Wanzer, D. L., Postlewaite, E. L., & Zargarpour, N. (2019). Relationships among non-cognitive factors and academic performance.: Testing the Consortium on Chicago Schools Research model. AERA Open, 5(4). Sage Publications.
Abstract: In response to interest in the role of noncognitive factors in academic performance, several theoretical models have been developed; however, there have been few empirical attempts to validate those models, particularly with minority populations. This study used measures of academic mindsets, social skills, academic perseverance, learning strategies, and academic performance to test the structural pathways of a well-known hypothesized model of noncognitive factors and academic performance proposed by researchers at the University of Chicago Consortium on School Research. The population of study consisted of high school students from a mainly Hispanic, low-income school district. Results support the hypothesized model; however, academic perseverance was not significantly related to academic performance in the context of other noncognitive factors. Additionally, findings differed across groups, including age (e.g., freshman vs. senior), socioeconomic status (e.g., parent education, free/reduced priced lunch), and race/ethnicity.
Zargarpour, N., Warren, S. R., & Chen, M. H. (2019). Seeking equity and social justice: A college attainment program for youth and by youth. World Educational Research Association Journal.
Zargarpour, N., Baker, S., Warren, S., Postlewaite, E. L., & Gaffaney, J. (2019). RLC strategic plan executive summary. [Unpublished manuscript]. Division of Behavioral & Organizational Sciences, Claremont Graduate University. More
The Regional Learning Collaborative’s 2020-2024 Strategic Plan Executive Summary. The RLC’s mission is to connect researchers and practice leaders across the education pipeline, to co-create, execute, and continuously improve evidence- based strategic plans to facilitate student advancement across pipeline transitions. This paper highlights the background and needs for the RLC, the approach of the RLC, and the RLC’s key strategic priority areas.
Zargarpour, N., McConchie, J., & Feil, S. (2018).Pomona Regional Learning Collaborative: High-impact multi-segmental strategies for postsecondary attainment. College Futures Foundation. More
The Regional Learning Collaborative’s 2020-2024 Strategic Plan Executive Summary. The RLC’s mission is to connect researchers and practice leaders across the education pipeline, to co-create, execute, and continuously improve evidence- based strategic plans to facilitate student advancement across pipeline transitions. This paper highlights the background and needs for the RLC, the approach of the RLC, and the RLC’s key strategic priority areas.
RLC Research Manuscripts in Progress
Zargarpour, N., Gaffaney, J., & Alloro, L. The research-practice collaborative: An original, research-based framework for effective cross-segmental and cross-sectoral collaboration. [Unpublished manuscript]. Division of Behavioral & Organizational Sciences, Claremont Graduate University.
Abstract: Many of today’s pressing social and economic challenges require collaborative solutions (Kania & Kramer, 2011). Collaboration, particularly when cross-segmental and cross-institutional, as in research-practice partnerships (RPP), can be a complex endeavor and requires organizing principles for practice. The authors will designate and define a specialized area of RPPs as the Research-Practice Collaborative (RPC) and will present an original, research-based framework for effective implementation to impact student outcomes. The RPC framework draws from literature in positive psychology, organization, education, and evaluation and builds on mixed-methods research originating from Claremont Graduate University’s innovative work in the Pomona Regional Learning Collaborative (RLC). The RLC (Zargarpour, 2015) is an intersegmental partnership of pipeline education institutions in a low-income urban center in the United States, with the mission to align institutional policies, programs, and practices to ensure college and career readiness, effective transitions, and degree completion for all students, particularly low-income and first-generation to attempt college. In only two years, the RLC produced outcomes that reversed longstanding patterns of failure. This paper fulfills the need for research in the organizing principles and practices that account for the effectiveness of the RLC. The paper presents the RPC, defines its scope, validates its potential outcomes through the successful example of the RLC, and introduces a framework for effective implementation. Thus, it contributes to the nascent RPP literature and informs the work of education practitioners as they strive for college access and completion and career attainment for students throughout the globe.
Postlewaite, E., Zargarpour, N., Wang, Y. & Wanzer, D. L. A longitudinal study of the relationships among non-cognitive factors and academic performance in adolescence. [Unpublished manuscript]. Division of Behavioral & Organizational Sciences, Claremont Graduate University. More
Zargarpour, N., Moore, W., & Wanzer, D. L.From college access to success: Effective practices for college attainment programs. [Unpublished manuscript]. Division of Behavioral & Organizational Sciences, Claremont Graduate University. More
Zargarpour, N., Zhang, J., & Feil, S. The role of developmental experiences and development relationships in adolescents’ college expectations.[Unpublished manuscript]. Division of Behavioral & Organizational Sciences, Claremont Graduate University. More
Regional Learning Collaborative. Effective practices in dual enrollment. [Unpublished manuscript]. Division of Behavioral & Organizational Sciences, Claremont Graduate University. More
RLC Academic Presentations
RLC Academic Presentations by Conference
American Evaluation Association (Cleveland, OH, 2017; Washington, D.C., 2018)
California Education Research Association (Anaheim, CA, 2017 & 2018)
College Future Foundation: National Policy Meeting on Dual Enrollment (San Francisco, CA, 2016)
Inland Empire United Way: Women United
National College Access (NCAN) National Conference (San Diego, CA, 2017)
Western Positive Education Association (Fortworth, TX, 2018)
Western Positive Psychology Association (Claremont, CA, 2019 & 2020)
Western Positive Psychology Association (Claremont, CA, 2019 & 2020)
RLC Academic Presentations by Title & Year
“The Research-Practice Collaborative: An Original, Research-based Framework for Effective Cross-Segmental and Cross-Sectoral Collaboration.” Nazanin Zargarpour, MPP, Ph.D. & Jaclyn Gaffaney, M.A. World Educational Research Association (WERA) World Congress, Galacia, Spain. (Accepted for 2020 and postponed to 2021 due to COVID-19).
