College financial aid in troubled times

An economist and member of The College Board calls for streamlining the financial aid system to help lower-income families make an investment that is critical to their children’s future.College costs

EQUITY AND ACCESS: COLLEGE BOARD AND THE EFFECTIVENESS OF THE ADVANCED PLACEMENT PROGRAM IN FIVE PRIVATE HIGH SCHOOLS

In recent years, the College Board and the Advanced Placement program have pushed for further equity and access for all students (College Board, 2020a). College Board is taking strides to offer students open enrollment to Advanced Placement; however, many underrepresented and low-income students are still unable to access these courses. The College Board and school districts need to continue to study strategies to help close this opportunity gap. To what extent is the College Board working to expand the AP program in private schools to serve more underrepresented students? What impact does the growth of the Advanced Placement program have on teaching and learning according to educators? What have been the challenges in terms of efficacy and access of the Advanced Placement program and what strategies have been implemented to overcome them according to educators? This mixed method study utilized both quantitative and qualitative data to understand the impact open access of the Advanced Placement program has had on teaching and learning. The researcher examined quantitative findings from a Google Form survey sent to AP teachers at five private high schools on Long Island, as well as College Board AP participation and performance data from New York State. The qualitative findings from this research were collected through one-on-one, semi-structured interviews through a video conferencing platform. Additionally, College Board publications related to equity and access were examined. Quantitative findings from the research study were significant and can be used to support the growth of the Advanced Placement program in schools. The study’s findings have implications for policy-makers, administrators, and teachers. Initiatives for Advanced Placement equity and access should continue to reach underrepresented students. Additionally, open-access of the AP program is beneficial for success for all students and should be encouraged. Teachers should continue to gain support through professional development and digital resources from the College Board. A recommendation for future research is to include classroom observations in the qualitative portion of the study. Including classroom observations in the qualitative portion of the study could yield further results about classroom strategies that are successful for AP courses

Employment Testing and Incentives to Learn

Employment tests predict job performance because they measure or are correlated with a large set of malleable developed abilities which are causally related to productivity. Our economy currently under-rewards the achievements that are measured by these tests. Consequently, economic incentives to study hard in high school are minimal and this absence of incentives has contributed to the low levels of achievement in math and science. The paper concludes with a discussion of ways in which employment tests can strengthen incentives to learn

Lindenwood College Board of Directors Minutes and Papers, 1973

Lindenwood College Board of Directors Minutes and Papers, 197

College Board Asks for Probe

A typescript copy of an article describing an investigation into A. Y. Lloyd on hiring relatives of Judge D. B. Caudill to college positions from April 19, 1934.https://scholarworks.moreheadstate.edu/college_histories/1069/thumbnail.jp

Do Tenured and Tenure-Track Faculty Matter?

During the last two decades, there has been a significant growth in the share of faculty members at American colleges and universities that are employed in part-time or full-time non tenure-track positions. Our study is the first to address whether the increased usage of such faculty adversely affects undergraduate students’ graduation rates. Using institutional level panel data from the College Board and other sources, our econometric analyses suggest that the increased usage of these faculty types does adversely affect graduation rates at 4-year colleges, with the largest impact on students being felt at the public master’s level institutions

Lindenwood College Board of Directors Minutes and Papers, 1980

Lindenwood College Board of Directors Minutes and Papers, 198

Lindenwood College Board of Directors Minutes and Papers, 1981

Lindenwood College Board of Directors Minutes and Papers, 198

Lindenwood College Board of Directors Minutes and Papers, 1987

Lindenwood College Board of Directors Minutes and Papers, 198

Lindenwood College Board of Directors Minutes and Papers, 1985

Lindenwood College Board of Directors Minutes and Papers, 198