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Most students who enter a community college with the stated intention of attaining a credential or transferring to a four-year university leave without accomplishing either of those goals (National Center for Education Statistics, 2011). This dissertation attempts to contribute to the growing economic literature that seeks to understand the conditions and policies that can positively influence community college students' academic and labor market success. In the first essay, I examine the effectiveness of remediation for students who are identified to have the lowest skills in mathematics. Descriptively, while students assigned to remediation tend to have poor outcomes overall, students assigned to the lowest levels of remedial math have the worst outcomes of all students. I use data from the state of Virginia's 2004 cohort of students and use a regression discontinuity design and find that students assigned to the third lowest level of remedial math would have benefited if they had been able to skip that remedial course. In the second essay, I use administrative data to examine how working while taking classes affects community college students' academic outcomes. I use two different identification strategy: an individual fixed effects strategy that takes advantage of the quarterly nature of the data to control for unobserved and time-invariant differences among students, and an instrumental variable difference-in-differences (IV-DID) framework that takes advantage of the fact that there is an exogenous supply of retail jobs during the winter holidays. Using the IV-DID framework, I compare academic outcomes during the fall versus the winter quarter for students who are more likely to work in retail versus students who are less likely to work in retail, based on pre-enrollment association with retail jobs. I find small negative effects of working on GPA and possibly positive outcomes of working on credit accumulation. Finally, in the third essay, Madeline J. Weiss and I examine the returns to community college credentials using administrative data. Using an individual fixed effects identification strategy that compares trajectories of wages across individuals, we find positive and substantial wage returns to associate degrees and long-term certificates and no wage returns to short-term certificates, over and above wage increases for students who enrolled and earned some credits but never earned a credential or transferred. We also find that associate degrees tend to be awarded in low-returns fields, but that in almost any given field, the returns to associate degrees is higher than the returns to certificates.

The aim of this dissertation is to identify effective educational interventions in Sub-Saharan African with an impact on student learning. This is the first meta-analysis in the field of education conducted for Sub-Saharan Africa. This paper takes an in-depth look at twelve different types of education interventions or programs and attempts to not only present analytics on their relative effectiveness, but to also explore why certain interventions seem to be more effective than others. After a systematic literature review, I combine 56 articles (containing 66 separate experiments, 83 treatment arms, and 420 effect size estimates), and I use random-effects meta-analytic techniques to both a.) evaluate the relative impact of different types of interventions and b.) explain variation in effect sizes within and across intervention types. When I examine the relative pooled effect sizes of all twelve intervention areas, I find that interventions in pedagogical methods (changes in instructional techniques) have a higher pooled effect size on achievement outcomes than all other eleven intervention types in the full sample (e.g., school management programs, school supplies interventions, or interventions that change the class size or composition). The pooled effect size associated with these pedagogical interventions is 0.918 standard deviations in the full sample (SE = 0.314, df = 15.1, p = 0.01), 0.566 in the sample excluding outliers and including only randomized controlled trials (SE = 0.194, df = 11, p = 0.01), and 0.228 in a sample that includes only the highest quality studies (SE = 0.078, df = 5.2, p = 0.03). These findings are robust to a number of moderating factors. Using meta-regression, I find that on average, interventions in pedagogical methods have an effect size over 0.30 standard deviations (significant at the 5% level) greater than all other intervention areas combined, even after controlling for multiple study-level and intervention-level variables. Beyond this average effect, I show that studies that employ adaptive instruction and teacher coaching techniques are particularly effective. Further, while studies that provide health treatments or school meals have on average the lowest pooled effect size, I show that if these studies are analyzed using cognitive assessments (tests of memory and attention), health treatments actually produce a relatively large pooled effect size of 0.176 standard deviations (SE = 0.028, df = 2.18); this is particularly true of studies that either prevent or treat malaria. In addition, this meta-analysis examines the state of current education impact evaluation research in Sub-Saharan Africa and highlights both research gaps as well as differences in study design, methodology, and reporting of metrics by academic field. I find that the bulk of the research in this area comes from the field of economics (62%), followed by the fields of education (23%) and public health (15%). Further, the majority of this research has been conducted in a set of six countries: Kenya, Nigeria, South Africa, Uganda, Burkina Faso, and Madagascar, while rigorous evaluations of education programs have never taken place in others. Moreover, topics currently under rigorous study are not necessarily representative of the major issues facing many Sub-Saharan African school systems today. For example, there are no impact evaluations of multi-grade or multi-shift teaching and only one evaluation of a bilingual education program. This meta-analysis thus recommends a shift in the impact evaluation research agenda to include both a broader geographic and topical focus, as well as an increased emphasis on improvements in pedagogical methods, without which other interventions may not reach their maximum potential impact.

