The Impact of the College Assistance Migrant Program on Migrant Student Academic Achievement in the California State University System

Editor's note: As we approach the beginning of the second open enrollment period under the Affordable Care Act, Walter Zelman describes an effort he led during last year's initial open enrollment period to enroll students in the California State University system in coverage. Part 1 below provides background on the CSU system and the enrollment effort, the CSU Health Insurance Education Project, as well as a discussion of what went well. Part 2, which will appear tomorrow, addresses what did not go so well, as well as project results, lessons and policy implications, and next steps. In addition to Zelman, authors of this post include Wendy Lee, now in a Masters of Public Health Program at Johns Hopkins; Natasha Buransombati, now in a graduate program in Nursing and Public Health at the University of Seattle in Washington; and Carla Bracamonte, now in an MPH program at California State University, Fullerton. As CSU students, Lee and Buransombati served as regional coordinators for HIEP and Bracamonte served as a coordinator, CSU Los Angeles. The California State University (CSU) system is the largest public university system in the nation, as well as one of the most diverse. The CSU Health Insurance Education Project (HIEP) received a $1.25 million grant to educate students in the CSU system about the Affordable Care Act and health coverage options through California’s new marketplace, Covered California. A pre-open enrollment, multi-campus poll found that approximately 25-30 percent of CSU students were uninsured, primarily because they could not afford insurance. The project placed student educators on the CSU’s 15 largest campus. Over a seven-month period they gave approximately 1500 classroom presentations, and conducted 70 forums and 300 enrollment events. University administrators sent out over 1 million emails to CSU students. Project strategy emphasized a focus on affordability, the need for insurance (accidents happen), and the simplicity of the enrollment process.

The purpose of the researcher was to investigate the cumulative grade point averages of student-athletes. The independent variables investigated were gender, academic classification, type of sport participation, and transfer status. The dependent variable was cumulative grade point average. A total of 4 composite null hypotheses were tested. Each composite null hypothesis was tested at the .05 level employing a three-way analysis of variance. Eleven comparisons plus 13 recurring were made. Of 11 comparisons 4 were main effects and 7 were interactions. Of the 4 main effects 3 were statistically significant at the .05 level. Of the 7 interactions 1 was statistically significant at the .05 level. The statistically significant interaction was between the independent variables gender and transfer status. The results of the present study appeared to support the following generalizations: 1. Female athletes had higher academic achievement than male athletes, 2. Student-athletes participating in non-revenue sports had higher academic achievement than student-athletes participating in revenue sports, 3. Native student-athletes had higher academic achievement than non-native student-athletes, 4. There was no association found between classification of student-athletes and cumulative grade point average, 5. No association between type of sport participation of student-athletes, and 6. Gender and transfer status interacted.

This study aims to determine to what extent prior academic performance (secondary school Grade Point Average (GPA) and Ethiopian University Entrance Exam (EUEE) scores) and the psychosocial factors (academic motivation, self-esteem, academic self-efficacy, perceived stress, academic adjustment, and perceived social support) predict first-year students’ Cumulative Grade Point Average (CGPA). To this end, correlational research design was employed. Data were gathered using Academic Motivation Scale, Rosenberg Self-esteem Scale, Academic Self-Efficacy Scale, Perceived Stress Scale, Multidimensional Scale of Perceived Social Support Scale, Academic Adjustment Scale, Ethiopian University Entrance Examination, Secondary School GPA, and First-year CGPA. The research involved 343 first-year regular students of Wallaga University. Results revealed that academic motivation (r =.686; p < .001), self-esteem (r =.849; p < .001), academic adjustment (r =.771; p < .001), secondary school CGPA (r =.643; p < .001), and EUEE (r = .266; p < .001) were correlated positively and significantly with first-year students’ CGPA, while perceived stress (r= −.164; p = .002) is negatively correlated with academic achievement. Moreover, self-esteem (β = .539; p < .01), secondary school CGPA (β =.232; p < .01), academic adjustment (β =.219; p < .01), and academic self-efficacy (β = −.075; p < .01) were found to be the significant predictors of first-year students’ CGPA. Demographic variables, such as students’ sex, the place where they grew up, and parents’ level of education were also shown to be important determinant factors influencing students’ academic success i.e. being male, being grew up in urban settings, and being from parents with higher educational status were important contributors for students’ academic achievement. It is recommended that university leaders and instructors should provide the necessary support for their students’ psychosocial adjustment by reducing their stress levels and thereby improve their CGPA. Studying psychosocial factors alongside prior academic performance factors is crucial because it provides a more holistic understanding of student success and failure. Thus, in the context of the Ethiopian higher education, where dropout rates remain a significant concern, this research offers valuable empirical evidence to inform institutional practices and policy interventions aimed at enhancing student retention and academic outcomes.

