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Presents results from phone interviews with principals and LEA coordinators for readers interested in the details of the Iowa Safe and Supportive Schools (IS3) evaluation. Includes detailed qualitative and quantitative data and themes learned about each question asked.
Aims to orient readers to Minority Serving Institutions (MSIs) in New Mexico by giving a brief overview of all MSIs in the state and highlighting a select few to illustrate their variation. This report also provides an overview of the state policy landscape and identifies current statewide successes and challenges.
Summarizes data collected through evaluator interviews with school principals. Topics include feedback on implementation, challenges faced, training needs, and measures taken to ensure sustainability.
Describes how the colleges are operationalizing the Tennessee completion practices in their own contexts, as well as how trends in leading indicators of student completion have changed since the reforms began.
Explores the academic and economic consequences of taking higher or lower credit loads. Using student-level data from the Tennessee Board of Regents, it estimates differences in award completion and credit accumulation across students according to their first semester and first-year credit loads.
Reports on Washington high school graduates who entered Washington public higher education institutions and at some time received need-based financial aid. It looks at the persistence and completion rates of these students over six years. It is part of a larger series of studies that explore the impacts of need-based financial aid on completion of postsecondary education.