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  • X ≠ Arlis, Laurel Desirée
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A program evaluation on multi-tiered systems of support to affect student mental health
A program evaluation: A high school to community college transition program for African American and Latino males
A programmatic evaluation of inclusive preschool programs to evaluate early interventions to support long term achievement
A prospective investigation of youth alcohol experimentation and reward responsivity
A qualitative exploration of the use of assessment for educational excellence
A quantitative investigation of the effectiveness of social media in delivering a tuberculosis health communication campaign to millennial college students
A real-time intervention to improve household air quality among low-income families
A school district as an institutional actor in systemic reform: A mixed methods case study
A sequential mixed-methods study examining moderators and mediators of adverse childhood experiences on alcohol use among Latinx young adults
A study of the influence of structural environments on the success of the student sransition process from a community college to a research university
A study on the experiences of LGBTQ+ Latinx students at California community college Hispanic-Serving Institutions
A survey of mental health practices in the California community colleges
A systematic investigation of exotic matter in neutron stars
A variable kinematic model for large deflection of functionally gradedvariable-stiffness composite laminates
A wearable sensor (Fitbit One) and text-messaging to promote physical activity and participants' level of engagement (a randomized controlled feasibility trial)
AFRAZA- Towards understanding the intercultural relations of African Americans and Latinos: Tensions and opportunities for collaboration
Academic and nonacademic validating agents on Latinas' mathematics and science self concept: A quantitative study utilizing the high school longitudinal study of 2009
Academic self-efficacy and Massive Open Online Course (MOOC) completion rates: Do academic self-efficacy and adult learner characteristics influence MOOC outcomes?

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