Supporting the Mental Health Needs of Community College Students. Research Report. RR-A2552-1

The United States faces an unprecedented mental health crisis, with youth and young adults at the center. Even before the COVID-19 pandemic, nearly 50 percent of college students reported at least one mental health concern. The COVID-19 pandemic notably exacerbated these issues and underscored the urgent need to identify and implement ways to ameliorate the youth mental health crisis. In 2021, the National Academies of Sciences, Engineering, and Medicine called on the field of higher education to address growing concerns about student mental health by identifying and elevating emerging and promising approaches that offer a more holistic way to support students' mental health. Serving as the main entry point for more than 40 percent of students seeking a postsecondary degree, community colleges represent a tremendous and untapped opportunity to better address mental health in the United States, particularly for students who have been traditionally underserved (e.g., students of color, first-generation students, and low-income students). However, community colleges have limited evidence and guidance to inform the implementation of multilevel, holistic approaches to support students with varying mental health needs. To address this knowledge gap, this report shares a descriptive study of eight community colleges at the forefront of implementing multilevel approaches (a combination of prevention, early intervention, and treatment services) to support student mental health, as well as key facilitators for and barriers to their success. [For "How Community Colleges Can Support Student Mental Health Needs. Research Brief. RB-A2552-1," see ED627489.]

How Community Colleges Can Support Student Mental Health Needs. Research Brief. RB-A2552-1

The United States faces an unprecedented mental health crisis, with youth and young adults at the center. Even before the coronavirus disease 2019 (COVID-19) pandemic, nearly 50 percent of college students reported at least one mental health concern. Without adequate mental health support, college students, including those at community colleges, may be at risk for a variety of academic and nonacademic consequences that negatively affect their overall well-being, including lower college completion rates, higher rates of substance use, and lower lifetime earning potential. This research brief describes a study examining eight community colleges from across the United States which found that, although the institutions did offer mental health services, most lacked a clear organizing framework for those efforts, and that financial challenges limited the support offered to students. The research also highlighted the importance of community college leaders explicitly prioritizing student mental health, as well as broad staff buy-in to the effort. [For the full report, "Supporting the Mental Health Needs of Community College Students. Research Report. RR-A2552-1," see ED627480.]

Post-Pandemic Onset Trends for Public School English Learners in Virginia. COVID-19 Impacts Research Brief Series No. 3

The COVID-19 pandemic impacted the educational experiences of diverse student populations throughout the country and among Virginia public schools. English Learners (ELs) had a unique set of needs and services prior to the pandemic, and potentially were more vulnerable to pandemic-related disruptions in typical school operations than other student groups. We analyze statewide, student-level administrative data on the composition of the EL population, the identification for and reclassification out of EL services, and the exit of ELs from public school enrollment in kindergarten through grade twelve between the 2010-11 and 2020-21 school years to examine changes between the pre-pandemic period and first post-pandemic onset year (2020-21). Our key findings include the following: (1) Following the onset of the pandemic, the number of students classified as EL decreased for the first time in a decade. Specifically, whereas the number of students classified as EL increased by 26.0% (25,171 more students) between 2010-11 and 2019-20, the number of students classified as EL decreased by 3.2% (3,852 fewer students) between 2019-20 and the first post-pandemic onset year (2020-21). (2) There was a 21.6% decline (6,223 fewer students) in the number of Virginia K-12 public school students newly identified for EL services in 2020-21 as compared to 2019-20. The drop in new EL identification occurred across student groups, but was largest among Hispanic students, economically disadvantaged students, and ninth graders. (3) The number of EL students reclassified as fully English proficient decreased by 57.3% (8,169 fewer students) in 2020-21 as compared to the pre-pandemic period. This decline is nearly three times the size of the previous largest year-to-year change. The drops in reclassification among ELs occurred across student groups and were somewhat larger among Hispanic and economically disadvantaged students. (4) EL students' exits from Virginia public schools in the post-pandemic onset were a continuation of pre-pandemic trends and did not meaningfully vary by race/ethnicity, economically disadvantaged status, or disability status.

