Exploratory analyses to improve model fit: Errors due to misspecification and a strategy to reduce their occurrence

Two Lagrange multiplier (LM) methods may be used in specification searches for adding parameters to models: one based on univariate LM tests and respecification of the model (LM‐respecified method) and the other based on a partitioning of multivariate LM tests (LM‐incremental method). These methods may result in extraneous parameters being included in models due to either sampling error or the model being misspecified. A 2‐stage specification search may be used to reduce errors due to misspecification. In the 1st stage, parameters are added to models based on LM tests to maximize fit. Second, parameters added in the 1st stage are deleted if they are no longer necessary to maintain model fit. Illustrations are presented to demonstrate that errors due to misspecification occur with the LM‐respecified method and are even more likely with the LM‐incremental approach. These illustrations also show how the deletion stage can help eliminate some of these errors.     

Promoting Evidence-based Education Practice and Better Student Outcomes through Improved Consumer Reporting

The past two decades have seen an increased need for better consumer reporting in education. This has resulted in part from a variety of education initiatives sponsored by the US Department of Education (ED) and others. The initiatives have increased the number of school improvement options available to educators and encouraged—or sometimes required—that choices be guided by “scientifically-based research.”     

Freshman Year Dropouts: Interactions Between Student and School Characteristics and Student Dropout Status

Data from a large school district in the southwestern United States were analyzed to investigate relations between student and school characteristics and high school freshman dropout patterns. Application of a multilevel logistic regression model to student dropout data revealed evidence of school-to-school differences in student dropout rates and school-to-school differences in the relation between student characteristics and student dropout status. Investigation of the school differences revealed that school organization and schools' social context were statistically significant predictors of several of the dropout outcomes. Evidence of school context and school practice effects on student dropout outcomes suggests that school personnel may need to consider how characteristics of the school environment interact with the background characteristics of students when developing and focusing dropout prevention strategies. Implications for school policy and practice are discussed.     

Embracing Lifelong Learning for Ourselves

During its first decade, About Campus published the “What They're Reading” department highlighting publications related to the support of student learning. While that department officially signed off several years ago, Jennifer L. Bloom and Marc Lowenstein offer two lists of publications valuable to their work helping college students learn and succeed.     

The Impact of GEAR UP on College Readiness for Students in Low Income Schools

The purpose of this study was to evaluate the impact of the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP) on college readiness outcomes using a quasi-experimental design. GEAR UP is designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education by providing 6-year grants to states and district partnerships to provide services at high-poverty middle and high schools. Specifically, this study sought to evaluate whether 173 schools that participated in GEAR UP showed increases in the percentages of students who were prepared to enter and succeed in postsecondary education, as compared to students from similar, non-GEAR UP schools. Seven years (2003–2009) of matched cohort data were compiled to include all regular (e.g., nonspecial education) high schools with grade 12 enrollment as documented by the National Center for Educational Statistics. Participation in and performance on three College Board assessments that measure college readiness at the high school level (SAT, PSAT/NMSQT, and AP) as well as percent free/reduced-price lunch were used to identify comparable schools. Results showed that, overall, the GEAR UP program showed positive evidence of improving college readiness outcomes for low income students using a variety of college readiness measures.     

Embedded Mathematics Remediation Using The Math You Need,When You Need It: A 21st‐Century Solution to an Age‐Old Problem

Using the need for math skills in geoscience courses as an example, Helen E. Burn and Eric M. D. Baer from Highline Community College and Jennifer M. Wenner from the University of Wisconsin Oshkosh make the case for just‐in‐time embedded remediation to improve student learning while using class time efficiently.     

The Social Validity of Bug-in-Ear Coaching: Findings From Two Studies Implemented in Inclusive Early Childhood Environments

Coaching is a promising method for providing professional development, which takes many forms. One such form is real-time coaching through bug-in-ear technology. This study explored the social validity of bug-in-ear coaching when provided as a form of professional development with preservice and in-service early childhood educators. Data from two studies were qualitatively analyzed to describe early childhood educators’ perceptions of the acceptability of bug-in-ear coaching with respect to the learning opportunities provided, feasibility, difficulties, and child-level outcomes. Findings suggest that BIE is deemed to be important and effective at producing educator and child outcomes. Further, educators are satisfied with the intervention and view it to be an acceptable means for receiving professional development.     

Steps to Opening Scientific Inquiry: Pre-Service Teachers’ Practicum Experiences with a New Support Framework

This qualitative multiple-comparative case study investigates (1) The reported experiences and impressions of four pre-service teachers (PTs) on practicum placement in four different classrooms (grades 1–9) where a new Steps to Inquiry (SI) framework was being utilized to support students conducting open inquiry; (2) The relative dispositions of the PTs toward conducting open inquiry, as indicated by their core conceptions regarding science, the purpose of education, effective teaching, and the capacity of students. Findings indicate that (1) although there were differences in the experiences of the four PTs, all four had an opportunity to observe and/or facilitate students conducting open inquiry with the SI framework, and after the practicum, all of them reported that they would like to include open inquiry in their own classrooms in the future; (2) one PT already possessed core conceptions indicative of a favorable disposition toward open inquiry before the placement; another altered her core conceptions substantially toward a favorable disposition during the placement; a third altered her conceptions regarding the capacity of students; and one PT maintained core conceptions indicative of a disposition that was not favorable to open inquiry despite the pronouncements that she would like to conduct open inquiry with students in their own future classroom. Possible reasons for the differences in the responses of the four pre-services teachers to the practicum placement are discussed.