Boosting College Success Among Men of Color

This brief catalogues strategies commonly used in interventions at postsecondary educational institutions aimed at improving outcomes for male students of color and charts the way forward for future evaluative work. While young men of color have college and career aspirations similar to those of their white counterparts, a significant gap persists between the two groups' postsecondary educational attainment. In response, colleges around the country have implemented targeted programs offering male students of color a variety of support services, yet few of these initiatives have been evaluated. MDRC has conducted a scan of 82 such programs and will apply lessons from it and other research to a large-scale evaluation of program efficacy that it is currently developing in collaboration with the University System of Georgia. The need for evidence-based approaches that support men of color throughout the educational pipeline is evident, especially at the postsecondary level, where so many male students of color are close to reaching their goals and fulfilling their potential as college graduates

IDENTIFICATION OF BONA FIDE FARMERS

Farm Management,

ANALYSIS OF VARIATIONS IN FARM REAL ESTATE PRICES OVER HOMOGENEOUS MARKET AREAS IN THE SOUTHEAST

Land Economics/Use,

Teacher Perceptions of How Attire Affects Student Behavior and Academic Performance: A Case Study

This qualitative single case study sought to examine middle school teachers’ perceptions about how their attire impacts student behavior and academic performance. The study took place in a school district located in Texas, with the target population being middle school teachers at a Title I school. Twelve certified teachers with varying degrees of experience and expertise within a particular content area contributed to this study. After using a semistructured interview process as well as teacher observations, data were coded and analyzed with the aim of allowing general themes to emerge. The results of this study align with the conceptual framework of Bandura’s social learning theory, which speculates that people learn from one another, through observation, imitation, and modeling. In addition, the results point to issues that administrators and school board members should consider in order to ensure a higher rate of success among teachers in the classroom. This study may also be used as a resource to assist new teachers coming into the profession; it provides them with tools for making appropriate decisions when it comes to their attire. For that matter, the study provides recommendations about what constitutes “appropriate” professional attire in the first place. In summary, this qualitative case study revealed that most teachers believe their attire can affect students’ academic performance as well as their behavior

EFFICIENCY AND EQUITY ASPECTS OF NONPOINT SOURCE POLLUTION CONTROLS

Environmental Economics and Policy,

Why Are Women with Leadership Certification Not Pursuing School-Level Leadership Positions

The purpose of the present study was to understand why women with leadership certification do not seek formal administrative roles. More specifically, the study examined why women with leadership certification choose to pursue a program in administrative preparation; assessed the reasons certified women educators are not moving into formal administrative roles; and identified conditions and structural support systems that these women need in order to help them transition to formal administrative roles. In order to answer the study\u27s major questions, the researcher employed a qualitative research approach with thematic analysis as a major strategy. The researcher then conducted an in-depth interview with ten educators who obtained leadership certification but are currently in teaching positions. The study\u27s findings largely converge with those of other researchers that suggest that the glass ceiling concept regarding female advancement has diminished; however, there are numerous factors which impact women\u27s decisions to pursue or accept formal administrative roles. The women who participated in this study found leadership programs to be doable while working and raising a family because many of the programs were offered at a local or convenient site. Time, family obligations, isolation, stress, travel, student discipline issues, lack of role models, paperwork, love for teaching, and politics were cited as major reasons why women do not move into administrative positions. The results of this study also indicate that districts often lack formal structures to assist individuals who desire to move into administrative positions. The study was unique in the sense that women are consistently pursuing leadership certification, but the themes that emerged from the participants\u27 interviews are decisive factors as to whether or not they will enter into a formal administrative role. Not only are the results of this study valuable to women interested in leadership positions, but they are also very beneficial to school districts as they seek to fill administrative vacancies. Based on the data, school districts are presented with ideas of how to possibly restructure leadership positions in order to make them more attractive and doable for those who also desire to preserve their family structure. While providing opportunities for interested personnel to transition from the classroom into leadership positions is important, the establishment of support systems to ensure success for those who have moved into leadership positions is of equal importance. These are key components that are often lacking for aspiring leaders. Due to their convenience, on-line courses and satellite campuses are major attractions for individuals who long to pursue leadership certification. This study provided recommendations for school districts and universities as they seek to promote women\u27s advancement in educational leadership

Policy Mandated Collaboration

This exploratory study examined the collaborative strategy used by Tri Cities Partnership (TCP) to facilitate the collaborative process required by the United States Department of Housing and Urban Development (HUD) to receive Continuum of Care funding. The study examined partner perceptions of TCP\u27s leadership, organizational structure, benefits and drawbacks of participation, and relationships with partners. A follow-up survey and key informant interviews explored themes related to organizational affiliation with TCP, benefits and drawbacks of participation, relationships with partners, challenges impacting the ability of TCP to facilitate collaboration and strategies for involving key stakeholders. The study also identified factors that motivate and limit organizational involvement in community partnerships formed in response to policy and funding mandates for collaboration

Teacher Perceptions of How Attire Affects Student Behavior and Academic Performance: A Case Study

This qualitative single case study sought to examine middle school teachers’ perceptions about how their attire impacts student behavior and academic performance. The study took place in a school district located in Texas, with the target population being middle school teachers at a Title I school. Twelve certified teachers with varying degrees of experience and expertise within a particular content area contributed to this study. After using a semistructured interview process as well as teacher observations, data were coded and analyzed with the aim of allowing general themes to emerge. The results of this study align with the conceptual framework of Bandura’s social learning theory, which speculates that people learn from one another, through observation, imitation, and modeling. In addition, the results point to issues that administrators and school board members should consider in order to ensure a higher rate of success among teachers in the classroom. This study may also be used as a resource to assist new teachers coming into the profession; it provides them with tools for making appropriate decisions when it comes to their attire. For that matter, the study provides recommendations about what constitutes “appropriate” professional attire in the first place. In summary, this qualitative case study revealed that most teachers believe their attire can affect students’ academic performance as well as their behavior

The Influence of Community-Based Reentry Programs on Reintegrating ex-offenders in Ohio

Ex-offenders participate in community-based reentry programs to help transition back into society, yet some are still reoffending. Previous research suggested that community-based reentry programs need to be evaluated to successfully determine their influence on reintegrating ex-offenders. Limited research existed on the experiences of ex-offenders while taking part in such programs. The theory of effective correctional intervention was used to guide this general qualitative research study on Ohio community-based reentry programs. The following areas were addressed: (a) the role that community-based reentry programs play in addressing the needs of ex-offenders; (b) barriers and limitations that community-based reentry programs face in meeting the needs of ex-offenders; and (c) the experiences of ex-offender in community-based reentry programs. Data were collected from one-on-one interviews with 12 participants, including four direct staff members, four management, and four ex-offenders within a community-residential program. The transcribed interviews underwent a six-phase process of thematic analysis using deductive coding. According to the findings, programs have an essential role in addressing ex-offender needs. However, changes are needed to program-exiting policies and procedures to ensure that ex-offenders have ample time to reintegrate. Follow-up services are required to ensure that offenders are navigating well within their communities. The theory of correctional intervention provided a framework and was used to help validate this study\u27s results. This study\u27s findings could be used to improve program-exiting criteria, resources, and services throughout Ohio and other states leading to positive social change