Presentations
Cornerstones of Student Success: Institutions Yielding High Return on Investment for Underserved Students
Bradford White, Illinois Education Research Council
IERC Symposium, November 9, 2017, Naperville, IL
This presentation complements a new report from the Illinois Education Research Council, Cornerstones of Student Success: Institutions Yielding High Return on Investment for Underserved Students, authored by Janet Holt and Daniel Duffy. It identifies seven 4-year postsecondary institutions in Illinois which are good investments for underserved students. Through analysis of publicly available institutional data on graduation rates, earnings, student loan debt and loan default rates, the report ranks 55 public, nonprofit private, and for-profit private institutions in Illinois and identifies the Top 7 for underserved students. This study was motivated by the need to provide an equitable education for all students and meet 21st century employment needs during a time of changing demographics in the U.S.
Full DocumentIllinois’ Early Childhood Innovation Zones: A new model for state policy?
IERC Symposium, November 10, 2017, Naperville, IL
This presentation describes an evaluation of efforts made by Illinois Action for Children to spur experimentation with systemic change strategies to increase the number of Illinois’ most vulnerable children enrolled in high quality early learning programs. Funded by a Race to the Top-Early Learning Challenge grant, the Innovation Zones initiative supported capacity building efforts in 11 underserved Illinois communities. The initiative targeted improvement strategies for two primary outcome measures: 1) enrolling and serving more children (birth to kindergarten) from priority populations in early learning programs; and 2) increasing the number of early learning programs participating in the state’s quality rating and improvement system. Over the duration of the grant, zones obtained modest gains in enrollment overall and quality ratings increased across all zones and within each zone. This initiative marks a new approach to delivering statewide education policy allowing communities to develop context-sensitive strategies and promoted creative solutions to common problems in the early childhood system.
Degrees with Less Debt: Effective Higher Education Strategies for Underrepresented Student Populations
NACADA, October 13, 2017, St. Louis, MO.
This presentation describes an IERC study commissioned by St. Louis Graduates, a collaborative network whose mission is to increase degree completion for low-income students, first-generation students, and students of color from St. Louis. This complements the report, Degrees with Less Debt: Effective Higher Education Strategies for Underrepresented Student Populations which addresses two key questions: 1) which institutions are doing the best in supporting low-income, first-generation students and students of color through college completion with low debt? and 2) what strategies are these institutions using to facilitate these results?
Starting with a list of 20 four-year institutions in Missouri and Illinois where St. Louis students most often attend college, we began the process of deciding which institutions were best supporting this population of interest. From this study, a group of five institutions rose to the top. In the second phase of this project, we interviewed administrators in the areas of academic and student affairs, enrollment management, and financial aid as well as a group of students, from each of these five institutions to find the key ingredients of their “secret sauce”.
Full DocumentFamily Education Versus Family Finances in Predicting College Outcomes
Janet K. Holt & Drew M. Anderson
American Educational Research Association, April 27-May 1, 2017 San Antonio, TX.
Janet Holt presented in a roundtable session (session 44.084-6, RT18) on First-Generation Students at the AERA annual meeting Saturday at 2:45. She presented Family Education Versus Family Finances in Predicting College Outcomes, a study jointly conducted with Drew Anderson from University of Wisconsin.
This study explored the college outcomes of first generation college students in a longitudinal study of a large statewide cohort of college students. This study parsed out the effects of first-generation status, poverty and personal and institutional factors on college outcomes.
First-generation status had a separate effect from poverty on all college outcomes except community college retention. First-generation status had a larger effect than poverty on first-year college retention, even when controlling for student characteristics, college readiness and other factors. However, first-generation status was not predictive of college completion in four-years, controlling for poverty, student characteristics, college readiness and institutional characteristics. The results suggest that (a) initiatives to foster higher college enrollment among first-generation students may ultimately lead to college completion, (b) the effects of poverty appear to be more entrenched and longer lasting than the effects of being a first-generation student, and (c) both poverty and first-generation status should be taken into account in initiatives fostering college enrollment, retention, and completion.
Exploring the K–12 Leadership Labor Market in Different Contexts
Bradford R. White, Karen J. DeAngelis, Peter Goff, Kevin Bastian, Elizabeth Farley-Ripple, and Ed Fuller
Brad White participated in a Working Group Roundtable on “Exploring the K–12 Leadership Labor Market in Different Contexts” at AERA in San Antonio on Thursday, April 27. This session included four studies examining various facets of the K-12 leadership pipeline from a labor market perspective. The IERC study examined the impact of leadership preparation reform on the supply and quality of newly certified principals. Another paper documented the spatial labor market for newly certified principals. The third paper explored the match/mis-match between tasks undertaken by assistant principals and principals and how these (mis-) matches vary across school contexts and labor markets. The final paper investigated how personal- and school- characteristics influence the odds of an assistant principal transitioning into the principalship and whether labor market characteristics alter the results. Attendees were asked to help develop a framework for studying the leadership pipeline from a labor market perspective.
Innovative Pathways to Degrees and Capacity-Building for Illinois’ Early Childhood Workforce
Bradford White, Brenda Klostermann, Debra Baron, Janet Holt, Dan Duffy
In this session, we present results from a two-year qualitative implementation study of the Early Childhood Educator Preparation Program Innovation (EPPI) Grants. Partnerships used grant funds to develop a wide range of seamless pathways for degree and credential attainment through innovative articulation and curriculum alignment initiatives, strategies for advising and supporting transfer students, and aligning assessments to demonstrate candidate progress toward attainment of key competencies.
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High School Students’ Knowledge of Parental Income and Implications for Planning how to Finance College
Drew M. Anderson and Janet K. Holt
High school seniors have been shown to have low levels of financial literacy, yet they are months away from important decisions about how to finance college. One contributor to low financial literacy is that students may not have observed or participated in household financial decisions with their parents. Relatedly, students may not be able to accurately state their parents’ income, though this is a key determinant of the financial aid they can qualify for. This study compares students’ knowledge about parental income to actual measures of parental income to document how accurate students are. We then explore potential causes and consequences of inaccuracy.
Variation in the Impact of High School Environment on College Applications
Drew M. Anderson and Janet K. Holt
As high school students take steps to prepare for college, they must fit together academic and financial preparation. A key step for most students is applying for financial aid. Problems arise when students who could benefit from aid do not apply, they apply too late to take advantage of all available aid, or they do not apply to colleges where they are likely to be successful. Very few data sets include a large and representative sample of high schoolers and track their eventual financial aid application and college enrollment behavior. We constructed such a data set in Illinois, and we use it to compare the relative importance of student characteristics and high school environment in predicting college application behavior. We find that, conditional on the characteristics of students, high schools vary widely in their contribution to successful application outcomes, but observable high school resources do not explain much of this variation.
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Degrees with Less Debt: Effective Higher Education Strategies for Underrrpresented Student Populations
This presentation, made at the Professional Development Institute of St. Louis Graduates on February 17, 2017 describes an IERC study, led by Executive Director Janet Holt and commissioned by St. Louis Graduates, a collaborative network whose mission is to increase degree completion for low-income students, first-generation students, and students of color from St. Louis. This presentation complements the report, Degrees with Less Debt: Effective Higher Education Strategies for Underrepresented Student Populations which addresses two key questions: 1) which institutions are doing the best in supporting low-income, first-generation students and students of color through college completion with low debt? and 2) what strategies are these institutions using to facilitate these results?
Starting with a list of 20 four-year institutions in Missouri and Illinois where St. Louis students most often attend college, we began the process of deciding which institutions were best supporting this population of interest. From this study, a group of five institutions rose to the top. In the second phase of this project, we interviewed administrators in the areas of academic and student affairs, enrollment management, and financial aid as well as a group of students, from each of these five institutions to find the key ingredients of their “secret sauce”.
