Scholarships at Risk: The Mathematics of Merit Stipulations in Law School Financial Aid

2012 ◽  
Author(s):  
Jim Chen
Keyword(s):  
At Risk ◽  
Financial Aid ◽  
Law School

In the Beginning: Creation Stories

2020 ◽  
pp. 49-80
Author(s):  
Amanda Hollis-Brusky ◽  
Joshua C. Wilson
Keyword(s):  
Financial Aid ◽  
Training Programs ◽  
Law School ◽  
Law Schools ◽  
Support Structure ◽  
In The Beginning ◽  
Creation Stories ◽  
And Training

This chapter outlines the visions for the intentionally transformative missions—or “Christian Worldviews”—of newly created Christian conservative law schools and training programs. It gives detailed institutional histories of Regent Law School, Liberty Law School, Ave Maria School of Law, and Alliance Defending Freedom’s Blackstone Legal Fellowship. The chapter also previews some of the constraints and challenges these institutions faced initially (and continue to face) in attempting to realize their transformative missions. Principally, these constraints relate to finances and patronage, accreditation, financial aid, and licensing requirements for attorneys. The chapter then relates these constraints back to the Support Structure Pyramid.

Predicting Law School Enrollment: The Strategic Use of Financial Aid to Craft a Class

2017 ◽  
Author(s):  
Heeyun Kim ◽  
Meghan Oster ◽  
Natsumi Ueda ◽  
Stephen DesJardins
Keyword(s):  
Financial Aid ◽  
School Enrollment ◽  
Law School

scholarly journals Educational Debt Burden and Career Choice: Evidence from a Financial Aid Experiment at NYU Law School

2009 ◽  
Vol 1 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Erica Field
Keyword(s):  
Career Choice ◽  
Financial Aid ◽  
Public Interest ◽  
Law School ◽  
The Other ◽  
Psychological Responses ◽  
Public Interest Law ◽  
Debt Burden ◽  
Monetary Value ◽  
Educational Debt

This paper examines the influence of psychological responses to debt on career choices from an experiment in which alternative financial aid packages were assigned by lottery to a set of law school admits. The packages had equivalent monetary value, but one required the student to take on a loan that would be paid for by the school if he worked in public interest law, while the other covered tuition as long as the student worked in public interest law. If he did not, the student would be required to reimburse the school. Tuition assistance recipients have a 36 to 45 percent higher public interest placement rate and, when lottery results were announced before enrollment, were twice as likely to enroll. (JEL I21, I22, J44, D14)

Predicting Law School Enrollment: The Strategic Use of Financial Aid to Craft a Class

2017 ◽  
Author(s):  
Heeyun Kim ◽  
Meghan Oster ◽  
Natsumi Ueda ◽  
Stephen DesJardins
Keyword(s):  
Financial Aid ◽  
School Enrollment ◽  
Law School

Revenue-sharing returns to Argentine political agenda

2016 ◽  
Keyword(s):  
At Risk ◽  
Financial Aid ◽  
Federal Government ◽  
Revenue Sharing ◽  
Political Agenda ◽  
Economic Downturn ◽  
Content Type ◽  
Sharing Scheme ◽  
Fiscal Balance ◽  
Electoral Calendar

Significance In 2015 the economic downturn and the electoral calendar undermined provincial finances. The outlook is no better for 2016, forcing provincial governors to seek fresh funds. In this context, the discussion of a new revenue-sharing regime between the federal and provincial governments has re-emerged. Impacts Provincial adjustment measures would put governability at risk; convergence to fiscal balance is expected to be gradual. Governors will exploit their relative political strength to get financial aid from the federal government. Though reform of the revenue-sharing scheme is politically difficult, there is room to reduce discretionary bias in other federal transfers.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

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