Background: This research was conducted within two Welsh bordering Local Authorities (LAs) across two Educational Psychology Services (EPSs) that changed their service delivery model to consultation following joint training. The Principal Educational Psychologist (PEP) sought to evaluate the EPSs and the services they deliver, but previous methods, including sending questionnaires to head teachers and parents, were not considered robust enough or to have sufficient depth. The PEP therefore commissioned this piece of research to source a clear and useful measure to evaluate consultation. Participants: Across the two LAs, the PEP, ten generic Educational Psychologists (EPs) and one Senior Educational Psychologist (SEP) participated in the study. Methods: This study used the Research and Development in Organisations (RADIO) model of Action Research (AR). A literature review was initially conducted to identify potential evaluation models. Thereafter, within the AR phases, different data were collected and analysed with stakeholders to ascertain EPs' use of evaluation models and their preferences and perspectives as practitioners. Data collection incorporated both focus groups and questionnaires, which generated quantitative and qualitative data which were analysed through a variety of methods, including content analysis, thematic analysis and questionnaire analysis software. Findings: Within the AR design, data gathered during the earlier phases of the research were used to guide next steps in the research process. This led to the identification of two preferred models: The Constructionist Model of Informed Reasoned Action (COMOIRA) and Appreciative Inquiry (AI). These were then piloted across the EPSs and each EP completed a post-pilot questionnaire. In the final phase of the research two focus groups were held to consider the usefulness of the COMOIRA and AI models as service evaluation tools. The data generated a number of themes relating to accountability, applying psychology, change, evaluation and strengths; and raised issues relating to future implications. Conclusion: The AR design of the research facilitated a collaborative approach for shared decision making around the development of an EPS evaluation framework. The study identified positive and valuable aspects with regards to both the COMOIRA and AI models when these were implemented to evaluate consultation. Both models have the potential to assess aspects of the consultation process and could conceivably contribute towards providing outcomes which demonstrate accountability to employers and service users. Additionally, professional practice models could be used to evaluate wider aspects of EP practice and be of broader benefit to EPSs.

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<p> <i>Background:</i> Online learning is now at the forefront of education, making a college degree more accessible than ever before. With online enrollments at an all-time high, quality instruction is essential to the sustainability of the institution and ultimately affects student enrollment and retention. Research exists on the effectiveness of syllabus design and the use of inventories, but the gap in the existing literature lies in combining the two. </p><p> <i>Purpose:</i> The purpose of this mixed methods study was to analyze possible relationships between syllabus design and student achievement, student engagement, student satisfaction, faculty instruction, and faculty satisfaction. </p><p> <i>Research Design:</i> An Online Syllabus Inventory (OSI) was developed as an evaluative and instructional tool and served as the independent variable for syllabus design between administration of control and experimental courses. </p><p> <i>Data Collection and Analysis:</i> This mixed methods study synthesized quantitative and qualitative data gathered from 28 online courses and 379 students. Data sources included student analytics from a learning management system, course evaluations from a student information system, and feedback from study participants. </p><p> <i>Findings:</i> In the domain of student achievement, a significant difference was found between two control and experimental courses. In the domain of student engagement, a significant difference was found in six courses. Among the sample, course-level factors were found to be significantly different in the domain of student satisfaction. No significant difference was found among instructor-level factors.</p><p>

