College Credit Research Articles

Financial toxicity and quality of life among people with chronic myeloid leukemia on tyrosine kinase inhibitors.

e18918 Background: Costs associated with treatment of Chronic Myeloid Leukemia (CML), along with out of pocket (OOP) expenses related to cancer care, put CML patients at risk for financial toxicity (FT). Although FT is considered a side effect of many cancer treatments, little is known about how FT affects quality of life among CML patients treated with Tyrosine Kinase Inhibitors (TKIs). In this study, we examined the association between FT, demographic factors, and health related quality of life (HRQOL). Methods: A secondary analysis was conducted using data from a parent study examining adherence trajectories in people with CML treated with TKIs. Descriptive, bivariate, and multivariate analyses were used to describe the sample, assess demographic and disease-specific FT correlates, and assess the predictive value of FT on HRQOL. FT was assessed by the Comprehensive Score for Financial Toxicity (COST Facit V2; higher scores were better) along with the Medical Expenditure Panel Survey (MEPS). HRQOL was assessed using the EuroQol 5-Dimension (EQ-5D-5L) single summary index score. Results: Of the 118 participant sample, about half were male (52%), White (57%), married (53%), and currently employed (59%) with a mean age of 49. Most had some college credit (76%). Many reported making financial sacrifices because of cancer costs (42% reduced spending on vacation/leisure activities, 31% delayed large purchases, 24% reduced spending on basics like food and clothing, and 27% used savings set aside for other purposes). Most (62%) reported ever being worried about having to pay large medical bills related to their cancer and 15% reported borrowing money or going into debt to cover cancer care costs. About half (51%) reported never discussing OOP costs for cancer care with their doctor. Overall, participants reported low FT (mean = 25, standard deviation = 11), but approximately 26% of respondents noted FT levels associated with significant financial burden (COST < 17.5). In bivariate analyses, greater FT was associated with Black race, not married/partnered status, unemployed, high school education or less, and lower income. FT was not significantly associated with gender or age. In multivariable models, FT was significantly associated with HRQOL index (β = 0.011, SE = 0.002, P < 0.001) after adjusting for individual characteristics. Age (β = -.003, SE = 0.001, P = 0.01) and education (β = .125, SE = 0.05, P = 0.027) also seemed to be important correlates of HRQOL index. Conclusions: Financial concerns are a common worry for individuals receiving treatment for CML. The association between FT and HRQOL suggests a need for assessing and addressing FT as part of routine care of people with CML who are taking TKIs. Further work is needed to understand the longitudinal experience of FT of people with CML on continuous treatment to help identify individuals who are most in need of intervention across the treatment continuum.

Hypertensive Disorders of Pregnancy During the COVID-19 Pandemic: A Population-Based Study [ID: 1380265

INTRODUCTION: We previously reported that the prevalence of hypertensive disorders of pregnancy (HDP) increased during the COVID-19 pandemic. We aimed to ascertain potential sociodemographic factors contributing to this association. METHODS: This was a retrospective analysis of the U.S. Centers for Disease Control and Prevention Natality Live Birth database (2016–2020). The prevalence of HDP, defined as a composite of gestational hypertension, preeclampsia, and eclampsia, was compared between the COVID-19 pandemic group (births from April 1, 2020, to December 31, 2020; n=2,728,674) and the pre-pandemic group (births from January 1, 2016, to February 29, 2020; n=15,967,803). A comparison of the prevalence of HDP among maternal sociodemographic factors and pregnancy characteristics between the two groups was also performed using χ2 test. Multivariable logistic regression was used to adjust for potential confounders. Statistical significance was set at P<.05. RESULTS: We detected an overall increase in odds of HDP during the COVID-19 pandemic period (8.7% versus 7.1%, adjusted odds ratio 1.25, 95% CI 1.24–1.26). The highest prevalence of HDP during the pandemic was seen in similar sociodemographic subgroups as in the pre-pandemic group, such as older maternal age, patients with some college credit, private insurance, and non-Hispanic Black race. A marked increase in HDP prevalence was noted during the pandemic in most maternal characteristic subgroups evaluated, with the greatest noted in Asian individuals and tobacco users. Interestingly, chronic hypertension, which was more prevalent during the pandemic period (1.2% versus 0.9%, P≤.001), was associated with a lower prevalence of HDP during that time. CONCLUSION: The prevalence of HDP increased in the United States during the COVID-19 pandemic among all sociodemographic factors evaluated. Although chronic hypertension was more prevalent during the pandemic period, it had a lower effect on the development of HDP during that time.

