Margary Martin

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Measuring the Impact of MSI-Funded Programs on Student Success: Findings from the Evaluation of Asian American and Native American Pacific Islander-Serving Institutions

This report shares findings from a three-year longitudinal study of three Asian American and Nati... more This report shares findings from a three-year longitudinal study of three Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs)-one of the newest minority serving institution (MSI) designations-and provides evidence for the impact of federally-funded campus programs on persistence, degree attainment, and transfer to four-year institutions for low-income Asian American and Pacific Islander (AAPI) students. This report demonstrates the important role of inquiry in enhancing the capacity-building efforts of institutions that serve disproportionately high concentrations of low-income minority students. For each campus, we studied the impact of grant-funded programs that were either new or modified interventions with explicit goals to address challenges that the campuses identified as barriers to student success. We utilized a research design that enabled us to compare AAPI students in AANAPISI-funded programs (participant) to a comparable group of AAPI students who did not participate in the AANAPISI-funded program (comparison group). The analysis was based on cross-sectional and longitudinal cohort data that contain information on student demographics, course-taking behavior, and course outcomes. The metrics for evaluating student outcomes were aligned with the stated goals of each program's intervention: • Short-Term Outcomes: transition from developmental to college level courses, credit accumulation, and course performance (i.e., grade point average) • Long-Term Outcomes: persistence from one academic term to the next, degree attainment, and transfer from two-to four-year institutions Below are descriptions of each AANAPISI-funded intervention and the findings associated with each campus. de Anza College -IMPACt AAPI De Anza's Initiatives to Maximize Positive Academic Achievement and Cultural Thriving among AAPI (IMPACT AAPI) developed their first AAPI-focused learning community, Readiness and Success in College-Level English (LinC). This learning community paired a developmental English reading and writing course that is two levels below collegelevel English with a college-credit bearing Asian American literature course. This learning community included: comprehensive wrap-around support services, including an embedded counselor providing services for students in and out of class; culturally-relevant, critical, and engaged pedagogies; and culturally-relevant, critical, and civic curriculum. Key findings for our analysis of De Anza's IMPACT AAPI learning communities: • Students in the IMPACT AAPI learning community were more likely than the comparison group to transition from developmental to college-level English. • Compared to the comparison group, students in the IMPACT AAPI learning community passed their college-level English course, and accomplished the transition in less time. • Students in the IMPACT AAPI learning communities were more likely than the comparison group to earn associate's degrees. Both a program and a dedicated site, the AANAPISI STEM program is an academic space that provides a supportive community and a variety of targeted services, including tutoring and study groups, supplemental instruction, priority registration for impacted STEM classes, internship and research opportunities, and special events for students in the program. Support also includes dedicated counselors, specialized tutoring, additional core course sections, and a book loan program. The services offered were determined by a group of faculty and staff who were interested in infusing culturally-responsive approaches to serving low-income AAPI students. Key findings for our analysis of City College of San Francisco's AANAPISI STEM program: • AANAPISI STEM program students attempted more academic credits per term than the comparison group, which shortened their time to completion. • Compared to the comparison group, AANAPISI STEM program students enrolled in more academically rigorous coursework. • AANAPISI STEM program students had a higher transfer rate to four-year institutions and transferred in fewer terms compared to the comparison group. SSCC chose to use their AANAPISI funding to pilot learning communities, as their data indicated that students in developmental education struggled to transition to college-level coursework. This trend was particularly pronounced among low-income AAPI students who tended to be English Language Learners. The AANAPISIfunded learning communities featured developmental coursework linked to a college success course, as well as access to tutoring and mentoring from peer navigators. Counselors taught the college success course and covered topics such as time management and study skills. Counselors also worked closely with faculty teaching developmental education to enhance curricula, ensure the materials and assignments in each linked course reinforce one another, manage the peer navigators, and follow up with students outside of class. Key findings for our analysis of South Seattle Community College's AANAPISI-funded learning communities: • Learning community participants were more likely than the comparison group to transition from developmental to college-level courses. • Compared to the comparison group, students in the AANAPISI-funded learning communities had a higher rate of persistence in the term following the intervention. • Learning community participants were more likely than the comparison group to graduate with an associate's degree or certificate. A primary goal of the AANAPISI program is to afford campuses an opportunity to experiment with practices that help students reach their full degree-seeking potential. For each campus, we conducted analysis to estimate the potential for larger, campus-wide efforts to bring AANAPISI-funded programs to scale. We began with a gap analysis to identify the number of students served by these programs and the number of students who met the same qualifications for participating in the program. For the latter group of students, we estimated the numerical increases in short-term and long-term outcomes for AAPI students at the campus level.