Full DocumentNavigating the Shift to Intensive Principal Preparation in Illinois
This presentation for the University Council for Educational Administration l summarized findings from a two-year study assessing the progress of Illinois’ ambitious principal preparation redesign efforts and describes the changes that occurred as a result of the new policy.
Full DocumentResearch for Impact – Invited Presentation to Division H
Janet K. Holt
This talk focuses on how education policy is influenced by research and other factors and what scholars can do to make their research impactful. This presentation also highlights research from the Illinois Education Research Council that has been influential in Illinois policy and practice.Full Document
Postsecondary Institutional Rankings for Assessing Economic and Social Mobility
Janet K. Holt, Steven Lawton, & Mary Frazier-Meyers
As students and parents navigate the important decision of where to apply and attend college, institutional rankings provide an important source of information to sway their decisions. Yet how often does the student or family consider the factors that underlie such a ranking system or consider alternate ranking systems. These considerations motivate this study of the current college ranking systems and how these ranking systems measure the economic mobility of disadvantaged students. In this presentation, we report of the methodology of 16 institutional ranking systems. Additionally, we describe a ranking system that was created to highlight success for the St. Louis Graduates project that brings to the forefront access and completion for students of color, first-generation students and low-income students.
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Innovative Pathways to Degrees and Capacity-Building for Illinois’ Early Childhood Workforce
Brenda Klostermann, Debra Baron, Bradford White, Janet Holt, and Daniel Duffy
Much attention during the past decade has been given to the need to develop a well-trained early childhood education workforce. The Institute of Medicine and the National Research Council call for greater collaboration between two- and four-year institutions Recognizing the importance of these relationships, IBHE provided Early Childhood Educator Preparation Program Innovation Grants to 20 2-year and 4-year partnerships, to further develop models for early childhood educator preparation and to build capacity in key areas of need. Using a case-study approach, the research team identified innovative practices put in place by the grantees to enhance articulation and alignment of curriculum among early childhood educator preparation programs in Illinois. Results of this study inform Illinois early childhood education stakeholders regarding promising practices to increase the quality of the early childhood workforce.Full Document
Leveraging Workforce Credentials as Pathways to Degrees
Stephanie Bernoteit, Nancy Latham, and Brenda Klostermann
This presentation at the College Changes Everything 2016 Conference focused on strategies for engaging faculty, agency personnel, and credentialing advocates to embed industry-recognized credentials in degree programs. Workforce data, implementation surveys, and program assessments were used to inform a technical assistance project for institutions of higher education. This presentation also highlighted preliminary results of an IERC study of two- and four-year institutional partnerships to create flexible pathways for degree and credential attainment. Promising practices were highlighted.
An In-Depth Examination of Principal Preparation Redesign in Illinois
Brad White, Brenda Klostermann, Janet Holt, Mary Frazier-Meyers, Amber Stitziel Pareja, Holly Hart, & Michelle Hahn Huynh
This presentation for the Illinois P-20 Council summarized findings from a two-year study assessing the progress of Illinois’ ambitious principal preparation redesign efforts and describes the changes that occurred as a result of the new policy.
An In-Depth Examination of Principal Preparation Redesign in Illinois
Brad White, Brenda Klostermann, Janet Holt, Mary Frazier-Meyers, Amber Stitziel Pareja, Holly Hart, & Michelle Hahn Huynh
This presentation to the Illinois Council of Professors of Education Administration summarized findings from a two-year study assessing the progress of Illinois’ ambitious principal preparation redesign efforts and describes the changes that occurred as a result of the new policy.
Laboratories of reform? Human Resource Management in Illinois Charter Schools
Bradford R. White
This research study was presented during the poster session at the Association for Education Finance and Policy 41st Annual Conference in Denver, CO March 17-19, 2016. The project describes how charter schools recruit, develop, and retain teachers and explores the relationships between HR management strategies, school characteristics, and school outcomes.
Patterns of Retention and Completion in Illinois: Is Student Debt a Barrier to Completion.
Janet K. Holt and Lorenzo Baber
This research study was presented during the pre-conference forum for the Council for Public Policy in Higher Education (CPPHE) at the annual Association For the Study of Higher Education (ASHE) held in Denver, CO. The study examined the relationship of institutional factors, including student debt on student retention and completion outcomes.
School Leadership in Illinois: Past, Present, and Future
Alicia Haller, Brenda Klostermann, Amber Stitziel Pareja, Pam Reilly, Steve Tozer; Moderator: Janet Holt
Janet Holt convened and moderated a panel on School Leadership in Illinois: Past, Present, & Future, which explored an overview of the Illinois principal preparation reforms, summarized the findings of current research investigating the leadership reforms’ implementation and provided an overview of what the future holds for Illinois and other states implementing school leadership reform. Panelists included Steve Tozer (UIC), Brenda Klostermann (IERC), Amber Stitziel Pareja (UChicago Consortium), Alicia Haller (CSEP), and Pam Reilly (2015 IL Teacher of the Year).Full Document
Laboratories of Reform? Human Resource Management Strategies in Illinois Charter Schools
Bradford R. White
Many recent education policy initiatives have zeroed in on human resource (HR) management reforms. Because charter schools are granted additional flexibility in many areas of HR management, and because evidence suggests that many charter schools are exercising this flexibility, the charter school sector presents a promising venue to test this theory of action.
The Relationship of Institutional Factors to Retention and Completion in Illinois
Janet K. Holt and Lorenzo Baber
Preparing the Illinois Early Childhood Workforce: Lessons from a Study of Institutional Partnership Grants
Stephanie Bernoteit, Christi Chadwick, Brenda Klostermann, Eric Lichtenberger, and Cathy Main
In this implementation study we reveal the barriers to achieving project goals and the catalysts that allowed the 2-year and 4-year institution early childhood education partners to meet their objectives. This research is informative for policy development specific to articulation agreements, current and future early childhood innovation grantees, as well as others attempting to build stronger and authentic partnerships between community colleges and four-year institutions.
Restructuring Principal Preparation in Illinois: Perspectives on Implementation Successes, Challenges, and Future Outlook
Brenda Klostermann and Amber Stitziel Pareja
Results of phase one of a implementation review study of Illinois’ new policy for principal preparation indicate that a majority of those interviewed support the policy goals and have a positive outlook on its future impact. Concerns about a constricted pipeline and strained resources were also expressed. Future policy implications are suggested.
The student has become the teacher: Tracking racial diversity and academics in Illinois’ new teacher pipeline
Bradford R. White
Examines how each stage in the pipeline from high school through college and initial teacher certification and employment affects the racial/ethnic and academic composition of those who enter the public school teacher corps in Illinois.
College & Career Access, Persistence and Success Statewide
Janet K. Holt
This presentation describes IERC research on college and career access persistence, and success statewide, summarizing findings from three IERC reports: College Readiness and the Postsecondary Outcomes of Illinois High School Students (IERC 2012–1), Developing Indicators of Progress toward a College Degree (June 2013), and Outmigration and Human Capital: Homeward Bound of Gone for Good? (IERC 2014–1). Dr. Janet Holt, Executive Director of the Illinois Education Research Council, will present at the College and Career Access, Persistence and Success (CCAPS) Donors Forum on Monday, August 3, 2015, 1:00 – 2:30 pm at The Chicago Community Trust. During the presentation, Dr. Holt will introduce the work of the Illinois Education Research Council including their research on post-secondary access and success.
Early Childhood Educator Preparation Program Innovation (EPPI) Grant
Brenda Klostermann, Stephanie Bernoteit, and Eric Lichtenberger
College Changes Everything Conference, Tinley Park, IL, July 16, 2015.
