Search

Search Results

• 11. [Article] Portland : Downtown housing inventory and policy analysis

  45 pp. Maps, tables, charts. Published August, 2000. Captured December 2, 2008.

  Citation × Citation Citation Abstract Copy Title: Portland : Downtown housing inventory and policy analysis Author: Portland Development Commission, Portland (Or.) Year: 2008, 2000 45 pp. Maps, tables, charts. Published August, 2000. Captured December 2, 2008. Title: Portland : Downtown housing inventory and policy analysis Author: Portland Development Commission, Portland (Or.) Year: 2008, 2000 45 pp. Maps, tables, charts. Published August, 2000. Captured December 2, 2008. Close

• 12. [Article] The Relation of Kindergarten Entry Skills to Early Literacy and Mathematics Achievement

  Learning-related behavioral and academic skills upon kindergarten entry, sometimes referred to as kindergarten readiness, is a construct of growing importance in education, having implications for early ...

  Citation × Citation Citation Abstract Copy Title: The Relation of Kindergarten Entry Skills to Early Literacy and Mathematics Achievement Author: Irvin, Phillip Year: 2015 Learning-related behavioral and academic skills upon kindergarten entry, sometimes referred to as kindergarten readiness, is a construct of growing importance in education, having implications for early learning and eventual achievement. Much of the research on entry skills has been limited to initial status only with inferences drawn about preparedness for school. In this study, I examine the relation among kindergarten entry skills in literacy and mathematics as well as outcomes measured at the end of the kindergarten school year. Two extant datasets were used—learning-related behavioral ratings and academic proficiency skills scores from a fall administration of a statewide kindergarten entry assessment and interim-formative assessment data collected for a subsample of students in the spring of the same academic year. The assessments were analyzed for their factor structures (using both exploratory and confirmatory factor analyses) as well as a hypothesized structural model. Factor analyses tested and confirmed the underlying structure and relations among items and measures included in the state entry assessment. Follow-up structural modeling confirmed the measurement model and concurrently estimated the effects of entry skills on emergent literacy and math skills measured in the spring, while accounting for student-level demographic characteristics. Results indicated that the state’s entry assessment measured three distinct skillsets: self-regulation and social-interpersonal learning-related behaviors, and academic proficiency. Importantly, kindergarten entry skills explained a large proportion of variance in spring emergent literacy achievement, beyond that of learning-related behavioral skills and student demographic characteristics. In contrast, these entry skills explained far less variance in spring math achievement. These findings are interpreted in the context of existing theory and recent empirical research. Title: The Relation of Kindergarten Entry Skills to Early Literacy and Mathematics Achievement Author: Irvin, Phillip Year: 2015 Learning-related behavioral and academic skills upon kindergarten entry, sometimes referred to as kindergarten readiness, is a construct of growing importance in education, having implications for early learning and eventual achievement. Much of the research on entry skills has been limited to initial status only with inferences drawn about preparedness for school. In this study, I examine the relation among kindergarten entry skills in literacy and mathematics as well as outcomes measured at the end of the kindergarten school year. Two extant datasets were used—learning-related behavioral ratings and academic proficiency skills scores from a fall administration of a statewide kindergarten entry assessment and interim-formative assessment data collected for a subsample of students in the spring of the same academic year. The assessments were analyzed for their factor structures (using both exploratory and confirmatory factor analyses) as well as a hypothesized structural model. Factor analyses tested and confirmed the underlying structure and relations among items and measures included in the state entry assessment. Follow-up structural modeling confirmed the measurement model and concurrently estimated the effects of entry skills on emergent literacy and math skills measured in the spring, while accounting for student-level demographic characteristics. Results indicated that the state’s entry assessment measured three distinct skillsets: self-regulation and social-interpersonal learning-related behaviors, and academic proficiency. Importantly, kindergarten entry skills explained a large proportion of variance in spring emergent literacy achievement, beyond that of learning-related behavioral skills and student demographic characteristics. In contrast, these entry skills explained far less variance in spring math achievement. These findings are interpreted in the context of existing theory and recent empirical research. Close

• 13. [Article] What are the relationships among high school academic outcomes and attendance?

  Research for the past decade has examined academic performance gaps among students from the perspective of sex, race and ethnicity groups, and low socio-economic status. Across those studies school attendance ...

