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Descriptors:
Validity; Achievement Tests; Rating Scales; Low Income Groups; Teacher Evaluation; Test Bias; Group Membership; Elementary School Students; Comparative Analysis; Scores; Testing; Factor Analysis; Disproportionate Representation; School Districts; Correlation; Construct Validity

Abstract:
The "HOPE Scale" was developed to identify academic and social components of giftedness and talent in elementary-aged students with particular attention to students from low-income and/or culturally diverse families. Based on previous findings, additional research was conducted on revisions made to the "HOPE Scale". Items were added, and 71 teachers completed the "HOPE Scale" on 1,700 diverse students. The "HOPE Scale" was evaluated for differential item and test functioning with regard to gender, ethnic/racial, and income groups. Differential item functioning was not found with ethnic/racial or income group membership, but it existed for gender. "HOPE Scale" scores were also compared with achievement test scores to contribute criterion-related validity information. Results indicate that "HOPE Scale" scores account for approximately 52% to 58% of achievement test scores. (Contains 10 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Principals; Educational Change; Urban Schools; Elementary Schools; Instructional Leadership; Participative Decision Making; Elementary School Teachers; Hispanic Americans; Parents; Low Income Groups; Social Capital; Empowerment; Capacity Building; Leadership Role; Role Conflict; Coping; Community Organizations; Parent School Relationship; Educational Cooperation; Interviews; Observation

Abstract:
Purpose: Educational leadership is key to addressing the persistent inequities in low-income urban schools, but most principals struggle to work with parents and communities around those schools to create socially just learning environments. This article describes the conditions and experiences that enabled principals to share leadership with teachers and low-income Latino parents to improve student learning. Methods: This study used interviews, observations, and documents to examine the perceptions and experiences of the principals of three small autonomous schools initiated by a community organizing group in California. Data analysis was conducted in iterative phases using shared leadership, social capital, and role theories as lenses to identify themes, triangulate across data sources, and examine alternative hypotheses. Findings: Findings illuminate how a design team process initiated principals into a model of shared leadership with teachers and empowered parents that focused on deep relationships and capacity building. Principals enacted this model of the "principal as organizer" in the newly-opened schools, but they struggled to navigate conflicting leadership role expectations from district administration. Implications: Organizing approaches to education reform can cultivate shared leadership in principals and the capacity to partner with empowered, low-income Latino parents. District expectations and principals' broader social networks may be critical in navigating and sustaining such leadership. Further research on districts that collaborate with community organizing groups may provide promising insights into the development of a new generation of educational leaders. (Contains 1 table and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
African American Students; Elementary School Students; Classification; Productivity; Low Income Groups; Socioeconomic Status; Semantics

Abstract:
The current study compares the productivity (number of responses) and the typical responses to taxonomic and slot-filler prompts in 39 African American children from low-income backgrounds and a diverse group of 21 children from middle-income backgrounds. The authors tested the hypothesis that socioeconomic status would exert a global influence on productivity and typicality responses such that children from middle-income environments would generate higher productivity rates and more sophisticated typical responses. They found support for this hypothesis only in categories that appear to be related to exposure to formal contexts. Several categories that reflect basic life experiences displayed similar rates of productivity and typical responses across socioeconomic groups. Findings from this study have implications for the assessment of semantic knowledge in elementary-school-age children from diverse cultural and linguistic backgrounds. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gap; Citizen Participation; Community Organizations; Democracy; Urban Youth; Activism; After School Programs; Adolescent Development; Adults; Minority Group Students; Low Income Groups; Interpersonal Relationship; Interviews; Adolescents

Abstract:
The National Assessment of Education Progress (NAEP) shows a civic knowledge gap similar to the achievement gap, showing urban youth struggling in particular. However, research has shown that urban youth can be civically engaged when they are involved in projects or organizing intended to improve community conditions, not simply absorbing civic knowledge. This article shares findings from case studies of two Bronx-based community organizations that have successful models of civic engagement with urban youth. The findings reveal the practices that the adults use in the organizations to get urban youth civically engaged and to develop a "civic identity". (Contains 2 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Smoking; Family Environment; Risk; Educational Attainment; Socioeconomic Status; Low Income Groups; Health Promotion; Prevention; Health Behavior; Public Health; Program Effectiveness; Questionnaires; Predictor Variables; Statistical Analysis

