Mark C Hogrebe
Biographic Data
| ID | 5381693 |
|---|---|
| NAME | Mark C Hogrebe |
| GIVEN NAMES | Mark C |
| FAMILY NAME | Hogrebe |
| SIGNATURE | HOGREBE M C |
| AFFILIATIONS | Washington University in St. Louis |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 3 |
Show Me: Diversity and Isolation Indicators of Spatial Segregation Within and Across Missouri's School Districts
Our study examines patterns of spatial segregation using diversity and isolation indicators within and across Missouri school districts. Evaluating segregation from a critical spatial perspective emphasizes the importance of place when evaluating the quality of educational opportunity for diverse student populations. The methodology involves the use of geographic information systems (GIS) maps that capture diversity and isolation dimensions of se…
Living Language: Self‐Assessment, Oral Production, and Domestic Immersion
With 24 adolescent students enrolled in a French language summer camp, the present study examines the relationship between self‐assessment and oral production in French, interpreting results through a framework of individual learning variables. Participants were surrounded by French inside and outside the classroom. Self‐assessment was measured through a criterion‐referenced self‐assessment questionnaire (Brantmeier, Vanderplank, & Strube, 2012).…
Poverty and Algebra Performance: A Comparative Spatial Analysis of a Border South State
This research uses two measures of poverty, as well as mobility and selected education variables to study how their relationships vary across 543 Missouri high school districts. Using Missouri and U.S. Census American Community Survey (ACS) data, local R2's from geographically weighted regressions are spatially mapped to demonstrate differences in relationships between poverty, mobility, and educational variables across districts. Results show th…
Science and the City: Thinking Geospatially about Opportunity to Learn
The purpose of this article is to describe several conceptual areas that warrant attention by scholars and practitioners interested in improving access and opportunity to science, technology, engineering, and mathematics (STEM) learning in urban cities. Thinking conceptually about the urban context has been a part of intellectual traditions in the social sciences for decades. Like in other fields of study, for example, economics, sociology, and p…
From visuals to vision: Using GIS to inform civic dialogue about African American males
There has been considerable attention in the sociology and public policy literatures to the relationship between spatial arrangements and opportunity structures in metropolitan America. This article attempts to address this issue in the context of Metro St. Louis, Missouri, a center of biotechnology development, where the majority population in St. Louis City is African American. More specifically, it does so by examining extant social science li…
Examining Regional Science Attainment and School—Teacher Resources Using GIS
Using percentage of students at proficient and advanced levels for science on the Missouri Assessment Program in St. Louis area school districts, this study investigates the relationship of scientific attainment with school variables of enrollment, percentage of students receiving free/reduced lunch, instructional expenditures per student, teacher/pupil ratio, and teacher variables of percentage with master's degrees, salary, and years of experie…
Gender differences in mathematics
Student Perceptions as Predictors of Academic Performance in College Developmental Studies
The investigation examined (a) perceptions held by students of their preparation to do college-level work, (b) attitudes towards the Developmental Studies program and the university, and (c) knowledge of Developmental Studies as predictors of academic performance. In addition, the high school grade point average (GPA) and the College Board Scholastic Aptitude Test scores were employed as predictors in order to provide a standard by which to compa…
Comparison of the Prediction of Academic Performance for College Developmental Students and Regularly Admitted Students
The task of selecting students who are most likely to succeed in a college Developmental Studies program results in important consequences for individuals and institutions. The present study compared the accuracy of high school grade point average and Scholastic Aptitude Test scores in predicting freshman grade point average (freshman GPA) for two groups of students, Developmental Studies freshmen and regularly admitted freshmen. Analysis indicat…
The Moderating Effects of Gender and Race in Predicting the Academic Performance of College Developmental Students
The selection of students who are most likely to succeed in a college developmental studies program is a task with serious ramifications for individuals and institutions. The present study examined the moderating influence of gender and race on the accuracy of high school grades and College Board Scholastic Aptitude (SAT) scores in predicting the academic performance of developmental students. The results indicated significant slope differences i…
Science and the City: Thinking Geospatially about Opportunity to Learn
The purpose of this article is to describe several conceptual areas that warrant attention by scholars and practitioners interested in improving access and opportunity to science, technology, engineering, and mathematics (STEM) learning in urban cities. Thinking conceptually about the urban context has been a part of intellectual traditions in the social sciences for decades. Like in other fields of study, for example, economics, sociology, and p…
From visuals to vision: Using GIS to inform civic dialogue about African American males
There has been considerable attention in the sociology and public policy literatures to the relationship between spatial arrangements and opportunity structures in metropolitan America. This article attempts to address this issue in the context of Metro St. Louis, Missouri, a center of biotechnology development, where the majority population in St. Louis City is African American. More specifically, it does so by examining extant social science li…
Living Language: Self‐Assessment, Oral Production, and Domestic Immersion
With 24 adolescent students enrolled in a French language summer camp, the present study examines the relationship between self‐assessment and oral production in French, interpreting results through a framework of individual learning variables. Participants were surrounded by French inside and outside the classroom. Self‐assessment was measured through a criterion‐referenced self‐assessment questionnaire (Brantmeier, Vanderplank, & Strube, 2012).…