A Systematic Review and Meta-Analysis of Dual Enrollment Research

Given the current surge in student participation in dual enrollment programs, an updated synthesis of literature relating to how these programs impact students is warranted. Furthermore, while there are qualitative literature reviews relating to dual enrollment and student outcomes, there has not been a quantitative synthesis of literature relating to the findings of this research. Accordingly, we conduct a quantitative literature review involving the academic outcomes of higher education enrollment, persistence, performance, and degree attainment. Using meta-analytic techniques, we find that across the 162 study effect sizes included in our analysis, participation in dual enrollment programs was positively associated with grade point average (GPA), total earned college credits, college enrollment, early persistence, degree attainment, and full-time attendance. Also, we find negative associations between dual enrollment and time to graduation and total semesters enrolled in college, indicating these programs can help students graduate college more quickly.

Self-Placement in Math Courses at U.S. Community Colleges: Contributing Factors and Impacts on Student Success

Self-placement in math is becoming increasingly popular in community colleges in the U.S., where students will decide for themselves whether to enroll in non-credit developmental (or remedial) math courses. To fully understand the factors associated with students’ math enrollment choices and the long-term effects of initial math enrollment choices, we use data from all first-time-in-college students in the Florida College System to conduct a multinomial logistic regression analysis and an inverse-probability regression adjustment analysis. We find that most students chose to directly enroll in college-level math, with significant differences by gender and high school math preparation. First-year math enrollment choices were significantly associated with likelihood of passing college-level math and the number of college credits by the third year.

High School Principals’ Perceptions of Dual Enrollment Policy in Ohio and Texas

Dual enrollment policies and programs, where students earn both high school and college credits, have been scaled up across the United States in the last two decades. In this mixed methods study, we survey high school principals in Ohio and Texas, two states with robust dual enrollment policies. The study addressed one broad research question: What are principals’ perceptions of dual enrollment access, participation, and governance? Findings revealed three main themes: (1) economic/credential student motivations for dual enrollment; (2) mixed views about rigor; (3) issues surrounding the loss of principal autonomy.

U.S. History as Part of a Core Curriculum

U.S. History as Part of a Core Curriculum Megan Birk (bio) It never occurred to me that I would write a Texas-centered piece for The Middle West Review, but desperate times call for additional information. Much of the emphasis on the "civics crisis" in the U.S. over the last ten years focused on K-12 curriculum, and the startling lack of historical and governmental knowledge attained before high school graduation. But the problem runs deeper than K-12, with increasingly fewer institutions of higher education including U.S. history in their core curriculum. Texas is among the states that continues to require U.S. history as part of a public college education. Added in 1955, the relevant section of the Texas Education Code reads in part: "A college or university receiving state support or state aid from public funds may not grant a baccalaureate degree or a lesser degree or academic certificate to any person unless the person has credit for six semester hours or its equivalent in American History."1 In the middle of the Cold War, these six credits joined the six already required in Government/Political Science that were included by the Texas Legislature in 1929. Among the others states with such a mandate are California, which has "American Institutions" graduation options, and Georgia's universities which must include U.S. history with state content. Texas's requirement is not static. Recent adjustments to this law included adding equivalent surveys in Mexican American History, Native American History, African American History, U.S. Women's History, and others. At a time when departments across the country, but particularly in the Midwest, are facing death by a thousand cuts, these six hours help keep departments in Texas open. However, the shrinking campus cores, the diminishing number of degree plans allowing electives and minors, and the limitations on financial aid that cover only what is in the degree plan are affecting us all. Some [End Page 177] of us have the added issue of eyeing each legislative session with no small amount of concern about the future of tenure and the academic freedom to teach accurate U.S. history. Each time the administrative positions on campuses change hands there is worry about the ratio of full-time to contingent faculty. The six hours of required history are stabilizing to a degree. There is, however, a caveat. While history core classes provide a solid foundation of funds to colleges and departments as steady sources of Student Credit Hours (SCHs) and enable faculty to advertise and recruit for other history classes, this is by no means a monopolized system for four-year institutions. Students in Texas have been pushed into dual enrollment classes, which allows qualified students to take "college classes" in high school and earn credit prior to graduation. More and more students are arriving on campuses "core complete" because of this program designed to save the state, and ostensibly some parents, tuition money, but it comes at the cost of diminishing credit hours for departments and serious concern about the quality and content of dual enrollment classes in high school buildings. Texas also has a robust system of community colleges that are often partnered with their local university. The faculty at these institutions teach a wide array of U.S. history offerings that can be transferred to four-year schools, and many of them employ faculty with PhDs. Ironically, this surge of dual enrollment enthusiasm provided short term boosts to graduate programs across the state, as local teachers worked nights to earn the hours needed to teach those classes in high school. According to the accrediting standards of SACS (Southern Association of Colleges and Schools Commission on Colleges), eighteen hours of graduate credit are the minimums required to teach core curriculum history courses for college credit. In other words, someone doesn't even need to earn a master's degree to hypothetically qualify. A temporary increase in graduate students with the potential result of fewer undergraduates down the road was a brutal catch-22 for many departments. At my university of thirty-thousand-plus students, our history department is staffed by approximately twenty tenured and tenure-track...