  Citation × Citation Citation Abstract Copy Title: What are the relationships among high school academic outcomes and attendance? Author: Christensen, Morgan Year: 2017 Research for the past decade has examined academic performance gaps among students from the perspective of sex, race and ethnicity groups, and low socio-economic status. Across those studies school attendance has been identified as a primary correlate with academic success. I used a descriptive non-experimental design to investigate the relationship of student academic outcomes (i.e., GPA, credits earned toward graduation) among student groups (i.e., sex, race, and special education status) on attendance type of unexcused or excused absences. This study included two cohorts of 9th grade high school students (n = 2,262) from the Eugene 4J School District during the 2013 to 2016 school year. I calculated Chi-square tests, Independent t-tests, and Pearson’s correlation coefficient to examine the relationship of attendance with student academic outcomes for GPA and credits earned toward graduation and to further compare attendance type (i.e., unexcused or excused absences) among student groups. Findings indicated statistically significant differences for unexcused and excused absences and for GPA and credits earned by specific demographic subgroups – males v. females, white v. minority, special education v. not special education. There were also statistically significant correlations for GPA and credits earned based on unexcused and excused absences among demographic subgroups. In addition, there were statistically significant differences by academic and attendance variables for students who remained in comparison to students who left Eugene 4J. Title: What are the relationships among high school academic outcomes and attendance? Author: Christensen, Morgan Year: 2017 Research for the past decade has examined academic performance gaps among students from the perspective of sex, race and ethnicity groups, and low socio-economic status. Across those studies school attendance has been identified as a primary correlate with academic success. I used a descriptive non-experimental design to investigate the relationship of student academic outcomes (i.e., GPA, credits earned toward graduation) among student groups (i.e., sex, race, and special education status) on attendance type of unexcused or excused absences. This study included two cohorts of 9th grade high school students (n = 2,262) from the Eugene 4J School District during the 2013 to 2016 school year. I calculated Chi-square tests, Independent t-tests, and Pearson’s correlation coefficient to examine the relationship of attendance with student academic outcomes for GPA and credits earned toward graduation and to further compare attendance type (i.e., unexcused or excused absences) among student groups. Findings indicated statistically significant differences for unexcused and excused absences and for GPA and credits earned by specific demographic subgroups – males v. females, white v. minority, special education v. not special education. There were also statistically significant correlations for GPA and credits earned based on unexcused and excused absences among demographic subgroups. In addition, there were statistically significant differences by academic and attendance variables for students who remained in comparison to students who left Eugene 4J. Close

• 14. [Article] An Investigation of the Effect of School Context, School Connectedness, and Academic Self-Efficacy on Multidimensional Outcomes Among Chilean Adolescents

  In the current study, structural equation modeling is used to explore the complex relationships between environmental and individual factors as they influence multidimensional indices of adjustment among ...

