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IERC Publication: Degrees with Less Debt: Effective Higher Education Strategies for Underrepresented Student Populations (2017-2)

Janet K. Holt, Bradford R. White, and Sarah K. Terrell

This study identifies five higher education institutions that were serving first-generation students, students of color, and low-income students by helping them to advance to graduation with less debt. From qualitative interviews with administrators and students, this report emphasizes the strategies and practices these institutions were employing to support underrepresented students to graduation.  More

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Other Publication: Using propensity score matching and a post-treatment adjustment to test the community college penalty assumption (2015)

Lichtenberger, E. J., & Dietrich, C.

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.  More

Other Publication: How the New Teacher Pipeline Affects the Racial/Ethnic, Gender, and Academic Composition of Illinois Teaching Corps. Success in High Needs Schools (2015)

White, B. R., DeAngelis, K. J., & Lichtenberger, E. J.

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.  More

IERC Presentation: High School Students’ Knowledge of Parental Income and Implications for Planning how to Finance College

Drew M. Anderson and Janet K. Holt

In an attempt to understand student’s financial literacy relevant to FAFSA filing, we examine the accuracy of high school students’ knowledge about parental income and explore potential consequences of inaccuracy.  More

IERC Publication: Innovations for High Quality, Aligned Early Childhood Educator Preparation (2016-3)

Bradford R. White, Debra Mayconich Baron, Brenda K. Klostermann, and Daniel Q. Duffy

This qualitative implementation study provides a systematic review of the innovations and strategies EPPI grant recipients utilized in addressing common barriers and practice-oriented issues experienced in early childhood educator preparation.  More

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IERC Presentation: Variation in the Impact of High School Environment on College Applications

Drew M. Anderson and Janet K. Holt

We find that there is a substantial high school effect on FAFSA filing, equivalent in size to the effect of ACT scores. We explore high school factors that account for this effect.  More

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Other Publication: Dual credit/dual enrollment and data driven policy implementation: Reform initiatives and postsecondary enrollment outcomes (2014)

Lichtenberger, E. J., Witt, A., Blankenberger, R., & Franklin, D.

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.  More

IERC Publication: The Early Childhood Educator Preparation Innovation Grant: Lessons from Initial Implementation (2015-2)

Eric J. Lichtenberger, Brenda K. Klostermann, and Daniel Q. Duffy

In this implementation study we reveal 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.  More

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IERC Publication: The Geography of the New Teacher Pipeline (2015-1)

Eric J. Lichtenberger, Bradford R. White, and Karen J. DeAngelis

This study examines the geography of the teacher labor markets by tracking the distances between the teacher’s home area and college with the location of their first teaching position. This research is informative for teacher recruitment efforts, as well as for initiatives in Illinois to diversify the teacher pipeline.   More

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