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Descriptors:
Economics Education; High School Seniors; Grade 12; Student Evaluation; Basic Business Education; Money Management; Free Enterprise System; National Norms; International Trade; Economic Factors; Economic Impact; Scores; National Competency Tests; Test Results; Private Schools; Public Schools; Economics; Achievement Gap; Achievement Gains; Ethnic Groups; African American Students; Hispanic American Students; Pacific Americans; Alaska Natives; Asian American Students; American Indians; White Students

Abstract:
Economic literacy is vital for functioning effectively in today's society. Consumers need to manage their finances, investors need to plan for their future, and voters need to choose among competing economic plans. As students move on to college or enter the workforce, their understanding of the economy will help them become financially responsible citizens. The National Assessment of Educational Progress (NAEP) monitors students' attainment of these skills and knowledge with its twelfth-grade economics assessment. First administered in 2006, the NAEP economics assessment measures twelfth-graders' understanding of a wide range of topics in three main content areas: market economy, national economy, and international economy. This report provides results of the economics assessment in 2012 based on a nationally representative sample of nearly 11,000 twelfth-graders. Results from 2012 are compared with those from 2006 to investigate whether the nation's high school seniors are becoming increasingly literate in economics. Percentage of students and average scores in NAEP economics at grade 12, by selected characteristics: 2006 and 2012 are appended. Technical notes are included. (Contains 17 figures and 4 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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Males; Middle School Students; High School Students; Out of School Youth; Young Adults; African Americans; Hispanic Americans; American Indians; Alaska Natives; Asian Americans; Pacific Americans; Health; Surveys; Interviews; Access to Information; Organizations (Groups); Barriers; Change; Public Policy

Abstract:
The purpose of this project is to provide an analysis of policy issues affecting middle school and high school-aged boys and young men of color in the areas of education, health, and pathways to employment. This policy scan and subsequent recommendations will provide valuable background knowledge to inform the future direction of policy efforts for the target population. In addition, findings from this analysis will be used to inform the framing of future policy discussions and implementation at the national, state, and local level. CLASP designed four surveys to gather data about policies and programming affecting men and boys of color. Participants were instructed to select a survey to complete based on their area of expertise. If participants had expertise in multiple areas, they were encouraged to complete multiple surveys. The target audience included anyone involved with providing services, programming, research, or policy on education, employment, and health for males of color. The four surveys included: (1) Middle School Aged Boys; (2) High School Aged Young Men; (3) Health; and (4) Out-of-School Young Men. Each survey consisted of demographic questions that detailed participants' sex, city and state of residence, industry, and position type. Ten issues were listed for participants to rank according to their level of importance. Volunteers were then asked to answer open-ended/qualitative questions about the top three issues they chose. The open-ended questions included assessing whether they knew of local or national agencies working to address the issues and whether policy supported initiatives around those issues. Survey results are presented. Transcript of Telephone interviews is appended. (Contains 20 figures and 17 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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 ERIC Full Text (2884K)

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National Competency Tests; Science Tests; Grade 8; Scores; Test Results; Achievement Gains; Achievement Gap; Science Achievement; Gender Differences; Racial Differences; African American Students; Hispanic American Students; American Indians; Alaska Natives; Asian American Students; Pacific Americans; White Students; Low Income Groups; Public Schools; Private Schools; Hands on Science; Science Projects; Cooperative Learning; Science Activities; Physical Sciences; Biological Sciences; Earth Science; Space Sciences; Science Process Skills

Abstract:
This report presents results of the National Assessment of Educational Progress (NAEP) U.S. science assessment in 2011. A representative sample of 122,000 eighth-graders participated in the 2011 NAEP science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. The average eighth-grade science score increased from 150 in 2009 to 152 in 2011. The percentages of students performing at or above the "Basic" and "Proficient" levels were higher in 2011 than in 2009. There was no significant change from 2009 to 2011 in the percentage of students at the "Advanced" level. Score gaps between White and Black students and between White and Hispanic students narrowed from 2009 to 2011. In comparison to 2009, average science scores in 2011 were 1 point higher for White students, 3 points higher for Black students, and 5 points higher for Hispanic students. There were no significant changes from 2009 to 2011 in the scores for Asian/Pacific Islander or American Indian/Alaska Native students. Average scores for both male and female students were higher in 2011 than in 2009. Male students scored 5 points higher on average than female students in 2011, which was not significantly different from the 4-point gap in 2009. The average science score for public school students was higher in 2011 than in 2009, while there was no significant change in the score for private school students. Private school students scored 12 points higher on average than public school students in 2011, which was not significantly different from the 15-point score gap in 2009. (Contains 12 figures and 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:
Graduation Rate; Racial Differences; Educational Policy; State Policy; Educational Trends; School Districts; High School Graduates; Achievement Gap; College Readiness; African American Students; American Indian Students; Asian American Students; Hispanic American Students; Minority Group Students; White Students; Pacific Americans; Economic Impact; Dropouts; Gender Differences; Data Analysis; Alaska Natives

