DOCSLIB.ORG

The Effect of Participation in Syracuse University Project Advance and Advanced Placement on Persistence and Performance at a Four-Year Private University

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Effect of Participation in Syracuse University Project Advance and Advanced Placement on Persistence and Performance at a Four-Year Private University Syracuse University SURFACE Instructional Design, Development and Evaluation - Dissertations School of Education 8-2012 The Effect of Participation in Syracuse University Project Advance and Advanced Placement on Persistence and Performance at a Four-Year Private University Kalpana Srinivas Syracuse University Follow this and additional works at: https://surface.syr.edu/idde_etd Part of the Education Commons Recommended Citation Srinivas, Kalpana, "The Effect of Participation in Syracuse University Project Advance and Advanced Placement on Persistence and Performance at a Four-Year Private University" (2012). Instructional Design, Development and Evaluation - Dissertations. 57. https://surface.syr.edu/idde_etd/57 This Dissertation is brought to you for free and open access by the School of Education at SURFACE. It has been accepted for inclusion in Instructional Design, Development and Evaluation - Dissertations by an authorized administrator of SURFACE. For more information, please contact [email protected]. 1. Abstract Concurrent enrollment programs (CEPs) are an important source of academic preparation for high school students. Along with Advanced Placement and International Baccalaureate, CEPs allow students to challenge themselves in high school and prepare for the rigor of college. Many researchers and practitioners have claimed that, when high school students participate in such programs, they become more successful in college, having better retention rates and better grades. Based upon their knowledge about the many students who have participated in CEPs, Marshal and Andrews (2002) note that “there is scarcity of research on dual credit aka concurrent enrollment programs.” The claims for the effectiveness of CEPs must be substantiated. Syracuse University’s concurrent enrollment program, Project Advance (PA), was implemented in 1972 at the request of six local Syracuse high schools. The current study is an empirical investigation of the effects of student participation in Syracuse University Project Advance (SUPA) and/or Advanced Placement (AP) on desired student outcomes such as persistence and performance, determined as follows: 1. Persistence: a. Short-term persistence i. Student dropout in the first year of college; ii. Student dropout in the second year of college b. Long-term persistence i. Student graduation in four years ii. Student graduation in six years 2. Performance: a. College readiness i. Student performance in subsequent courses on the main Syracuse University campus. b. College performance i. First year cumulative grade point average (freshman GPA) ii. Fourth year cumulative grade point average (degree GPA) The sample consists of Syracuse University undergraduates (23,398) from fall 1997 to fall 2008, both inclusive. Students who participated in SUPA and AP in high school are tracked by college enrollment and completion, and then compared with their peers of similar demographics and achievement who had not taken such courses. This study attempts to evaluate the effect of both AP and SUPA on college persistence and performance, with and without controlling for confounding variables such as demographic, financial need, and precollege entry student characteristics. The researcher also examined other significant determinants of persistence and whether the effects varied by gender, race/ethnicity, and socioeconomic status. The effects were examined using statistical tests for differences in means as well as multiple regression analysis. The findings of this study were mixed. No cause and effect claims were made, as this is a correlational study. Regarding short-term persistence, the findings were in favor of both AP and SUPA. Regarding long-term persistence and performance (cumulative GPA for the first and fourth year), the findings were in favor of AP. When student performance in the subsequent course was examined, participation in SUPA was not significant in predicting the grade in the subject specific postcourse grade. The findings also suggest grade inflation in six out of the eight SU courses offered through PA. However, the findings for both math and writing were illuminating. The overall results point to some positive effects of concurrent enrollment programs, but also call for improvements to increase their effectiveness. Reference Marshall, R. P., & Andrews, H. A. (2002). Dual-credit outcomes: A second visit. Community College Journal of Research and Practices, 26, 237–242. Keywords: dual credit, concurrent enrollment, Project Advance, SUPA, student persistence, student performance. The effect of participation in Syracuse University Project Advance and Advanced Placement on Persistence