This presentation discusses the IBHE Early Childhood Educator Preparation Program Innovation (EPPI) Grants which fosters partnership between two and four year early childhood educator preparation programs. The results of an IERC implementation study are presented, namely, the barriers to project-specific goal attainment and the catalysts that allowed the partnerships to meet their objectives. This research is informative for policy development specific to articulation agreements, current and future early childhood innovation grantees, as well as others attempting to build stronger and more authentic partnerships between community colleges and four-year institutions.
The Geography of the New Teacher Pipeline in Illinois
Eric J. Lichtenberger, Bradford R. White, Karen J. DeAngelis
Illinois Workforce Data Quality Initiative Working Group, Springfield, IL, May 20, 2015.
In this study, we build on previous research by exploring associations between the characteristics of new Illinois teachers and the distance between their home area and the location of their first teaching employment.
Thinking Longitudinally while Focusing on Education Policy
Eric J. Lichtenberger
Illinois Board of Higher Education Faculty Advisory Council, Edwardsville, IL, May 15, 2015.
This presentation highlights several longitudinal studies focusing on the Illinois High School Graduating Class of 2003. The presentation is organized into three main themes: 1) enrollment and transfer patterns related to a decreased likelihood of positive college outcomes; 2) enrollment and transfer patterns related to an increased likelihood of positive college outcomes; and 3) policy implications.
Using Propensity Score Matching to Investigate the Economic Impact of College Outmigration
Eric Lichtenberger and Cecile Dietrich
American Educational Research Association, Advanced Studies of National Databases SIG, April 17, 2015, Chicago, IL.
This presentation highlights the quasi-experimental matching procedures that were used in an IERC study on Illinois outmigrants. The main goal of the study was to establish some of the economic impact that outmigration has on the state on Illinois, while accounting for selection bias.
Examining the Relationship between Student Debt and Completion Rates at 4-Year Institutions in Illinois
Lorenzo Baber, University of Illinois, and Janet K. Holt, Illinois Education Research Council
American Educational Research Association, April 18, 2015, Chicago, IL.
The Early Childhood Educator Preparation Innovation Grants: Lessons from Initial Implementation
Eric Lichtenberger, Brenda Klostermann, and Dan Duffy
Gateways to Opportunity Higher Education Forum, Normal, IL, April 9-10-2015.
This presentation highlights the results of an implementation study focusing on the early childhood educator preparation innovation grants. The goals of the study were to identify barriers to implementation and/or partnership development, identify catalysts and levers that allowed the grantees to move towards goal attainment, and to determine ways in which the grantees overcame some of the barriers.
The Spatial Geography of the New Teacher Pipeline (Poster)
Eric Lichtenberger, Brad White, and Karen DeAngelis
Association for Education Finance and Policy, Washington, DC, February 26-28, 2015.
In this study, we build on previous research by exploring associations between the characteristics of new Illinois teachers and the distance between their home area and the location of their first teaching employment.
Geography, Race, and Academics in Illinois’ New Teacher Pipeline
Brad White, Eric Lichtenberger, and Karen DeAngelis
Illinois Association of School Personnel Administrators, Lisle, IL.
January 29, 2015
Update on the Early Childhood Innovation Implementation Evaluation
Eric J. Lichtenberger and Dan Q. Duffy
St. Xavier University, December 12th, 2014.
Provided an overview of the project to funders and grantees including how the interview protocol was developed and the progress that was made to date in conducting the interviews. An initial analysis of the interviewees’ views of the early childhood innovation grant process as a whole was also provided.
Outmigration and Human Capital: Homeward Bound or Gone for Good
Eric Lichtenberger
Association for the Study of Higher Education Conference, Washington, DC, November 20, 2014.
Isolating the Effect of College Readiness on Student Retention and Progression
Janet K. Holt, Eric J. Lichtenberger, Illinois Education Research Council & Gerry McLaughlin, DePaul University
MidWestern Educational Research Association, Evanston, IL, November 14, 2014.
Reasons for Reverse Transfer: In Students’ Own Words
Brenda Klostermann, Eric Lichtenberger, and Nick Mehner
MidWestern Educational Research Association, Evanston, IL, November 14, 2014.
Reverse transfer students tell us their reasons for transferring from their four-year institution to a community college.
Political Activism for Graduate Education
Buehlmann, B., Charles, J., & Holt, J.K.
Panelist for the annual meeting of the Illinois Association of Graduate Schools, Edwardsville, IL, October, 2014.
Discusses the relevance of graduate education to P20 Illinois initiatives, including Illinois pathways initiatives, the diverse teacher pipeline, and STEM education initiatives.
The Student Has Become the Teacher: Tracking the Racial Diversity and Academic Composition of the Teacher Supply Pipeline. Associated Colleges of Illinois
White, B. R., Lichtenberger, E. J., & DeAngelis, K. J.
Illinois Association for Employment in Education, Aurora, IL, October, 2014.
Examines how each stage in the pipeline from high school through college and initial teacher certification and employment affects the racial/ethnic and academic composition of those who enter the public school teacher corps in Illinois.
District Use of Illinois 5Essentials Data
Brenda K. Klostermann
Twelfth Focus on Illinois Education Research Symposium, Bloomington, IL, October 7-8, 2014 5 Essentials Advisory Group Webinar, Edwardsville, IL: Illinois Education Research Council
Examines how Illinois public school districts’ utilize the Illinois’ 5Essentials Survey and data.
The Geography of the New Teacher Pipeline
Bradford R. White, Eric J. Lichtenberger, Karen J. DeAngelis, and Nick Mehner
Twelfth Focus on Illinois Education Research Symposium, Bloomington, IL, October 7-8, 2014.
Outmigration and Human Capital: Homeward Bound or Gone for Good
Eric Lichtenberger
Twelfth Focus on Illinois Education Research Symposium, Bloomington, IL, October 7-8, 2014.
The quasi-experimental study compares the Illinois-specific earnings and employment outcomes of outmigrants to those of an observationally equivalent group of students who enrolled at Illinois four-year colleges.
Reasons for Reverse Transfers: In Students’ Own Words (Poster Session)
Brenda K. Klostermann, Eric J. Lichtenberger, and Nick Mehner
Twelfth Focus on Illinois Education Research Symposium, Bloomington, IL, October 7-8, 2014.
Reverse transfer students tell us their reasons for transferring from their four-year institution to a community college.
Education Policy and College Readiness in Illinois
Janet Holt
Twelfth Focus on Illinois Education Research Symposium, Bloomington, IL, October 7-8, 2014.
Use of the Illinois 5Essentials Survey Data
Klostermann, B. K.
Illinois State Board of Education 5Essentials Advisory Group, Webinar. Edwardsville, IL: Illinois Education Research Council, September, 2014.
Examines how Illinois public school districts’ utilize the Illinois’ 5Essentials Survey and data.
The Student Has Become the Teacher: Tracking the Racial Diversity and Academic Composition of the Teacher Supply Pipeline
White, B. R., Lichtenberger, E. J., & DeAngelis, K. J.
Associated Colleges of Illinois, Webinar. Edwardsville, IL: Illinois Education Research Council, August, 2014.
Examines how each stage in the pipeline from high school through college and initial teacher certification and employment affects the racial/ethnic and academic composition of those who enter the public school teacher corps in Illinois.
Outmigration and Human Capital: Homeward Bound or Gone for Good
Eric J. Lichtenberger
Illinois P-20 Council Meeting, South Suburban Community College, July 23, 2014.
The quasi-experimental study compares the Illinois-specific earnings and employment outcomes of outmigrants to those of an observationally equivalent group of students who enrolled at Illinois four-year colleges.
IAIR Best Presentation: Using PSM to test the CC penalty assumption.
Lichtenberger, E.
Association for Institutional Research Annual Forum, Orlando, FL, May 29, 2014.
The quasi-experimental study compares the rates of bachelor’s degree completion of community college transfer students to that of an observationally equivalent group of rising four-year college juniors.
