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• 1. [Article] A Community Center for Portland's Brooklyn Neighborhood: Survey of Demographics and Existing Services

  8 p.

  Citation × Citation Citation Abstract Copy Title: A Community Center for Portland's Brooklyn Neighborhood: Survey of Demographics and Existing Services Author: Ehn, Melissa Year: 2008 8 p. Title: A Community Center for Portland's Brooklyn Neighborhood: Survey of Demographics and Existing Services Author: Ehn, Melissa Year: 2008 8 p. Close

• 2. [Article] Do Dollars Matter Beyond Demographics? District Contributions to Reading and Mathematics Growth for Students with Disabilities

  Growth modeling in education has focused on student characteristics in multilevel growth accountability models and has rarely included financial variables. In this dissertation, relations of several demographic ...

  Citation × Citation Citation Abstract Copy Title: Do Dollars Matter Beyond Demographics? District Contributions to Reading and Mathematics Growth for Students with Disabilities Author: Saven, Jessica Year: 2015 Growth modeling in education has focused on student characteristics in multilevel growth accountability models and has rarely included financial variables. In this dissertation, relations of several demographic and financial characteristics of Oregon school districts to the reading and mathematics growth of students receiving special education services in Grades 3-8 were explored after accounting for student level demographic characteristics. Previous research indicated that three variables were potentially related to student growth: district level aggregated student demographics, district geography (e.g., location in a remote area), and district funding. Three sources of data were used to investigate these relationships: institutional data reported by the Oregon Department of Education, the Common Core of Data gathered by the National Center for Education Statistics, and Oregon Assessment of Knowledge and Skills test data collected as part of the National Center on Assessment and Accountability in Special Education. Multi-level models of student growth across Grades 3-8 were constructed for reading and mathematics, with time (level-1) nested within students (level-2) and districts (level-3). Results demonstrated that although student-level demographic factors account for the majority of meaningful differences in student growth, both district demographic characteristics and financial investment in students were related to growth for students who received special education services. Title: Do Dollars Matter Beyond Demographics? District Contributions to Reading and Mathematics Growth for Students with Disabilities Author: Saven, Jessica Year: 2015 Growth modeling in education has focused on student characteristics in multilevel growth accountability models and has rarely included financial variables. In this dissertation, relations of several demographic and financial characteristics of Oregon school districts to the reading and mathematics growth of students receiving special education services in Grades 3-8 were explored after accounting for student level demographic characteristics. Previous research indicated that three variables were potentially related to student growth: district level aggregated student demographics, district geography (e.g., location in a remote area), and district funding. Three sources of data were used to investigate these relationships: institutional data reported by the Oregon Department of Education, the Common Core of Data gathered by the National Center for Education Statistics, and Oregon Assessment of Knowledge and Skills test data collected as part of the National Center on Assessment and Accountability in Special Education. Multi-level models of student growth across Grades 3-8 were constructed for reading and mathematics, with time (level-1) nested within students (level-2) and districts (level-3). Results demonstrated that although student-level demographic factors account for the majority of meaningful differences in student growth, both district demographic characteristics and financial investment in students were related to growth for students who received special education services. Close

• 3. [Article] Do Landscape Assessments Need to Account for Environmental Attitudes and Demographics? Scenic Beauty Perceptions of Old-growth and Harvested Forests by Ecotopian Versus Timber Subcultures in the U.S. Pacific Northwest

  ABSTRACT Differences in informed scenic beauty perceptions, among 504 residents of Oregon, USA, were investigated to see how environmental attitudes, demographics, and old-growth versus harvested forests ...