The purpose of this dissertation study is to explore the conditions of Ethnic Studies departments and programs in the California State University (CSU) system nine years after the release of the CSU Ethnic Studies Task Force report released in 2016. Using a convergent parallel mixed methods analysis, this dissertation revisits several questions from the original CSU survey to assess the effectiveness of Ethnic Studies units in the CSU. Respondents to the survey included 13 of the 58 recognized department chairs and program directors for Ethnic Studies units among the 23 campuses of the CSU system, and interview participants included 5 of the 58 aforementioned leaders. Centering their perspectives, this study asked: What are the characteristics of a successful Ethnic Studies department or program at the university level? To what extent are Ethnic Studies departments and programs effective in meeting the policy objectives for Ethnic Studies? How do program reviews reflect the claims of effectiveness of chairs or directors? How do available resources affect Ethnic Studies departments and programs’ ability to fulfill their stated vision? The participants’ perspectives about their respective units’ effectiveness in light of current systemic and societal challenges were analyzed using Critical Race Theory.

The study aimed to examine the correlation between students’ motivation and their academic achievement explained in terms of Cumulative Grade point Average (CGPA) and investigated the motivational factors' effect on the student’s overall academic achievement in the Applied Science courses. 393 students were selected using both stratified and random sampling techniques from the regular students attending 2nd and 3rd-year degree programs at Kotebe University of Education. Data were collected using a questionnaire to measure the intrinsic and extrinsic motivation of the sample students on a 5-point Likert scale. The results reveal that the supportive behavior of students significantly accounted for 1% of the variance in CGPA. Besides, students' supportive and personal behaviors significantly explained about 2.2% variance in the criterion measure (CGPA). However, assessing the relative importance of each factor, "challenging oneself" and "the need for personal growth and development" significantly contributed to 1.1% and 1.6 % of the variance in CGPA respectively. Such a low proportion of variance in CGPA might be associated with the range of restriction in scores of both independent and dependent variables. Thus, among the intrinsic motivation these two components appeared to be the direct factors that influence students’ CGPA in science courses. It could be inferred that students’ strong internal motivation seems to advance their successful science learning and achievement. Thus, to help students be motivated to learn science tangibly, teachers’ commitment to using interactive methods, providing reasonably challenging tasks, and giving timely feedback, through organizing the science teaching and learning environment is decisive.

Students who have excelled academically in the past are regarded as having a greater chance of performing successfully in subsequent examinations. However, this argument is being questioned with regard to enrollees onto the Bachelor of Laws at the School of Law of Makerere University in Uganda. This study sought to obtain an understandin g of this issue using administrative data of 568 Bachelor’s of Law graduates of Makerere Univers ity during the period 2010-2012. A combined weighted score for the enrollees granted oadmission to the program and their Cumulative Grade Point Average (CGPA) on graduation were adopted as measures of their prior academic qualifications and academic achievement, rAn assessment of the enrollees’ academic achievement is made using summary statisti cs. The bearing of prior academic qualifications on the academic achievement was inve stigated using a robust regression, controlling for student’s characteristics, gender, nationality, and year of enrollment. A median CGPA of 3.16 in the results points to a “lower seco nd” class degree obtained by a considerable number of graduates in the program. In the multivar iate assessment, high scores on entry to the program were significantly associated with high aca demic achievement (p < 0.01). These findings confirm enrollees’ prior academic qualifications as : 1) a predictor of academic achievement on the program and 2) thus, an indisputable measure for assessing the competence of candidates suitable for admission to the program.

