Does computer use promote the mathematical proficiency of ELL students

The study explored the effects of computer use on the mathematical per-formance of students with special attention to ELL students. To achieve a high generalizability of findings, the study used a U.S. nationally representative database, the Early Childhood Longitudinal Survey Kindergarten Cohort (ECLS-K), and adopted proper weights. The study conducted both cross-sectional and longitudinal analyses to examine the direct and longitudinal effects of three types of computer use: home computer access, computer use for various purposes, and computer use for math. The study found positive effects of home computer access and computer use for various purposes for English-speaking groups. It is important to note that computer use for math was associated with a reduced gap in math achievement between native English-speaking and ELL students. In particular, when Hispanic and Asian students frequently used computers for math, they showed high math per-formances when compared with their English-speaking counterparts

Serving Students, Faculty, and Notice: Student Co-operation, Faculty Collaboration, and Institutional Counter-Narration at a Southern Flagship HBCU

The program described in this chapter is just one example of programs that serve students and exemplify the mission of HBCUs, while demonstrating innovation, collaboration, and leadership, that creates an opportunity to counter-narrate pernicious stereotypes about HBCUs. The federally-funded, innovative student services/success program I examine in this chapter – a collaborative, multidepartment, and interdisciplinary program emphasizing cooperative learning at a southern flagship HBCU – challenges these pernicious narratives head on. Raising attention and awareness of the program’s existence is important not only to highlight the university’s attempts to promote student success, but is also another clarion call for HBCUs to do all within their power to promote their own successes at attracting, retaining, and promoting students’ success while finding creative ways to develop faculty and promote interdisciplinarity and collaboration. Doing so benefits all HBCU students regardless of their race, cultural affinities, or level of preparedness for college, and benefits all faculty, be they in the much-vaunted science, technology, engineering, and mathematics (STEM) fields or often lesser-valued, but equally crucial fields in the humanities, education, and the arts