Thorstein Veblen's contribution to the solution of contemporary American social problems.

Thesis (M.A.)--Boston Universit

Predesign study for a modern 4-bladed rotor for the NASA rotor systems research aircraft

Trade-off study results and the rationale for the final selection of an existing modern four-bladed rotor system that can be adapted for installation on the Rotor Systems Research Aircraft (RSRA) are reported. The results of the detailed integration studies, parameter change studies, and instrumentation studies and the recommended plan for development and qualification of the rotor system is also given. Its parameter variants, integration on the RSRA, and support of ground and flight test programs are also discussed

Identifying a Typology of High Schools Based on Their Orientation Toward STEM: A Latent Class Analysis of HSLS:09

The purpose of this study is to investigate the extent that there is a typology of high schools based on their orientation toward STEM, as well as the extent to which school-level demographic variables and student high school outcomes are associated with subgroup membership in the typology, by analyzing data from a large nationally representative sample of high schools (n=940) from the High School Longitudinal Study of 2009 (HSLS:09) using latent class analysis (LCA). We used a three-step LCA approach to identify significantly different subgroups of STEM-oriented high schools, what covariates predict subgroup membership, and how subgroup membership predicts observed distal outcomes. We find that there are four significantly different subgroups of STEM-oriented high schools based on their principal’s perceptions: Abundant (12.3%), Support (23.3%), Bounded (10.1%), and Comprehensive (54.3%). In addition, we find that these subgroups are associated with school demographics, such as the percent of students eligible for free and reduced-price lunch, school locale, and control (public or private). Subgroup membership is also associated with student outcomes, such as postsecondary program enrollment and intent to pursue a STEM degree. Keywords: STEM Education, High Schools, Multivariate Analysi

When do socioeconomic resources matter most in early childhood?

Research has established the importance of early socioeconomic advantage and disadvantage for understanding later life outcomes, but less is known about change in the relationship between socioeconomic status (SES) and child development within the period of early childhood. Competing hypotheses drawn from the literature posited: (1) a stable SES-development relationship, (2) a stronger relationship in infancy than at older ages, and (3) a stronger relationship at school entry than at younger ages. Using the nationally representative Early Childhood Longitudinal Study-Birth Cohort (2001–2007), we followed 8600 children from infancy through kindergarten entry to model change over time in the relationship between socioeconomic status and cognitive and behavioral development. The unexpected main finding was that the relationships between three socioeconomic measures (household income, assets, and maternal educational attainment) strengthened from infancy through age 4 or 4½, then weakened slightly until the start of kindergarten. Indirect evidence suggested preschool education as one possible explanation. We argue for researchers to expand the school transition concept to include the now widespread prekindergarten year, as well as for attention to psychological and physiological developmental factors that may shape the relationship between SES and cognitive and behavioral development throughout early childhood

How Resource Dynamics Explain Accumulating Developmental and Health Disparities for Teen Parents’ Children

This study examines the puzzle of disparities experienced by U.S. teen parents’ young children, whose health and development increasingly lag behind those of peers while their parents are simultaneously experiencing socioeconomic improvements. Using the nationally representative Early Childhood Longitudinal Study-Birth Cohort (2001–2007; N ≈ 8,600), we assess four dynamic patterns in socioeconomic resources that might account for these growing developmental and health disparities throughout early childhood and then test them in multilevel growth curve models. Persistently low socioeconomic resources constituted the strongest explanation, given that consistently low income, maternal education, and assets fully or partially account for growth in cognitive, behavioral, and health disparities experienced by teen parents’ children from infancy through kindergarten. That is, although teen parents gained socioeconomic resources over time, those resources remained relatively low, and the duration of exposure to limited resources explains observed growing disparities. Results suggest that policy interventions addressing the time dynamics of low socioeconomic resources in a household, in terms of both duration and developmental timing, are promising for reducing disparities experienced by teen parents’ children

Prior calculus knowledge and self-selected tracking in college calculus.

Students in a traditional beginning college calculus course who have never studied calculus are often at a disadvantage: Their course performance is typically lower than their peers who studied calculus previously. In light of this previous exposure, or "calculus," gap--the difference in course performance in beginning college calculus between those students with and without prior calculus knowledge-special sections of beginning calculus are available at a large mid-western university to students who enter college without any previous exposure to calculus. The aim of offering such "self-selected tracking" is to provide a homogeneous educational atmosphere wherein students need not be concerned that they are in any way disadvantaged because they are approaching an entirely new mathematical subject. How effective are these special sections (termed "novice" sections) in accommodating the diversity of students' mathematical preparation? Do they offer viable, alternative peer environments for certain students? Or does the resulting academic grouping merely isolate the less-prepared students from their more-prepared peers, resulting in high-track/low-track classrooms with the frequently seen harmful effects on performance and motivation for students in the low-track setting? This dissertation employs a multi-level statistical methodology--Hierarchical Linear Modelling--which simultaneously distinguishes between and estimates the individual- and classroom-level effects. In addition, the method evaluates whether or not individual-level relationships (e.g., relationships linking gender and prior calculus background with course performance) are constant across classrooms. The results suggest that such a curricular option does not lead to improved performance. Even after controlling for incoming mathematics skill level and prior calculus experience, average student performance is lower in the novice sections. In addition, the calculus-gap widens in the novice sections. Consequently, the novice environment is neither an effective nor an equitable option for students in beginning college calculus.Ph.D.EducationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/103915/1/9423152.pdfDescription of 9423152.pdf : Restricted to UM users only

Dropping Out of High School: The Role of School Organization and Structure

Our results suggest that explanations for students dropping out of school before graduation that rely solely on students’ social background and school behaviors are incomplete. Although our research has demonstrated that both students’ social and academic background are associated with the likelihood of students dropping out of high school, the story does not (and should not) end there. The results of this study suggest that schools can exert important organizational effects on dropping out, above and beyond individual students’ behaviors and backgrounds

Dropping Out of High School: The Role of School Organization and Structure

Our results suggest that explanations for students dropping out of school before graduation that rely solely on students’ social background and school behaviors are incomplete. Although our research has demonstrated that both students’ social and academic background are associated with the likelihood of students dropping out of high school, the story does not (and should not) end there. The results of this study suggest that schools can exert important organizational effects on dropping out, above and beyond individual students’ behaviors and backgrounds