Overmatching, affirmative action, and success for low-income students
Blankenberger, R., Lichtenberger, E., & Franklin, D.
Association for Institutional Research Annual Forum, Orlando, FL, May, 2014.
Examines the degree of match between student and college-level characteristics focusing on academic qualifications; and established the influence of the degree of match on time to bachelor’s degree completion.
Outmigration and Human Capital: Homeward Bound or Gone for Good
Eric J. Lichtenberger
Illinois P-20 Council Meeting, South Suburban Community College, July 23, 2014.
The quasi-experimental study compares the Illinois-specific earnings and employment outcomes of outmigrants to those of an observationally equivalent group of students who enrolled at Illinois four-year colleges.
Predictive Validity of ACT from 2002-07 to 2008-11
Janet K. Holt, Bradford R. White, and Gerry McLaughlin
Association for Institutional Research Forum, Orlando, FL, May 28, 2014.
Examined the change in the predictive validity of the ACT from high school graduates between from 2002/03 high school graduates to 2008/09 college enrollees. Found that meeting the English and math ACT benchmarks were predictive of college progression in both cohorts, even when controlling for high school GPA.
Overmatching, affirmative action, and success for low-income students
Blankenberger, R., Lichtenberger, E., & Franklin, D.
Association for Institutional Research Annual Forum, Orlando, FL, May 29, 2014.
Examines the degree of match between student and college-level characteristics focusing on academic qualifications; and established the influence of the degree of match on time to bachelor’s degree completion.
Educational Policy Issues Related to College Readiness
Janet K. Holt
Northern Illinois University, April 29, 2014.
Demonstrate the importance of college readiness to college success. Discuss Illinois policy initiatives to increase college readiness in pk-12-leaders education, college transition programs, pathway programs, and developmental education.
Using Propensity Score Matching to Compare Postsecondary Outcomes of Community College Transfers and Rising Juniors
Eric J. Lichtenberger and Cecile Dietrich
American Educational Research Association, Philadelphia, PA, April 4, 2014.
The quasi-experimental study compares the rates of bachelor’s degree completion of community college transfer students to that of an observationally equivalent group of rising four-year college juniors.
Seeking Excellence and Diversity: How Stages in the Pipeline Affect the Composition of the New Teacher Corps
Bradford R. White, Eric J. Lichtenberger, and Karen J. DeAngelis
AEFP Conference, San Antonio, TX, March 13-15-2014.
Examines how each stage in the pipeline from high school through college and initial teacher certification and employment affects the racial/ethnic and academic composition of those who enter the public school teacher corps in Illinois.
The student has become the teacher: Tracking the racial diversity and academic composition of the teacher supply pipeline. Illinois New Teacher Collaborative, Springfield, IL.
White, B., Lichtenberger, E., & DeAngelis, K.
Illinois New Teacher Collaborative, Springfield, IL, February 2014.
Examines how each stage in the pipeline from high school through college and initial teacher certification and employment affects the racial/ethnic and academic composition of those who enter the public school teacher corps in Illinois.
The Community College Penalty and Bachelor’s Degree Completion: Fact or Fiction?
Eric Lichtenberger (IERC) and Cecile Dietrich
ACT State Organization Annual Conference, Springfield, IL, December 5, 2013 and Schaumburg, IL, December 6, 2013.
The quasi-experimental study compares the rates of bachelor’s degree completion of community college transfer students to that of an observationally equivalent group of rising four-year college juniors.
The Community College Penalty and Bachelor’s Degree Completion: Fact or Fiction?
Eric J. Lichtenberger and Cecile Dietrich
Illinois Community College Board, Sprngfield, IL, November 15, 2013.
The Community College Penalty and Bachelor’s Degree Completion: Fact or Fiction?
Eric J. Lichtenberger and Cecile Dietrich
Association for the Study of Higher Education, St. Louis, MO, November 14, 2013.
The quasi-experimental study compares the rates of bachelor’s degree completion of community college transfer students to that of an observationally equivalent group of rising four-year college juniors.
Evaluation of the Illinois High School to College Success Report
Brenda K. Klostermann (IERC) and Sean Cameron, Melissa Newberry, and Rachel Hamel (Applied Research Consultants)
Midwestern Educational Research Association, Evanston, IL, November 6-9, 2013.
This mixed-methods evaluation study examined utilization, dissemination, and collaborative efforts with Illinois’ High School to College Success Report. Suggestions for improvement were also gathered.
Dual Credit in Illinois: Research and an Innovative Application
Wendy Howerter (LLCC), Eric J. Lichtenberger (IERC), and Jason Taylor (OCCRL)
Scaling Up: Effective Practices in Higher Education Conference, Normal, IL, October 31, 2013.
The presentation provides an overview of the current dual credit research in Illinois, focusing on access and dual credits influence on post-secondary outcome measures.
Using Propensity Score Matching to Test the Community College Penalty Assumption
Eric J. Lichtenberger and Cecile Dietrich
Illinois Association for Institutional Research, Peoria, IL, October 25, 2013.
The quasi-experimental study compares the rates of bachelor’s degree completion of community college transfer students to that of an observationally equivalent group of rising four-year college juniors.
The Student Has Become the Teacher: Tracking the Racial Diversity and Academic Composition of the Teacher Supply Pipeline
Brad White and Eric Lichtenberger (IERC) and Karen DeAngelis (University of Rochester)
Illinois P-20 Council, Normal, IL, October 17, 2013
ISBE Board Meeting, Carbondale, IL, October 23, 2013
Examines how each stage in the pipeline from high school through college and initial teacher certification and employment affects the racial/ethnic and academic composition of those who enter the public school teacher corps in Illinois.
Prospective Studies on Graduate Education
Janet K. Holt
Illinois Association of Graduate Schools Annual Meeting, Naperville, IL, October 18, 2013.
Presented three research study ideas for regarding graduate education, including studying the pipeline of Illinois graduate student enrollees, investigating pathways to graduate degrees, including online pathways, and studying,persistence in STEM, particularly for underrepresented graduate students.
Using Longitudinal Research to Guide Policy
Janet Holt and Eric Lichtenberger
College Changes Everything, Tinley Park, IL, July 2013.
Summarized IERC longitudinal research on the transition from high school to college and discussed how this research can inform educational policy.
How Do Student Characteristics and Environmental Factors Influence a Community College Student’s Decision to Enroll In-District or Out-of-District?
Nick Zyznieuski (IERC)
Eleventh Focus on Illinois Education Research Symposium, Champaign, IL, June 13-14, 2013.
This study looked at the predictors of enrolling in-district or out-of-district among direct entrants to community colleges.
Evaluation of the Illinois High School to College Success Report
Brenda Klostermann (IERC) and Sean Cameron (SIUC)
Eleventh Focus on Illinois Education Research Symposium, Champaign, IL, June 13-14, 2013.
This mixed-methods evaluation study examined utilization, dissemination, and collaborative efforts with Illinois’ High School to College Success Report. Suggestions for improvement were also gathered.
Comparing Direct Entrants and Transfer Students Using Multiple Informational Sources
Eric Lichtenberger, Gerry McLaughlin, Liz Sanders
Eleventh Focus on Illinois Education Research Symposium, Champaign, IL, June 13-14, 2013.
Examines the degree completion and workforce outcomes of direct four-year college entrants and transfer students.
The Community College Penalty and Bachelor’s Degree Completion: Fact or Fiction?
Eric Lichtenberger & Cecile Dietrich
Eleventh Focus on Illinois Education Research Symposium, Champaign, IL, June 13-14, 2013.
The quasi-experimental study compares the rates of bachelor’s degree completion of community college transfer students to that of an observationally equivalent group of rising four-year college juniors.
