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Temple, Judy A.; Reynolds, Arthur J. – Journal of Education for Students Placed at Risk, 2015
Budget constraints and difficulty raising taxes limit school districts from expanding education programming, even when research shows that additional expenditures would generate economic benefits that are greater than costs. Recently, coalitions of private investors, philanthropists, education practitioners, and government finance analysts have…
Descriptors: Urban Schools, Social Influences, Preschool Education, Elementary Education
Hindman, Annemarie H.; Snell, Emily K.; Wasik, Barbara A.; Lewis, Kandia N.; Hammer, Carol Scheffner; Iannone-Campbell, Charlene – Journal of Education for Students Placed at Risk, 2015
This article describes how a research-practice partnership has informed the iterative development of a web-mediated early childhood language and literacy professional development (PD) intervention. Funded through the Investing in Innovation (i3) program, this new PD model is based on an effective in-situ intervention. As we translated the…
Descriptors: Early Childhood Education, Partnerships in Education, Faculty Development, Theory Practice Relationship
Booth, Julie L.; Cooper, Laura A.; Donovan, M. Suzanne; Huyghe, Alexandra; Koedinger, Kenneth R.; Paré-Blagoev, E. Juliana – Journal of Education for Students Placed at Risk, 2015
Superintendents from districts in the Minority Student Achievement Network (MSAN) challenged the Strategic Education Research Partnership (SERP) to identify an approach to narrowing the minority student achievement gap in Algebra 1 without isolating minority students for intervention. SERP partnered with 8 MSAN districts and researchers from 3…
Descriptors: Minority Group Students, College Students, Mathematics Achievement, Achievement Gap
Phillips, Meredith; Yamashiro, Kyo; Farrukh, Adina; Lim, Cynthia; Hayes, Katherine; Wagner, Nicole; White, Jeffrey; Chen, Hansheng – Journal of Education for Students Placed at Risk, 2015
The Los Angeles Unified School District (LAUSD) serves a large majority of socioeconomically disadvantaged students who are struggling academically and are underprepared for high school graduation and college. This article describes the partnership between LAUSD and the Los Angeles Education Research Institute, and how this collaboration endeavors…
Descriptors: College Readiness, Theory Practice Relationship, Educational Research, Best Practices
Llamas, Jasmín D.; López, Susana A.; Quirk, Matthew – Journal of Education for Students Placed at Risk, 2014
This study used a mixed-methods approach to examine the effects of the Advancement Via Individual Determination (AVID) program from the student perspective, specifically focusing on factors associated with student resilience. The AVID program aims to close the achievement gap among predominantly minority and low-income students without a family…
Descriptors: Mixed Methods Research, Resilience (Psychology), Achievement Gap, Minority Group Students
Trainin, Guy; Wilson, Kathleen M.; Murphy-Yagil, Malinda; Rankin-Erickson, Joan L. – Journal of Education for Students Placed at Risk, 2014
This study compared the impact of 2 types of small-group interventions targeting below-level 3rd-grade students. The study compared WordWork decoding and spelling instruction (Calfee, Miller, Norman, Wilson, & Trainin, 2006; Calfee & Patrick, 1995), which includes attention to articulation and metacognition, with a more traditional…
Descriptors: Metacognition, Intervention, Grade 3, Elementary School Students
Parker, Michele A.; Eliot, Jessica; Tart, Michael – Journal of Education for Students Placed at Risk, 2013
This is a qualitative study of how the Advancement Via Individual Determination (AVID) program influenced 9 African American young men in southeastern North Carolina. To understand the impact of the program, a cross-section of current and past AVID participants were interviewed. The African American male students were asked about their attitudes…
Descriptors: African American Students, Males, Program Effectiveness, Interviews
Mac Iver, Martha Abele; Messel, Matthew – Journal of Education for Students Placed at Risk, 2013
This study of graduation outcomes in Baltimore uses multivariate analysis of longitudinal student cohort data to examine the impact of factors identified in previous research as early warning indicators of a dropout outcome. Student cohort files were constructed from longitudinal administrative data (following all first-time 2004-2005 and…
Descriptors: Grade Point Average, Multivariate Analysis, Predictor Variables, Graduation
Contributions of Cooperative Education in Preparing At-Risk Students for Post-High School Transition
Gemici, Sinan; Rojewski, Jay W. – Journal of Education for Students Placed at Risk, 2010
Work-based learning interventions, particularly cooperative education, are a viable way to support the post-high school transition process, enhance work-related cognitive development, and increase the occupational engagement of at-risk youth. Using propensity score matching to analyze data from the Educational Longitudinal Study of 2002…
Descriptors: Postsecondary Education, High Schools, At Risk Students, Cooperative Education