Literaturnachweis - Detailanzeige
| Autor/inn/en | Teranishi, Robert; Martin, Margary; Pazich, Loni Bordoloi; Alcantar, Cynthia M.; Nguyen, Tu-Lien Kim |
|---|---|
| Institution | National Commission on Asian American and Pacific Islander Research in Education (CARE); Asian & Pacific Islander American Scholarship Fund (APIASF) |
| Titel | Measuring the Impact of MSI-Funded Programs on Student Success: Findings from the Evaluation of Asian American and Native American Pacific Islander-Serving Institutions |
| Quelle | (2014), (46 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Program Effectiveness; Asian American Students; American Indian Students; Pacific Americans; Community Colleges; Longitudinal Studies; Federal Aid; College Programs; Academic Persistence; Educational Attainment; Transfer Programs; Low Income Students; Inquiry; Capacity Building; Two Year College Students; California (San Francisco); Washington (Seattle) |
| Abstract | This report shares findings from a three-year longitudinal study of three Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs)--one of the newest minority serving institution (MSI) designations--and provides evidence for the impact of federally-funded campus programs on persistence, degree attainment, and transfer to four-year institutions for low-income Asian American and Pacific Islander (AAPI) students. The three community colleges in this study include: (1) De Anza College; (2) City College of San Francisco; and (3) South Seattle Community College. This report demonstrates the important role of inquiry in enhancing the capacity-building efforts of institutions that serve disproportionately high concentrations of low-income minority students. For each campus, the impact of grant-funded programs that were either new or modified interventions were studied with explicit goals to address challenges that the campuses identified as barriers to student success. The study utilized a research design that compared AAPI students in AANAPISI-funded programs (participant) to a comparable group of AAPI students who did not participate in the AANAPISI-funded program (comparison group). The analysis was based on cross-sectional and longitudinal cohort data that contain information on student demographics, course-taking behavior, and course outcomes. The metrics for evaluating student outcomes were aligned with the stated goals of each program's intervention: (1) Short-Term Outcomes: transition from developmental to college level courses, credit accumulation, and course performance (i.e., grade point average); and (2) Long-Term Outcomes: persistence from one academic term to the next, degree attainment, and transfer from two- to four-year institutions. The report builds on the assessment's findings to provide projections for how the program can have a larger campus-wide impact on student outcomes if brought to scale and includes a set of recommendations for practitioners and policymakers. A technical appendix is included. [This report is a publication from the Partnership for Equity in Education through Research (PEER), a collaborative effort between the National Commission on Asian American and Pacific Islander Research in Education (CARE), Asian & Pacific Islander American Scholarship Fund (APIASF), and three campus partners--City College of San Francisco, De Anza College, and South Seattle Community College.] (ERIC). |
| Anmerkungen | National Commission on Asian American and Pacific Islander Research in Education. 82 Washington Square East Pless Annex 7th Floor, New York, NY 10003. Tel: 212-998-5860; Fax: 212-995-4612; Web site: http://care.gseis.ucla.edu/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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