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50 .
Auclair, R., Bélanger, P., Doray, P., Gallien, M., Groleau, A., Mason, L., and Mercier, P.
2008.
Transitions: First-generation students: A promising concept? .
This research paper is a critical summary of the
scientific literature dealing with the First Generation Student (FGS) concept.
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52 .
Baker, B., Sciarra, D., and Farrie, D.
2010.
Is school funding fair? A national report card .
This report posits that fairness depends not only on a sufficient level of funding for all students, but also the provision of additional resources to districts where there are more students with greater needs. The National Report Card rates the 50 states on the basis of four separate, but interrelated, “fairness indicators” – funding level, funding distribution, state fiscal effort, and public school coverage.
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53 .
Balfanz, R., Almeida, C., Steinberg, A.., Santos, J., and Fox, J.
2009.
Graduating America: Meeting the challenge of low-graduation rate high schools .
The federal government has a once-in-a-generation opportunity to stimulate significant progress in solving the nation’s graduation crisis, according to this report from Jobs for the Future and the Everyone Graduates Center.
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56 .
Barnett, W., Epstein, D., Friedman, A., Sansanelli, R., and Hustedt, J.
2009.
The state of preschool 2009: State preschool yearbook .
The annual survey of state-funded preschool programs shows a slow down in progress in all three key dimensions- enrollment, quality standards and resources. This is a reflection of the impact of the recession, which not only has detrimental effects on young children, but also hinders early education opportunities that may buffer these negative effects.
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63 .
Baum, S., Lapovsky, L., and Ma, J.
2010.
Tuition discounting: Institutional aid patterns at public and private colleges and universities, 2000-01 to 2008-09 .
This study examines the undergraduate institutional
aid patterns in public two-year and four-year, as
well as private not-for-profit four-year colleges and
universities, from 2000-01 through 2007-08 and,
where possible, 2008-09.
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86 .
Bloom, H., Thompson, S., Unterman, R., Herlihy, C., and Paine, C.
2010.
Transforming the high school experience: How New York City's new small schools are boosting student achievement and graduation rates .
This report presents encouraging findings, providing clear and reliable evidence that, in roughly six years, a large system of small public high schools can be created and can markedly improve graduation prospects for many disadvantaged students.
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87 .
Bodily, S., McCombs, J., Orr, N., Scherer, E., Constant, L., and Gershwin, D.
2010.
Hours of opportunity: Lessons from five cities on building systems to improve after-school, summer school, and other out-of-school time programs .
The Wallace Foundation established an out-of-school (OST) learning initiative to fund OST system-building efforts
in five cities: Boston, Chicago, New York City, Providence, and Washington, D.C. In January 2008, The Wallace Foundation asked the RAND Corporation to document the progress of these cities toward their goals and to examine the development and use of management information
systems to track participation.
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92 .
Bozick, R., Lauff, E., & Wirt, J.
2007.
Education longitudinal study of 2002 (ELS:2002): A first look at the initial postsecondary experiences of the high school Sophomore class of 2002 .
This report presents key data from the 2006 round of interviews of students from the longitudinal study of students who were high school sophomores in 2002. The data presented is disaggregated by race, gender, and family income, among other factors, and includes percentages of students who received a high school diploma, along with information about when and if students enrolled in higher education, and what type of higher education students enrolled in.
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94 .
Bridgeland, J., Balfanz, R., Moore, L., and Friant, A.
2010.
Raising their voices: Engaging students, teachers, and parents to help end the dropout epidemic .
In fall 2009, Hart Research conducted dialogues on behalf of the AT&T; Foundation at four public high schools
across the country—one each in Indianapolis, Indiana; Kingsport, Tennessee; Dallas, Texas; and Baltimore, Maryland. The impetus for these discussions was to explore key disconnects revealed in the three surveys and to provide greater context and understanding of the ?ndings from those studies through a forum for students, parents, and teachers to share their perspectives, opinions, and hypotheses related to the dropout problem.
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106 .
Cabrera, A., Prabhu, R., Deil-Amen, R., Terenzini, P., Lee, C., and Franklin, R.
2003.
Increasing the college preparedness of at-risk students .
Examines the effects of comprehensive intervention programs on students' college preparedness.
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107 .
Cabrera, A., Prabhu, R., Deil-Amen, R., Terenzini, P., Lee, C., and Franklin, R.
2003.
Increasing the preparedness of at-risk students .
Examines the effects of comprehensive intervention programs on students' college preparedness.
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170 .
Dalton, B., Ingels, S.J., Downing, J., and Robert, B.
2007.
Advanced mathematics and science coursetaking in the Spring high school senior classes of 1982, 1992, and 2004 .
This report finds that high school coursework in mathematics and science increased significantly between 1982 and 2004. However, economic disparity in precalculus and calculus coursetaking increased significantly during this time period, up from an 18 percentage-point gap between students from the highest and lowest economic quartiles in 1982 to a 35 percentage point gap in 2004.
