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Evaluating Equity of College Access in the Advanced Placement Initiative
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| Presenter(s):
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| Barbara Acosta, George Washington University, bacosta@ceee.gwu.edu
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| Lori McGee, George Washington University, lmcgee@ceee.gwu.edu
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| Julia Webster, Delaware Department of Education, jwebster@doe.k12.de.us
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| Abstract:
This presentation will examine lessons learned from an evaluation of the Advanced Placement Incentive Program (APIP), which aims to increase the participation of low-income students in rigorous coursework, improve academic outcomes, and prepare them for college. The evaluation design used Guskey's (2002) approach to evaluating professional development. Preliminary findings from the evaluation revealed that a major barrier to equity of college access had been ignored in the original design. Although all of the professional development objectives had been met for Guskey Levels 1 and 2, teachers had not changed their expectations regarding which students were capable of participating in rigorous coursework. In response to these findings, evaluators added an important indicator to measure changes in teacher attitudes. Audience members will learn the benefits and limitations of the Guskey Model for professional development evaluation, as well as additional considerations for evaluation design related to equity issues.
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Factors Associated With Teacher and Student Perceptions of Readiness for College
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| Presenter(s):
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| Xinsheng Cai, American Institutes for Research, ccai@air.org
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| Daniel Aladjem, American Institutes for Research, daladjem@air.org
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| Sarah Bardack, American Institutes for Research, sbardack@air.org
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| Victoria Marks, American Institutes for Research, vmarks@air.org
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| Abstract:
The purpose of the study was to examine the relationship among various classroom-, school-, and district-level factors and student and teacher perceptions of readiness for college. The data for the study were student and teacher surveys collected for the Evaluation of the GE Foundation Developing Futures program. Using hierarchical linear modeling, we found that students had high aspirations of college-going and felt prepared for college. Teachers, however, were less optimistic in their assessment of student readiness for postsecondary education. Student trust of their teachers and students' sense that teachers personalized instruction were the most robust predictors for student self-perception of college readiness. Teacher self-efficacy, which was associated with professional development, principal leadership, and teacher collaboration strongly predicted teacher perceptions. The findings emphasize the importance of creating a trusting classroom environment in which teachers feel confident to promoting college readiness through teacher training, principal support and teacher collaboration.
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Understanding College Access Through the Lens of High School Seniors: A Case Study Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) North Carolina
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| Presenter(s):
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| Monifa Beverly, University of Central Florida, mbeverly@mail.ucf.edu
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| Karyl Askew, University of North Carolina at Chapel Hill, karyls@email.unc.edu
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| Michelle Jay, University of South Carolina, jaym@gwm.sc.edu
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| Abstract:
This presentation shares a case study of three successful GEAR UP NC programs. The purpose of this study is to explore what factors most influence post-secondary training choices among first time college attendees. In particular, the researchers wanted to ascertain whether participation in the GEAR UP NC program has an influence on participating students' career plans. This study was done, done in conjunction with a one-year evaluation of GEAR UP, asked high school seniors to tell their stories which potentially can illuminate or 'make real' their experiences in the GEAR UP NC program. The presenters will expand on case study and evaluation and will share useful strategies to engage in case study research effectively. This presentation also offers ideas about how faculty members can unite authentic learning for graduate students while at the same time providing quality services for social service agencies that are at no cost to them.
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