Although younger populations, such as emerging adults, have been shown to be particularly susceptible to food insecurity and housing instability, the current research is predominantly devoid of literature examining these experiences on college campuses. The present study explores the food and housing vulnerabilities that may be barriers to academic success for students who attend an urban university. The results of a survey of students ( n = 390) indicated that nearly a quarter of the students had experienced some level of food insecurity. Furthermore, students reported disproportionately high rates of housing instability, which negatively affected their class attendance and performance as well as their ability to continue at the university. Implications of these findings pertaining to students, college personnel, administrators, and other stakeholders are discussed.
.There is a paucity of evidence supporting the use of curriculum-based mathematics measures (M-CBMs) at the middle school level, which makes data-based decisions challenging for school professionals. The purpose of this study was to examine the relationships among three existing M-CBM indices: (a) basic facts, (b) concepts/application, and (c) measures aligned with Common Core. In a sample of 408 sixth, seventh, and eighth graders, cross-lagged panel analyses were used to examine the temporal relationships of the M-CBM indices over three screening occasions. Latent growth models were also used to investigate (a) patterns of annual growth on the indices and (b) predictive validity of M-CBM level and slope on a high-stakes state assessment. Results indicated that (a) concepts/application scores predicted change in the Common Core measure with mixed evidence that basic facts predicted change on the concepts/application and Common Core tools; (b) growth was positive in all grades but nonlinear in some grades; and (c) fall scores on all measures, but only slopes on the Common Core tool, were related to performance on the high-stakes assessment.