  Citation × Citation Citation Abstract Copy Title: Do Landscape Assessments Need to Account for Environmental Attitudes and Demographics? Scenic Beauty Perceptions of Old-growth and Harvested Forests by Ecotopian Versus Timber Subcultures in the U.S. Pacific Northwest Author: Ribe, Robert G. Year: 2011 ABSTRACT Differences in informed scenic beauty perceptions, among 504 residents of Oregon, USA, were investigated to see how environmental attitudes, demographics, and old-growth versus harvested forests affected them. Scenic differences dominated explanation of perceptual differences. Attitudes accounted for small marginal differences in perceived scenic beauty if they instigated affects due to landscapes’ scenic content. These affects reversed direction with changes in landscape type. Demographic attributes only related to very small differences in perceived beauty if they were strongly correlated with such affective attitudes. These relationships often reversed or became inoperative with coincident changes in landscapes, attitudes, or other demographic traits. Respondents disagreed about ugly more than beautiful landscapes. Forest protection attitudes were associated with younger people, regional newcomers, urban rather than rural residents, more education, and more income. Forest production attitudes were associated with the opposite traits. Differences in scenic beauty perceptions were associated only with respondents’ ages, regional experience and residential locations. It is generally not worthwhile to account for viewers’ traits in landscape assessments except when attitudes contend with the content of ugly scenery. Title: Do Landscape Assessments Need to Account for Environmental Attitudes and Demographics? Scenic Beauty Perceptions of Old-growth and Harvested Forests by Ecotopian Versus Timber Subcultures in the U.S. Pacific Northwest Author: Ribe, Robert G. Year: 2011 ABSTRACT Differences in informed scenic beauty perceptions, among 504 residents of Oregon, USA, were investigated to see how environmental attitudes, demographics, and old-growth versus harvested forests affected them. Scenic differences dominated explanation of perceptual differences. Attitudes accounted for small marginal differences in perceived scenic beauty if they instigated affects due to landscapes’ scenic content. These affects reversed direction with changes in landscape type. Demographic attributes only related to very small differences in perceived beauty if they were strongly correlated with such affective attitudes. These relationships often reversed or became inoperative with coincident changes in landscapes, attitudes, or other demographic traits. Respondents disagreed about ugly more than beautiful landscapes. Forest protection attitudes were associated with younger people, regional newcomers, urban rather than rural residents, more education, and more income. Forest production attitudes were associated with the opposite traits. Differences in scenic beauty perceptions were associated only with respondents’ ages, regional experience and residential locations. It is generally not worthwhile to account for viewers’ traits in landscape assessments except when attitudes contend with the content of ugly scenery. Close

• 4. [Article] Social Vulnerability and Dam Risk A methodology for understanding the relationship between demographic characteristics and hazard threat

  68 pages

  Citation × Citation Citation Abstract Copy Title: Social Vulnerability and Dam Risk A methodology for understanding the relationship between demographic characteristics and hazard threat Author: Pluss, Madeleine Year: 2017 68 pages Title: Social Vulnerability and Dam Risk A methodology for understanding the relationship between demographic characteristics and hazard threat Author: Pluss, Madeleine Year: 2017 68 pages Close

• 5. [Article] Effects of Homeownership Education on Foreclosure Prevention for First-time Homebuyers

  Examining committee: Colleen Chrisinger, faculty advisor

  Citation × Citation Citation Abstract Copy Title: Effects of Homeownership Education on Foreclosure Prevention for First-time Homebuyers Author: Johnson, Sarai, Miller, Marcella, Qiu, Jin, Spencer, Jessica, Stout, Odile Year: 2011 Examining committee: Colleen Chrisinger, faculty advisor Title: Effects of Homeownership Education on Foreclosure Prevention for First-time Homebuyers Author: Johnson, Sarai, Miller, Marcella, Qiu, Jin, Spencer, Jessica, Stout, Odile Year: 2011 Examining committee: Colleen Chrisinger, faculty advisor Close

• 6. [Article] The Impact of the Accountability Movement on Principal Evaluation: Understanding the Role of Formative Versus Summative Assessment

  This study analyzed the required inclusion of school test scores in the yearly evaluation of school principals within the current school reform and standards and accountability movements of both the federal ...