Abstract:
For the past five years, ConnCAN (Connecticut Coalition for Achievement Now) has analyzed the state's graduation rates; this Issue Brief provides a more detailed examination of the latest data. In addition to relatively flat graduation rates across the board in Connecticut, the data reveal dramatic, persistent gaps by race. These numbers point to an urgent need for policy change to reverse these trends. By 2020, nearly one-third of Connecticut's population and nearly half of the youngest workers (25-29 year olds) will be non-white. If we fail to increase graduation rates significantly, especially for students of color, we risk seeing a continued increase in the proportion of children who are not prepared for success in our state--and we put our state's economic future in peril. As with previous years, the authors' analysis also reveals that Connecticut State Department of Education graduation rates are significantly higher than the rates reported in "Education Week's Diplomas Count" report. "Education Week" uses a more accurate cohort method to calculate these rates. Connecticut plans to use this method beginning with the class of 2009. The analyses in this report draw on data for the Class of 2008, which is the most recent data available from both the Connecticut State Department of Education and from "Education Week's Diplomas Count" report. Appended are: (1) Gaps Between Connecticut State Department of Education and "Education Week" Graduation Rates, by District; and (2) District Graduation Rates Over Time. (Contains 4 tables, 1 figure and 14 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:
Pacific Americans; Males; Veterans; College Students; Racial Composition; Military Personnel; Korean Americans; Asian Americans; Cultural Influences

Abstract:
Asian Pacific Americans (APA's) are one of the fastest growing racial/ethnic groups within the United States and among most of the college student vast population (Escueta and O'Brien, 1995). APA's represented 5.8% of all college students in 1996, an 83.8% gain in population since 1986 (Wilds and Wilson, 1998), and the fastest increase amongst all racial groups over the past 30 years (Suzuki, 1995). This trend is expected to continue, with APAs making up 1.3 million of the projected 16 million undergraduates in 2015, an 86% increase since 1995 (Carnevale and Fry, 2000). The percentage of APAs on a campus varies widely in different geographical locations, with APAs making up over 50% of the student body at some California colleges or universities. With these Asian Pacific Americans, their countries have in place a rigorous military obligation that needs to be satisfied among their young, healthy men. To accomplish this goal for their countries, many young men have to leave their school to attend to their military duties. So with such a large and getting larger population coming and going, what problems will this have on our students and advisors? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Family Violence; Employment Patterns; Asian Americans; Pacific Americans; Females; Depression (Psychology); Longitudinal Studies

Abstract:
Previous research suggests that experiencing intimate partner violence (IPV) may negatively affect employment outcomes. This study explores the relationship between IPV and employment stability both concurrently and longitudinally among a sample of 512 predominantly Asian American and Pacific Islander young women living in Hawaii. Women in this study were identified as being at risk of child maltreatment. About half of women indicated that their current relationship status was married or living together. More than two-thirds of women had graduated from high school and half had worked in the past year. The study explored the concurrent association of IPV and employment by assessing them simultaneously over a 12 month time period. The study examined the longitudinal impact of IPV by analyzing violence at two time points as predictors of unstable employment 6 to 8 years later. The study also explored the mediating effects of depression. Study results demonstrated both concurrent and longitudinal negative associations of IPV with employment stability. Women who experienced violence were more likely to be experiencing unstable employment concurrently. Women who experienced IPV at one point in time had lower levels of employment stability six years later. This decrease was partially mediated by experiencing depressive symptoms. Women who identified their primary ethnicity as Native Hawaiian or Pacific Islander were much more likely to experience unstable employment than Asian American women. More research is needed to explore the roles of mental health, race and ethnicity, and types of violence in the relationship between IPV and employment. (Contains 5 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:
Honors Curriculum; Outcome Measures; Student Personnel Workers; Race; Classification; White Students; Dormitories; Equal Education; Outcomes of Education; Thematic Approach; Statistical Analysis; Content Analysis; Socioeconomic Status; Ethnic Groups; Asian American Students; Disproportionate Representation; Living Learning Centers; College Housing; College Students; Student Personnel Services; Pacific Americans; Minority Group Students

