The Impact of an SES-Based Model on a College's Undergraduate Admissions Outcomes

In Grutter vs. Bollinger, the U.S. Supreme Court ruled that the use of race as one factor, among many in admissions decisions is constitutional. It is not known, however, whether future legal opinions will continue to uphold the use of affirmative action policies. Some have argued that class-based preferences can achieve many of the same goals as in affirmative action while being more likely to withstand legal challenges. To date, no empirical studies have been conducted on the potential impact of a class-based admissions policy if implemented at an undergraduate institution. This paper reports on a study at a selective public college and compares a number of outcomes under three admissions models: the original admissions decisions, a purely academic model, and an socio-economic status (SES)-based model. The findings showed that use of the SES-based model would have led to a more academically qualified class than in the original admitted class while maintaining substantially greater student diversity that was found under the academic model. An admissions policy based on preferences for socio-economically disadvantaged applicants appears to hold promise for other colleges and universities with similar institutional and applicant characteristics. The ideas and research design reported in this paper are based on the doctoral dissertation study of the second author, Undergraduate Admissions Models Incorporating Socioeconomic Factors (Johnson, 2000).     

Mainstreaming the Hearing Impaired Student‐‐An Area of Preparation Responsibility for Teacher Training Programs: A Pilot Study

Interviewing, as an information‐gathering tool for prospective teachers of the deaf, was used to document the perspectives which deaf children, their parents, teachers and administrators bring to the mainstreaming process. Data revealed the different, and sometimes competing priorities of mainstreaming participants; these priorities are discussed in terms of their impact upon the success or failure of the mainstreaming process and the preparation responsibilities of teacher training programs.     

Alternative models of learning disabilities identification: considerations and initial conclusions

The final session of the National Research Center on Learning Disabilities (NRCLD) Responsiveness-to-Intervention (RTI) Symposium, "What are alternative models to LD identification other than RTI?" included four papers that discussed concerns over the exclusive reliance on an RTI approach to learning disability identification, considerations for analyzing proposed LD identification models, and various alternatives to LD identification. The work of the participating panelists is summarized in this discussant paper, and next steps for the NRCLD in light of these presentations are suggested.     

A model for making decisions about ethical dilemmas in student assessment

In this mixed-methods study we investigated the development of a generalized ethics decision-making model that can be applied in considering ethical dilemmas related to student assessment. For the study, we developed five scenarios that describe ethical dilemmas associated with student assessment. Survey participants (i.e., educators) completed an online survey to express their decision-making process when faced with ethical dilemmas relating to student assessment. Based on the literature and the educators’ written responses to the scenarios, elements to consider in an ethics decision-making model related to student assessment include the following: (1) the critical incident giving rise to the ethical dilemma; (2) identification of the conflict elements; (3) decisions about the ethicality of the elements; (4) justification of the decisions; (5) implications; and (6) alternative suggestions. This model offers guidance to educators in considering the dimensions of an ethical dilemma in assessment prior to making a decision.     

Trends and practices in functional behavior assessments completed by school psychologists

Functional Behavior Assessments (FBAs) utilize direct and indirect methods to collect data on student behavior to generate a functional hypothesis and drive intervention development. School psychologists are trained to conduct FBAs and use them regularly in schools. However, no evidence exists describing the specific practices used by school psychologists when they conduct FBAs. In this study, 199 respondents completed a web‐based survey developed using expert review and cognitive pretesting. Most respondents reported their gender as female (87%), were between 30 and 39 years old (50%), and practiced at the Specialist level (57%). Respondents reported receiving training in FBA across multiple sources and utilizing multi‐method data collection methods when conducting FBAs. A large amount of variability was observed in the specific instruments used by school psychologists, with a substantial proportion using forms that were not standardized or pre‐constructed. Implications for current practitioners, trainers, and researchers are described.     

Yahdii reveals the way

Cultural Studies of Science Education - Using Indigenous Astronomy and the arts, I respond to Wayfinding with a conceptual image that represents my cultural understanding of the idea of navigation.     

When Diversity Training Goes Wrong: A Case Study Analysis of the University of Delaware Residential Education Program

In an increasingly global and interconnected world, it is necessary for corporations and educational systems to develop mechanisms for community members to enhance multicultural competencies related to diversity including race, ethnicity, gender and gender identity, sexual orientation, age, religion, and the like. Some people internalize anger, fear, contempt, and guilt about these issues. As a result, people express their feelings in unhealthy and unproductive ways in school and in the workplace. The solution often is to provide diversity training or sensitivity training. This case study analysis utilizes Kaufman's systemic thinking model to examine what went wrong when one university attempted to implement a yearlong intensive diversity training program that brought national media attention and a potential lawsuit against the university, ultimately resulting in a dramatic shift in the university's out‐of‐classroom experiential learning policies.     

Connecting Diversity Efforts in the Workplace with Business Mission,Goals, and Objectives

As more attention is given to managing and valuing diversity in the United States workforce, the linking of diversity issues and practices to organizational performance needs must be addressed. In addressing the performance question, this article investigates both the difference between a quick fix and systematic action, and the distinction between a program and a process. A systematic and comprehensive process linked to organizational goals and performance is recommended. Gaps in typical programs and responses are pointed out, and some possible areas for measuring results attributable to valuing and managing diversity are suggested.