  Citation × Citation Citation Abstract Copy Title: An Investigation of the Effect of School Context, School Connectedness, and Academic Self-Efficacy on Multidimensional Outcomes Among Chilean Adolescents Author: Graves, Lesley Year: 2014 In the current study, structural equation modeling is used to explore the complex relationships between environmental and individual factors as they influence multidimensional indices of adjustment among a sample of Chilean adolescents. The first aim was to examine the direct relationships between school contextual factors and both educational and socioemotional outcomes. The second aim was to determine the mediational effect of academic self-efficacy and school connectedness on these relationships. Invariance testing was then applied to the full structural model to determine whether demographic variables such as sex or school placement had significant moderating effects on path coefficients. Participants in this study included 893 (428 male and 465 female) 9th through 12th grade students sampled from four distinct high school settings in and around Santiago, Chile. The Chilean Ministry of Education identified three of the four schools as "priority" (meaning "high risk") public high schools based on academic achievement, area poverty, local economic prospects, and school demographics (e.g., drop-out rate). The fourth school is a private Catholic school that is partially subsidized by the government and located in central urban Santiago. Overall, findings from this study highlight that school contextual assets and stressors have a significant impact on the multidimensional adjustment of Chilean adolescents, both directly and by influencing individual academic self-efficacy and school connectedness. Direct relationships were found between school contextual factors and both educational and socioemotional outcomes. In addition, results highlighted the significant mediating effect of both school connectedness and academic self-efficacy in these relationships, reinforcing the central protective role of such factors in the school engagement and adjustment of youth. Lastly, invariance testing revealed significant differences in model fit between groups based on school type but not sex. Culturally embedded implications for intervention and future research are discussed. Title: An Investigation of the Effect of School Context, School Connectedness, and Academic Self-Efficacy on Multidimensional Outcomes Among Chilean Adolescents Author: Graves, Lesley Year: 2014 In the current study, structural equation modeling is used to explore the complex relationships between environmental and individual factors as they influence multidimensional indices of adjustment among a sample of Chilean adolescents. The first aim was to examine the direct relationships between school contextual factors and both educational and socioemotional outcomes. The second aim was to determine the mediational effect of academic self-efficacy and school connectedness on these relationships. Invariance testing was then applied to the full structural model to determine whether demographic variables such as sex or school placement had significant moderating effects on path coefficients. Participants in this study included 893 (428 male and 465 female) 9th through 12th grade students sampled from four distinct high school settings in and around Santiago, Chile. The Chilean Ministry of Education identified three of the four schools as "priority" (meaning "high risk") public high schools based on academic achievement, area poverty, local economic prospects, and school demographics (e.g., drop-out rate). The fourth school is a private Catholic school that is partially subsidized by the government and located in central urban Santiago. Overall, findings from this study highlight that school contextual assets and stressors have a significant impact on the multidimensional adjustment of Chilean adolescents, both directly and by influencing individual academic self-efficacy and school connectedness. Direct relationships were found between school contextual factors and both educational and socioemotional outcomes. In addition, results highlighted the significant mediating effect of both school connectedness and academic self-efficacy in these relationships, reinforcing the central protective role of such factors in the school engagement and adjustment of youth. Lastly, invariance testing revealed significant differences in model fit between groups based on school type but not sex. Culturally embedded implications for intervention and future research are discussed. Close

• 15. [Article] 1 + 1 Is Not Always 2: Variation in the Relations Between Mathematics Self-Efficacy Development and Longitudinal Mathematics Achievement Growth

  Creating an educational program that results in positive post-secondary and science, technology, engineering, and math (STEM)-oriented outcomes for all students is a national goal and federal policy directive. ...

  Citation × Citation Citation Abstract Copy Title: 1 + 1 Is Not Always 2: Variation in the Relations Between Mathematics Self-Efficacy Development and Longitudinal Mathematics Achievement Growth Author: Shanley, Caroline Year: 2015 Creating an educational program that results in positive post-secondary and science, technology, engineering, and math (STEM)-oriented outcomes for all students is a national goal and federal policy directive. Recent research has shown that in addition to measures of academic proficiency, intra- and interpersonal skills are important factors in college and career readiness. Likewise, mathematics proficiency is an important skill for successful STEM outcomes and post-secondary success, but these achievements and outcomes frequently vary based on demographic characteristics. This study utilized data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 to examine the relationships between mathematics achievement growth in Grades K-1 and Grades 3-8, mathematics self-efficacy development in Grades 3-8, and demographic factors including sex, socioeconomic status (SES), and race/ethnicity. Various models of mathematics achievement growth were tested, and the relationships between both early and middle grades mathematics achievement growth and self-efficacy development were also explored. Sex, SES, and race/ethnicity differences in both mathematics achievement growth and self-efficacy development were discovered, and findings were consistent with familiar achievement gaps favoring white and Asian males from above median SES households. In particular, SES was found to be a ubiquitous factor in both mathematics achievement and self-efficacy development, and sex moderated some of the relationships between mathematics achievement and self-efficacy. Implications for future research, instructional design, and intervention development are discussed. Title: 1 + 1 Is Not Always 2: Variation in the Relations Between Mathematics Self-Efficacy Development and Longitudinal Mathematics Achievement Growth Author: Shanley, Caroline Year: 2015 Creating an educational program that results in positive post-secondary and science, technology, engineering, and math (STEM)-oriented outcomes for all students is a national goal and federal policy directive. Recent research has shown that in addition to measures of academic proficiency, intra- and interpersonal skills are important factors in college and career readiness. Likewise, mathematics proficiency is an important skill for successful STEM outcomes and post-secondary success, but these achievements and outcomes frequently vary based on demographic characteristics. This study utilized data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 to examine the relationships between mathematics achievement growth in Grades K-1 and Grades 3-8, mathematics self-efficacy development in Grades 3-8, and demographic factors including sex, socioeconomic status (SES), and race/ethnicity. Various models of mathematics achievement growth were tested, and the relationships between both early and middle grades mathematics achievement growth and self-efficacy development were also explored. Sex, SES, and race/ethnicity differences in both mathematics achievement growth and self-efficacy development were discovered, and findings were consistent with familiar achievement gaps favoring white and Asian males from above median SES households. In particular, SES was found to be a ubiquitous factor in both mathematics achievement and self-efficacy development, and sex moderated some of the relationships between mathematics achievement and self-efficacy. Implications for future research, instructional design, and intervention development are discussed. Close