Poverty and Algebra Performance: A Comparative Spatial Analysis of a Border South State
This research uses two measures of poverty, as well as mobility and selected education variables to study how their relationships vary across 543 Missouri high school districts. Using Missouri and U.S. Census American Community Survey (ACS) data, local R2's from geographically weighted regressions are spatially mapped to demonstrate differences in relationships between poverty, mobility, and educational variables across districts. Results show th…
Show Me: Diversity and Isolation Indicators of Spatial Segregation Within and Across Missouri's School Districts
Our study examines patterns of spatial segregation using diversity and isolation indicators within and across Missouri school districts. Evaluating segregation from a critical spatial perspective emphasizes the importance of place when evaluating the quality of educational opportunity for diverse student populations. The methodology involves the use of geographic information systems (GIS) maps that capture diversity and isolation dimensions of se…
Examining Regional Science Attainment and School—Teacher Resources Using GIS
Using percentage of students at proficient and advanced levels for science on the Missouri Assessment Program in St. Louis area school districts, this study investigates the relationship of scientific attainment with school variables of enrollment, percentage of students receiving free/reduced lunch, instructional expenditures per student, teacher/pupil ratio, and teacher variables of percentage with master's degrees, salary, and years of experie…
The Moderating Effects of Gender and Race in Predicting the Academic Performance of College Developmental Students
The selection of students who are most likely to succeed in a college developmental studies program is a task with serious ramifications for individuals and institutions. The present study examined the moderating influence of gender and race on the accuracy of high school grades and College Board Scholastic Aptitude (SAT) scores in predicting the academic performance of developmental students. The results indicated significant slope differences i…
Comparison of the Prediction of Academic Performance for College Developmental Students and Regularly Admitted Students
The task of selecting students who are most likely to succeed in a college Developmental Studies program results in important consequences for individuals and institutions. The present study compared the accuracy of high school grade point average and Scholastic Aptitude Test scores in predicting freshman grade point average (freshman GPA) for two groups of students, Developmental Studies freshmen and regularly admitted freshmen. Analysis indicat…
Student Perceptions as Predictors of Academic Performance in College Developmental Studies
The investigation examined (a) perceptions held by students of their preparation to do college-level work, (b) attitudes towards the Developmental Studies program and the university, and (c) knowledge of Developmental Studies as predictors of academic performance. In addition, the high school grade point average (GPA) and the College Board Scholastic Aptitude Test scores were employed as predictors in order to provide a standard by which to compa…
Gender differences in mathematics
Examining Regional Science Attainment and School—Teacher Resources Using GIS
Using percentage of students at proficient and advanced levels for science on the Missouri Assessment Program in St. Louis area school districts, this study investigates the relationship of scientific attainment with school variables of enrollment, percentage of students receiving free/reduced lunch, instructional expenditures per student, teacher/pupil ratio, and teacher variables of percentage with master's degrees, salary, and years of experie…
From visuals to vision: Using GIS to inform civic dialogue about African American males
There has been considerable attention in the sociology and public policy literatures to the relationship between spatial arrangements and opportunity structures in metropolitan America. This article attempts to address this issue in the context of Metro St. Louis, Missouri, a center of biotechnology development, where the majority population in St. Louis City is African American. More specifically, it does so by examining extant social science li…
Science and the City: Thinking Geospatially about Opportunity to Learn
The purpose of this article is to describe several conceptual areas that warrant attention by scholars and practitioners interested in improving access and opportunity to science, technology, engineering, and mathematics (STEM) learning in urban cities. Thinking conceptually about the urban context has been a part of intellectual traditions in the social sciences for decades. Like in other fields of study, for example, economics, sociology, and p…
Poverty and Algebra Performance: A Comparative Spatial Analysis of a Border South State
This research uses two measures of poverty, as well as mobility and selected education variables to study how their relationships vary across 543 Missouri high school districts. Using Missouri and U.S. Census American Community Survey (ACS) data, local R2's from geographically weighted regressions are spatially mapped to demonstrate differences in relationships between poverty, mobility, and educational variables across districts. Results show th…
Living Language: Self‐Assessment, Oral Production, and Domestic Immersion
With 24 adolescent students enrolled in a French language summer camp, the present study examines the relationship between self‐assessment and oral production in French, interpreting results through a framework of individual learning variables. Participants were surrounded by French inside and outside the classroom. Self‐assessment was measured through a criterion‐referenced self‐assessment questionnaire (Brantmeier, Vanderplank, & Strube, 2012).…
Show Me: Diversity and Isolation Indicators of Spatial Segregation Within and Across Missouri's School Districts
Our study examines patterns of spatial segregation using diversity and isolation indicators within and across Missouri school districts. Evaluating segregation from a critical spatial perspective emphasizes the importance of place when evaluating the quality of educational opportunity for diverse student populations. The methodology involves the use of geographic information systems (GIS) maps that capture diversity and isolation dimensions of se…
Psychology (7 works) · Developmental psychology (5 works) · Geography (5 works) · Mathematics education (5 works) · Academic achievement (4 works) · Economic growth (4 works) · School Choice and Performance (4 works) · Sociology (4 works) · Aptitude (3 works) · Economics (3 works)