Effect of the College-Preparatory high School Upon Attendance and Scholarship in the Lower Grades

1890 ◽  
Author(s):  
C. W. Bardeen
Keyword(s):  
High School ◽  
College Preparatory

College Preparatory Program for Visually Impaired Students: An Evaluation

1978 ◽  
Vol 72 (2) ◽  
pp. 55-58
Author(s):  
Virgene Martin ◽  
Roger Martin ◽  
Lawrence Hapeman
Keyword(s):  
High School ◽  
High School Students ◽  
Visually Impaired ◽  
College Preparation ◽  
College Preparatory ◽  
Rehabilitation Counselors ◽  
Summer Program ◽  
School Students ◽  
Preparatory Program ◽  
Visually Impaired Students

The effectiveness of a nine-week college preparation summer program for visually impaired high school students is evaluated. Feedback from the students and their rehabilitation counselors indicates that the program increased the readiness of the students in the areas of communication, studying, personal-social and mobility.

Measuring College-Going Cultural Capital of Urban High School Seniors in a Voluntary College Preparatory Program

2021 ◽  
Vol 104 (3) ◽  
pp. 155-180
Author(s):  
Christine Knaggs ◽  
Toni Sondergeld ◽  
Kathleen Provinzano ◽  
John M. Fischer ◽  
Jeffrey Griffith
Keyword(s):  
High School ◽  
Cultural Capital ◽  
High School Seniors ◽  
College Preparatory ◽  
Urban High School ◽  
College Going ◽  
Preparatory Program

Industry and Government Labs

2012 ◽  
Author(s):  
Jeannette Brown
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
High School Education ◽  
College Preparatory ◽  
Science Courses ◽  
Boston University ◽  
Woman Doctor ◽  
Youth Leader ◽  
The U.S

Dr. Hopkins is one of the few American women to have held a doctorate in science and a license to practice before the U.S. Patent and Trademark Office. Her career included academia, industry, and government. Esther was born Esther Arvilla Harrison on September 16, 1926, in Stamford, Connecticut. She was the second of three children born to George Burgess Harrison and Esther Small Harrison. Her father was a chauffeur and sexton at a church, and her mother worked in domestic service. Neither of her parents had an advanced education. Her father had some high school education; her mother attended only primary school. However, both of her parents wanted to make sure their children had a good education. When Esther was three and a half years old, her mother took her along to register her older brother for school. Because Esther was taller than her brother, the teacher suggested that she take the test to start school. She passed the test and was able to start kindergarten at the age of three and a half! She and her brother went to school together all through elementary school. Boys and girls were separated in junior high school; in high school they remained separate but attended the same school. She decided in junior high school that she wanted to be a brain surgeon. This was because she met a woman doctor in Stamford who had an office in one of the buildings that her father cleaned. The woman was a physician and graduate of Boston University Medical School. Esther decided that she wanted to be just like her. Therefore, when Esther entered high school, she chose the college preparatory math and science track. She took as many science courses as possible in order to get into Boston University. She spent a lot of time at the local YWCA, becoming a volunteer youth leader. One speaker at a YWCA luncheon discouraged her from entering science and suggested that she become a hairdresser. Esther was hurt but not discouraged by this. She graduated from Stamford High School in 1943.

The Problem of a Non-College Preparatory Curriculum in Mathematics and Suggestions for Its Solution

1947 ◽  
Vol 40 (1) ◽  
pp. 8-13
Author(s):  
C. C. Fabing
Keyword(s):  
High School ◽  
High Schools ◽  
College Student ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
Class I ◽  
College Preparatory ◽  
School Subjects ◽  
College Preparatory Curriculum ◽  
The Way

Most mathematics teachers have been aware that the non-college student has been neglected so far as getting his rightful share of mathematics has been concerned. In most instances the awareness was passed passed off with a shrug of the shoulders and the blame for not establishing these courses, passed onto some one else. The need has become so acute that the tail is wagging the dog and it would seem that some action may be taken to aid in solving the problem. If you will check the number of graduates in your high school and the number of these graduates who enter college, you will find that only about 15% of the group go on to college. It must be admitted then, that we have constructed our mathematics curriculum largely for the 15% and the remaining 85% have received little or no consideration in mathematics and most of that was a make shift, hit or miss proposition. In some high schools, it is possible for a pupil to graduate without being required to pursue any class in mathematics. If a search were made, I suspect that many more high schools are permitting this situation than we know. Mathematics teachers as a group are rather complacent and hold the dignity of their profession on a high plane. This is as it should be. Since we are supposed to know the meaning of facts as expressed in figures, then we must admit that 85% of a graduating class is a greater responsibility than 15% of the class. To reach 85% of the class, I hope that we will bestir ourselves from this smug complacency in academic mathematics and lend a helping hand to those who need, but seldom get any mathematics. We must become mathematical missionaries and carry the gospel truth to the majority who need aid in mathematics other than that prescribed for the selected few who go to college. We must show the way or continue to see school subjects with less concrete usefulness and more aggressive leaders reducing our mathematics time in the curriculum.

scholarly journals Playing the Admissions Game: Student Reactions to Increasing College Competition

2009 ◽  
Vol 23 (4) ◽  
pp. 119-146 ◽  
Author(s):  
John Bound ◽  
Brad Hershbein ◽  
Bridget Terry Long
Keyword(s):  
High School ◽  
College Preparatory ◽  
Related Literature ◽  
Selective Institution ◽  
Student Ability ◽  
Student Reactions ◽  
Term Benefit ◽  
Different Parts ◽  
Learning And Achievement

Gaining entrance to a four-year college or university, particularly a selective institution, has become increasingly competitive over the last several decades. We document this phenomenon and show how it has varied across different parts of the student ability distribution and across regions, with the most pronounced increases in competition being found among higher-ability students and in the Northeast. Additionally, we explore how the college preparatory behavior of high school seniors has changed in response to the growth in competition. We also discuss the theoretical implications of increased competition on longer-term measures of learning and achievement and attempt to test them empirically; the evidence and related literature, while limited, suggests little long-term benefit.

High School Algebra for Bright Students

1953 ◽  
Vol 46 (5) ◽  
pp. 316-325
Author(s):  
Maurice L. Hartung
Keyword(s):  
High School ◽  
Human Resources ◽  
Educational Leaders ◽  
College Preparatory ◽  
Way Of Life ◽  
Academic Curriculum ◽  
Full Capacity ◽  
Bright Students ◽  
Talented Students ◽  
Full Utilization

It has been assumed too frequently that the modernized college preparatory or “academic” curriculum in mathematics is suitable for talented students. Relatively little thought and investigation have been devoted to their needs. As a result of this situation, some educational leaders believe that this group is being inadequately served. The group of pupils includes most of the potential leaders of the next generation. It is not undemocratic to single them out for special attention. On the contrary, the preservation and perfection of the democratic way of life require the full utilization of all the human resources of the nation. This means that the brilliant as well as the dull student should have an opportunity to work and develop to his full capacity.

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