Abstract:
This study evaluated participatory equity in varying thematic types of living-learning programs and, for a subset of student group x program type combinations found to be below equity, used latent mean modeling to determine whether statistically significant mean differences existed between the outcome scores of living-learning participants and their peers in traditional residence hall environments. This study employs a conceptual framework informed by Astin's (1991) IEO model and Pascarella and Terenzini's (1980) model of structural mediation in residential environments, and is based on data collected as part of the 2007 National Study of Living-Learning Programs. First, a team of raters used descriptive content analytic techniques to identify a typology of living-learning programs consisting of 41 specific thematic types, based on those programs' stated goals and objectives. That typology was the basis for computing Hao's (2002) equity indices, which were used to determine whether students from different racial/ethnic groups or socioeconomic statuses were under- or over-represented in specific thematic types of living-learning programs, relative to their representation in living-learning programs overall. Twenty-two race/ethnicity x type combinations exhibited low levels of participatory equity, as did 13 socioeconomic status x type combinations. Three group x type combinations were selected for latent mean modeling, including: (a) Asian/Pacific Islander students in disciplinary, general academic, honors programs; (b) White students in international/global programs; and (c) low-SES students in honors programs. The outcome of interest for Asian/Pacific Islander and low-SES students was ease of academic transition, and, for White students, diversity appreciation. Analyses revealed that although L/L participants reported higher mean scores on measures of several key living and learning environments, no statistically significant mean difference in outcome measures was observed. In the face of the participatory inequities found in this national sample of living-learning programs, the primary implication for student affairs practitioners generally is that the exploration of equity in high-impact practices for students--and involvement and engagement opportunities for all members of the university community--is warranted. This implication is indicated for living-learning practitioners as well, who can also take findings vis-a-vis the relationship between key living and learning environments and specific student outcomes in to account when designing and improving the programs with which they work. Finally, living-learning practitioners should consider whether the relatively small differences in environment measures and the lack of detectable differences in outcome measures is driven by weak treatments, weak measures, or both. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] 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:
Ethnicity; Race; American Indians; Colleges; Racial Differences; Data Collection; Gender Differences; Demography; Administrators; College Athletics; Minority Groups; Alaska Natives; Asian Americans; Hispanic Americans; Whites; Black Colleges; African Americans; Females; Multiracial Persons; Hawaiians; Pacific Americans

Abstract:
This study is designed to collect data on the racial and gender breakdown of personnel at the National Collegiate Athletic Association (NCAA) member conference offices. The NCAA Minority Opportunities and Interests Committee and the NCAA Committee on Women's Athletics will use this data for comparison to similar data that were collected during the 1998-99 academic year. Data were collected for the following job titles: conference president, commissioner, associate commissioner, assistant commissioner, director, associate director, assistant director, supervisor/coordinator of officials, administrative assistant, conference secretary, intern, student assistant, and other. The tables in this report compare the percent of Blacks and females in each job category and illustrate the number and percent of NCAA conference staff members by job title, race and gender for 1998-99 and 2009-10 overall and by division with historically black conferences excluded for comparison. The race categories for the 2009-10 data collection include White, Black and have expanded the Other Minority category into Asian, Hispanic/Latino, American Indian/Alaskan Native, Native Hawaiian/Pacific Islander, Two or More Races and Other. These eight ethnicity categories used in this report are the same categories that are used in the NCAA Membership Forms, NCAA Student-Athlete Ethnicity Report and Race and Gender Demographics of NCAA Member Institutions' Athletics Personnel Report. These categories were expanded from the 1998-99 data collection that included the race categories White, Black and Other Minority. (Contains 12 charts and 50 tables.) [For a related report, "Race and Gender Demographics, 2009-10: NCAA[R] Member Institutions' Personnel Report. The NCAA Minority Opportunities and Interests Committee's Annual Study," see ED521370.] 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:
College Athletics; Athletic Coaches; Administrators; Demography; Ethnicity; Race; Males; Females; Minority Groups; Whites; African Americans; American Indians; Alaska Natives; Asian Americans; Hispanic Americans; Pacific Americans; Hawaiians; Multiracial Persons

Abstract:
The National Collegiate Athletic Association (NCAA) compiled this statistical report regarding the ethnicity and gender demographic information of athletics administrators and coaches in intercollegiate athletics at its member institutions. The proceeding charts, graphs and tables show the results from the 2009-10 academic year. Also included in this report for comparison are the data from 1995-96, the first year the demographic information was collected. The 1995-96 data are used as the baseline year for comparison in each race demographics report. Data for this report are divided into three categories: athletics administrators, head coaches and assistant coaches. All three groups are then organized by overall figures, percentages and then a divisional breakdown. Included within each of these categories are tables that provide data with the historically black colleges and universities (HBCUs) excluded. For all overall and divisional categories, both with and without HBCUs, a specific minority breakdown for American Indian/Alaskan Native, Asians, Hispanics, Native Hawaiian/Pacific Islander, Other Minority and Two or More Races is also provided. (Contains 195 tables.) [For a related report, "Race and Gender Demographics, 2009-10. NCAA[R] Member Conferences' Personnel Report," see ED521375.] 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:
Family Relationship; Immigrants; Cultural Influences; Culturally Relevant Education; Family Influence; Family Involvement; Pacific Americans; Ethnicity; Acculturation; Adults; Focus Groups; Interviews

Abstract:
Micronesian people, a new group of immigrants to the USA, have a strong system of responsibilities to family members that guides their priorities and actions. When family obligations clash with school priorities, conflicts can occur. I interviewed 26 adults to learn about the relationships and responsibilities of family members to each other in Micronesian cultures and implications for Micronesian parent priorities that may affect their children's schooling. The system of family obligations in Micronesian cultures is described, and its role in the priorities and behaviors of Micronesian families around schooling of their children is explored through emergent themes of (a) identity, (b) family relationships, (c) family roles, and (d) responsibilities of immigrants. The conventions of family obligations are the core of many cultural traditions from the Pacific. Understanding these traditions may help teachers and administrators better assist immigrant Micronesian families and their children to be successful in American schools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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