“Using the Psychology of Social-Emotional Learning to Inform Educational Evaluation.” Nazanin Zargarpour, MPP, Ph.D.; Elyse Postlewaite, M.A.; Min Hsuen-Chen, M.A.; James McConchie, M.A.; Shannon Feil; Elizabeth Mercer. Symposium presented at Western Psychology Association (WPA) Conference, Pasadena, CA, 2019.
“The Dynamic Duo of Young Adult Success: Positive Relationships and Psychosocial Learning Skills.” Elyse Postlewaite, M.A.; Nazanin Zargarpour, MPP, Ph.D. (chair and discussant); James McConchie, M.A. Presented at Western Positive Psychology Association (WPPA) Conference, Claremont, CA, 2019.
“Social-Emotional Learning for Postsecondary Success: Applications Across Diverse Contexts.” Nazanin Zargarpour, MPP, Ph.D.; Min Hsuen-Chen, M.A.; Christina Gramatikova, M.B.A.; Shannon Feil. Poster presented at Western Positive Psychology Association (WPPA) Conference, Claremont, CA, 2019.
“Mind the Gap! Identifying and Developing Social-Emotional Skills for Academic Success.” Nazanin Zargarpour, MPP, Ph.D.; Eric Garen; Elizabeth Zamora; & Xavier Perez. Presented at the Grantmakers for Education (GFE) Conference, Coronado, CA, 2018.
“Multiple Pathways to Positive Development: Insights from a Regional Learning Collaborative and Theory of Change Model.” Elyse Postlewaite, M.A.; Nazanin Zargarpour, MPP, Ph.D.; & James McConchie, M.A.. Presented at Western Positive Psychology Association (WPPA) Conference, Claremont, CA, 2018.
“Pathways to Positive Education: High-Impact Strategies from a Multi-Segmental Regional Learning Collaborative.” James McConchie, M.A.; Elyse Postlewaite, M.A.; Nazanin Zargarpour, MPP, Ph.D.. Poster presented at the Western Positive Education Association (WPEA) Annual Conference, San Antonio, TX, 2018.
“Relationships Among Non-Cognitive Factors and Academic Performance: Testing the Consortium on Chicago School Research Model.” Dana Linnell-Wanzer, M.A.; Elyse Postlewaite, M.A.; & Nazanin Zargarpour, MPP, Ph.D. Paper presented at the American Educational Research Association (AERA) Annual Meeting, New York City, NY, 2018.
“Multi-Sector Education Partnerships for College and Career Attainment: Examples from Pomona, CA.” Nazanin Zargarpour, MPP, Ph.D.; Fernando Meza; Monica Principe; Sabestian Black. Presented at the California Educational Research Association (CERA) Annual Meeting, Anaheim, CA, 2017.
“Evaluating Psychosocial & Socio-Emotional Development for College Attainment In Low-Income Populations.” Nazanin Zargarpour, MPP, Ph.D.; Elyse Postlewaite, M.A..; Max Freund, M.A., MIIM. American Evaluation Association (AEA) Annual Meeting, Washington, D.C., 2017.
“Bridging Research, Evaluation, and Practice To Build Program Capacity.” Nazanin Zargarpour, MPP, Ph.D.; Elyse Postlewaite, M.A. Effective Practices Workshop, National College Access (NCAN) San Diego, CA, 2017.
“Approaches to Advance Discourses and Transform Structures in Our Respective Fields: An Example from Education.” Nazanin Zargarpour, MPP, Ph.D.; Roya Tabrizi. Association for Bahá’í Studies (ABS) 41st Annual Conference, Anaheim, CA, 2017.
“From College Access to Success: Importance of Psychosocial Competencies for Minority Students in College.” Nazanin Zargarpour, MPP, Ph.D.; Dana Linnell-Wanzer, M.A. Paper presented at the American Educational Research Association (AERA) Annual Meeting, San Antonio, TX, 2017.
“An Adaptive Approach to Ensure College Access and Success.” Nazanin Zargarpour, MPP, Ph.D.; Dana Linnell-Wanzer, M.A. California Educational Research Association (CERA) Annual Meeting, Sacramento, CA, 2016.
“Applying the Science of Evaluation to the Art of Organizational Strategic Planning.” Nazanin Zargarpour, MPP, Ph.D.; M.ax Freund, M.A., MIIM; Yeonsoo Choi, M.A. American Evaluation Association (AEA) Annual Meeting, Atlanta, GA, 2016.
“Social & Emotional Learning: The X-Factor for Postsecondary Success.” Nazanin Zargarpour, MPP, Ph.D.; Eric Garen; Timothy Sandoval. Grantmakers For Education (GFE) Annual Conference, Denver, CO, 2016.