  Citation × Citation Citation Abstract Copy Title: The Impact of the Accountability Movement on Principal Evaluation: Understanding the Role of Formative Versus Summative Assessment Author: Strong, Dawn Year: 2016 This study analyzed the required inclusion of school test scores in the yearly evaluation of school principals within the current school reform and standards and accountability movements of both the federal and state departments of education. Extant data from a single school district in Oregon was used for this study, and included: (a) district-wide elementary principal summative performance evaluation scores, (b) district-wide fourth and fifth grade fall and spring reading curriculum-based measures scores curriculum-based measures, (c) 2013 and 2014 spring reading scores from the Oregon Assessment of Knowledge and Skills (OAKS-R), and (d) student demographic variables. The student non-academic predictor variables (demographic risk factors) included in the study were (a) attendance, (b) English Language Proficiency (ELP), (c) Free and Reduced Meals (FARMS), (d) percent Other-than-White, and (e) Special Education. Multiple regression analyses were used to determine which assessment and/or non-assessment factors accounted for differences between principals’ summative evaluation scores. The results indicated that Summative Principal Ratings are poor predictors of the academic success of all students whether using large-scale summative assessment (OAKS-R) or formative assessments (easyCBM), with all measures only accounting for a miniscule portion of the Summative Principal Rating variance. However, demographic variables were slightly more related to the Summative Principal Rating. Practical implications of using student test scores to hold principals accountable for the academic results of all students are discussed in relation to district administrative policy and placement procedures for administrators and teachers, examining the behaviors and practices of teachers’ whose students have shown the most gains, and using these successful teacher practices a basis for teacher-to-teacher district-wide professional development. Finally, suggestions for future research in the areas of improving principal evaluation systems and the study of direct and indirect impacts principals have on student success and achievements are discussed. Title: The Impact of the Accountability Movement on Principal Evaluation: Understanding the Role of Formative Versus Summative Assessment Author: Strong, Dawn Year: 2016 This study analyzed the required inclusion of school test scores in the yearly evaluation of school principals within the current school reform and standards and accountability movements of both the federal and state departments of education. Extant data from a single school district in Oregon was used for this study, and included: (a) district-wide elementary principal summative performance evaluation scores, (b) district-wide fourth and fifth grade fall and spring reading curriculum-based measures scores curriculum-based measures, (c) 2013 and 2014 spring reading scores from the Oregon Assessment of Knowledge and Skills (OAKS-R), and (d) student demographic variables. The student non-academic predictor variables (demographic risk factors) included in the study were (a) attendance, (b) English Language Proficiency (ELP), (c) Free and Reduced Meals (FARMS), (d) percent Other-than-White, and (e) Special Education. Multiple regression analyses were used to determine which assessment and/or non-assessment factors accounted for differences between principals’ summative evaluation scores. The results indicated that Summative Principal Ratings are poor predictors of the academic success of all students whether using large-scale summative assessment (OAKS-R) or formative assessments (easyCBM), with all measures only accounting for a miniscule portion of the Summative Principal Rating variance. However, demographic variables were slightly more related to the Summative Principal Rating. Practical implications of using student test scores to hold principals accountable for the academic results of all students are discussed in relation to district administrative policy and placement procedures for administrators and teachers, examining the behaviors and practices of teachers’ whose students have shown the most gains, and using these successful teacher practices a basis for teacher-to-teacher district-wide professional development. Finally, suggestions for future research in the areas of improving principal evaluation systems and the study of direct and indirect impacts principals have on student success and achievements are discussed. Close

• 7. [Article] Teacher attrition among early career special and general educators: An examination of demographic and employment related risk factors

  xiv, 110 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.

  Citation × Citation Citation Abstract Copy Title: Teacher attrition among early career special and general educators: An examination of demographic and employment related risk factors Author: Naranjo, Jason M., 1977- Year: 2010, 2009 xiv, 110 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. Title: Teacher attrition among early career special and general educators: An examination of demographic and employment related risk factors Author: Naranjo, Jason M., 1977- Year: 2010, 2009 xiv, 110 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. Close

• 8. [Article] Construct Relevant and Irrelevant Variables in Math Problem Solving Assessment

  In this study, I examined the relation between various construct relevant and irrelevant variables and a math problem solving assessment. I used independent performance measures representing the variables ...