How to study the market when you want to add a degree or certificate program

Workforce needs are changing. The number of job posts mentioning data analysis has increased 50% in the last few years. There are now more people getting MBAs online than on campus. There are 39 million people in the U.S. with some college credit but no degree. There are new credentials and competitors. Google plans to enroll 20,000 learners in their certificate programs in the coming years.

How to study the market when you want to add a degree or certificate program

Workforce needs are changing. The number of job posts mentioning data analysis increased 50% in the last few years. There are now more people getting MBAs online than on campus. There are 39 million people in the U.S. with some college credit but no degree. There are new credentials and competitors. Google plans to enroll 20,000 learners in their certificate programs in the coming years.

Practitioner Perspectives on COVID-19’s Impact on Computer Science Education Among High Schools Serving Students from Lower and Higher Income Families

Research Problem. Computer science (CS) education researchers conducting studies that target high school students have likely seen their studies impacted by COVID-19. Interpreting research findings impacted by COVID-19 presents unique challenges that will require a deeper understanding as to how the pandemic has affected underserved and underrepresented students studying or unable to study computing. Research Question. Our research question for this study was: In what ways has the high school computer science educational ecosystem for students been impacted by COVID-19, particularly when comparing schools based on relative socioeconomic status of a majority of students? Methodology. We used an exploratory sequential mixed methods study to understand the types of impacts high school CS educators have seen in their practice over the past year using the CAPE theoretical dissaggregation framework to measure schools’ Capacity to offer CS, student Access to CS education, student Participation in CS, and Experiences of students taking CS. Data Collection Procedure. We developed an instrument to collect qualitative data from open-ended questions, then collected data from CS high school educators ( n = 21) and coded them across CAPE. We used the codes to create a quantitative instrument. We collected data from a wider set of CS high school educators ( n = 185), analyzed the data, and considered how these findings shape research conducted over the last year. Findings. Overall, practitioner perspectives revealed that capacity for CS Funding, Policy & Curriculum in both types of schools grew during the pandemic, while the capacity to offer physical and human resources decreased. While access to extracurricular activities decreased, there was still a significant increase in the number of CS courses offered. Fewer girls took CS courses and attendance decreased. Student learning and engagement in CS courses were significantly impacted, while other noncognitive factors like interest in CS and relevance of technology saw increases. Practitioner perspectives also indicated that schools serving students from lower-income families had (1) a greater decrease in the number of students who received information about CS/CTE pathways; (2) a greater decrease in the number of girls enrolled in CS classes; (3) a greater decrease in the number of students receiving college credit for dual-credit CS courses; (4) a greater decrease in student attendance; and (5) a greater decrease in the number of students interested in taking additional CS courses. On the flip-side, schools serving students from higher income families had significantly higher increases in the number of students interested in taking additional CS courses.

