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Direct linkToven-Lindsey, Brit; Levis-Fitzgerald, Marc; Barber, Paul H.; Hasson, Tama – CBE - Life Sciences Education, 2015
The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African-American, Latino/a, Native American, and Pacific Islander students, is even more troubling, as these…
Descriptors: Majors (Students), Science Education, Undergraduate Students, Academic Persistence
Download full textUnterman, Rebecca – MDRC, 2014
Taking advantage of lottery-like features in New York City's high school admissions process, previous MDRC reports have provided rigorous evidence that new small public high schools are narrowing the educational attainment gap and markedly improving high school graduation prospects, particularly for disadvantaged students. The new findings in this…
Descriptors: Urban Schools, Small Schools, High Schools, Selective Admission
Boatman, Angela – National Center for Postsecondary Research, 2012
Exploiting a statewide cutoff point on the placement examination used to assign students to remedial courses in Tennessee, this study employs a regression discontinuity research design to provide causal estimates of the effects on student outcomes of recently redesigned remedial courses at three Tennessee colleges. Moreover, using data on student…
Descriptors: Remedial Programs, Academic Achievement, Remedial Instruction, Teaching Methods
Thomas Kyle Wallace – ProQuest LLC, 2012
The passage of No Child Left Behind (NCLB) legislation in 2001 brought about a multitude of education reform policies for education institutions that made the future of Career and Technical Education's (CTE) role in secondary educations unclear. These mandates forced educational leaders to emphasize student enrollment in tracks that prepare them…
Descriptors: Vocational Education, Educational Legislation, Educational Policy, Educational Change
