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"Developmental Studies Programs"
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After-school centers and youth development : case studies of success and failure
\"This book examines after-school programs, exploring how - and why - young people thrive in good programs and suffer in weak ones\"-- Provided by publisher.
Book
Does Remediation Work for All Students? How the Effects of Postsecondary Remedial and Developmental Courses Vary by Level of Academic Preparation
We examine the impact of remedial and developmental courses on college students with varying levels of academic preparedness, thus focusing on a wider range of students than previous studies. Using a regression discontinuity design, we provide causal estimates of the effects of placement in different levels of remedial courses on short-, intermediate-, and long-term outcomes at both 2- and 4-year colleges. Similar to other research, we find that remediation has negative effects for students on the margin of needing one developmental course. However, for students with lower levels of academic preparation, the effects of remediation are estimated to be positive in some subjects. These results suggest that remedial courses can help or hinder students differently depending on their incoming levels of academic preparedness. Moreover, our conclusions are largely driven by positive and negative effects observed for students at 2-year institutions, and we discuss several hypotheses that may explain these findings.
Journal Article
What Happens to Students Placed Into Developmental Education? A Meta-Analysis of Regression Discontinuity Studies
This article reports a systematic review and meta-analysis of studies that use regression discontinuity to examine the effects of placement into developmental education. Results suggest that placement into developmental education is associated with effects that are negative, statistically significant, andsubstantively large for three outcomes: (a) the probability of passing the college-level course in which remediation was needed, (b) college credits earned, and (c) attainment. Several sensitivity analyses suggest these results are not a function of particular stylized studies or the choices made in assembling the metaanalytic database. Two exploratory moderator analyses suggest that the negative effects of placement into developmental education are stronger for university students than for community college students and worse for students placed in reading or writing than in math. This work can inform debate and research on postsecondary policies and on alternative mechanisms for ensuring that college students have the skills needed to meet their goals.
Journal Article
Math Sorting: Unintended Consequences of Developmental Education Reforms in Community Colleges
Beginning in 2019, California community colleges were required to use multiple measures to determine students’ placement into initial math courses. Community colleges also created structured BSTEM and liberal arts (SLAM) math pathways beginning in 2017. This contemporaneous implementation could reproduce racialized stratification in math course-taking. This study analyzes changes in math course-taking between Fall 2017 and Summer 2021 using multinomial logistic regression. We find that after the reforms, fewer students across racial/ethnic groups took developmental math and more students attempted SLAM and BSTEM math in the first year of enrollment. Students of color were more likely to take SLAM math and slightly less likely to take BSTEM math, even among academically prepared students. We find some evidence of racial tracking in the steeper increase in SLAM course-taking among Latina/o/x students compared to other racial/ethnic groups. We discuss implications for future policy and practice given these results.
Journal Article
Giving Community College Students Choice: The Impact of Self-Placement in Math Courses
This study examines the impact of a “natural experiment” that gave students the choice to place into or out of developmental math because of an unintended mistake made by a community college. During self-placement, more students chose to enroll in gateway college- and transfer-level math courses, however, greater proportions of female, Black, and Hispanic students enrolled in the lowest levels of math relative to test-placed counterparts. Difference-in-difference estimates show that self-placement led to positive outcomes, but mostly for White, Asian, and male students. This evidence suggests areas of concern and potential for improvement for self-placement policies. Self-determination theory, behavioral decision theory, and stereotype vulnerability provide possible explanations for the observed changes.
Journal Article
Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students With Disabilities
The purpose of this study was to conduct a systematic review of the secondary transition correlational literature to identify in-school predictors of improved postschool outcomes in the areas of education, employment, and/or independent living for students with disabilities. Based on results of this review, 16 evidence-based, in-school predictors of postschool outcomes were identified. Of the 16 predictors, 4 (25%) predicted improved outcomes in all three postschool outcome areas, 7 (43.8%) predicted improved outcomes for only postschool education and employment, and 5 (31.3%) predicted improved outcomes for employment only. Limitations and implications for future research and practice are discussed. [PUBLICATION ABSTRACT]
Journal Article
Child and Parenting Outcomes After 1 Year of Educare
Educare is a birth to age 5 early education program designed to reduce the achievement gap between children from low-income families and their more economically advantaged peers through high-quality center-based programming and strong school-family partnerships. This study randomly assigned 239 children (< 19 months) from low-income families to Educare or a business-as-usual control group. Assessments tracked children 1 year after randomization. Results revealed significant differences favoring treatment group children on auditory and expressive language skills, parent-reported problem behaviors, and positive parent-child interactions. Effect sizes were in the modest to medium range. No effects were evident for observer-rated child behaviors or parent-rated social competence. The overall results add to the evidence that intervening early can set low-income children on more positive developmental courses.
Journal Article
Safety Nets and Scaffolds: Parental Support in the Transition to Adulthood
Using longitudinal data from the Youth Development Study (analytic sample N = 712), we investigate how age, adult role acquisition and attainments, family resources, parent—child relationship quality, school attendance, and life events influence support received from parents in young adulthood. Parental assistance was found to be less forthcoming for those who had made greater progress on the road to adulthood, signified by socioeconomic attainment and union formation. The quality of mother—child and father—child relationships affected parental support in different ways, positively for mothers, negatively for fathers. School enrollment, negative life events, and employment problems were associated with a greater likelihood of receiving support. The findings suggest that parents act as \"scaffolding' and \"safety nets\" to aid their children's successful transition to adulthood.
Journal Article
Theory of Mind (ToM) Performance in High Functioning Autism (HFA) and Schizotypal–Schizoid Personality Disorders (SSPD) Patients
The similarities between high functioning autism (HFA) and schizotypal–schizoid personality disorder (SSPD) in terms of social cognition and interpersonal deficits may lead to confusion in symptom interpretation, and consequently result in misdiagnosis. Thus, this study aims to investigate differences in mentalizing with particular interest on the socio-cognitive and socio-affective dimensions. Three Advanced Theory of Mind (ToM) tests were applied in 35 patients with HFA, 30 patients with SSPD and 36 healthy controls. Individuals with HFA showed greater impairment and no dissociation between affective and cognitive ToM components. Conversely, SSPD individuals displayed less difficulties but greater impairments on the cognitive component. Beyond the replicability of ToM impairment in HFA individuals, our findings suggest more impaired cognitive ToM in SSPD participants which further support the sequence of mentalizing development build upon different chronological stages.
Journal Article
Transition From School to Adulthood for Youth With Autism Spectrum Disorders
The transition from school services to adulthood can be particularly difficult for many adolescents with autism spectrum disorders (ASD). Although some individuals with ASD are able to successfully transition, most are faced with significant obstacles in multiple areas as they attempt to negotiate their way into college, work, community participation, and independent living. This article contains a review of research related to the transition from school to adulthood for youth with ASD in the areas of education, employment, community living, and community integration. These key areas of the transition process are crucial for success in adulthood. A summary of principal conclusions drawn from the current literature and suggestions for future research are provided.
Journal Article