Online and on-campus transfer students experienced different impacts from the pandemic

The COVID-19 pandemic caused extensive disruption to higher education, highlighting the negative impacts of emergency shift to online instruction. As a result, advantages of intentionally designed, online programs in higher education were overshadowed during the pandemic. Furthermore, socioeconomic disparities were exacerbated during the pandemic which extended to STEM undergraduate transfer students, who are more likely to be low-income, from historically underrepresented groups, older, and first generation in their family to attend college. To better understand the impact of the pandemic on STEM undergraduates, including those in an intentionally designed online program, ordinal regression analysis of 352 student survey respondents enrolled in a life sciences major at a large, R1 institution in the United States spring 2020 through fall 2021 was performed. Three student types are compared: on-campus, first-time in college (FTIC);on-campus transfer (OC-TR);and online transfer (ONL-TR) students. The latter group receives all course delivery online, whereas on-campus student groups received predominately in-person course delivery prior to the pandemic. ONL-TR students were over six times less likely to report negative educational impact compared to on-campus students, FTIC and OC-TR, while controlling for parent education, income, gender, race/ethnicity, and GPA. Additional survey items further explored this result and were validated with academic records and thematic analysis of students' text responses. A pre−/post-pandemic comparison revealed that students maintained a similar course load and GPA, despite increased perceptions of a lower GPA during the pandemic. OC-TR students were over two times more likely to express increased concern related to delayed graduation and higher frequency of feeling stress compared to FTIC and ONL-TR students. Meanwhile, low-income students were more likely to report stressors due to the pandemic's impact on daily life, independent of student type. Taken together, students in this intentionally designed online program were more resilient to the educational and emotional impacts of the pandemic compared to on-campus students. The differences between student groups warn against generalization of student impacts and suggest further research into the positive role of online learning, not just for delivery of educational content and expanding access, but for academic and emotional stability for different student populations. Copyright © 2023 Ardissone, Galindo, Triplett and Drew.

Team of Caring Educators Delivering a Specialized Math Curriculum for Racialized Youth during COVID-19

This study examined the efficacy of an afternoon and weekend academic program called the "Community School Initiative" (CSI) during the COVID-19 pandemic. CSI was offered to racialized students and families from the Jane and Finch community in Toronto which is one of the most under-resourced neighbourhoods in Canada. It involved a partnership between private social enterprise "Spirit of Math" and non-profit organization "Youth Association for Academics, Athletics, and Character Education" (YAAACE). Seven teachers participated in a focus group and 33 students and parents completed a survey to express their experiences attending the CSI. Findings were identified using thematic analysis from a Critical Race Theory paradigm. Key characteristics of effective structural community-programming were identified. The results highlight the importance of access to opportunities in a culturally reflective manner to ensure student success through continuity of care particularly on evenings and weekends involving a team of caring educators.

Teacher Perceptions of Supporting Students Placed at Risk Socially and Emotionally through a Virtual Writing Camp

Students' social and emotional well-being can impact academic performance, the college planning process, transition to college life, and college retention. Many students have had their mental health and well-being negatively affected by the ongoing COVID-19 pandemic, especially within the educational setting. When instruction was shifted from in-person to virtual settings during the pandemic's onset in March 2020, students across the world found themselves disconnected from school, teachers, and friends. Leaders of schools and extracurricular programs sought online alternatives for connecting with others while physically separated. More than a year after the onset of the emergence COVID-19, educational leaders are still working to provide quality academic experiences while implementing safe approaches to instruction. The Improving the Blank Page (IBP) writing program was one such organization that shifted to a remote setting with facilitators hosting the first-ever virtual writing camp in Summer 2020. The researchers examined perspectives of teachers involved in the virtual writing camp about their beliefs regarding social and emotional impacts for participating students, all of whom attended high-needs high schools (Title 1 schools with all students receiving free or reduced lunch). Findings, including establishing a virtual writing community and opportunities for self-reflection and confidence building, are detailed within this article, along with recommendations for supporting social and emotional needs of students placed at risk. Professionals, it is critical that these professionals understand and incorporate the unique perspective of youth in foster care.