Health-Seeking Behaviors Following Concussion: An Examination of the Theory of Reasoned Action and Planned Behavior

Research Objectives To assess the influence of psychosocial factors from the Theory of Reasoned Action and Planned Behavior on health-seeking behaviors after concussions. Design Mixed method cross-sectional survey. Setting University; virtual platform. Participants 432 college students enrolled at least one college credit. Interventions Participants completed a 30-minute online survey to examine factors contributing to health-seeking behaviors after concussions in college. Participants were randomized into two health scenario groups, one for healthcare decisions for themselves (Self), and another for healthcare advice for a friend (Other). Each group answered open and closed-ended questions about actions and expected outcomes from injury scenarios and then completed a questionnaire about personal attitudes, perceived behavioral control, and healthcare access and use. Main Outcome Measures The Theory of Reasoned Action and Planned Behavior (TRA/TPB) constructs of attitudes, perceived behavioral control (PBC; including perceptions about access), subjective norms (SN), and intention to seek healthcare after a concussion informed survey design. All participants responded to TRA/TPB questions about themselves, but intention was answered based on participant group (Self vs. Other). Results Indirect subjective norms and indirect perceived behavior control were associated with the intention to seek healthcare after a concussion. Two items in indirect SN were associated with intention to seek healthcare for self. Specifically, students who care what professors think tend to not seek healthcare (B=-.16, p=.03), while students who care about doing well in school have greater likelihood to report their concussions (B=.71, p=.04). Two items in indirect PBC were associated with intention to encourage others to seek healthcare: pressure from family (B=.39, p=.005) and to maintain academic performance (B=-.62, p=.03), and one item in indirect SN: to avoid disappointing family (B=.45, p=.02). Conclusions Results show only indirect subjective norms were associated with intention to seek healthcare for the self. Conversely, indirect perceived behavioral control and indirect subjective norms were related to encouraging others to seek care. Individuals’ health-seeking decisions following concussion differ based on the person injured. Author(s) Disclosures None. To assess the influence of psychosocial factors from the Theory of Reasoned Action and Planned Behavior on health-seeking behaviors after concussions. Mixed method cross-sectional survey. University; virtual platform. 432 college students enrolled at least one college credit. Participants completed a 30-minute online survey to examine factors contributing to health-seeking behaviors after concussions in college. Participants were randomized into two health scenario groups, one for healthcare decisions for themselves (Self), and another for healthcare advice for a friend (Other). Each group answered open and closed-ended questions about actions and expected outcomes from injury scenarios and then completed a questionnaire about personal attitudes, perceived behavioral control, and healthcare access and use. The Theory of Reasoned Action and Planned Behavior (TRA/TPB) constructs of attitudes, perceived behavioral control (PBC; including perceptions about access), subjective norms (SN), and intention to seek healthcare after a concussion informed survey design. All participants responded to TRA/TPB questions about themselves, but intention was answered based on participant group (Self vs. Other). Indirect subjective norms and indirect perceived behavior control were associated with the intention to seek healthcare after a concussion. Two items in indirect SN were associated with intention to seek healthcare for self. Specifically, students who care what professors think tend to not seek healthcare (B=-.16, p=.03), while students who care about doing well in school have greater likelihood to report their concussions (B=.71, p=.04). Two items in indirect PBC were associated with intention to encourage others to seek healthcare: pressure from family (B=.39, p=.005) and to maintain academic performance (B=-.62, p=.03), and one item in indirect SN: to avoid disappointing family (B=.45, p=.02). Results show only indirect subjective norms were associated with intention to seek healthcare for the self. Conversely, indirect perceived behavioral control and indirect subjective norms were related to encouraging others to seek care. Individuals’ health-seeking decisions following concussion differ based on the person injured.