and Performance at a Four-Year Private University By Kalpana Srinivas B.Sc. Rajasthan University, 1972 M.S. Syracuse University, 2005 Dissertation Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Instructional Design, Development and Evaluation in the Graduate School of Syracuse University August 2012 Copyright © Kalpana Srinivas 2012 All Rights Reserved Acknowledgements I would like to thank the following people, beginning with my dissertation committee members: Dr. Jerry S. Edmonds, dissertation chair, for his guidance and support in helping me understand the complexity of the Project Advance Program at Syracuse University. He helped me stay calm and take it “one step at a time.” Every time I got discouraged or overwhelmed he saw me through to the next step. Dr. Nick L. Smith, program/department advisor, for all his counsel and patience. I had the privilege of taking five courses with him. His questions, such as “Who Cares?”and “So What?” not only challenged me in class, but also helped me clarify my thoughts through the dissertation process. Dr. Donald Dutkowsky, dissertation advisor, for his vision and encouragement. Without his thoroughness and patience there would be no dissertation. He reached out to me and offered to be my advisor when he found out about my research topic, and he has been there for me every step of the way, sometimes even to crack the whip on my methodology. My external readers, Dr. Timothy Eatman and Dr. Jeffrey Mangram, for volunteering their time to read, critique, and provide invaluable feedback in the midst of their very busy schedules. vi Dr. James Bellini, Associate Professor of Education, whose insights and advice regarding the research design expanded my thinking and refined my skills as a researcher. Timothy Wasserman, my statistician guru, who taught me how to be “statistically accurate and statistically literate.” Charulata Chawan, my friend, who was always there in the library whenever I needed a book or an article. She helped me find articles over weekends and holidays and helped reduce some of the “research jitters.” Linda Tucker, my colleague in the Instructional Design, Development, and Evaluation (IDDE) program in School of Education, for her colleagiality, steadfast friendship, and caring attitude, which helped me fulfill all my requirements for graduation. My family, for their words of encouragement in keeping me going even during times when I was convinced I had embarked on an impossible journey: My daughter Nina, who constantly reminded me that I was her role model and that dropping out was not an option; my special needs son, Ajay, who at times demanded all of my time and energy, but who nevertheless kept reminding me to “stay focused and do my homework”; my husband, Vijay, who has been the biggest critic my work, for his encouragement throughout the whole journey and for keeping me in the “PhD completion mode.” vii Dr. Robert Duffy, who shared his methodology and references and offered invaluable advice on how to move forward in my journey. viii Report Organization This is a multiple-paper format (4 independent papers) dissertation. From the inception of the project four research designs were created. This created a “roadmap” that was needed to collect the appropriate data from the Syracuse University Student Records System. Paper 1 was a pilot study. Although there is overlap in the set of independent variables used, each paper has uniquely different dependent variables. This dissertation has conceptual coherence and includes: 1. Abstract 2. Paper 1 is an initial investigation of the role of Syracuse University Project Advance (SUPA), SU’s concurrent enrollment program (CEP) in terms of student persistence and performance at Syracuse University, a private, 4-year institution. This study was done as a pilot study, comparing means of SUPA and non-SUPA students, and did not control for any of the confounding variables. 3. Paper 2 examined if there were any significant differences in the three groups of students: Syracuse University Project Advance (SUPA), Advanced Placement (AP), and the non- SUPA/AP group in terms of short- and long-term persistence. This study used hierarchical multiple logistic regression analysis when controlling for all known and available variables in the Syracuse University Student Records System (SRS). 4. Paper 3 examined the effect of student enrollment in a Project Advance course and its impact on students’ performance in the subsequent level course in college and compares their performance to the students who took the introductory and subsequent level course on main campus when controlling for confounding variables. 5. Paper 4 examined if there were any significant differences in the three groups of students: Syracuse University Project Advance (SUPA), Advanced Placement (AP), and the non- SUPA/AP
Load more

Recommended publications
  • COLLEGES and UNIVERSITIES REPRESENTED in the 2009-2010-2011 ENTERING CLASSES – FULL and PART-TIME STUDENTS Abilene Christian U