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177 .
Deschenes, S., Arbreton, A., Little, P., Herrera, C., Grossman, J., Weiss, H., and Lee, D.
2010.
Engaging older youth: Program and city-level strategies to support sustained participation in out-of-school time .
Given the potential of city-level Out-of-School-Time (OST) initiatives to support participation, and against the national backdrop of inequitable access to quality OST programs for older youth from disadvantaged communities, The Wallace Foundation commissioned this research study. To
understand how to promote sustained participation in OST programs, this study examined the program characteristics—both program practices and structural features—associated with high participation and retention that were employed by OST programs, primarily serving disadvantaged youth, in six cities that have worked toward building OST initiatives.
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185 .
Dowd, A., Bensimon, E., Gabberd, G., Singleton, S., Macias, E., Dee, J., Melguizo, T, Cheslock, J., and Giles, D.
Transfer access to elite colleges and universities in the United States: Threading the needle of the American dream .
While full-time community college enrollment is growing faster than enrollment at four-year schools, the opportunity to transfer to elite institutions is shrinking. Fewer than one of every 1,000 students at the nation’s most selective private institutions is a community college transfer, despite high rates of degree completions among students who manage to transfer from community colleges to elite colleges and universities.
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187 .
Duncan, G., Ziol-Guest, K., and Kalil, A.
2010.
Early-childhood poverty and adult attainment, behavior, and health .
This article assessess the consequences of poverty between a child's prenatal year and 5th birthday for several adult achievement, health, and behavior outcomes and measures, as late as age 37.
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245 .
Gardenhire-Crooks, A., Collado, H., Martin, K., Castro, A., Brock, T., and Orr, G.
2010.
Terms of engagement: Men of color discuss their experiences in community college .
This study draws on the experiences of 87 African-American, Hispanic, and Native American men who were enrolled in developmental math courses at four Achieving the Dream institutions to find out more about what affects the success of men of color in community college.
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258 .
Grobe, T., Rosenblum, E., Weissman, T.
2010.
Dollars and sense: How "career first" programs like Year Up benefit youth and employers .
An unusual partnership has emerged involving some of the nation's leading businesses. Over the past decade, Year Up, an intensive, year-long education and workforce training program, has placed more than 2,300 low- and moderate-income young people into internships with more than 100 employers across the country, including Fortune 500 companies such as American Express, JPMorgan Chase & Co., and State Street Corporation.
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259 .
Gwynne, J., Lesnick, J., Hart, H., and Allensworth, E.
2009.
What matters for staying on-track and graduating in Chicago public schools: A focus on students with disabilities .
Freshman year course performance—more than background characteristics such as race, gender, socioeconomic status or prior achievement—predict which students with disabilities are most at risk for dropping out of high school, according to this report.
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314 .
Kamanzi, P., Doray, P., Murdoch, J., Moulin, S., Comoe, E., Groleau, A., Leroy, C., and Dufresne, F.
2009.
The influence of social and cultural determinants on post-secondary pathways and transitions .
The study attempts to answer the following
questions:
1. What influence do characteristics of social and
cultural relatedness have on the decision whether
to continue education after secondary school?
2. How do those characteristics influence postsecondary
persistence and pathways (linear or discontinuous)?
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371 .
Miron, G., Urschel, J., Mathis, W., and Tornquist, E.
2010.
Schools without diversity: Education management organizations, charter schools, and the demographic stratification of the American school system .
Whether charter schools will increase segregation in
schools and, ultimately, in society is an important and
hotly contested question. Charter proponents point to
the high enrollments of minority and economically disadvantaged pupils in charter schools, compare them
with overall state enrollment percentages, and contend
that charter schools are integrative. Opponents
explain these enrollment levels by noting the high minority and poverty concentrations in the urban areas where
charter schools are centered. They quote other research suggesting that the schools exacerbate existing segregation.
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389 .
Nagaoka,J., Roderick, M., and Coca, V.
2009.
Barriers to college attainment: Lessons from Chicago .
Several barriers face students, particularly urban, minority students, as they attempt to bridge the
gap between their educational aspirations and college degree attainment. This paper examines these barriers by drawing on the findings from a multi-year research project at the Consortium on Chicago School Research, or CCSR, at the University of Chicago that is studying the college qualifications, enrollment, and graduation patterns of
Chicago graduates and examining the relationships among high school preparation, support, college choice, and postsecondary outcomes.
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461 .
Riccio, J., Dechausay, N., Greenberg, D., Miller, C., Rucks, Z., and Verma, N.
2010.
Toward reduced poverty across generations: Early findings from New York City's conditional cash transfer program .
Aimed at low-income families in six of New York City’s highest-poverty communities, Family Rewards ties cash rewards to pre-specified activities and outcomes in children’s education, families’ preventive health care, and parents’ employment. The three-year program is being operated by Seedco — a private, nonprofit intermediary organization — in partnership with six community-based organizations. It is being evaluated by MDRC through a randomized control trial.