Addressing the Impact of COVID-19 on the Early Care and Education Sector

The COVID-19 pandemic has exacerbated challenges in the early care and education (ECE) sector, including: preexisting structural flaws, insufficient funding mechanisms, sector fragmentation, inadequate support for the workforce, and inequalities, such as the lack of access to high-quality care among low-income, rural populations, and communities of color. Addressing the impacts of the pandemic and the resulting economic recession on the ECE sector will require that state, local, and tribal decision makers use available COVID-19 relief funds to mitigate those impacts while also laying the foundation for longer-term solutions. This rapid expert consultation identifies mitigation strategies that could be implemented to achieve these goals. These strategies include: (1) Reduce the rate of closures, (2) Assist the ECE workforce, (3) Modify subsidy reimbursement and payment policies, (4) Improve coordination of the ECE sector and funding systems, and (5) Integrate data systems across provider and funding types.

Developing a Pastoral Response to the Complexities and Challenges Faced by Disadvantaged Students in the Digital Classroom

Online education was the exception rather than the norm of the English school system prior to March 2020. The COVID-19 pandemic resulted in two periods of government-directed school closure from March to July 2020 and again from January to March 2021. These closures necessitated a transformation to online education almost overnight. Although much of the work set for students was a transfer of tasks appropriate for a physical classroom uploaded onto digital platforms, some adjustments had to be made to ensure it remained appropriate and effective. As time went on and colleagues developed their techno-pedagogical maturity, so too did the interactive nature of lessons improve. Yet, these elements were enhanced on a broader scale not merely by colleagues' successful adaptation to the digital classroom, but also by their development of pastoral approaches to teaching beyond the physical classroom. Teachers who invested pastorally in their digital communities created, fostered and were able to shape the culture of online education more purposefully and effectively for their students, increased a sense of inclusion, and thus better provided for equity amongst their student bodies, aiming to limit and narrow the academic and pastoral gap between students from low socio-economic backgrounds and their peers.

Evidence Based Funding in Illinois: A Discussion of Equity in Urban Education

In this pilot study, we examine the realities of differential funding structures across the US, which disproportionately disadvantage historically marginalized communities (Black and Brown students) and students living in poverty, contributing to an intractable opportunity gap. Prior research indicates that equitable funding can, in fact, decrease the opportunity gap between dominant and non-dominant-culture students. We use the new funding structure in Illinois as a case study in funding equity that should be applied nationally. We critique the current funding structure of public schools in general, which has defamed the public sector in favor of school choice, vouchers, and charter schools--all with less oversight than public schools and structured to profit from public monies. Finally, we address the impact of COVID19 on existing funding inequities.

Crime, Violence, Discipline, and Safety in U.S. Public Schools in 2019-20: Findings from the School Survey on Crime and Safety. First Look. NCES 2022-029

Using data from the School Survey on Crime and Safety (SSOCS), this report presents findings both on crime and violence in U.S. public schools and on the practices and programs schools have used to promote school safety. SSOCS collects data from public school principals about violent and nonviolent crimes in their schools. The survey also collects data on school security measures, school security staff, mental health services, parent and community involvement at school, and staff training. SSOCS data can be used to study how violent incidents in schools relate to the programs and practices that schools have in place to prevent crime. Data collection began in February 2020 and was conducted mostly using an online survey instrument. In March 2020, many schools began closing their physical buildings due to the coronavirus pandemic. This affected data collection activities. Also, the change to virtual schooling and the adjusted school year may have impacted the data collected by SSOCS. Readers should use caution when comparing SSOCS:2020 estimates with those from earlier years. The national sample for SSOCS:2020 was made up of 4,800 U.S. public schools. Of these schools, 2,370 elementary, middle, high/secondary, and combined/other schools responded. The results showed that nonresponding schools were significantly different from responding schools. However, the results also showed that weighting adjustments removed most of the observed nonresponse bias. [For the summary report, see ED621594. For the 2019 report, see ED596638.]

Qualifications of Public School Mathematics and Computer Science Teachers in 2017-18. Data Point. NCES 2022-026

This Data Point examines the education and certification qualifications of public school mathematics and computer science teachers in the United States before COVID-19. It uses data from the public school teacher data file of the 2017-18 National Teacher and Principal Survey (NTPS). This is a national sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. State-level estimates can also be produced for public schools, principals, and teachers.