• 16. [Article] An Examination of the Relation Between Self-Perceived Leadership Practices of High School Principals and Student Achievement

  The current study explored the relation between the self-perceived leadership practices of Portland Metro area high school principals (N = 28) and the achievement levels of Hispanic and non-Hispanic White ...

  Citation × Citation Citation Abstract Copy Title: An Examination of the Relation Between Self-Perceived Leadership Practices of High School Principals and Student Achievement Author: Ryan, Amanda Year: 2013 The current study explored the relation between the self-perceived leadership practices of Portland Metro area high school principals (N = 28) and the achievement levels of Hispanic and non-Hispanic White high school students on the Oregon Assessment of Knowledge and Skills (OAKS) high school math test. The Leadership Practices Inventory (LPI) self-report was used to measure frequency of leadership practices. Differential performance across categories of race and ethnicity were analyzed and compared against high school principal self-reported scores on the LPI. This study expanded on existing research by connecting principal leadership practices to student achievement by subgroup with a focus on achievement of Hispanic and non-Hispanic White students at the secondary level. Pearson product-moment correlation coefficients were computed to assess the relation between the self-reported leadership practices of high school principals and student proficiency category percentages. Multiple regressions were used to determine the relative predictive nature of the practices of an exemplary leader in relation to the percentage of Hispanic and non-Hispanic White students who exceeded, met, or did not meet standards on the 2010-2011 OAKS high school math test. School demographic factors of percentage of students of color, percentage of students receiving free or reduced price lunch (FRPL), and percentage of students enrolled in English Language Learner (ELL) programs were also analyzed to determine if these contextual factors had an impact on leadership practices. Results support no predictive nature of student achievement on principal self-assessment of leadership practices nor do they support a relation between school demographic factors and principal leadership. Title: An Examination of the Relation Between Self-Perceived Leadership Practices of High School Principals and Student Achievement Author: Ryan, Amanda Year: 2013 The current study explored the relation between the self-perceived leadership practices of Portland Metro area high school principals (N = 28) and the achievement levels of Hispanic and non-Hispanic White high school students on the Oregon Assessment of Knowledge and Skills (OAKS) high school math test. The Leadership Practices Inventory (LPI) self-report was used to measure frequency of leadership practices. Differential performance across categories of race and ethnicity were analyzed and compared against high school principal self-reported scores on the LPI. This study expanded on existing research by connecting principal leadership practices to student achievement by subgroup with a focus on achievement of Hispanic and non-Hispanic White students at the secondary level. Pearson product-moment correlation coefficients were computed to assess the relation between the self-reported leadership practices of high school principals and student proficiency category percentages. Multiple regressions were used to determine the relative predictive nature of the practices of an exemplary leader in relation to the percentage of Hispanic and non-Hispanic White students who exceeded, met, or did not meet standards on the 2010-2011 OAKS high school math test. School demographic factors of percentage of students of color, percentage of students receiving free or reduced price lunch (FRPL), and percentage of students enrolled in English Language Learner (ELL) programs were also analyzed to determine if these contextual factors had an impact on leadership practices. Results support no predictive nature of student achievement on principal self-assessment of leadership practices nor do they support a relation between school demographic factors and principal leadership. Close

• 17. [Article] Central Point Notice of Adopted Amendment (2008-05-19)

