORT CENTER ANNUAL REPORT 2015 2016 Overview The (VSC) continues to be utilized as a place for student veterans to find services, support, and camaraderie. The services include
More informationOver-Age, Under-Age, and On-Time Students in Primary School, Congo, Dem. Rep.
Primary School Net and Gross Attendance Rates, Congo, Dem. Rep. Less than two thirds of school age children in the Democratic Republic of the Congo attend primary school. Boys are not much more likely
More informationEXECUTIVE SUMMARY. TIMSS 1999 International Science Report
EXECUTIVE SUMMARY TIMSS 1999 International Science Report S S Executive Summary In 1999, the Third International Mathematics and Science Study (timss) was replicated at the eighth grade. Involving 41 countries
More informationPartners in education!
Partners in education! Ohio University has a three tiered General Education Requirement that all baccalaureate degree students must fulfill. Tier 1 course requirements build your quantitative and English
More informationBureau of Teaching and Learning Support Division of School District Planning and Continuous Improvement GETTING RESULTS
PENNSYLVANIA DEPARTMENT OF EDUCATION A Framework for Continuous School Improvement Planning (Summer 2009) GETTING RESULTS Continuous School Improvement Plan Gen 6-2 Year Plan Required for Schools in School
More informationEvaluation of a College Freshman Diversity Research Program
Evaluation of a College Freshman Diversity Research Program Sarah Garner University of Washington, Seattle, Washington 98195 Michael J. Tremmel University of Washington, Seattle, Washington 98195 Sarah
More informationYOUR FUTURE IN IB. Why is the International Baccalaureate a great choice for you? Mrs. Debbie Woolard IB Director Marietta High School
YOUR FUTURE IN IB Why is the International Baccalaureate a great choice for you? Mrs. Debbie Woolard IB Director Marietta High School MHS 11 TH & 12 TH GRADE ACADEMIC OPTIONS Full IB Diploma IB Career
More information