    COLLEGES AND UNIVERSITIES REPRESENTED IN THE 2009-2010-2011 ENTERING CLASSES – FULL AND PART-TIME STUDENTS Abilene Christian University City University of New York Hendrix College Alvernia College -Hunter College High Point University Alverno College College of the Holy Cross Hope College American University (DC) Colorado State University Hunan Normal Univ. (China) American University Columbia College (IL) Huntingdon College of Beirut (Lebanon) Concordia University (WI) Illinois Institute of Technology Amherst College Cornell College (IA) Illinois State University Anderson University Cornell University (NY) Illinois Wesleyan Univ. Arizona State University Creighton University Indiana University Auburn University Dartmouth College Iowa State University Baylor University Davidson College Jacksonville University Belmont University DePaul University Kenyon College Beloit College DePauw University Knox College Benedictine University Drake University Lake Forest College Bethany Lutheran College Duke University Lakeland College Boston College Earlham College Lawrence University Boston University Eastern Illinois University Louisiana State University Bradley University Edgewood College Loyola Marymount University Brown University Emerson College Loyola University-Chicago Bucknell University Emory University Marian University California Polytechnic State Fairfield University Marquette University Univ-San Luis Obispo Florida Atlantic University Martin Luther College California State University Florida International Univ. Mercer University -Northridge
    [Show full text]
  • 8Th Annual Ithaca College Bomber Invite 2018 - 11/30/2018 to 12/2/2018 Ithaca College Bomber Invitational 2018 Results - Saturday Evening
    Ithaca College-Athletics & Events Cntr - Site License HY-TEK's MEET MANAGER 7.0 - 8:41 PM 12/1/2018 Page 1 8th Annual Ithaca College Bomber Invite 2018 - 11/30/2018 to 12/2/2018 Ithaca College Bomber Invitational 2018 Results - Saturday Evening Event 23 Women 200 Yard Butterfly Name Yr School Finals Time 1 Rudolph, Maegan L SO CORNELL UNIVERSITY-NI 2:01.64 r:+0.67 27.42 30.63 31.37 32.22 2 Silbert, Jordan F SR CORNELL UNIVERSITY-NI 2:02.85 r:14.52 27.55 30.95 31.86 32.49 3 Synan, Haley E SO LE MOYNE COLLEGE-AD 2:07.27 r:+0.75 29.26 32.06 32.66 33.29 4 Morikawa, Carolyn K SO CORNELL UNIVERSITY-NI 2:07.38 r:+6.47 28.55 31.60 32.99 34.24 5 Cahalan, Shannon R SR UNIVERSITY OF ROCHESTER-NI 2:09.27 r:+7.89 28.39 32.29 33.45 35.14 6 Palmer, Megan L FR SUNY GENESEO-NI 2:09.28 r:+0.66 28.94 32.53 33.82 33.99 7 Minigell, Tess M SR UNIVERSITY OF ROCHESTER-NI 2:13.07 r:+9.75 28.85 33.27 34.93 36.02 *8 Jaimes, Linda G FR SUNY GENESEO-NI 2:13.45 r:+5.82 29.96 33.63 34.71 35.15 *8 Shemet, Nancy K SR SUNY GENESEO-NI 2:13.45 r:+0.76 29.93 33.97 34.57 34.98 10 Cook, Anna SO UNIVERSITY OF ROCHESTER-NI 2:13.46 r:+0.70 29.37 33.13 34.77 36.19 11 Argentieri, Tori R JR HARTWICK COLLEGE-AD 2:14.44 r:+0.80 29.29 32.82 35.23 37.10 12 Kochek, Carolyn FR UNIVERSITY OF ROCHESTER-NI 2:14.47 r:+0.73 30.44 33.57 34.72 35.74 13 Longley, Lauren E SR SPRINGFIELD COLLEGE-NE 2:14.96 r:+0.74 31.26 33.55 35.01 35.14 14 Breslin, Victoria E SO LE MOYNE COLLEGE-AD 2:15.41 r:+0.74 29.73 34.20 35.95 35.53 15 Hoffner, Danielle P JR SPRINGFIELD COLLEGE-NE 2:16.21 r:+0.71 31.68 34.37
    [Show full text]
  • Admissions Brochure
    College of Engineering & Computer Science Syracuse University ecs.syr.edu Personal attention. Approachable faculty. The accessibility of a small college set within the en less opportunities of a comprehensive university. An en uring commitment to the community. Team spirit. A rive to o more. Transforming together. Welcome to Syracuse University’s College of Engineering an Computer Science, where our spirit unites us in striving for nothing less than a higher quality of life for all—in a safer, healthier, more sustainable world. Together, we are e icate to preparing our stu ents to excel at the highest levels in in ustry, in aca emia—an in life. Message from the Dean Inquisitive. Creative. Entrepreneurial. These are fun amental attributes of Syracuse engineers an computer scientists. Unlike ever before, engineers an computer scientists are a ressing the most important global an social issues impacting our future—an Syracuse University is playing an integral role in shaping this future. The College of Engineering an Computer Science is a vibrant community of stu ents, faculty, staff, an alumni. Our egree programs evelop critical thinking skills, as well as han s-on learning. Our experiential programs provi e opportunities for research, professional experience, stu y abroa , an entrepreneurship. Dean Teresa Abi-Na er Dahlberg, Ph.D. Through cutting e ge research, curricular innovations, an multi- isciplinary collaborations, we are a ressing challenges such as protecting our cyber-systems, regenerating human tissues, provi ing clean water supplies, minimizing consumption of fossil fuels, an A LEADIN MODEL securing ata within wireless systems. Our stu ents stan out as in ivi uals an consistently prove they can be successful as part of a team.