  14 pp. Adopted 2008-05-19. Department of Land Conservation and Development Notice of Adopted Amendment

  Citation × Citation Citation Abstract Copy Title: Central Point Notice of Adopted Amendment (2008-05-19) Author: Central Point Year: 2014, 2008 14 pp. Adopted 2008-05-19. Department of Land Conservation and Development Notice of Adopted Amendment Title: Central Point Notice of Adopted Amendment (2008-05-19) Author: Central Point Year: 2014, 2008 14 pp. Adopted 2008-05-19. Department of Land Conservation and Development Notice of Adopted Amendment Close

• 18. [Article] Best Practices in Exchanging Business Demographic Data Between State Governmental Agencies

  Exchanging data between government organizations can be painful. This annotated bibliography of 15 authoritative sources investigates the best practices of E-Government data exchanges by evaluating (a) ...

  Citation × Citation Citation Abstract Copy Title: Best Practices in Exchanging Business Demographic Data Between State Governmental Agencies Author: Fowler, Christopher Year: 2017, 2016 Exchanging data between government organizations can be painful. This annotated bibliography of 15 authoritative sources investigates the best practices of E-Government data exchanges by evaluating (a) Challenges of Data Exchange in E-Government, (b) Common Data Formats in Data Exchanges, (c) Designing Centralized Systems for Data Exchanges and (d) The Use of Service Oriented Architecture for E-Government. Government IT leaders will benefit from the discussion of technical and organizational challenges faced with creating governmental data exchanges. Title: Best Practices in Exchanging Business Demographic Data Between State Governmental Agencies Author: Fowler, Christopher Year: 2017, 2016 Exchanging data between government organizations can be painful. This annotated bibliography of 15 authoritative sources investigates the best practices of E-Government data exchanges by evaluating (a) Challenges of Data Exchange in E-Government, (b) Common Data Formats in Data Exchanges, (c) Designing Centralized Systems for Data Exchanges and (d) The Use of Service Oriented Architecture for E-Government. Government IT leaders will benefit from the discussion of technical and organizational challenges faced with creating governmental data exchanges. Close

• 19. [Article] Legislator Gender and Trade Policy Preference

  Submitted to the Undergraduate Library Research Award scholarship competition: 2010-2011. 20 p.

  Citation × Citation Citation Abstract Copy Title: Legislator Gender and Trade Policy Preference Author: Yoder, Nathan Year: 2011 Submitted to the Undergraduate Library Research Award scholarship competition: 2010-2011. 20 p. Title: Legislator Gender and Trade Policy Preference Author: Yoder, Nathan Year: 2011 Submitted to the Undergraduate Library Research Award scholarship competition: 2010-2011. 20 p. Close

• 20. [Article] Touring Detroit: Ruins, Representation, and Redevelopment

  In the face of economic, demographic, and infrastructural decline, Detroit, Michigan has become a destination for tourists interested in viewing the city's iconic ruins. Using data collected through participant ...

  Citation × Citation Citation Abstract Copy Title: Touring Detroit: Ruins, Representation, and Redevelopment Author: Slager, Emily Year: 2013 In the face of economic, demographic, and infrastructural decline, Detroit, Michigan has become a destination for tourists interested in viewing the city's iconic ruins. Using data collected through participant observation, interviews, and document analysis, this thesis examines these emerging practices of ruin tourism in order to understand how such tourism operates, how it is related to representations of the city in popular media, and how it contributes to economic redevelopment in Detroit. Situated in literature about ruination and liminality, tourism geography, and critical urban geography, the study contributes to understandings of urban redevelopment in the post-industrial United States. Title: Touring Detroit: Ruins, Representation, and Redevelopment Author: Slager, Emily Year: 2013 In the face of economic, demographic, and infrastructural decline, Detroit, Michigan has become a destination for tourists interested in viewing the city's iconic ruins. Using data collected through participant observation, interviews, and document analysis, this thesis examines these emerging practices of ruin tourism in order to understand how such tourism operates, how it is related to representations of the city in popular media, and how it contributes to economic redevelopment in Detroit. Situated in literature about ruination and liminality, tourism geography, and critical urban geography, the study contributes to understandings of urban redevelopment in the post-industrial United States. Close