Impacts of the COVID-19 Pandemic on First-Generation, Low-Income and Rural Students in Indonesia and Vietnam: A Cross-Cultural Comparative Study

Comparative studies around the impact of the COVID-19 pandemic are still limited. This paper explores the question: how has the COVID-19 pandemic affected higher education students, and which ones have been most impacted? Indonesia and Vietnam are our focus. We leveraged a rich set of data collected online from both countries (n = 2600). We used regression analyses to measure students' wellbeing, financial hardships, access to technology, and educational satisfaction. As expected, we found statistically significant differences between both countries except for the wellbeing domain. For within-country comparison, consistent for both countries, low-income students were less likely to access technology and were more likely to experience financial distress than their counterparts. Indonesian first-gen students also showed a similar trend. Lastly, we observed a lower likelihood of satisfaction from rural and low-income students in Indonesia for their education during the pandemic. We provide our policy recommendations for both countries. [This manuscript accompanied a conference presentation at the 50th Annual Conference of Mid-South Education Research Association (MSERA) in New Orleans, Louisiana (November 9-12, 2021).]

Causal Analysis of On-line Math Tutoring Impact on Low-income High School Students Using Bayesian Logistic and Beta Regressions

The use of on-line tutoring, especially after the COVID-19 pandemic, has increased dramatically. It has become clear that measuring the effectiveness of on-line tutoring, especially on low-income students, is much needed in such difficult times. This paper, which is based on observational data collected before the COVID-19 era, is targeting measuring the impact of a web-based math tutoring program, Noon Academy, on the academic achievement of low-income high school students (grades 10 to 12) in Saudi Arabia. We use a large amount of data collected in a student registration process and two Bayesian generalized linear models (GLM) to measure the tutoring causal effects. Model 1 uses a binomial logistic regression to predict the impact of enrolling in the tutoring program on the rate of passing in a number of students. Model 2 uses a multi-level Beta regression to measure the impact of the number of minutes on the total mark. Model 1 results show that giving math tutoring to higher-failing-risk students significantly improves the rate of passing by +5%, reaching a maximum of +17.15% in some classes of students. Model 2 shows a significant positive impact of the number of tutoring minutes on the yearly math mark (max of 100), reaching an average of +3.52 marks for the highest number of minutes taken. The paper presents an application of a causal analysis approaches on a real-life social problem. It demonstrates how the model is used to obtain a measure of the impact with quantifiable uncertainty that can be used in practice.

The Moderating Effect of Age on Low-Income Students' Relationships With Mentors and Their Self-Efficacy Since COVID-19.

Purposes: This study investigates the moderating effect of age on the association between relationship with mentors and self-efficacy among low-income students. Methods: A total of 255 low-income middle and high school students participated. The PROCESS macro 3.4 for Statistical Product and Service Solutions was employed to test the moderating effect. Results: Quality of relationship between mentors and mentees was positively associated with mentees' self-efficacy. Students' age significantly moderated the association between quality of the relationship with mentors and self-efficacy. Discussion: It is important to expand mentorship programs for low-income students during the COVID-19 pandemic in order to foster high self-efficacy among adolescents. Recruitment of high quality mentors and additional factors that may be helpful to a good relationship between mentees and mentors, such as mentor training, mentor screening, and mentor-mentee matching, should be prioritized to improve self-efficacy among low-income students since COVID-19. Early opportunities for mentoring from high quality mentors is particularly important to increase self-efficacy among younger students such as middle school students.

Pods in Action: Cleveland Metropolitan School District. Making the Most of a Rich Network of District Partners

Cleveland came into the pandemic with a history of collaboration among civic organizations and schools. In summer 2020, the Cleveland Metropolitan School District (CMSD) and partners--community organizations, funders, and out-of-school-time organizations--saw that students were in a crisis and came together to establish full-day remote-learning pods for their most vulnerable students. Key Lessons: (1) By establishing strong connections and shared goals, out-of-school-time program providers and community organizations can collaborate quickly with school districts to support students and create opportunities for greater student engagement and learning during a crisis--and strengthen relationships for long-term collaboration;(2) When learning-pod organizers have support from a mix of robust city-wide coordination and assured operational funding, charitable donations, local and state funding, and an active local philanthropic sector, they can provide learning-pod hosts with guidance and a set of standards for the level of service students will receive--such as supervision for a minimum of eight hours per day for four days a week, staff training, and observance of public-health precautions;and (3) Preliminary data suggest that students who attended Cleveland learning pods had higher attendance rates and grades than students who did not.

