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31	Educationally At-risk College Students From Single-parent and Two-parent Households: an Analysis of Differences Employing Cooperative Institutional Research Program Data. Brown, Peggy Brandt 08 1900 (has links) Using factors of low income, parents' levels of education, and family composition as determinants of educationally at-risk status, study investigated differences between first generation, undergraduate college students from families in lowest quintile of income in the U.S, One group consisted of students from single-parent households and the other of students from two-parent households. Data were from CIRP 2003 College Student Survey (CSS) and its matched data from the Freshman Survey (Student Information Form - SIF). Differences examined included student inputs, involvements, outcomes, and collegiate environments. Included is portrait of low income, first generation college students who successfully navigated U.S. higher education. The number of cases dropped from 15,601 matched SIF/CSS cases to 308 cases of low income, first generation college students (175 from single-parent households and 133 from two-parent households). Most of the 308 attended private, 4-year colleges. Data yielded more similarities than differences between groups. Statistically significant differences (p < .05) existed in 9 of 100 variables including race/ ethnicity, whether or not English was first language, and concern for ability to finance education as freshman. Data were not generalizable to all low income, first generation college students because of lack of public, 4-year and 2-year colleges and universities in dataset. Graduating seniors' average expected debt in June 2003 was $23,824 for students from single-parent households and $19,867 for those from two-parent households. 32% from single-parent households and 22% from two-parent households expected more than $25,000 of debt. Variables used on SIF proved effective tools to develop derived variables to identify low income, first generation college students from single-parent and two-parent households within CIRP database. Methodology to develop derived variables is explained. College students -- United States. College attendance -- United States. Academic achievement -- United States. CIRP college students educationally at-risk first generation students low income students single-parent households two-parent households
32	A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population Galindo, Marilys 08 November 2013 (has links) From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful. The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school’s racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year? The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration. Florida Comprehensive Assessment Test FCAT racial concentration ethnic concentration socio-economic status SES Title I ESOL English for Speakers of Other Languages School Climate No Child Left Behind state standardized test M-DCPS Miami-Dade County Public Schools Florida school choice vouchers magnet program charter school academic achievement school segregation dominant culture educational attainment tracking social segregation residential segregation neighborhood poverty homeownership parental influence parent involvement parents' education family structure perceptions of education School Climate Survey Curriculum and Instruction

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Educationally At-risk College Students From Single-parent and Two-parent Households: an Analysis of Differences Employing Cooperative Institutional Research Program Data.

A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population