    [Show full text]
  • I. Benchmarking
    I. BENCHMARKING 1 Education & General Budget Mason's National Peer Group of Institutions Expenditures Per Student ‐ FY 2009 Actual TtlTotal TtlTotal EditExpenditures Institution: Expenditures Enrollment Per Student University of Connecticut$ 827.2 22,663 $ 36,501 Boston University 1,038.1 30,779 33,727 George Washington University 661.9 20,450 32,367 Syracuse University 486.4 19,179 25,362 University of Louisville 429.4 17,421 24,649 University of Nevada ‐ Reno 323.1 13,511 23,917 Indiana Univ‐Purdue Univ‐Indianapolis 615.4 26,634 23,104 SUNY at Buffalo 601.0 27,115 22,165 Northeastern University 513.6 23,539 21,820 Wayne State University 502.3 23,219 21,635 University of Maryland‐College Park 698.0 32,584 21,421 University of Kansas Main Campus 525.4 25,764 20,393 Indiana University ‐ Bloomington 747.3 39,002 19,161 SUNY at Albany 311.5 16, 281 19, 134 University of New Mexico ‐ Main 412.1 21,739 18,958 University of Cincinnati ‐ Main 474.3 26,274 18,051 University of Oklahoma Norman 388.9 22,114 17,585 University of Nebraska at Lincoln 331.3 20,984 15,788 University of Houston 459.0 29,765 15,420 Arizona State University ‐ Tempe 892.3 58,818 15,172 University of Arkansas ‐ Main 256.7 17,130 14,983 University of Missouri‐Columbia 398.6 27,139 14,687 University of Memphis 240.7 16,767 14,357 University of Nevada ‐ Las Vegas 338.8 24,040 14,093 Georgia State University 294.6 27,816 10,589 Peer Average$ 510.7 25,229 $ 20,602 George Mason University$ 344.7 23,297 $ 14,798 Mason % of Average 67% 92% 72% In FY 2009, Mason operates spending 72% of its peer average spending level.
    [Show full text]
  • HAMILTON COLLEGE Student Handbook 2009-2010
    HAMILTON COLLEGE Student Handbook 2009-2010 Hamilton College reserves the right to change requirements, policies, rules and regulations without prior notice, in accordance with established procedures. Table of Contents Code of Student Conduct Guiding Principles………………………………………………………………………...………….. …8 Prohibited Conduct……………………………………………………………………...……………. …9 Judicial Procedures………………………………………………………………………...…………. …9 Point System……………………………………………………………………………..…………… ..14 Honor Code/Honor Court Constitution…………………………………………………...…………... ..16 Honor Code Statement……………………………………………………………………..…………. ..16 Academic Dishonesty………………………………………………….……………………………... ..16 Honor Court Constitution……………………………………………………………..……………… ..17 Appeals Board………………………………………………………………………………………… ..21 Alcohol and Illegal Drug Policy……………………………………………………...………………. ..23 Summary of New York States Laws Governing Alcohol………………………………………..…… ..23 General Policies………………………………………………………………………..…………….....23 Policy for Student-Sponsored Social Events with Alcohol……………………………..……………. ..24 Educational Programs…………………………………………………………...……………………. ..25 Illegal Drug Policy…………………………………………………………..………………..……… ..25 Harassment and Sexual Misconduct Policy…………………………...……………………………… ..28 Sexual Assault Compliance Statement………………………………………..……………………… ..37 Bias Crimes Compliance Statement………………………………………………..………………… ..40 Hazing………………………………………………………………………...………………………. ..41 Private Society Relationship Statement…………………………………………...………………….. ..42 Residential Life Staff, Facilities, and Regulations………………………..………………………….