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What It Takes: Promising Practices for Immigrant Origin Adolescent Newcomers

Theory Into Practice, Mar 29, 2018

Using a multiple case study approach across seven schools in the United States and Sweden that se... more Using a multiple case study approach across seven schools in the United States and Sweden that serve newcomer students exceptionally well, we identified the strategies they implemented across sites that served to meet the educational needs of these students. We found that these schools provided a comprehensive approach to support the socioemotional and academic needs of their newcomer students, identifying many common practices for improving outcomes for newcomer students.

15. Future Directions: Implications for Research, Practice, and Policy

Transitions

Promising Practices

The Impact of Scholarships for Asian American and Pacific Islander Community College Students: Findings from an Experimental Design Study

Extant research on scholarship programs provides foundational knowledge on student enrollment pat... more Extant research on scholarship programs provides foundational knowledge on student enrollment patterns, different types of programs and their students, and outcomes for scholarship recipients in different sectors of higher education. Despite this growing body of research, however, looming questions remain about the measurable impact of scholarship funding. in this study, we use an experimental research design a to estimate the impact of a race-conscious scholarship program for Asian American and pacific islander (AApi) students attending three Asian American and Native American pacific islander-Serving institution (AANApiSi) community colleges: City College of San Francisco, De Anza College, and South Seattle College. Our primary goal was to understand the lived experiences of AApi students attending community college and the relative impact of the funding on their educational experiences and academic achievement. a We employed a randomized controlled trial to compare scholarship recipients and non-recipients in order to isolate the impact of the scholarship on students' educational experiences.

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Promising Practices: Preparing Children of Immigrants in New York and Sweden

yeqzcaﬁ/O J’ ~ 4,, ‘Ms /2m/7/2%//V? W ‘Z 1 M» vb ‘ . W5 ﬂoafyv?/19? ﬁww/We The Children of Immigr... more yeqzcaﬁ/O J’ ~ 4,, ‘Ms /2m/7/2%//V? W ‘Z 1 M» vb ‘ . W5 ﬂoafyv?/19? ﬁww/We The Children of Immigrants at School A COMPARATIVE LOOK AT INTEGRATION IN THE UNITED STATES AND WESTERN EUROPE Edited by Ricbard/Elba and _[ennif.'er Haida-way EV‘ HQFQIOI WTJTL 'ﬁW(ﬂrL)L4[) I/V17 (xlU\Llfg:iTc:-\ F WA mmg/004$/’f” Wq 4 0q’ /~‘-’*°”“?,f’ 0:46‘ (jib \ A joint publication ofthe Social Science R search couniujl-9 W0]/4+ and New York University Press S av“ * /3 Lol)‘ I

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Construction of Race and Ethnicity for and by Latinos

“Why you Throwing Subs?”: An Exploration of Community College Students’ Immediate Responses to Microaggressions

Teachers College Record: The Voice of Scholarship in Education, 2018

Background/ContextCurrent research within four-year university settings reveals the daily encount... more Background/ContextCurrent research within four-year university settings reveals the daily encounters students of color and faculty have with microaggressions—brief, intentional or unintentional comments and behaviors communicating covert biases toward individuals based on their social group membership. The majority of all undergraduate students of color currently attend community colleges, but the occurrence of microaggressions in the community college classroom has been overlooked. We situate our study of microaggressions within the racial microaggressions model framework, which addresses how microaggressive events are mediated by institutional racism through systematic policies, practices, and processes that (re)produce inequitable stratification in higher education. Further, we analyze the immediate effects of and students’ responses to classroom microaggressions.Purpose/Objective/Research Question/Focus of the studyThe present study explores students’ immediate responses to 51 m...