Abstract:
Our objective was to assess how exposure to secondhand tobacco smoke occurs in Hungarian homes, particularly among non-smokers, and to examine the effectiveness of home smoking bans in eliminating exposure to secondhand smoke at home. In 2009, 2286 non-smokers and smokers aged 16-70 years, who were selected randomly from a nationally representative sample of 48 Hungarian settlements, completed paper-and-pencil self-administered questionnaires addressing tobacco-related attitudes, opinions and behaviors. Chi-square tests, one-way analysis of variance and multivariate logistic regression models were used to assess the effect of demographics, socio-economic characteristics and home smoking policies on the risk of exposure to secondhand tobacco smoke at home. Significantly higher risk of exposure was found among younger, lower educated and poorer people and among those having no or partial home smoking restrictions. There was a significant interaction between education level and home smoking policies: the effect of a smoking ban on exposure to secondhand tobacco smoke was stronger for the lower educated group than the higher educated group. The results suggest that Hungarians are making good progress in implementing home smoking bans, and that in the majority of population these bans are working. More can be done to promote the uptake of home smoking bans among poorer and less educated subpopulations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Risk; Smoking; Intervention; Behavior Modification; Depression (Psychology); Low Income Groups; Socioeconomic Status; Counseling; Counseling Effectiveness; Drug Therapy; Health Promotion; Prevention; Health Behavior; Behavior Change; Health Education; Public Health; Community Health Services; Health Personnel; Program Implementation; Program Effectiveness; Outcomes of Treatment; Correlation

Abstract:
Lay health advisers (LHAs) are increasingly used to deliver tobacco dependence treatment, especially with low-socioeconomic status (SES) populations. More information is needed about treatment adherence to help interpret mixed evidence of LHA intervention effectiveness. This study examined adherence to behavioral counseling and nicotine patches in an LHA intervention with 147 Ohio Appalachian female daily smokers. Participants were randomly selected from clinics and randomized to the intervention condition of a randomized controlled trial. Overall, 75.5% of participants received all seven planned LHA visits, 29.3% used patches for greater than 7 weeks and approximately half received high average ratings on participant responsiveness. Depressive symptoms and low nicotine dependence were associated with lower patch adherence while high poverty-to-income ratio was associated with high responsiveness. Compared with those with fewer visits, participants who received all visits were more likely to be abstinent (22.5 versus 2.8%, P = 0.026) or have attempted quitting (85.0 versus 47.4%, P = 0.009) at 3 months. High participant responsiveness was associated with 12-month abstinence. LHA interventions should focus on improving adherence to nicotine patches and managing depression because it is an independent risk factor for low adherence. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Colleges; Enrollment; Well Being; Females; Two Year College Students; Academic Persistence; School Holding Power; Predictor Variables; Demography; Low Income Groups; Mobility; Employment; Child Care; Natural Disasters; Outcomes of Education; Intervention; Rating Scales; Student Surveys; Interviews; Helping Relationship

Abstract:
In this study, we explored predictors of community college re-enrollment after Hurricane Katrina among a sample of low-income women (N = 221). It was predicted that participants' pre-hurricane educational optimism would predict community college re-enrollment a year after the hurricane. The influence of various demographic and additional resources (e.g., social support, childcare, hours of employment, psychological well-being) was also explored. High levels of pre- and post-hurricane educational optimism were significant predictors of re-enrollment, as were lower post-hurricane psychological distress and fewer post-hurricane hours employed. In addition, experiencing a greater number of moves since the hurricane was a marginally significant predictor of post-hurricane re-enrollment. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Graduation Rate; Foreign Countries; Accounting; Tuition; Educational Policy; School Policy; Academic Persistence; Student Attrition; Income; Enrollment Trends; Fees; Dropout Rate; Financial Support; Low Income Groups; College Preparation