    [Show full text]
  • Member Colleges
    SAGE Scholars, Inc. 21 South 12th St., 9th Floor Philadelphia, PA 19107 voice 215-564-9930 fax 215-564-9934 [email protected] Member Colleges Alabama Illinois Kentucky (continued) Missouri (continued) Birmingham Southern College Benedictine University Georgetown College Lindenwood University Faulkner Univeristy Bradley University Lindsey Wilson College Missouri Baptist University Huntingdon College Concordia University Chicago University of the Cumberlands Missouri Valley College Spring Hill College DePaul University Louisiana William Jewell College Arizona Dominican University Loyola University New Orleans Montana Benedictine University at Mesa Elmhurst College Maine Carroll College Embry-Riddle Aeronautical Univ. Greenville College College of the Atlantic Rocky Mountain College Prescott College Illinois Institute of Technology Thomas College Nebraska Arkansas Judson University Unity College Creighton University Harding University Lake Forest College Maryland Hastings College John Brown University Lewis University Hood College Midland Lutheran College Lyon College Lincoln College Lancaster Bible College (Lanham) Nebraska Wesleyan University Ouachita Baptist University McKendree University Maryland Institute College of Art York College University of the Ozarks Millikin University Mount St. Mary’s University Nevada North Central College California Massachusetts Sierra Nevada College Olivet Nazarene University Alliant International University Anna Maria College New Hampshire Quincy University California College of the Arts Clark University
    [Show full text]
  • The 35 Members of Doane Stuart's 165Th Graduating Class Earned Over $4 Million in Offers of Merit Based College Scholarship, A
    The 35 members of Doane Stuart’s 165th graduating class earned over $4 Million in offers of merit based college scholarship, and applied to a group of schools as diverse as they are. Acceptances include: (Note: Schools in BOLD indicate a school that one or more students have chosen to matriculate to in the fall of 2018. Agnes Scott College Massachusetts College of St. Lawrence University Alfred University Art and Design State University of New York American University Massachusetts College of at Albany Liberal Arts Bard College State University of New York Miami University, Oxford at New Paltz Becker College Mount Holyoke College Stony Brook University Bennington College Muhlenberg College SUNY College at Brockport Binghamton University Nazareth College SUNY College at Oneonta Brandeis University Occidental College SUNY College at Potsdam Bryn Mawr College Pace University, SUNY Oswego Castleton University New York City SUNY Plattsburgh Champlain College Pennsylvania State University SUNY Polytechnic Institute Clark University Pennsylvania State University Syracuse University Clarkson University - Harrisburg The George Washington Colby-Sawyer College Point Park University University Columbia College Chicago Purchase College State The University of Scranton University of New York Connecticut College The University of Tampa Quinnipiac University Cornell University The University of the Arts Dickinson College Rensselaer Polytechnic Institute University at Buffalo The Drexel University State University of NY Rochester Institute of Emmanuel
    [Show full text]
  • FICE Code List for Colleges and Universities (X0011)
    FICE Code List For Colleges And Universities ALABAMA ALASKA 001002 ALABAMA A & M 001061 ALASKA PACIFIC UNIVERSITY 001005 ALABAMA STATE UNIVERSITY 066659 PRINCE WILLIAM SOUND C.C. 001008 ATHENS STATE UNIVERSITY 011462 U OF ALASKA ANCHORAGE 008310 AUBURN U-MONTGOMERY 001063 U OF ALASKA FAIRBANKS 001009 AUBURN UNIVERSITY MAIN 001065 UNIV OF ALASKA SOUTHEAST 005733 BEVILL STATE C.C. 001012 BIRMINGHAM SOUTHERN COLL ARIZONA 001030 BISHOP STATE COMM COLLEGE 001081 ARIZONA STATE UNIV MAIN 001013 CALHOUN COMMUNITY COLLEGE 066935 ARIZONA STATE UNIV WEST 001007 CENTRAL ALABAMA COMM COLL 001071 ARIZONA WESTERN COLLEGE 002602 CHATTAHOOCHEE VALLEY 001072 COCHISE COLLEGE 012182 CHATTAHOOCHEE VALLEY 031004 COCONINO COUNTY COMM COLL 012308 COMM COLLEGE OF THE A.F. 008322 DEVRY UNIVERSITY 001015 ENTERPRISE STATE JR COLL 008246 