“The Student Has Become the Teacher” How Stages in the Pipeline from High School to K-12 Teaching Affect the Composition of New Teachers
Brad White and Eric Lichtenberger (IERC) and Karen DeAngelis (University of Rochester)
Eleventh Focus on Illinois Education Research Symposium, Champaign, IL, June 13-14, 2013.
Examines how each stage in the pipeline from high school through college and initial teacher certification and employment affects the racial/ethnic and academic composition of those who enter the public school teacher corps in Illinois.
Designing and Implementing “Next Generation” Teacher Evaluation Systems: Lessons Learned from Case Studies of Illinois Districts
Brad White (IERC) and Sue Sporte (University of Chicago Consortium on Chicago School Research)
Eleventh Focus on Illinois Education Research Symposium, Champaign, IL, June 13-14, 2013.
In collaboration with The University of Chicago Consortium on Chicago School Research (CCSR), the IERC conducted case studies of six Illinois districts to document the key processes and lessons learned from the development and implementation of evidence-based teacher evaluation systems.
Comparing Direct Entrants and Transfer Students Using Multiple Informational Sources
Eric Lichtenberger (IERC), Gerry McLaughlin (DePaul University), and Liz Sanders
Association for Institutional Research, Long Beach, CA, May 21, 2013.
Using multiple sources of information, this study examines the degree completion and workforce outcomes of direct four-year college entrants and transfer students.
Postsecondary Outcomes of High School Career and Technical Education Students who Matriculate to Community Colleges
Eric Lichtenberger (IERC) and Cecile Dietrich
American Educational Research Association, San Francisco, CA, April-May 2013
Roundtable Session: Career and Technical Education SIG
Examines how high school career and technical education students who matriculate to community colleges fare in terms of their college outcomes
How Stages in the Pipeline From High School to Teaching Affect the Composition of New Teachers
Karen J. DeAngelis (University of Rochester), Eric Lichtenberger (IERC), and Bradford White (IERC)
American Educational Research Association, San Francisco, CA, April-May 2013 – Round Table Session
Examines how each stage in the pipeline from high school through college and initial teacher certification and employment affects the racial/ethnic and academic composition of those who enter the public school teacher corps in Illinois.
Full Circle: Constructing a Longitudinal Data Set to Examine the Teacher Supply Pipeline by Tracking Students From High School, Through College, and Back Into pk-12-leaders Classrooms
Bradford White (IERC), Eric Lichtenberger (IERC), and Karen J. DeAngelis (University of Rochester)
American Educational Research Association, San Francisco, CA, April-May 2013
Roundtable session: Fiscal Issues, Policy, and Education Finance
Describes how the IERC constructed a unique longitudinal dataset to examine how each stage in the pipeline from high school through college and initial teacher certification and employment affects the racial/ethnic and academic composition of those who enter the public school teacher corps in Illinois.
How Stages in the Pipeline from High School to K-12 Teaching Affect the Composition of New Teachers
Bradford White (IERC), Karen J. DeAngelis (University of Rochester), and Eric Lichtenberger (IERC)
American Educational Research Association, San Francisco, CA, April-May 2013
Roundtable sessions: Longitudinal Studies and Fiscal Issues, Policy, and Education Finance SIGS
Evaluating Core Curriculum Effectiveness Using Universal Screening Data: Promising Methods and Outcomes
Janet K. Holt (IERC), and Vicki L. Collins (Northern Illinois University)
American Educational Research Association, San Francisco, CA, April-May 2013
Roundtable session: Research, Evaluation, and Assessment in the Schools Division
Using Hierarchical Generalized Linear Modeling (HGLM)to Establish the Determinants of Out-Migration
Adam Manley, Cecile Dietrich, and Eric J. Lichtenberger
American Educational Research Association, San Francisco, CA, April-May 2013.
Using the Illinois high school graduating class of 2003, this study establishes the student-level and school-level predictors associated with enrolling at out-of-state postsecondary institutions.
Designing and Implementing “Next Generation” Teacher Evaluation Systems: Lessons Learned From Case Studies of Illinois Districts
Bradford White (IERC), Sue Sporte (CCSR), Jen Cowhy (CCSR), and David Stevens (CCSR)
Illinois Association of School Boards, Illini Division Spring Meeting, Charleston, IL, February 28, 2013.
In collaboration with The University of Chicago Consortium on Chicago School Research (CCSR), the IERC conducted case studies of six Illinois districts to document the key processes and lessons learned from the development and implementation of evidence-based teacher evaluation systems.
Designing and Implementing “Next Generation” Teacher Evaluation Systems: Lessons Learned From Case Studies of Illinois Districts
Bradford White (IERC), Sue Sporte (CCSR), Jen Cowhy (CCSR), and David Stevens (CCSR)
Illinois New Teachers Center Annual Induction and Mentoring Conference, Springfield, IL, February 27, 2013.
In collaboration with The University of Chicago Consortium on Chicago School Research (CCSR), the IERC conducted case studies of six Illinois districts to document the key processes and lessons learned from the development and implementation of evidence-based teacher evaluation systems
Reverse Transfer Students and Postsecondary Outcomes: A Potential Opportunity
Eric Lichtenberger
National Institute for the Study of Transfer Students, Frisco, TX, February 1, 2013.
Using survival analysis, this study established the predictors of reverse transferring, as well as the predictors of subsequent success among reverse transfer students.
Comparing the bachelor’s completion rates of native and transfer students using multiple informational sources
Eric Lichtenberger
National Institute for the Study of Transfer Students, Frisco, TX, January 31, 2013.
Using multiple sources of information, this study examines the degree completion and workforce outcomes of direct four-year college entrants and transfer students.
College Confidence: How Sure High School Students Are of their Future Majors
Casey George-Jackson and Eric J. Lichtenberger
ACT State Organization Conference, St. Charles, IL, December 4-5, 2012.
This study examines how key demographic characteristics are related to confidence in one’s planned major and how one’s confidence influences degree attainment.
Reverse Transfer Students and Postsecondary Outcomes: A Potential Opportunity
Eric J. Lichtenberger
ACT State Organization Conference, St. Charles, IL, December 4-5, 2012.
This study establishes the predictors of reverse transferring using a form of survival analysis called Cox regression. Also, the reverse transfer students were tracked longitudinally to determine who returns to a four-year college and eventually completes a bachelor’s degree.
College Readiness and the Potentially Overlapping Outcomes of Community College Entrants
Eric J. Lichtenberger and Cecile Dietrich
ACT State Organization Conference, St. Charles, IL, December 4-5, 2012.
Designing and Implementing “Next Generation” Teacher Evaluation Systems: Lessons Learned from Case Studies of Illinois Districts
Bradford R. White, Jen Cowhy, and Sue Sporte
Joint Annual Conference of the Illinois Association of School Boards, Illinois Association of School Business Officials and Illinois Association of School Administrators. Chicago, IL, November 16-18, 2012.
This study examines how the interaction of college readiness and key demographic characteristics influences community college outcomes such as credential attainment and transferring to a four-year college.
Designing and Implementing “Next Generation” Teacher Evaluation Systems: Lessons Learned from Case Studies of Illinois Districts
Bradford R. White, Jen Cowhy, and Sue Sporte
Performance Evaluation Advisory Council, Bloomington, IL, November 15, 2012.
In collaboration with The University of Chicago Consortium on Chicago School Research (CCSR), the IERC conducted case studies of six Illinois districts to document the key processes and lessons learned from the development and implementation of evidence-based teacher evaluation systems.
Comparing the Bachelor’s Completion Rates of Native and Transfer Students Using Multiple Informational Sources
Eric J. Lichtenberger, Gerry McLaughlin, and Liz Sanders
Illinois AIR, Peoria, IL, November 9, 2012.
Examines the degree completion and workforce outcomes of direct four-year college entrants and transfer students.
