The Condition of Education 2009. NCES 2009-081.

By Michael G. Planty, William J. Hussar, Thomas D. Snyder, Grace Kena, A. KewalRamani, J. Kemp, Kevin Bianco, Rachel Dinkes. 2009

365 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4f450743f52fe09cf7e62bc50f27013ee7acba3a

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Citations in the corpus

• The impact of online learning on students’ course outcomes: Evidence from a large community and technical college system (2013, background): “…important issue in ommunity colleges, where most students are lowcome, many are working or have dependents, and few an readily afford the time or money required to retake a course they did not successfully complete the first time (Adelman, 2005; Bailey & Morest, 2006; Planty et al., 2009).”
• Problem Solving And Creativity And Design: What Influence Do They Have On Girls' Interest In STEM Subject Areas? (2013, background): “Research has shown that the gender gap in middle and high school math and science test scores and achievement are no longer statistically significant (AAUW, 2004; Planty et al., 2009).”
• Reductions in Long-Term Suspensions Following Adoption of the Virginia Student Threat Assessment Guidelines (2011, background): “3 million students were suspended and 102,000 students were expelled from school (Planty et al., 2009).”
• Higher Education: Gaps in Access and Persistence Study. Statistical Analysis Report. NCES 2012-046. (2012, background): “For example, positive associations have been found between children with highly educated mothers and their rates of participation in early childhood education programs and home literacy activities (Planty et al. 2009).”
• Self-Efficacy, Intrinsic Motivation, and Academic Outcomes Among Latino Middle School Students Participating in an After-School Program (2012, background): “…self-efficacy, intrinsic motivation, after-school program Latino students are the largest and fastest-growing ethnic minority group in U.S. schools (U.S. Census Bureau, 2008), yet are at risk for a variety of negative academic outcomes (Cataldi, Laird, & KewalRamani, 2009; Planty et al., 2009).”
• Classroom Emotional Climate, Teacher Affiliation, and Student Conduct (2011, background): “drop out of school (Planty et al., 2009), and the rates are even higher among minority students and those from lowincome families (Chapman, Laird, & KewalRamani, 2010).”
• Accuracy and Inaccuracy in Teachers’ Perceptions of Young Children’s Cognitive Abilities (2011, background): “Namely, elementary school teachers are overwhelmingly White, female, and middle class (Delpit, 1995; Lortie, 2002; Planty et al., 2009), while public school enrollments are gender balanced and increasingly non-White (Planty et al., 2009).”
• Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction. (2010, background): “8 million, or from 9% to 12% of the school-age populations (Planty et al., 2009).”
• Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach (2014, methodology): “In the 2003–2004 cohort of undergraduates, 13.7% had the intention of majoring in STEM; compared to the 1995–1996 cohort, this was a decrease of 10% (Planty et al., 2009).”
• Nontraditional Student Engagement: Increasing Adult Student Success and Retention (2011, background): “…student enrollment for fall 2007, in both public and private colleges reveals that “13 percent were black; 11 percent were Hispanic; 7 percent were Asian/ Pacifi c islander; 1 percent were American Indian/Alaska Native; and 3 percent were nonresident alien students” (Planty et al., 2009, p. 94).”
• Bilingual and biliteracy skills in young Spanish-speaking low-SES children: impact of instructional language and primary language proficiency (2014, background): “These are important demographic factors since research shows a strong link between child schooling outcomes and SES, including parent education (e.g. Aud, Fox, and KewalRamani 2010; Planty et al. 2009).”
• Perceived Challenge, Teacher Support, and Teacher Obstruction as Predictors of Student Engagement (2017, background): “Challenge is widely viewed as critical for student engagement and achievement (Alexander, Entwisle, & Horsey, 1997; Planty et al., 2009).”
• Improving College Access in the United States: Barriers and Policy Responses (2015, unknown): “…public school counselor today manages a caseload that is almost double the American School Counseling Association recommended 250:1 (ASCA, 2012; Planty et al., 2009), and many counselors lack training and expertise in key college-going processes, such as applying for financial aid (Civic…”
• The Bird’s Eye View of Community Colleges: A Behavioral Typology of First-Time Students Based on Cluster Analytic Classification (2010, background): “Given the long-standing educational disadvantage among Black students (Planty et al. 2009), such targeted efforts—based not on students’ race/ethnicity but on students’ behavioral patterns—offer a unique promise of increasing educational equality.”