Abstract:
African universities over the past decade have developed new modes of financial mobilization in search for fiscal solutions to the declining public support for higher education. The creation of the "tuition-paying" ("dual track" or "fee-paying") admission track policy, a variant of cost sharing, is one of such strategic initiatives that has gained popularity in public universities in Ghana and other East African countries. Using official institutional data, this descriptive study examines and compares retention and graduation rates of students enrolled in the University of Ghana as "tuition-paying" and regular admits. The author discusses the factors accounting for students' attrition and persistence in the University of Ghana. The article concludes that, although the "fee-paying" scheme has had some potential successes in revenue generation and enrollment expansion, there exists graduation gap/disparity between tuition-paying and regular admits (non-tuition-free students). (Contains 4 figures, 2 tables, and 10 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Middle Schools; Charter Schools; Middle School Students; Economically Disadvantaged; Low Income Groups; Outcomes of Education; Academic Achievement; Social Studies; Mathematics Achievement; Reading Achievement; Science Achievement; School Effectiveness; Student Characteristics; Institutional Characteristics; Scores; Thinking Skills; Student Behavior; Student Attitudes; Learner Engagement; Academic Aspiration; Well Being; Satisfaction; School Attitudes; Norm Referenced Tests; High Stakes Tests; Student Surveys; Parent Surveys

Abstract:
The Knowledge Is Power Program (KIPP) is a rapidly expanding network of public charter schools whose mission is to improve the education of low-income children. As of the 2012-2013 school year, 125 KIPP schools are in operation in 20 different states and the District of Columbia (DC). Ultimately, KIPP's goal is to prepare students to enroll and succeed in college. Prior research has suggested that KIPP schools have positive impacts on student achievement, but most of the studies have included only a few KIPP schools or have had methodological limitations. This is the second report of a national evaluation of KIPP middle schools being conducted by Mathematica Policy Research. The evaluation uses experimental and quasi-experimental methods to produce rigorous and comprehensive evidence on the effects of KIPP middle schools across the country. The study's first report, released in 2010, described strong positive achievement impacts in math and reading for the 22 KIPP middle schools for which data were available at the time. For this phase of the study, the authors nearly doubled the size of the sample, to 43 KIPP middle schools, including all KIPP middle schools that were open at the start of the study in 2010 for which they were able to acquire relevant data from local districts or states. The average impact of KIPP on student achievement is positive, statistically significant, and educationally substantial. KIPP impact estimates are consistently positive across the four academic subjects examined, in each of the first four years after enrollment in a KIPP school, and for all measurable student subgroups. A large majority of the individual KIPP schools in the study show positive impacts on student achievement as measured by scores on state-mandated assessments. KIPP produces similar positive impacts on the norm-referenced test, which includes items assessing higher-order thinking. Estimated impacts on measures of student attitudes and behavior are less frequently positive, but the authors found evidence that KIPP leads students to spend significantly more time on homework, and that KIPP increases levels of student and parent satisfaction with school. On the negative side, the findings suggest that enrollment in a KIPP school leads to an increase in the likelihood that students report engaging in undesirable behavior such as lying to or arguing with parents. These findings are described in this report. The following appendixes are included: (1) Sample selection and baseline characteristics; (2) Constructing survey outcomes; (3) Schools attended by lottery winners and lottery non-winners; (4) Analytic methods for the matched comparison group analysis; (5) Analytic methods for lottery-based analysis; and (6) Validation of matching methods using lottery-based impact estimates. (Contains 46 tables, 78 footnotes, and 16 figures.) [For "What Works Clearinghouse Quick Review: 'KIPP Middle Schools: Impacts on Achievement and Other Outcomes, Final Report,'" see ED540896.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Financial Aid; Federal Government; Higher Education; Incentives; Eligibility; Educational Change; Tax Credits; Tuition; Student Loan Programs; Credentials; Grants; Low Income Groups; Outreach Programs

Abstract:
The federal financial aid system is no longer up to today's demands. Built in a different era, its haphazard evolution over the decades has made it inefficient, poorly targeted, and overly complicated. With the need for higher education never greater and college growing increasingly unaffordable, students deserve a streamlined aid system that is more understandable, effective, and fair. Policymakers can achieve such reforms at no additional cost to taxpayers--by rebalancing existing resources and better aligning incentives for students and institutions of higher education. Ultimately, those reforms will increase access to high-quality credentials and boost student success in higher education and the workforce. In "Rebalancing Resources and Incentives in Federal Student Aid," the authors offer more than 30 specific policy recommendations that are designed to create such a system. Nothing is off-limits. They recommend specific changes to federal grants, loans, tax benefits, college outreach programs and federal regulations to provide more direct aid to the lowest-income students, while strengthening accountability for institutions of higher education to ensure that more students are able to earn affordable, high-quality credentials. Taken together, the package of proposals in their report is "budget-neutral" over the 10-year period from federal fiscal years 2013-2022. Pell Grant Funding Sources are appended. (Contains 1 figure, 3 tables, and 120 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (1095K)