Dual Credit/Dual Enrollment and Data Driven Policy Implementation: Reform Initiatives and Postsecondary Credential Attainment
Eric J. Lichtenberger
NACEP Conference, Seattle, WA, October 29, 2012.
Examines the influence of dual-credit on a series of college enrollment outcomes, such as one’s likelihood of immediately enrolling at a four-year institution or a community college.
Reverse Transfer Students and Postsecondary Outcomes: A Potential Opportunity
Eric J. Lichtenberger
AACRAO Transfer Conference, Chicago, IL, July 2, 2012.
This study establishes the predictors of reverse transferring using a form of survival analysis called Cox regression. Also, the reverse transfer students were tracked longitudinally to determine who returns to a four-year college and eventually completes a bachelor’s degree.
Designing and Implementing “Next Generation” Teacher Evaluation Systems: Lessons Learned From Case Studies of Illinois Districts
Brad White and Jen Cowhy, with Sue Sporte
Large Unit District Association, Chicago, IL, October 3, 2012.
In collaboration with The University of Chicago Consortium on Chicago School Research (CCSR), the IERC conducted case studies of six Illinois districts to document the key processes and lessons learned from the development and implementation of evidence-based teacher evaluation systems.
College Confidence: How Sure High School Students are of their Future Majors
Casey George-Jackson and Eric J. Lichtenberger
Tenth Focus on Illinois Education Research Symposium, Tinley Park, IL, June 11-12, 2012.
This study examines how key demographic characteristics are related to confidence in one’s planned major and how one’s confidence influences degree attainment.
Dual Credit/ Dual Enrollment and Data Driven Policy Implementation: Reform Initiatives and Postsecondary Credential Attainment
Eric J. Lichtenberger
Tenth Focus on Illinois Education Research Symposium, Tinley Park, IL, June 11-12, 2012.
Examines the influence of dual-credit on a series of college enrollment outcomes, such as one’s likelihood of immediately enrolling at a four-year institution or a community college.
Seeking Excellence and Diversity: How Stages in the Pipeline from High School to K-12 Teaching Affect the Composition of New Teachers
Karen J. DeAngelis, Bradford R. White, and Eric J. Lichtenberger
Tenth Focus on Illinois Education Research Symposium, Tinley Park, IL, June 11-12, 2012.
Examines how each stage in the pipeline from high school through college and initial teacher certification and employment affects the racial/ethnic and academic composition of those who enter the public school teacher corps in Illinois.
College Readiness and the Postsecondary Outcomes of Illinois High School Students
Eric Lichtenberger
Tenth Focus on Illinois Education Research Symposium, Tinley Park, IL, June 11-12, 2012.
This study unpacks the ACT college readiness benchmarks to determine how they are distributed among the Illinois High School Graduating Class of 2003 and how they influence college outcomes.
Analyzing the High School Class of 2003 and Their Postsecondary Experience
Bob Blankenberger, Doug Franklin, Eric Lichtenberger, and Allison Witt
SHEEO/NCES Network Conference and IPEDS Workshop, Bethesda, MD, May 2, 2012.
The presentation highlights some of the collaborative activities between the IERC and IBHE and focuses on research topics such as dual-credit and student mobility patterns.
College Readiness and the Postsecondary Outcomes of Illinois High School Students
Eric Lichtenberger
Illinois P-20 Council, Chicago, IL, April 25, 2012.
This study unpacks the ACT college readiness benchmarks to determine how they are distributed among the Illinois High School Graduating Class of 2003 and how they influence college outcomes.
Principal Effects: Using hierarchical linear growth models to investigate the effects of principal preparation and professional experience on teacher hiring and student proficiency
Bradford R. White, IERC and Alex J. Bowers, The University of Texas at San Antonio
American Educational Research Association, Vancouver, BC, April 14, 2012.
Models the relationships between principal characteristics, student achievement growth, and teacher qualifications in Illinois public schools between 2001 and 2008.
College Readiness and Bachelor’s Completion: A Longitudinal Analysis of the Illinois High School Class of 2003
Eric J. Lichtenberger and Cecile Dietrich
American Educational Research Association, Vancouver, BC, April 14, 2012.
This study unpacks the ACT college readiness benchmarks to determine how they are distributed among the Illinois High School Graduating Class of 2003 and how they influence college outcomes.
Reverse Transfer Students and Postsecondary Outcomes: A Potential Opportunity
Eric J. Lichtenberger
American Educational Research Association, Vancouver, BC, April 14, 2012.
This study establishes the predictors of reverse transferring using a form of survival analysis called Cox regression. Also, the reverse transfer students were tracked longitudinally to determine who returns to a four-year college and eventually completes a bachelor’s degree.
Do Principal Preparation and Teacher Qualifications Influence Different Types of School Growth Trajectories in Illinois? A Growth Mixture Model Analysis
Alex J. Bowers, The University of Texas at San Antonio and Bradford R. White, IERC
Association for Education Finance and Policy Conference, Boston, MA, March 17, 2012.
Models the relationships between principal characteristics, student achievement growth, and teacher qualifications in Illinois public schools between 2001 and 2008.
A Longitudinal Study of Illinois High School Graduates with Disabilities: A Six-Year Analysis of Postsecondary Enrollment and Completion
Eric J. Lichtenberger and Tom L. Thompson
IBHE Board Meeting, Chicago, IL, February 7, 2012.
This descriptive study examines the college outcomes of Illinois high school graduates with disabilities after controlling for the influence of college readiness.
College Readiness Patterns and Postsecondary Outcomes: A Longitudinal Study of the Illinois High School Class of 2003
Eric J. Lichtenberger
ACT Research Conference, December 2011.
This study unpacks the ACT college readiness benchmarks to determine how they are distributed among the Illinois High School Graduating Class of 2003 and how they influence college outcomes.
Comparison of Illinois Basic Skills Test Results and ACT Scores
Bradford R. White
IACTE, Champaign, IL, October 28, 2011.
Examines the relationship between performance on the Basic Skills test and the ACT subject matter tests.
The IERC Principal Studies: Changing Demographics, Turnover Trends, Preferences & Practices, and Research on the Effects of Illinois Public School Principals
Bradford R. White
The Associated Colleges of Illinois, Chicago, IL, October 21, 2011.
Describes changes in the characteristics of Illinois principals and principal attrition patterns between 2001 and 2008 and discusses results from a 2010 survey of Illinois principals regarding their beliefs and practices surrounding teacher hiring and evaluation.
A Longitudinal Study of Illinois High School Graduates with Disabilities: A Six-Year Analysis of Postsecondary Enrollment and Completion
Eric J. Lichtenberger
Association on Higher Education And Disability Conference, Seattle, WA, July 11-16, 2011.
This descriptive study examines the college outcomes of Illinois high school graduates with disabilities after controlling for the influence of college readiness.
Teacher Evaluation: Results From the IERC Illinois Principals’ Survey
Bradford R. White
Ninth Focus on Illinois Education Research Symposium, Bloomington, IL, June 7-8, 2011.
Discusses survey findings regarding Illinois principals’ beliefs and practices regarding teacher hiring and evaluation.
Principal Turnover in Illinois Public Schools, 2001-2008
Bradford R. White
Ninth Focus on Illinois Education Research Symposium, Bloomington, IL, June 7-8, 2011.
Analyzes changes in the demographics, employment experiences, and academic backgrounds of Illinois principals and tracks principal attrition and retention patterns between 2001 and 2008.
How Students who Initially Enroll at a Four-Year Institution Utilize the Community College System
Eric Lichtenberger
Ninth Focus on Illinois Education Research Symposium, Bloomington, IL, June 7-8, 2011.
This presentation highlights how direct entrants to four-year colleges utilize the community college sytem during the summer, concurrently, or as a result of reverse transferring.