The current study explored the relation between the self-perceived leadership practices of Portland Metro area high school principals (N = 28) and the achievement levels of Hispanic and non-Hispanic White high school students on the Oregon Assessment of Knowledge and Skills (OAKS) high school math test. The Leadership Practices Inventory (LPI) self-report was used to measure frequency of leadership practices. Differential performance across categories of race and ethnicity were analyzed and compared against high school principal self-reported scores on the LPI. This study expanded on existing research by connecting principal leadership practices to student achievement by subgroup with a focus on achievement of Hispanic and non-Hispanic White students at the secondary level. Pearson product-moment correlation coefficients were computed to assess the relation between the self-reported leadership practices of high school principals and student proficiency category percentages. Multiple regressions were used to determine the relative predictive nature of the practices of an exemplary leader in relation to the percentage of Hispanic and non-Hispanic White students who exceeded, met, or did not meet standards on the 2010-2011 OAKS high school math test. School demographic factors of percentage of students of color, percentage of students receiving free or reduced price lunch (FRPL), and percentage of students enrolled in English Language Learner (ELL) programs were also analyzed to determine if these contextual factors had an impact on leadership practices. Results support no predictive nature of student achievement on principal self-assessment of leadership practices nor do they support a relation between school demographic factors and principal leadership.

<p> The purpose of this study was to analyze how high schools in the state of Missouri&rsquo;s rural, suburban, and urban areas were preparing students for post-secondary education and career readiness. The researcher analyzed the state of Missouri secondary data gathered from the 2013 through 2017 school years, in urban, suburban, and rural high schools. The researcher also surveyed school guidance counselors and administrators. The data represented consisted of ACT Composite Scores, Annual Performance Reports, Post-Secondary Placements, Career and Technical Education Placements, Dropout Rates, and Graduation Rates. This examination utilized a mixed method study to gain an understanding of each school&rsquo;s delivery method, as well as factual data. Such an investigation was undertaken to understand how each targeted school was performing and what areas needed improvements. </p><p> The results of the study indicated that there were multiple elements that may be causing urban school students to perform less than their counterparts, and suburban schools to outperform rural and urban schools. Suburban students had the highest score for meeting or exceeding the minimum ACT score, rural schools came second, and urban schools had the lowest scores. Rural schools had the highest number of students attending Technical Schools after graduation. Data also indicated that counselors from rural schools felt that an unsuccessful strategy was verbally telling students to apply to college, and that universal programs did not work well with their students. Suburban school counselors felt their caseloads were too large, which limited the 1-1 interaction that students needed. Urban school counselors felt that getting parents involved was a challenge and students had high levels of trauma, which led to difficulty in focusing on college or career options.</p><p>

<p> College student success outcomes have become increasingly significant to many stakeholders as student attrition has proven costly for students, institutions of higher education, and the economy (Foss, Foss, Paynton, &amp; Hahn, 2014; Jobe &amp; Lenio, 2014). Historically, a positive relationship between college students who live on-campus and retention has been found (Astin, 1993; Bronkema &amp; Bowman, 2017; Chickering, 1974; Pike &amp; Kuh, 2005; Schudde, 2011; Soria &amp; Taylor Jr., 2016; Walsh &amp; Robinson Kurpius, 2016). However, commuter students now make up most of the current college student population (Skomsvold, 2014). The purpose of this mixed methods study was to advance the understanding of the commuter student phenomenon within the context of the institution. Quantitative data included first- to second-year retention rates and six-year graduation rates for the three most recent cohorts of commuter and residential students at one Midwest university. The first- to second-year retention rate was 63.21% for commuters and 66.07% for residential students; the six-year graduation rate was 35.07% for commuters and 33.68% for residential students. There were not statistically significant differences in the first- to second-year retention rates or six-year graduation rates of commuter and residential students. Qualitative data were gathered using student focus groups and faculty interviews, including 16 and nine participants respectively. Responses were reviewed through the lens of Strange and Banning's (2015) campus ecology model, and four themes emerged: getting from here to there, the double-edged sword of convenience, independence, and it is who we are. Based on the findings, higher education leaders should continue to observe and assess student groups within the context of their own unique institutions. </p><p>

This research is an historical account of the development of teacher evaluation in Chinese elementary schools. Descriptive by nature, it reviews the historical origins that have shaped the teaching profession and evaluation practice. It also describes the effort made by the government and educators in the reform to improve the elementary school teacher evaluation system in China. The findings of this research focus on the complexity and problems in the teacher evaluation system and painful struggles teachers have experienced. Suggestions are provided in terms of possible improvement of the teacher evaluation system and establishment of national evaluation standards to facilitate real practice in the future.