Advanced Placement Biology Scores: A Comparison of Scores for White and Hispanic Students from California, Texas, and Arizona

The performance of White students and Hispanic students from California, Texas, and Arizona on the Advanced Placement (AP) Biology exam were compared using archival data from the College Board from 2016 through 2019. Pearson chi square tests yielded statistically significant differences in all four-year comparisons of White and Hispanic students in all three states. White students from California had the highest percentage of students earn a 3 or higher for all four years, Arizona had the second highest percentage of White students earn a 3 or higher for all four years, and Texas had the lowest percentage of White students earn a 3 or higher for all four years of comparison. Hispanic students from Arizona had the highest percentage of students earn a 3 or higher for all four years, California had the second highest percentage of Hispanic students earn a 3 or higher for all four years, and Texas had the lowest percentage of Hispanic students earn a 3 or higher for all four years of comparison. It was discovered a majority of White students who took an AP Biology exam, from 2016 to 2019, earned a passing score (3 or higher), while the majority of Hispanic students who took an AP Biology exam failed to earn a passing score (3 or higher), that would result in college credit. Implications of these findings are discussed. Key Words: AP Biology, Hispanic students, College Board.

A comparison of the university mathematics learning environment with its high school equivalent.

In light of rising college student debt, many states now offer multiple options for students to earn college credit while still in high school. Concurrent enrollment programs, which allow qualified high school teachers to teach college credit-bearing classes in the high school, are one such option. Because concurrent enrollment classes teach college-level material at college-level rigor, they offer an ideal way to compare the secondary and tertiary learning environments across identical academic expectations. This study sought to compare the university mathematics environment with its concurrent enrollment counterpart. The WIHIC was found to be valid and reliable for the university population. The comparison of 242 students in university classrooms with 260 students in concurrent enrollment classrooms revealed a statistical difference, with the concurrent enrollment setting scoring higher in Involvement, Teacher Support, and Student Cohesion and the university setting scoring higher in Task Orientation. This implies that earning college credit in a secondary setting is a viable, and possibly even preferable, alternative to earning it in a university setting. We examine the discrepancy in scores-particularly the large discrepancy in Task Orientation-and discuss the benefit of the flipped classroom as one path to improving the university learning environment.

The Facilitator Model: Investigating a Novel Dual Credit Experience for Open-Ended Design Coursework.

This study explored the implementation of a novel approach to dual credit referred to as the facilitator model that can be suited for STEM-focused coursework such as courses focused on engineering, design, technology, and innovation. Unlike other models, high school teachers facilitate the implementation of a college course for both high school and college credit in collaboration with a university instructor who evaluates student learning. This novel approach was specifically implemented for an open-ended undergraduate design course within an engineering technology college, similar to many first-year engineering course experiences that emphasize project-based learning, from a large research-intensive public university. For this study, the facilitator model was piloted with five high school teachers as facilitators of an undergraduate design course for dual credit at two innovative, STEM-focused public charter schools. The qualitative research design focused on examining (1) teacher needs while implementing, and perceptions of, the dual credit facilitator model for an undergraduate design course in urban public charter schools and (2) the impact of this model on student learning. This study included the collection and analysis of over 90 h of interviews, focus groups, surveys, and observations. Results provide a promising outlook for the use of the facilitator model when delivering dual credit content that is open ended and within the context of design, technology, and engineering by (1) navigating multiple institutional policies and processes related to dual-credit implementation, (2) providing ongoing support and fostering collaboration between high schools and university, (3) enabling students to earn directly transcripted college credits that count as a required course toward degree completion, and (4) increasing affordability and access to dual credit coursework. These potential advantages over other dual credit models can help address barriers that may limit access to dual credit coursework, specifically for underserved high schools.Supplementary InformationThe online version contains supplementary material available at 10.1007/s41979-022-00075-5.