Education is an important way for students to change their social status. Students’ academic performance in tertiary education is determined by their Cumulative Grade Point Average (CGPA). There are many factors that contribute to determine whether the CGPA is excellent, moderate, or low. However, this study was carried out to determine the effect of different factors and academic achievement among university students of HSTU. For this study, A total of 500 students were involved in the study in which purposive or judgment sampling technique were used. In this study, ordinal logistic regression model is also applied to identify the factors that have impact more on academic achievement. From association test we have found that there was no association (p&gt;0.05) between stress and academic achievement (CGPA). There was also no association between involve in group study and CGPA (p &gt; 0.05) and between extra curriculum activities, stress, mobile usages in study purpose, relationship status and CGPA (p&gt;0.05). There was significant relationship between family monthly income, sex of student, occupation of family head, politics, residence, lab facilities, income source and CGPA (p&lt;0.05). In ordinal logistic regression model of academic achievement in HSTU students’ sex, political status, involve in group study, mobile use on study purpose and involve in extra curriculum activities as significant variables.

Smaller class sizes set off a scramble to hire new teachers in California, putting pressure on teacher training institutions to take steps to meet the demand. Cal State Long Beach teacher educators took a deep breath and said, Count us in, but they refused to give up their focus on quality. authors tell the tale of what happened next. IN JULY of 1996, the California State University (CSU) system appointed a task force consisting of eight CSU presidents to develop a plan to revamp teacher education throughout the system. This Presidents Commission on Teacher Preparation and K-18 Education was charged with making recommendations to improve the quality of teacher education on the 23 CSU campuses. newly formed commission was clearly facing a formidable task when all of a sudden a new dimension was added. Then-Gov. Pete Wilson made a dramatic and unexpected announcement regarding K-12 education in the state. In a bold and widely popular move, the governor proposed immediate reduction in the size of classes in California public schools to a 20-to-1 student/teacher ratio for grades K-3, with the promise that more grades would be included in the reduction plan later. The class-size-reduction initiative was a direct response to declining test scores in the state.1 A growing population of school-age children and the mandated smaller classes fueled a scramble to hire more teachers in California. It was estimated that 30,000 new teachers would be needed in the first year and some 300,000 over the next 10 years. To help meet the demand, desperate school districts granted an unprecedented number of emergency permits to individuals who did not hold standard teaching credentials. Emergency permits allow college graduates in any discipline to teach for up to five years. This approach is designed to allow career- changing college graduates to begin teaching while they complete a teacher preparation program. Los Angeles County alone has had more than 7,000 teachers on emergency permits. Some $1.7 billion was spent to hire additional teachers during the first year of the class-size-reduction program, but there were some unexpected and undesirable consequences. To fill their classrooms, suburban and small-town districts were recruiting teachers from inner- city schools. In addition, many school districts had contractual seniority programs that allowed teachers in upper elementary grades and middle schools to transfer to the more attractive smaller classes in the primary grades - grades for which some were unprepared or underprepared. Colleges of education in the CSU system were under the gun, and expectations were running high for them to increase dramatically the number of qualified teachers in the state. A first charge to the education schools was to help those holding emergency permits to become fully certified, which was no small task given their different levels of preparation. Compounding the problem of the rapidly growing number of teachers on emergency permits was their very high attrition rate. Estimates are that half of the noncertified teachers quit after a single year, and, in some urban areas, the number has been as high as 70%. Nonetheless, the immediate problem for the CSU education programs was to see that all these emergency teachers were properly certified as quickly as possible. major charge to education programs, however, was to produce more college graduates who were fully certified and knew how to teach. Colleges of education found themselves in an almost impossible position. In California, the Ryan Act of 1970 does not allow colleges of education to offer undergraduate degrees in education. Prospective teachers must earn their degrees in other academic areas and then enroll in a teacher education program for a fifth year of study. While this may not be the best way to go about educating teachers, it is the law in California. This is the situation in which colleges of education found themselves. …