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463 .
Richburg-Hayes, L., Brock, T., LeBlanc, A., Paxson, C., Rouse, C., and Barrow, L.
2009.
Rewarding persistence: Effects of a performance-based scholarship program for low-income parents .
To study the effect of supplemental financial aid with an incentive component to encourage academic success and persistence, two New Orleans-area colleges operated a performance-based scholarship program with counseling in 2004-2005. The program was targeted to low-income
parents as part of MDRC’s multisite Opening Doors demonstration.
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475 .
Santiago, D., Kienzl, G., Sponsler, B., and Bowles, A.
2010.
Ensuring America's future: Federal policy and Latino college completion .
Achieving the nation's educational attainment goals is impossible without significant improvements in the postsecondary completion rates of Latino students. Taking into account the current population projections, educational attainment levels, and economic reality, this brief aligns a focus on Latino college degree completion with federal policy to address the emerging national agenda to accelerate degree completion.
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478 .
Scheurich, J., Skrla, L., Mckenzie, K., and Richardson, J.
2009.
Background and context for equity audits .
Equity audits are a systematic way for school leaders—principals, superintendents, curriculum directors, teacher leaders—to assess the degree of equity or inequity present in three key areas of their schools or districts: programs, teacher quality, and achievement. This chapter from the book "Using Equity Audits to Create Equitable and Excellent Schools" describes and discusses equity audits with an emphasis on detail and practicality.
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514 .
Swaner, L., and Brownell, J.
2008.
Outcomes of high impact practices for underserved students: A review of the literature .
This literature review examines the known outcomes of five high-impact practices – learning communities, service-learning, undergraduate research, first-year seminars, and capstone courses and projects – for underserved student populations, namely underrepresented minorities, low income
students, and first-generation college students.
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520 .
Terenzini, P., Cabrera, A., Deil-Amen, R., and Lambert, A.
2005.
The dream deferred: Increasing the college preparedness of at-risk students .
Examined the impact of multi-dimensional, cross-sector interventions designed to increase the chances of college enrollment, persistence, and graduation for low-income students.
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550 .
Uzzell, R., Simon, C., Horowitz, A., Hyslop, A., Lewis, S., and Casserly, M., .
2010.
Beating the odds: Analysis of student performance on state assessments and NAEP: Results from the 2008-09 school year .
The Council of the Great City Schools has prepared this ninth edition of Beating the Odds to give the nation an in-depth look at how big city schools are performing on the academic goals and standards set by the states. This analysis examines student achievement in mathematics and
reading from spring 2006 through spring 2009.
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552 .
van Stolk, C., Tiessen, J., Clift, J., and Levitt, R.
2007.
Student Retention in Higher Education Courses .
This paper compares management of higher education student retention in the United Kingdom, Australia, Ireland, the Netherlands, and the United States, including an examination of any special policies focused on the retention of disadvantaged groups.
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562 .
Weissman, E., Cerna, O., Geckeler, C., Schneider, E., Price, D., and Smith, T.
2009.
Promoting partnerships for student success: Lessons from the SSPIRE Initiative .
This report describes how community colleges in California that participated in the Student Support Partnership Integrating Resources and Education (SSPIRE) initiative took steps to better serve low-income and underprepared students by integrating student support services with academic instruction.
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565 .
Whitehurst, G., and Croft, M.
2010.
The Harlem Children's Zone, Promise Neighborhoods, and the Broader, Bolder Approach to Education .
With the Obama administration proposing hundreds of millions of dollars of new federal funding for Promise Neighborhoods, with the shape of the reauthorization of the Elementary and Secondary Education Act under influence from the Broader, Bolder philosophy, and with the academic future of a generation of poor children on the line, this report asks whether the Harlem Children's Zone (HCZ) works, and whether it works as advertised.
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568 .
Wirt, J., Choy, S., Provasnik, S., Rooney, P.,Sen, A. and Tobin, R.
2003.
The condition of education 2003 .
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2003 print edition includes 44 indicators in six main areas.
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569 .
Wirt, J., Choy, S., Gerald, D., Provasnik, S., Rooney, P., Watanabe, S. and Tobin, R.
2002.
The condition of education 2002 .
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2002 print edition includes 44 indicators in six main areas.
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570 .
Wirt, J., Choy, S., Gerald, D., Provasnik, S., Rooney, P., Watanabe, S., Tobin, R. and Glander, M.
2001.
The condition of education 2001 .
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2001 print edition includes 59 indicators in six main areas.
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571 .
Wirt, J., Choy, S., Rooney, P., Provasnik, S., Sen, A. and Tobin, R. .
2004.
The condition of education 2004 .
The Condition of Education 2004 summarizes important developments and trends in education using the latest available data. The report presents 38 indicators on the status and condition of education and a special analysis of changes in student financial aid between 1989-90 and 1999-2000. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2004 print edition includes 38 indicators in six main areas.
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