Underpaid but Choosing to Stay: Compensation Inequity in Kentucky Public Preschool

The success of preschool programs is largely dependent upon a high-quality teaching workforce. Preschool educators are critical in supporting a child’s socio-emotional development, motivation, school readiness, achievement, and overall learning. While expected to be professionally prepared similarly to their colleagues from elementary and secondary education, public preschool teachers face substantial underpayment and a higher workload. This study, which was part of a larger study focused on the Kentucky early childhood workforce, presents findings on compensation inequity for teachers and teaching assistants working with children aged three to five years in public preschool programs. The average public preschool teacher reported having a college degree with 11 years of experience in their current position and 12 years of experience in public preschool. The average teaching assistant reported having some college credits or a Child Development Associate degree with six years of experience in their current position and nearly nine years of preschool-based experience. Teachers and teaching assistants reported low wages in comparison with similarly qualified teaching staff at kindergarten through high school levels, with some having to work secondary jobs. Despite the wage gap, teaching preschool was a career choice for most respondents. To keep high-quality teachers and teaching assistants in public preschool classrooms, it is necessary to pay them a higher wage and provide support for their ongoing professional development.

A Comparison of Body Appreciation in Health and Non-Health Related Majors

Upon completion, participants will be able to understand the relationship between body appreciation and college major (health-related major (HRM) and non-health related (NHRM)),and completed college credits (CC).

대학생 e-스포츠 참여유형과 중독 성향, 대학 생활 적응의 관계 연구

The purpose of this study is to analyze the relationship between college students' e-sports participation type, addiction tendency, and college life adaptation to establish a correct and safe college student e-sports culture perception, and to verify the relationship that it affects. The purpose of this is to increase college students' adaptation to college life, to derive the elements necessary for college students to grow into independent adults, and to provide basic data that helps them fulfill their roles as mature members of society. The subjects of this study were extracted through the self-administration method targeting university students from 4-year private universities in Gyeonggi-do. The results of the study were first, that the number of participation, time of participation, and duration of participation in college e-sports were more favorable for college life adaptation and sociality than many students. Second, it was found in this study that students with good college credits had a smoother adaptation to college life than students with low grades. Third, mobile was the most used and utilized place for college student e-sports. In addition, the house was used as a space to enjoy e-sports with friends, and other Internet PC rooms were used. In order for college students to smoothly adapt to college life, it is necessary to conduct proper education on games with interest at home and at school so that they can enjoy e-sports and live. At this time, a safe game culture can be created only by instructing people to control themselves not to be excessive.

Early Indicators of Student Success

This paper reports the results of a four-state collaboration––Texas, New York, Virginia, and Illinois––that uses Student Unit Record Database Systems that track students from high school into college. The goal is to determine whether it is possible to accurately predict whether individual students will not graduate using very early indicators available at college entry or during the first semester. Using similar statistical models across four state university systems, we identify individual students at greatest risk of non-completion quite accurately at early stages, allowing college staff to prioritize interventions and supports aimed at improving completion for those at greatest risk. Our logistic regression models rely on variables available to university administrators at student entry, including high school GPA, standardized test scores, parental income, remediation requirements, declared major, and college credits attempted in the first semester. Our models do not use gender, race, or ethnicity in determining probability of non-completion, making them useful for public university administrators. The fact that the same factors accurately predict graduation and non-completion in four very different state contexts suggests that similar dynamics are at play across the country. Our findings suggest that current commercial products that require extensive effort from faculty to input data on student progress, to act as an early warning system, may be unnecessary. More easily obtainable data can accurately predict students at risk of non-completion.

The Sidney Sperry/Heber Snell Debates: Critical Biblical Scholarship and Mormon Tradition

The Sidney Sperry/Heber Snell Debates: Critical Biblical Scholarship and Mormon Tradition

College Credit for Heroes: Accelerating Degree Completion

College Credit for Heroes: Accelerating Degree Completion

Unmet Need: Evaluating Pell as a Lever for Equitable Dual Enrollment Participation and Outcomes

Dual enrollment is an increasingly popular avenue for high school students to earn college credit. However, low-income students are underrepresented among dual enrollment participants. In this study, we use a difference-in-differences design to evaluate a unique federal pilot program that allowed high school students to access Pell Grants to fund their dual enrollment. Generally, we find a negative effect of the pilot program on dual enrollment participation, with no effect on subsequent college attendance. Our qualitative analysis suggests this initiative did not sufficiently meet students’ specific needs, required strong partnerships with high schools to ensure high school counselors informed students about the program, and involved substantial financial and administrative burden for participating institutions.