DINE COLLEGE 001003 FAULKNER UNIVERSITY 008303 GATEWAY COMMUNITY COLLEGE 005699 G.WALLACE ST CC-SELMA 001076 GLENDALE COMMUNITY COLL 001017 GADSDEN STATE COMM COLL 001074 GRAND CANYON UNIVERSITY 001019 HUNTINGDON COLLEGE 001077 MESA COMMUNITY COLLEGE 001020 JACKSONVILLE STATE UNIV 011864 MOHAVE COMMUNITY COLLEGE 001021 JEFFERSON DAVIS COMM COLL 001082 NORTHERN ARIZONA UNIV 001022 JEFFERSON STATE COMM COLL 011862 NORTHLAND PIONEER COLLEGE 001023 JUDSON COLLEGE 026236 PARADISE VALLEY COMM COLL 001059 LAWSON STATE COMM COLLEGE 001078 PHOENIX COLLEGE 001026 MARION MILITARY INSTITUTE 007266 PIMA COUNTY COMMUNITY COL 001028 MILES COLLEGE 020653 PRESCOTT COLLEGE 001031 NORTHEAST ALABAMA COMM CO 021775 RIO SALADO COMMUNITY COLL 005697 NORTHWEST
    [Show full text]
  • Florida Catalog Fall 2020 – Summer 2021
    FLORIDA CATALOG FALL 2020 – SUMMER 2021 Effective 02-16-2021 Mission Statement ............................................................................................................................................................................ 3 Charter, Accreditation, and Licensure .............................................................................................................................................. 4 Admission to Utica College .............................................................................................................................................................. 5 Admission Requirements .................................................................................................................................................................. 6 Programs of Study ............................................................................................................................................................................ 6 Tuition and Expenses ...................................................................................................................................................................... 30 Financial Aid .................................................................................................................................................................................. 33 Refund Policies ..............................................................................................................................................................................
    [Show full text]
  • Profiles : Mid-Coast Working Women
    Profiles: Mid-Coast W orking W omen Compiled by Participants and Staff Project Advance Waldoboro, Maine ©1981 Illustrated by Teresa Ginnaty Narda Brown VII. EDUCATIONAL/SOCIAL SERVICES Loraine Crosby — Adult Education Coordinator 85 by Laurie Creamer Jini Powell — Art Teacher by Teresa Ginnaty Anna Rainey — School Librarian by Evelyn Hunt Pam Fogg — Director of Deaf Services by Narda Brown 90 Pat McCallum — Ministry Student by Suzanne Smith 91 Anne O. Mueller — Social Worker researched 93 by Christine Starrett Mary Rae Means — Community Mental Health Consultant 94 by Lori Greenleaf Karin Congleton — Family Planning Coordinator 95 by Raelene McCoy VIII. GOVERNMENT SERVICES Eunice Potter — Postal Carrier by Debbie Carver 97 Holly Dawson — Police Officer by Carol Libby 99 Cynthia D'Ambrosio — Prison Guard by Donna Boynton 101 Mary Genthner — Youth Aide by Laurie Creamer 103 Nancy Pomroy — Selectwoman by Carol Libby 104 Ruth Witham — Tax Collector, Treasurer by Suzanne Smith 105 Martha Tibbetts — Town Clerk, Tax Collector, Treasurer 106 by Virginia Quintal Charlotte Sewall — State Senator by Suzanne Smith 107 Olympia J. Snowe — U.S. Congresswoman researched 109 by Melissa Nygaard Acknowledgments by Janice McGrath HI Contributors 112 ★ * * This publication, undertaken with the goodwill and help of many people, is a sampling of career experiences of area friends, neighbors and acquaintances. Although it could not begin to represent all of the jobs in which Mid-Coast women are engaged, we nevertheless hope it may be of help to others in their search for fulfilling work. INTRODUCTION The image of the American woman was once this: a bonnet-and- apron-tied mistress churning butter while her four sons and two daughters gulp down their midday meal.