A Longitudinal Study of the Illinois High School Class of 2002: A Six-Year Analysis of Postsecondary Enrollment and Completion
Eric J. Lichtenberger
Association for Institutional Research Annual Conference,Toronto, ON, May 25, 2011.
This comprehensive study examines the college outcomes for the Illinois High School graduating class of 2002 and focusing on topics such as vertical transferring and outmigration.
Comparison of Illinois Basic Skills Test Results and ACT Scores
Bradford R. White
State Teachers Certification Board Springfield, IL, May 13, 2011.
Examines the relationship between performance on the Basic Skills test and the ACT subject matter tests.
A Longitudinal Study of the Illinois High School Class of 2002: A Six-Year Analysis of Postsecondary Enrollment and Completion
Eric J. Lichtenberger
American Education Research Association, New Orleans, LA, April 8-12, 2011.
This comprehensive study examines the college outcomes for the Illinois High School graduating class of 2002 and focusing on topics such as vertical transferring and outmigration.
Principal Turnover and the Distribution of Principal Characteristics
Bradford R. White and Karen J. DeAngelis
The Association for Education Finance and Policy, Seattle, WA, March 2011.
Analyzes changes in the demographics, employment experiences, and academic backgrounds of Illinois principals and tracks principal attrition and retention patterns between 2001 and 2008.
A Longitudinal Study of the Illinois High School Class of 2002: A Six-Year Analysis of Postsecondary Enrollment and Completion PowerPoint Slide Show
David Smalley and Eric Lichtenberger
Illinois Association for Institutional Research, Champaign, IL, November 4-5, 2010.
This comprehensive study examines the college outcomes for the Illinois High School graduating class of 2002 and focusing on topics such as vertical transferring and outmigration.
The State of Leadership: Public School Principals in Illinois, 2001-08
Kathleen Brown and Bradford R. White
University Council for Educational Administration Convention, New Orleans, LA, October 28-31, 2010.
Analyzes changes in the demographics, employment experiences, and academic backgrounds of Illinois principals between 2001 and 2008.
A Longitudinal Study of the Illinois High School Class of 2002: A Six-Year Analysis of Postsecondary Enrollment and Completion
David Smalley and Eric Lichtenberger
Wabash Valley Community College, Mount Carmel, IL, October 5, 2010.
This comprehensive study examines the college outcomes for the Illinois High School graduating class of 2002 and focusing on topics such as vertical transferring and outmigration.
The Illinois High School Class of 2002: Participation and Completion Patterns in Postsecondary Education Six Years After High School
David Smalley and Eric Lichtenberger
Eighth Focus on Illinois Education Research Symposium, Champaign, IL, June 8-9, 2010.
This comprehensive study examines the college outcomes for the Illinois High School graduating class of 2002 and focusing on topics such as vertical transferring and outmigration.
The State of Leadership: Public School Principals in Illinois, 2001-08
Bradford R. White and Kathleen Brown
Eighth Focus on Illinois Education Research Symposium, Champaign, IL, June 8-9, 2010.
Analyzes changes in the demographics, employment experiences, and academic backgrounds of Illinois principals between 2001 and 2008.
Challenges Using IPEDS for Study Examining the Early Childhood Teacher Preparation Pipeline
Brenda Klostermann
Eighth Focus on Illinois Education Research Symposium, Champaign, IL, June 8-9, 2010
AIR, Chicago, IL, May 29-June 2, 2010
Class of 2002 Enrollment Patterns
David J. Smalley
Transfer Coordinators of Illinois Colleges and Universities Meeting, Illinois State University, Normal, IL.
Examines the enrollment and transfer patterns of the Illinois high school graduating class of 2002.
The Illinois Class of 2002: Where are they now?
Kathleen Sullivan Brown
ACT Statewide Conference, Naperville/Lisle, IL, December 2009.
Examines the enrollment and transfer patterns of the Illinois high school graduating class of 2002.
The Illinois Class of 2002: Where are they now?
Kathleen Sullivan Brown and Bradford White
ACT Statewide Conference, Springfield, IL, December 2009.
Examines the enrollment and transfer patterns of the Illinois high school graduating class of 2002.
Leakage in the early childhood education pipeline: Examining conditions preventing early childhood education students from progressing to graduation
Brenda K. Klostermann
National Association for the Education of Young Children, Charlotte, NC, June 2009.
Narrowing the teacher academic capital gap in Illinois
Bradford R. White
IERC 2009 Symposium, Champaign, IL, June 2009.
Describes the IERC’s Index of Teacher Academic Capital (ITAC) and tracks ITAC changes over time and differences by school demographics.
Grounding research in reality: Fiscal equity and K-12 funding in Illinois
Christopher M. Mullin and Kathleen S. Brown
IERC 2009 Symposium, Champaign, IL, June 2009.
Education beyond high school: The Illinois Class of 2002
Christopher M. Mullin, Bradford R. White, and Kathleen S. Brown
IERC 2009 Symposium, Champaign, IL, June 2009.
Examines the enrollment and transfer patterns of the Illinois high school graduating class of 2002.
Examining the leakage in the Chicago early childhood teacher pipeline
Brenda K. Klostermann
IERC 2009 Symposium, Champaign, IL. June 2009.
Passing through the pipeline: Educational participation and completion of the Illinois Class of 2002 six-years after high school graduation in a [Midwestern state]
Christopher M. Mullin and Kathleen S. Brown
Association for Institutional Research, Atlanta, GA, June 2009.
Examines the enrollment, transfer and degree completion patterns of the Illinois high school graduating class of 2002.
Evaluating induction and mentoring programs
Kathleen S. Brown and Brenda K. Klostermann
New Teacher Collaborative Partnership Board, Champaign, IL, May 2009.
The Graduating Class of 2002 Updated
Christopher M. Mullin
Transfer Coordinators of Illinois Colleges and Universities, Bloomington, IL, April 2009.
Examines the enrollment, transfer and degree completion patterns of the Illinois high school graduating class of 2002.
Foregone earnings: Work and education beyond the high school for the Illinois Class of 2002
Christopher M. Mullin and Bradford R. White
American Education Finance Association, Nashville, TN, March 2009.
Examines the enrollment, transfer and degree completion patterns of the Illinois high school graduating class of 2002.
Grounding research in reality: Fiscal equity and K-12 funding in Illinois
Christopher M. Mullin and Kathleen S. Brown
American Education Finance Association, Nashville, TN, March 2009.
Teacher academic capital in Illinois, 2001-2006: Closing the gap?
Bradford R. White, Karen DeAngelis, and Jennifer Presley
American Educational Research Association, San Diego, CA, April 2009.
Describes the IERC’s Index of Teacher Academic Capital (ITAC) and tracks ITAC changes over time and differences by school demographics.
Using education research and data to inform induction and mentoring
Christopher M. Mullin and Bradford R. White
Illinois New Teacher Collaborative, Springfield, IL, February 2009.
Evaluating your induction and mentoring program
Kathleen S. Brown and Brenda K. Klostermann
Illinois New Teacher Collaborative, Springfield, IL, February 2009.
How Teacher Quality Contributes to Student Achievement
Bradford R. White and Kathleen S. Brown
Illinois Kids Count 2009 Symposium, Chicago, IL, February 2009.
Leveling Up: Narrowing the Teacher Academic Capital Gap in Illinois
Bradford R. White, Jennifer B. Presley, and Karen J. DeAngelis
IERC June Advisory Board Meeting, Springfield, IL, June 12, 2008.
Describes the IERC’s Index of Teacher Academic Capital (ITAC) and tracks ITAC changes over time and differences by school demographics.
School-Level Teacher Qualifications and School Environments: Untangling Their Interrelationship for School Improvement
Karen J. DeAngelis, Jennifer B. Presley, with Stephen M. Ponisciak and Bradford R. White
IERC June Advisory Board Meeting, Springfield, IL, June 12, 2008.
