View Research by Author - Clemencia Cosentino de Cohen

Publications

This brief provides an overview of the evaluation of the Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) of the National Science Foundation (NSF), focusing on the main conclusions and recommendations arising from the evaluation.

This report presents findings from the process and summative (quasi-experimental) evaluation of the Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) of the National Science Foundation (NSF). HBCU-UP seeks to enhance the quality of undergraduate education and research in science, technology, engineering and mathematics (STEM) at HBCUs as a means to broaden participation in the nation’s STEM workforce. Findings suggest that the HBCU-UP program yielded an intervention model characterized by a core set of capacity-building strategies associated with successful student educational and employment outcomes. HBCU-UP graduates (mostly African Americans) outperform a national comparison sample in graduate degree completion and are more likely to be employed in STEM than African American graduates nationally. The report includes recommendations for future funding and dissemination.

Minorities have been traditionally underrepresented in scientific fields. For over 10 years, they have been the target of a National Science Foundation (NSF) effort to retain students in science, technology, engineering, and mathematics (STEM)—namely, the Louis Stokes Alliances for Minority Participation (LSAMP) Program. This brief condenses key findings from the Urban Institute’s four-year evaluation of LSAMP, focusing on the progression of LSAMP participants through the STEM education pipeline and comparing their outcomes with those of representative samples of minority and nonminority students.

This paper explores the causes behind the severe underrepresentation of women in engineering. Based on national data on undergraduate engineering programs, this study presents cross-sectional estimates of male and female student retention. Contrary to widespread beliefs, the study found that overall and in most disciplines there is no differential attrition by gender. Instead, results suggest that gender disparities in engineering are largely driven by inadequate enrollment (not inadequate retention) of women. The paper concludes that outreach— within institutions of higher education, across institutions (into two-year colleges, middle and high schools), and into K-12 curricular reform—are needed to address what is, at its very core, a recruitment problem.

"Study Seeks to Improve Retention Among Women Engineering Students," declares a 2008 news release announcing a grant to four universities. Countless other articles cite female retention as a grave problem. This focus on retention drives a host of strategies to increase the number of women engineers. But is low retention behind the problem? Are women underrepresented in engineering because they enroll only to eventually drop out? The answer, as documented in the July 2009 Journal of Engineering Education, is a resounding "No!"

This brief presents research findings as well as policy recommendations arising from a study of the No Child Left Behind Act and its implications for immigrant children and English language learners (ELLs). Analyses are based on nationally-representative data from the Schools and Staffing Survey and detailed case studies of selected elementary schools and school districts serving high concentrations of ELL students. Results reveal an extraordinary degree of concentration of ELL students in a few schools that tend to be large, urban and serve a predominantly minority student population. Case studies at some of these schools suggest that, while implementation of NCLB has resulted in problems associated with increased testing (exacerbated by the use of inappropriate tests), the law has also had a positive effect on the education of ELL students as it has increased the attention paid to these students; fostered the alignment of curriculum, instruction and professional development; and raised the bar for student achievement. Implications of findings for the education of ELL students, particularly in schools serving low concentrations of English language learners, are discussed. Policy recommendations presented include the development of appropriate tests for ELLs, the inclusion of pre-K in NCLB legislation, and the provision of professional development for teachers.

This report describes the implementation of the No Child Left Behind (NCLB) Act in school districts and schools with large enrollments of English language learners (ELLs) and immigrant students. The study, part of a series on the education of young immigrant students, documents how this landmark legislation in education policy played out in three high-ELL districts and six schools and traces the law’s effect on the education of ELL students attending these schools. The research, which takes a case study approach, addresses the following questions: 1) How has NCLB been implemented in high-ELL schools? 2) What has been the effect of NCLB on the improvement of high-ELL schools? and 3) What has been the effect of NCLB on ELL students in high-ELL schools? The findings reveal that, while implementation of NCLB in high-LEP schools has resulted in some problems for ELL students’ education, the net effect of the law has been positive because it has increased attention paid to ELL students; increased the alignment of curriculum, instruction, professional development, and testing; and raised the bar for ELL student achievement.

This report presents key evaluation findings for the National Science Foundation's Louis Stokes Alliances for Minority Participation (LSAMP) program. LSAMP was designed to increase the pool of underrepresented minority students completing bachelor's degrees and pursuing graduate studies in science, technology, engineering and mathematics (STEM). Findings reveal that LSAMP graduates were indeed more likely than national comparison groups to enroll in and complete graduate studies in STEM. Program staff report that LSAMP expanded institutions' ability to develop STEM talent. A research-based descriptive model of the program's implementation is included, establishing a critical link between theory and practice to inform future interventions.

This is the full technical evaluation report on the Louis Stokes Alliances for Minority Participation (LSAMP) program--a National Science Foundation effort to increase the pool of underrepresented minority students receiving bachelor's degrees and pursuing graduate studies in science, technology, engineering and mathematics (STEM). Utilizing quantitative and qualitative methods, the evaluation describes LSAMP's implementation and assesses whether it achieved its goals. Findings reveal that LSAMP graduates are more likely to enroll in and complete graduate programs in STEM than nationally-representative comparison groups. Program staff report that LSAMP expanded institutions' ability to develop STEM talent. A research-based descriptive model of the program is included, reinforcing the link between theory and practice in effective interventions.

The No Child Left Behind Act (NCLB) requires that, by 2006, all employees providing instructional support (paraprofessionals, teacher aides, tutors, etc.) in a program or school supported with Title I, Part A funds meet one of the following criteria: hold an associate's degree (or higher); complete at least two years in an institution of higher education; or obtain a passing score on a test that measures reading, writing, and mathematics competency. This policy brief highlights key findings of an Urban Institute study focusing on this provision of NCLB, and elaborates on the policy implications of those findings. These include an information problem (many jurisdictions cannot document paraprofessional compliance with NCLB), a trade-off between complying with the spirit of the law and preventing a staffing problem, and an emphasis on testing over further education.

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