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Responding to the Needs of the Whole Child: A Case Study of a High-Performing Elementary School for Immigrant Children

Reading & Writing Quarterly, 2010

Changes in the demography of the nation&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;a... more Changes in the demography of the nation&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#x27;s public schools are occurring at a dramatic pace. In states such as California, Texas, and Florida, new immigrants comprise more than a third of the student population. In major cities such as New York, Miami, and Los Angeles, they comprise more than 40% of the student population. Similar changes are occurring in small

Asian Americans and Pacific Islanders in Higher Education

Encyclopedia of Diversity in Education

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The Significance of Relationships: Academic Engagement and Achievement among Newcomer Immigrant Youth

Teachers College Record: The Voice of Scholarship in Education, 2009

Background/ContextNewcomer immigrant students are entering schools in the United States in unprec... more Background/ContextNewcomer immigrant students are entering schools in the United States in unprecedented numbers. As they enter new school contexts, they face a number of challenges in their adjustment. Previous literature suggested that relationships in school play a particularly crucial role in promoting socially competent behavior in the classroom and in fostering academic engagement and school performance.PurposeThe aim of this study was to examine the role of school-based relationships in engagement and achievement in a population of newcomer immigrant students.Research DesignThe Longitudinal Immigrant Student Adaptation Study (LISA) used a mixed-methods approach, combining longitudinal, interdisciplinary, qualitative, and quantitative approaches to document adaptation patterns of 407 recently arrived immigrant youth from Central America, China, the Dominican Republic, Haiti, and Mexico over the course of five years. Based on data from the last year of the study, we examine how...

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Drawing Understanding: Utilizing Narrative-Based Practices to Cultivate Humanizing Relationships Between Educators and Students Who are Refugees

Research in Human Development

What It Takes: Promising Practices for Immigrant Origin Adolescent Newcomers

Theory Into Practice

Promising Practices

A Comparative Look at Integration in the United States and Western Europe, 2013

Preparing Children of Immigrants: Promising Schools in New York and Sweden

The Integration Imperative the Children of Third World Immigrants in the Schools of the U S and Western Europe, 2013

Schooling for Resilience: Improving the Life Trajectory of Black and Latino Males

Single-Sex Schools for Black and Latino boys: An Intervention in Search of Theory

Toxic Rain in Class: Classroom Interpersonal Microaggressions

Educational Researcher, 2015

In this article we share exploratory findings from a study that captures microaggressions (MAs) i... more In this article we share exploratory findings from a study that captures microaggressions (MAs) in vivo to shed light on how they occur in classrooms. These brief and commonplace indignities communicate derogatory slights and insults toward individuals of underrepresented status contributing to invalidating and hostile learning experiences. Our aim is to expand the ways in which we research and think about MAs in educational settings. Our data are drawn from structured observations of 60 diverse classrooms on three community college campuses. Our findings provide evidence that classroom MAs occur frequently-in nearly 30% of the observed community college classrooms. Although cultural/racial as well as gendered MAs were observed, the most frequent types of MAs were those that undermined the intelligence and competence of students. MAs were more likely to be delivered on campuses with the highest concentration of minority students and were most frequently delivered by instructors. We conclude by reflecting on the implications of these events for classroom climate and make recommendations for both future research and practice.

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Math Achievement Trajectories Among Black Male Students in the Elementary- and Middle-School Years

Educational Studies

In this article, we analyze the variation in math achievement trajectories of Black male students... more In this article, we analyze the variation in math achievement trajectories of Black male students to understand the different ways these students successfully or unsuccessfully navigate schools and the school characteristics that are associated with their trajectories. Using longitudinal student-level data from a large urban US city (n = 7,039), we analyze Black male students from one cohort to identify trajectories. We find a lack of growth in standardized math scores, suggesting that, on average, math proficiency among Black male students in our sample is declining over time. We found that the 4th-grade standardized math scores of subsidized-lunch students were somewhat lower than those of nonsubsidized students and those of retained students were substantially lower than their counterparts. The average math score of a Black male student's cohort appears to be the only variable amenable to policy manipulation that has a sizeable association with the growth of their standardized math scores, suggesting that putting Black male students in more challenging learning environments may be the

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Margary Martin

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