Diversity in Education
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When Do Students in Low-SES Schools Perform Better-Than- Expected on a High-Stakes Test? Analyzing School, Teacher, Teaching, and Professional Development Characteristics

– The analyses indicated that districts per-student funding allocations, the days of instruction, teachers’ knowledge and experience, and some aspects of teachers’ professional development participation were significantly associated with student performance on AP science examinations that was better than predicted by students’ Preliminary Scholastic Aptitude Test (PSAT) scores.

– Districts’ per-student total funding allocations and the length of the school year have positive significant associations with students’ AP performance gains.

– Teachers’ knowledge and experience had positive significant associations with students’ AP performance gains. Therefore, incentivizing experienced and skilled teachers to be recruited and retained within low-SES urban schools (and schools with urban characteristics) should be further explored.

– Participation in Professional Development(PD) activities that teachers rated as effective for helping them teach redesigned AP science courses and participation in unconventional face-to-face PD activities such as teacher-initiated meetings, mentoring or coaching activities, and conference participations were positively and significantly associated with students’ AP performance gains

School Racial Composition and Biracial Adolescents' School Attachment

1) Do self-identified biracial students differ from mono-racial students in their sense of belonging in school? 2) How does the racial makeup of the student body in school affect biracial adolescents’ school attachment? 3) How do the above relationships vary by type of biracial identification?

The Diverse Experiences of Hispanic Students in the American Educational System

Identify different types of Hispanic students based on their academic achievement and school orientation

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