Teacher Academic Capital in Illinois, 2001-2006: Closing the Gap?
Bradford R. White, Jennifer B. Presley, and Karen J. DeAngelis
American Education Finance Association 2008 Annual Meeting, Denver, CO, April 10-12, 2008.
Describes the IERC’s Index of Teacher Academic Capital (ITAC) and tracks ITAC changes over time and differences by school demographics.
School-Level Teacher Qualifications and School Environments: Untangling Their Interrelationship for School Improvement
Karen J. DeAngelis, Jennifer B. Presley, with Stephen M. Ponisciak and Bradford R. White
American Education Finance Association 2008 Annual Meeting, Denver, CO, April 10-12, 2008.
Describes the relationship between the IERC’s Index of Teacher Academic Capital (ITAC) and the 5Essentials survey from the Consortium on Chicago School Research along with student achievement gains.
School-Level Teacher Qualifications and School Environments: Untangling Their Interrelationship for School Improvement
Karen J. DeAngelis, Jennifer B. Presley, and Stephen M. Ponisciak
American Educational Research Association 2008 Annual Meeting, New York, NY, March 24-28, 2008.
Describes the relationship between the IERC’s Index of Teacher Academic Capital (ITAC) and the 5Essentials survey from the Consortium on Chicago School Research along with student achievement gains.
Transfers and the Class of 2002
Jennifer B. Presley
Springfield, IL, November 14, 2007.
Examines the enrollment, transfer and degree completion patterns of the Illinois high school graduating class of 2002.
Illinois Teachers: Where they are teaching, and which new teachers are leaving
Jennifer B. Presley
ISBE Superintendents' Meeting, Springfield, IL, September 6, 2007.
Describes the IERC’s Teacher Quality Index (TQI) and its relationship to school demographics,as well as new teacher attrition, including return-adjusted attrition rates.
Leaving Schools or Leaving the Profession: Setting Illinois’ record straight on new teacher attrition
Karen J. DeAngelis and Jennifer B. Presley
National Association of System Heads, Minneapolis, MN, July 29-31, 2007.
Tracks new teacher attrition rates from the profession and from their first school, including return-adjusted attrition rates.
Readiness and Illinois’ 21st Century Workforce
Jennifer B. Presley
Governor's Economic Cabinet, Springfield, IL, July 18, 2007.
Readiness and Illinois’ 21st Century Workforce
Jennifer B. Presley
Governor's Economic Cabinet, Springfield, IL, July 18, 2007.
Leaving Schools or Leaving the Profession: Setting Illinois’ Record Straight on New Teacher Attrition
Karen J. DeAngelis
IERC 2007 Symposium, Orland Park, IL, June 7-8, 2007.
Tracks new teacher attrition rates from the profession and from their first school, including return-adjusted attrition rates.
Reverse Transfer and Swirlers: The Norm or the Exception?
Bradford R. White
IERC 2007 Symposium, Orland Park, IL, June 7-8, 2007
Association for Institutional Research, Kansas City, MO, June 2-7, 2007
Tracks numerous enrollment patterns among reverse transfer students and swirlers from the Illinois Class of 2002 through their first four years after high school, and their relationships with college readiness.
Pipelines and Pools: Meeting the Demand for Early Childhood Teachers in Illinois
Brenda K. Klostermann
American Education Research Association, Chicago, IL, April 11, 2007.
The Distribution of Teacher Quality in Illinois
Jennifer B. Presley
National Comprehensive Center for Teacher Quality, Washington, DC, March 28-29, 2007.
Describes the IERC’s Teacher Quality Index (TQI) and its relationship to school locale and demographics, and the role of districts in the distribution of TQI.
Pipelines and Pools: Meeting the Demand for Early Childhood Teachers in Illinois
Jennifer B. Presley, Bradford R. White, and Brenda K. Klostermann
American Education Finance Association, Balti, MD, March 22-24, 2007.
Kentucky P-16 Council Presentation
Jennifer B. Presley
Kentucky P-16 Council, Frankfort, KY. September 20, 2006.
Examining the Distribution of Teacher Quality in Illinois
Jennifer B. Presley
Northwestern University Inquiry Series, Chicago, IL. September 19, 2006.
Describes the IERC’s Teacher Quality Index (TQI) and its relationship to school locale and demographics, and the role of districts in the distribution of TQI.
Pipeline and Pools: Meeting the demand for early childhood teachers in Illinois
Jennifer B. Presley, Brenda K. Klostermann, and Bradford R. White
IERC 2006 Symposium – Springfield, IL, June 16, 2006
Professional Development Advisory Committee – Bloomington, IL, July 14, 2006
Workforce Development Committee – Chicago, IL, September 7, 2006
Following the Illinois High School Class of 2002: Three years into college
Yuqin Gong and Jennifer B. Presley
IERC 2006 Symposium, Springfield, IL, June 16, 2006.
The Divergence of the River: Examining the effect of academic “mismatch” on college students’ early attrition
Yuqin Gong
IERC 2006 Symposium, Springfield, IL, June 16, 2006.
Examine the interaction of student academic qualifications and characteristics of the four-year colleges and how that interaction relates to college outcomes.
Overview of Major Projects
Jennifer B. Presley
Joint Spring Conference - IACTE, IATEPC, and ISBE, Springfield, IL, March 30, 2006.
The Distribution and Impact of Teacher Quality in Illinois
Karen J. DeAngelis and Bradford R. White
AEFA 2006 Annual Conference, Denver, CO, March 24, 2006.
Describes the IERC’s Teacher Quality Index (TQI) and its relationship to school locale, demographics, and student achievement.
Examining Teacher Quality and College Readiness in Illinois
Jennifer B. Presley
Civic Committee of The Commercial Club of Chicago, Chicago, IL, March 14, 2006.
Describes the distribution of the IERC’s Teacher Quality Index (TQI) and the relationships between TQI and college readiness.
The Distribution and Retention of Illinois Teachers
Jennifer B. Presley
Illinois New Teacher Collaborative Working Conference, Springfield, IL, February 28, 2006.
Describes the distribution of the IERC’s Teacher Quality Index (TQI) and results from the IERC’s study of teacher attrition in Illinois.
College Readiness and Choice: The Longitudinal Study of the Illinois Class of 2002
Jennifer B. Presley
IBHE Higher Education Summit, Chicago, IL, November 9, 2005.
Examining the Distribution and Impact of Teacher Quality in Illinois
Jennifer B. Presley, Bradford R. White, and Yuqin Gong
The Education Trust 2005 National Conference, Washington, DC, November 4, 2005.
Describes the IERC’s Teacher Quality Index (TQI) and its relationship to school locale and demographics, and the role of districts in the distribution of TQI.
Initial Results of the Illinois Survey of Early Childhood Certificants
Brenda K. Klostermann and Bradford R. White
Chicago, IL, September 12, 2005.
Examining the Distribution and Impact of Teacher Quality in Illinois
Jennifer B. Presley
NASH/Education Trust State Teams K-16 Summer Institute, Annapolis, MD, July 26, 2005.
Describes the IERC’s Teacher Quality Index (TQI) and its relationship to school locale and demographics, and the role of districts in the distribution of TQI.
High School Preparation
Jennifer B. Presley
Joint Education Committee Meeting, Chicago, IL, February 28, 2005.
Following the Illinois High School Class of 2002
Jennifer B. Presley
Illinois-ACT Annual Meeting, Tinley Park, IL, December 2, 2004.
Newly Certified Teachers: Experience of and Opinions About Teacher Induction in Illinois
Brenda K. Klostermann
American Evaluation Association, Atlanta, GA, November 3-6, 2004.
Distribution and Retention of Teachers: Key Findings From Recent Research
Jennifer B. Presley
Presentation for Illinois-NCTAF, August 9, 2004.