Editor's note: As we approach the beginning of the second open enrollment period under the Affordable Care Act, Walter Zelman describes an effort he led during last year's initial open enrollment period to enroll students in the California State University (CSU) system in coverage. Part 1 of this post provided background on the CSU system and the enrollment effort, the CSU Health Insurance Education Project, as well as a discussion of what worked well. Part 2, below, addresses what worked less well, as well as project results, lessons and policy implications, and next steps. In addition to Zelman, authors of this post include Wendy Lee, now in a Masters of Public Health Program at Johns Hopkins; Natasha Buransombati, now in a graduate program in Nursing and Public Health at the University of Seattle in Washington; and Carla Bracamonte, now in an MPH program at California State University, Fullerton. As CSU students, Lee and Buransombati served as regional coordinators for HIEP and Bracamonte served as a coordinator, CSU Los Angeles. IV. What Worked Less Well Assessments as to what did not work must be rendered with caution. In most cases lack of success may have been due to lack of emphasis or time, to the relative inexperience of student educators, or the failure of project leaders to follow-up aggressively with CSU or administrative personnel. Campus groups, social media, and web pages Most striking and disappointing, was the difficulty in engaging campus groups. Many seemed supportive of the mission. But, in the end, most were unable to commit time and resources to the project, even after repeated engagement by project representatives. Most campus groups had specific goals and agendas, and promoting insurance coverage to students was not one of them. More time or resources might have produced more campus organization support, but these were not available.

The College Readiness Program (CRP) is a project funded through the chancellor's office of the California State University (CSU) system and the state department of education in response to the underrepresentation of minority students. specifically blacks and Hispanics, in the CSU system. The goal of CRP is to give direct in· tractional assistance in mathematics and to offer a college student model to average-performance black and Hispanic students during the middle grades 6-8 to increase the percentage of these minority students who subsequently take the college-preparatory mathematics sequence in high school.

This work built upon previous research examining meritocracy in elite sport by examining the socioeconomic and racial composition of the high schools of 1,881 players on National Football League (NFL) rosters in 2016. The NFL player data from pro-football-reference.com and perceived race data coded from player pictures are matched to school data for 23,785 public high schools in the Common Core of Data and 3,333 private high schools in the Private School Universe Survey. Using t tests of differences in group averages and General Linear Model analysis of variance, the authors found large statistically significant racial disparities within the NFL with Black NFL players attending high schools with an average of twice as many students in poverty and five times as many Black students than the high schools attended by White NFL players. Overall, NFL players attended high schools with lower socioeconomic status student bodies than the general student population, suggesting more meritocracy. However, analysis by player race shows the difference driven by the racial composition of the NFL compared with the general student population, suggesting this meritocracy is more complex; Black NFL players attended higher socioeconomic status schools with more White students than the general Black student population, and White NFL players attended higher socioeconomic status schools with fewer Black students than the general White student population.

