High School Experiences and Support Recommendations of Autistic Youth

2019 ◽  
Vol 50 (9) ◽  
pp. 3397-3412
Author(s):  
Kristen Bottema-Beutel ◽  
Josephine Cuda ◽  
So Yoon Kim ◽  
Shannon Crowley ◽  
David Scanlon
Keyword(s):  
High School ◽  
School Experiences ◽  
High School Experiences

Personality Correlates of the High School Experiences of Prospective Teachers

1968 ◽  
Vol 46 (5) ◽  
pp. 473-477
Author(s):  
Donald J. Veldman ◽  
Robert F. Peck ◽  
Herbert G. Richek
Keyword(s):  
High School ◽  
Prospective Teachers ◽  
School Experiences ◽  
High School Experiences ◽  
Personality Correlates

Street Codes in High School: School as an Educational Deterrent

2007 ◽  
Vol 6 (3) ◽  
pp. 173-191 ◽  
Author(s):  
Pedro Mateu–Gelabert ◽  
Howard Lune
Keyword(s):  
High School ◽  
School Environment ◽  
First Generation ◽  
School Experiences ◽  
Academic Values ◽  
Cultural Backgrounds ◽  
First Generation Immigrants ◽  
High School Experiences ◽  
American Students ◽  
The Impact

Elsewhere we have documented how conflict between adolescents in the streets shapes conflict in the schools. Here we consider the impact of street codes on the culture and environment of the schools themselves, and the effect of this culture and on the students’ commitment and determination to participate in their own education. We present the high school experiences of first–generation immigrants and African American students, distinguishing between belief in education and commitment to school. In an environment characterized by ineffective control and nonengaging classes, often students are not socialized around academic values and goals. Students need to develop strategies to remain committed to education while surviving day to day in an unsafe, academically limited school environment. These processes are sometimes seen as minority “resistance” to educational norms. Instead, our data suggest that the nature of the schools in which minority students find themselves has a greater influence on sustaining or dissuading students’ commitment to education than do their immigration status or cultural backgrounds.

Honors Students’ Perceptions of Their High School Experiences

2013 ◽  
Vol 58 (1) ◽  
pp. 35-50 ◽  
Author(s):  
Del Siegle ◽  
Lisa DaVia Rubenstein ◽  
Melissa S. Mitchell
Keyword(s):  
High School ◽  
School Experiences ◽  
Honors Students ◽  
High School Experiences

Implications for Scaling up Advanced Course Offerings and Takings: Evidence from Florida

2016 ◽  
Vol 118 (13) ◽  
pp. 1-22 ◽  
Author(s):  
Patrice Iatarola
Keyword(s):  
High School ◽  
No Child Left Behind ◽  
Student Performance ◽  
Critical Mass ◽  
School Experiences ◽  
Race To The Top ◽  
High School Experiences ◽  
Left Behind ◽  
Course Offerings ◽  
Advanced Courses

This article summarizes a set of research studies that focus on high school course offerings, takings, and effects. Improving high school experiences and having students graduate from high school ready for college are national priorities under President Obama's Race to the Top initiative. Doing so by expanding access to advanced courses dates back a decade to President George W. Bush and the National Governors Association's efforts in the No Child Left Behind era. Courses are still seen as the gateway to higher student performance and access to college. From research done in collaboration with Dylan Conger and Mark Long, we found that taking more rigorous math courses increases students’ likelihood of being ready for college math, and that gaps in math course taking explain about one third of the gap between White and Black students and White and Hispanic students’ readiness for college. Advanced courses do matter—even taking just one advanced course improves students’ test scores, likelihood of graduating from high school, and likelihood of attending a four-year university. Schools, however, could do more to overcome the gap. We found that the best predictor of schools’ offering advanced courses was their having a critical mass of students with very high prior achievement. Resources, however, were not a factor.

Students connected to foster care: An overview of high school experiences

2020 ◽  
Vol 113 ◽  
pp. 104905 ◽  
Author(s):  
Simon Sandh ◽  
Vernisa M. Donaldson ◽  
Colleen C. Katz
Keyword(s):  
High School ◽  
Foster Care ◽  
School Experiences ◽  
High School Experiences

scholarly journals High school experiences, the gender wage gap, and the selection of occupation

2017 ◽  
Vol 49 (49) ◽  
pp. 5040-5049
Author(s):  
Michael R. Strain ◽  
Douglas A. Webber
Keyword(s):  
High School ◽  
Gender Wage Gap ◽  
Wage Gap ◽  
School Experiences ◽  
High School Experiences ◽  
Selection Of
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