    [Show full text]
  • Northern Highlands Regional High School Class of 2011 Profile
    Northern Highlands Regional High School Class Of 2011 Profile 298 Hillside Avenue, Allendale, New Jersey 07401 Telephone: 201-327-8700 FAX: 201-236-9543 www.northernhighlands.org ADMINISTRATION John J. Keenan, Superintendent Joseph J. Occhino, Principal Lauren Zirpoli, Assistant Principal Robert E. Williams, Dean of Student Activities ACADEMIC PREPARATION OF FACULTY B.A. 27 M.A. 63 M.A. plus 30 18 M.A. plus 60 23 Ph.D./Psy.D./Ed.D./J.D. 2 THE COMMUNITIES The suburban towns of Allendale, Upper Saddle River, Ho-Ho-Kus and Saddle River are located 20 miles from New York City. Residents are employed primarily in executive, professional, and managerial positions. Northern Highlands is the hub of activity for our students; it serves as both an academic and social community. THE HIGH SCHOOL Northern Highlands Regional High School is a four-year comprehensive public high school that addresses the needs of all of its students and has as its chief emphasis preparation for education beyond high school. Current school population is 1321 with 312 students enrolled in the 12th grade. ACCREDITATION New Jersey State Department of Education GUIDANCE DEPARTMENT: Thomas M. Buono, Supervisor Jennifer Ferentz, Counselor ext. 269 Jennifer Saxton, Counselor ext. 293 Barbara Cucinotta, Adm. Asst. ext. 219 Darcy Hoberman, Counselor ext. 284 Michael Stone, Counselor ext. 288 Ann Karpinecz, Secretary ext. 209 Stephen Jochum, Counselor ext. 291 Denise Talotta, Counselor ext. 296 Josephine Klomburg, Secretary ext. 256 Kerry Miller, Counselor ext. 292 GPA DISTRIBUTION - Northern Highlands does not rank. GPA QUALITY POINTS GPA is cumulative and comprises final grades from all courses, including Physical Education/Health COURSE LEVEL (courses designated Pass/Fail are not included).
    [Show full text]
  • NEW FACES NEW PLACES – 2016 Please Welcome Our New Colleagues!
    NEW FACES NEW PLACES – 2016 Please welcome our new colleagues! We wish to share with you the following information regarding new faculty and staff. Below is an alphabetical listing of staff who have joined us since our last meeting in August of 2015 and of faculty who are joining us this academic year. Arbuckle, Nathalie - Office Coordinator I, Registrar’s Office/Academic Advising Illinois Wesleyan welcomed Nathalie in April. Prior to coming to campus, she worked as the admissions communication management specialist at Eureka College for two years. She also served eight years as an administrative assistant in the El Paso Gridley School District. Bromaghim, Anna - Administrative Assistant - Campus Events and Conference Services, Dean of Students B.A. Illinois Wesleyan University, M.A. University of Connecticut In November, Anna was welcomed back to campus. While a student at Illinois Wesleyan she worked in the Admissions Office in various positions. Prior to her return to campus, Anna worked in Minnesota in a retail manager position and put her web skills to use volunteering for a women’s group. She is happy to be back on campus! Brown, Nicole – Visiting Assistant Professor of Sociology B.A. Illinois Wesleyan University, M.S.Ed. Illinois State University, Ph.D. University of Illinois Urbana-Champaign Dr. Nicole M. Brown is a Visiting Assistant Professor at Illinois Wesleyan University and a research faculty affiliate at the University of Illinois at Urbana- Champaign's Cline Center and the National Center for Supercomputing Applications. Dr. Brown's area of research include Sociology, consumerism, black feminist theory and computation and she has expertise in comparative historical research methods, as well as mixed methods computation research.
    [Show full text]