Counter-factual Analysis of On-Line Math Tutoring Impact on Low-income High School Students

The importance of understanding on-line tutoring impact has increased dramatically, especially after the COVID-19 pandemic. However, deep causal concepts about on-line tutoring are still lacking, especially on economically disadvantaged students. This paper is an observational study that targets low-income high school students in Saudi Arabia with high failing risk. The paper aims at (1) finding on-line math tutoring impact on needy students who already took tutoring, and (2) identifying and characterizing students that need tutoring to pass. We use observational data collected in a student registration process to build two models: (1) a Bayesian multi-level regression causal model, then (2) a counter-factual model. Results show that the models gave statistically significant estimates. In model 1, the average causal impact of maximum tutoring minutes on the math mark was +4.9 (out of 100). In model 2, the counter-factual maximum impact on tutored students was +5.3. We also estimate that only 1.9% of students needed the tutoring to avoid failing (2.8% of the enrolled), and we show their characteristics. © 2021 IEEE.

Sustaining Work-Based Learning during the COVID-19 Pandemic

Sustaining Work-based Learning during the COVID-19 pandemic became a challenge since access to working-cum-learning places for students of a work-based degree programme was depleted. Socio-economic challenges needed to be addressed as students came from economically weaker sections of society. Also critical were the pedagogic challenges in terms of validating the sustenance and spirit of the work-based learning (WBL) model. This case study presents a special initiative of digital freelancing offering virtual workplaces as well as livelihoods to work-based learning students during the pandemic. Merits, limitations, potential spinoffs of the WBL model for higher education and learning for development are discussed.

Adapting Pathway Programs to the Virtual World: Insights from the Chicago Eyes on Cancer Response to COVID-19-Related Disruptions to Training

Since spring 2020, the COVID-19 pandemic has disrupted development of the next generation of cancer researchers and physicians, forcing pathway programs across the nation to cancel, postpone or reinvent education and training activities. Accordingly, the University of Chicago Medicine Comprehensive Cancer Center's Chicago EYES (Educators and Youth Enjoy Science) on Cancer program was converted to a fully-online format, which prioritized flexibility for the 26 high school and undergraduate trainees, from underrepresented backgrounds, who were eligible to participate. Evaluation data suggest that the program's redesign successfully preserved trainees' access to intellectual, social and financial support despite the pandemic, with 88% of trainees meeting, and most exceeding, program requirements. Data also suggest positive outcomes for trainees, particularly with regard to their understanding of careers in biomedicine, their commitment to and confidence in planning for a research career, and their readiness and self-confidence as researchers. In the immediate term, our experiences offer practical insights for our colleagues similarly challenged to provide high-quality cancer research training within the context of COVID-19. In the long term, the success of our online programming can be leveraged to extend enrichment opportunities to program alumni, partner schools and other priority groups as a permanent component of the Comprehensive Cancer Center's broad cancer education strategy.

A Place to Call Home: More Institutions Are Moving Forward with Developing Student Housing

Community college students are more likely to be low-income, people of color and first generation in their family to attend higher education than their four-year peers. For a combination of these reasons, they are more apt to be housing insecure. This article discusses how some community colleges are providing new solutions for residences for students.

The Role of a Mentorship Program on the Relationship between Neglect and Depression among Adolescents in Low-Income Families.

This study examines the moderating effect of a mentorship program on the relationship between parental neglect and depression among adolescents from low-income households since COVID-19. A total of 264 participants from all provinces in South Korea were registered for a mentorship program provided by the Korea Development Bank [KDB] Foundation, which is a charitable and non-profit organization. Two-hundred fifty-five middle and high school students from low-income families were included in the final sample. The mentorship program was provided to students based on mentors' advice and feedback. A bootstrap method using the PROCESS macro 3.4 for SPSS was utilized to examine the moderating effect of satisfaction with the mentorship program. Neglect was positively related to depression among low-income students. Satisfaction with the mentorship program moderated the relationship between low-income students' neglect and depression. Visits from social workers or other advocates or volunteers to low-income families with children may be helpful to address depression among low-income students. High quality mentorship programs should be provided to more low-income students for their mental health, funded particularly in the context of corporate social responsibility. Particularly since the COVID-19 pandemic, financial contributions by corporations would be valuable to reconstruct the damage to quality of life and psychological well-being among low-income adolescents.