  Citation × Citation Citation Abstract Copy Title: Construct Relevant and Irrelevant Variables in Math Problem Solving Assessment Author: Birk, Lisa Year: 2013 In this study, I examined the relation between various construct relevant and irrelevant variables and a math problem solving assessment. I used independent performance measures representing the variables of mathematics content knowledge, general ability, and reading fluency. Non-performance variables included gender, socioeconomic status, language proficiency and special education qualification. Using a sequential regression and commonality analysis, I determined the amount of variance explained by each performance measure on the Oregon state math assessment in third grade. All variables were independently predictive of math problem solving scores, and used together, they explained 58% score variance. The math content knowledge measure explained the most variance uniquely (12%), and the measures of math content and general ability explained the most variance commonly (16%). In the second analysis, I investigated whether additional variance was explained once student demographic characteristics were controlled and how this affected the unique variance explained by each independent performance measure. By controlling for demographics, the model explained slightly more than 1% additional variance in math scores. The unique variance explained by each independent measure decreased slightly. This study highlighted the influence of various construct relevant and irrelevant variables on math problem solving scores, including the extent to which a language-free measure of general ability might help to inform likely outcomes. The use of variance partitioning expanded understanding of the unique and common underlying constructs that affect math problem solving assessment. Finally, this study provided more information regarding the influence demographic information has on outcomes related to state math assessments. Title: Construct Relevant and Irrelevant Variables in Math Problem Solving Assessment Author: Birk, Lisa Year: 2013 In this study, I examined the relation between various construct relevant and irrelevant variables and a math problem solving assessment. I used independent performance measures representing the variables of mathematics content knowledge, general ability, and reading fluency. Non-performance variables included gender, socioeconomic status, language proficiency and special education qualification. Using a sequential regression and commonality analysis, I determined the amount of variance explained by each performance measure on the Oregon state math assessment in third grade. All variables were independently predictive of math problem solving scores, and used together, they explained 58% score variance. The math content knowledge measure explained the most variance uniquely (12%), and the measures of math content and general ability explained the most variance commonly (16%). In the second analysis, I investigated whether additional variance was explained once student demographic characteristics were controlled and how this affected the unique variance explained by each independent performance measure. By controlling for demographics, the model explained slightly more than 1% additional variance in math scores. The unique variance explained by each independent measure decreased slightly. This study highlighted the influence of various construct relevant and irrelevant variables on math problem solving scores, including the extent to which a language-free measure of general ability might help to inform likely outcomes. The use of variance partitioning expanded understanding of the unique and common underlying constructs that affect math problem solving assessment. Finally, this study provided more information regarding the influence demographic information has on outcomes related to state math assessments. Close

• 9. [Article] Understanding the Creative Class: An exploration of a community and its connections to the arts

  51 p. Examining committee chair: John Fenn

  Citation × Citation Citation Abstract Copy Title: Understanding the Creative Class: An exploration of a community and its connections to the arts Author: Coker, Simone Year: 2009 51 p. Examining committee chair: John Fenn Title: Understanding the Creative Class: An exploration of a community and its connections to the arts Author: Coker, Simone Year: 2009 51 p. Examining committee chair: John Fenn Close

• 10. [Article] Gresham : PRC Gresham parks report (2007)

  81 pp. Bookmarks supplied by UO. Maps, figures, charts, tables, appendix. Published March, 2007. Captured September 10, 2009.

  Citation × Citation Citation Abstract Copy Title: Gresham : PRC Gresham parks report (2007) Author: Gresham (Or.), Gresham (Or.). Parks and Recreation Division, Portland State University. Population Research Center, Sharkova, Irina V., Radin, K. Year: 2009, 2007 81 pp. Bookmarks supplied by UO. Maps, figures, charts, tables, appendix. Published March, 2007. Captured September 10, 2009. Title: Gresham : PRC Gresham parks report (2007) Author: Gresham (Or.), Gresham (Or.). Parks and Recreation Division, Portland State University. Population Research Center, Sharkova, Irina V., Radin, K. Year: 2009, 2007 81 pp. Bookmarks supplied by UO. Maps, figures, charts, tables, appendix. Published March, 2007. Captured September 10, 2009. Close