by Ezekiel J. Dixon-Román, Howard T. Everson & John J. McArdle
Using structural equation modeling, this study examined the direct and indirect effects of family income on SAT performance for Black and White test-takers. Family income was found to have a nonlinear direct effect on total SAT performance and the association was substantially larger for Black students than for White students, especially for those families living in poverty.
by Xueli Wang
Drawing upon data from the first and second follow-up interviews of the Education Longitudinal Study of 2002 (ELS: 2002), this study investigated socio-demographic, motivational, and postsecondary contextual factors that explain community college students‘ baccalaureate expectations.
This week education researcher Claire Robertson-Kraft discusses True Grit: Trait-Level Perseverance and Passion for Long-Term Goals Predicts Effectiveness and Retention Among Novice Teachers, her paper co-authored with Angela Duckworth. Watch and discuss this episode of The Voice on Vialogues.
by Judith Scott-Clayton
While the prevalence of remediation has generated widespread concern about the college readiness of our nation’s high school graduates, comparatively little attention has been paid to how “readiness” is actually determined. At most community colleges and at many nonselective four-year colleges, readiness is determined by scores on short standardized math and English placement tests. This commentary describes research finding that assignment to remedial or college-level courses based on standardized placement exams results in large numbers of placement errors, and that incorporating high school transcript information would lead to fewer assignments to remediation while maintaining or increasing success rates in college-level Math and English.
by Sharon L. Nichols
A call for a special issue of the Teachers College Record.
by Gary Natriello
The editors of the Teachers College Record are pleased to announce the Annual Yearbooks for 2014.