The purpose of the researcher was to investigate factors associated with alcoholism among college students. The independent variables investigated were gender, academic class, academic achievement, parental history of alcoholism, quality of family life, family structure, locus of control, and locus of drinking control. The dependent variable consisted of scores from the Michigan Alcoholism Screening Test (raw scores and categorized scores). The five instruments utilized were a demographic data sheet, the Michigan Alcoholism Screening Test, the Personal Attribute Inventory - Family, the Rotter Internal-External Locus of Control Scale, and the Drinking-Related Locus of Control Scale. The sample consisted of 215 students, 83 males and 132 females, from a university located in the Midwest. Four composite null hypotheses were tested employing analysis of variance (raw scores before categorization) and 8 null hypotheses were tested employing chi square test for independence (categorized scores). A total of 22 comparisons plus 14 recurring were tested at the .05 level. Of the 22 comparisons, 12 were main effects (4 from analysis of variance and 8 from chi square test for independence) and 10 were interactions. Of the 12 main effects, 5 were statistically significant at the .05 level. Of the 5 statistically significant main effects, 2 were from analysis of variance and 3 were from chi square test for independence. Of the 10 interactions, none was statistically significant at the .05 level. The statistically significant main effects were for the following independent variables: academic class, academic achievement (detected by both analysis of variance and chi square test for independence), gender, and locus of drinking control. The results of the present study appeared to support the following generalizations: 1. college students classified as juniors and seniors indicated a higher degree of alcoholism than freshmen and sophomores; 2. college students reporting grade point averages of 1.50 to 2.49 indicated a higher degree of alcoholism than those with grade point averages of 2.50 and greater; 3. an association between gender and alcoholism classification; 4. an association between locus of drinking control and alcoholism classification; and 5. no association between the following independent variables and dependent variable, respectively : parental history of alcoholism, quality of family life, family structure, locus of control, and alcoholism classification.

Graduating students of UiTM are required to sit for English Exit Test (EET) whose objective is to gauge students’ English proficiency level and their readiness for the workplace. Since the test is administered before students finish their studies, it is important to examine if EET has a predictive validity in determining the academic performance of UiTM students. We use the students’ CGPA (Cumulative Grade Point Average) to gauge their academic performance and English language proficiency since English is used as a medium of instruction at UiTM. A four-part predictive validity study was conducted on the relationship between students’ EET performance and academic achievement. A sample of 1,436 students’ EET results and CGPA from various faculties were analysed based on the results from four semesters which were 2016/2, 2016/4, 2017/2 and 2017/4. The relationship among the scores were summarised with correlation coefficients and a series of one-way ANOVA tests were run to see if there were any significant mean differences in the scores based on faculties in a span of two years. The findings revealed that there were positive correlations between students’ EET results and their CGPA. Thus, it can be concluded that EET has the predictive validity for students’ academic achievement which is the CGPA. The present study also found that EET can be considered a good test as the results of EET could differentiate good students from weak ones. This was determined by running a series of One-way ANOVA tests. The results revealed that faculties whose students had high English proficiency level scored better in EET than those whose students who had low English proficiency level. Therefore, the findings indicate that EET has a potential in differentiating high English proficient students from low English proficient students for their language readiness in the workplace.

PurposeThe purpose of this paper is to present a virtual library plan created by library directors of the 23 California State University (CSU) system campuses. The information literacy portion of the project offers a repository of high quality interactive digital learning objects (DLOs) in the MERLOT repository. Therefore, DLOs created locally at the Dr Martin Luther King, Jr Library at San José State University (SJSU) focus on topics that supplement the “core” DLO collection.Design/methodology/approachThis case study presents planning assumptions for developing local content that complements a California State University (CSU) system collection of high quality interactive information literacy DLOs. The authors also offer suggestions from the professional literature that guide their application of such Web 2.0 tools as wikis, podcasts, and tagging to create supplemental learning modules for their local information literacy instruction program.FindingsWeb 2.0 Digital Learning Objects are essential components of an efficient academic information literacy program comprised of face‐to‐face and “on demand” virtual approaches. The California State University (CSU) system has identified a core set of DLOs, which are easily available in the MERLOT open access repository. Local development efforts, then, focus on the design and creation of DLOs of local significance.Practical implicationsLibrarians at the Dr Martin Luther King, Jr Library in San José, California, USA, are developing local content for Web 2.0‐enabled information literacy instruction. These developments occur within the context of a 23 campus initiative, originating at the Chancellor's Office, which has identified high quality information literacy digital learning objects (DLOs). This core open access collection intends to fulfill academic libraries'core instructional needs and is freely available to any library through the open access MERLOT repository by any libraryOriginality/valueThis paper recommends an approach for local production of virtual information literacy content which benefits from harvesting the “best of the best” currently available on the internet.

Association between grit and academic achievement among undergraduate pharmacy students in Malaysia