scholarly journals STILL “SAVING BABIES”? THE IMPACT OF CHILD MEDICAID EXPANSIONS ON HIGH SCHOOL COMPLETION RATES

2019 ◽  
Vol 38 (1) ◽  
pp. 109-126
Author(s):  
Lincoln H. Groves
Keyword(s):  
High School ◽  
High School Completion ◽  
Completion Rates ◽  
School Completion ◽  
The Impact ◽  
Medicaid Expansions

Does External Accountability Affect Student Outcomes? A Cross-State Analysis

2002 ◽  
Vol 24 (4) ◽  
pp. 305-331 ◽  
Author(s):  
Martin Carnoy ◽  
Susanna Loeb
Keyword(s):  
High School ◽  
Student Performance ◽  
High School Completion ◽  
High Stakes Testing ◽  
Completion Rates ◽  
High Stakes ◽  
School Completion ◽  
9Th Grade ◽  
8Th Grade ◽  
Math Test

We developed a zero-to-five index of the strength of accountability in 50 states based on the use of high-stakes testing to sanction and reward schools, and analyzed whether that index is related to student gains on the NAEP mathematics test in 1996–2000. The study also relates the index to changes in student retention in the 9th grade and to changes in high school completion rates over the same period. The results show that students in high-accountability states averaged significantly greater gains on the NAEP 8th-grade math test than students in states with little or no state measures to improve student performance. Furthermore, students in high-accountability states do not have significantly higher retention or lower high school completion rates.

Examining the Impact of Changes in Maternal Employment on High School Completion Among Low-Income Youth

2004 ◽  
Vol 25 (3) ◽  
pp. 279-299 ◽  
Author(s):  
Karen A. Randolph ◽  
Roderick A. Rose ◽  
Mark W. Fraser ◽  
Dennis K. Orthner
Keyword(s):  
High School ◽  
Low Income ◽  
Maternal Employment ◽  
High School Completion ◽  
School Completion ◽  
The Impact

scholarly journals The Role of Achievement, Gender, SES, Location, and Policy in Explaining the Indigenous Gap in High-School Completion

2020 ◽  
Author(s):  
Melissa Schellekens ◽  
Joseph Ciarrochi ◽  
Anthony Dillon ◽  
Baljinder K. Sahdra ◽  
Robert Brockman ◽  
...  
Keyword(s):  
High School ◽  
Government Policy ◽  
High School Completion ◽  
Academic Ability ◽  
Completion Rates ◽  
Indigenous Students ◽  
School Completion ◽  
Underlying Mechanisms ◽  
Representative Samples

Internationally there is a gap in high school completion rates for Indigenous and non-Indigenous students. In Australia, gap estimates are commonly based on lag indicators, precluding examination of underlying mechanisms. Using two longitudinal and representative samples of Australian youth, we explored differences in high school completion between Australian Indigenous and non-Indigenous rates and whether the gap varies for students of similar academic ability. Using an intersectional approach, we show the Indigenous gap varies by SES and location. Specifically, high SES and living in urban settings are protective factors for non-Indigenous students, but not so for Indigenous students. Results also show the Indigenous gap declined in response to government policy that increased the compulsory school leaving age.

scholarly journals High School Completion Rates Among Men with Hemophilia

2010 ◽  
Vol 38 (4) ◽  
pp. S489-S494 ◽  
Author(s):  
John H. Drake ◽  
J. Michael Soucie ◽  
Susan C. Cutter ◽  
Ann D. Forsberg ◽  
Judith R. Baker ◽  
...  
Keyword(s):  
High School ◽  
High School Completion ◽  
Completion Rates ◽  
School Completion

scholarly journals The impact of childhood injury and injury severity on school performance and high school completion in Australia: a matched population-based retrospective cohort study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Rebecca J. Mitchell ◽  
Cate M. Cameron ◽  
Anne McMaugh ◽  
Reidar P. Lystad ◽  
Tim Badgery-Parker ◽  
...  
Keyword(s):  
High School ◽  
Young People ◽  
Injury Severity ◽  
High School Completion ◽  
Population Based ◽  
Learning Support ◽  
School Completion ◽  
Scholastic Performance ◽  
Comparison Cohort ◽  
The Impact

Abstract Background Exploring the impact of injury and injury severity on academic outcomes could assist to identify characteristics of young people likely to require learning support services. This study aims to compare scholastic performance and high school completion of young people hospitalised for an injury compared to young people not hospitalised for an injury by injury severity; and to examine factors influencing scholastic performance and school completion. Method A population-based matched case-comparison cohort study of young people aged ≤18 years hospitalised for an injury during 2005–2018 in New South Wales, Australia using linked birth, health, education and mortality records. The comparison cohort was matched on age, gender and residential postcode. Generalised linear mixed modelling examined risk of performance below the national minimum standard (NMS) on the National Assessment Plan for Literacy and Numeracy (NAPLAN) and generalised linear regression examined risk of not completing high school for injured young people compared to matched peers. Results Injured young people had a higher risk of not achieving the NMS compared to their matched peers for numeracy (ARR: 1.12; 95%CI 1.06–1.17), reading (ARR: 1.09; 95%CI 1.04–1.13), spelling (ARR: 1.13; 95%CI 1.09–1.18), grammar (ARR: 1.11; 95%CI 1.06–1.15), and writing (ARR: 1.07; 95%CI 1.04–1.11). As injury severity increased from minor to serious, the risk of not achieving the NMS generally increased for injured young people compared to matched peers. Injured young people had almost twice the risk of not completing high school at year 10 (ARR: 2.17; 95%CI 1.73–2.72), year 11 (ARR: 1.95; 95%CI 1.78–2.14) or year 12 (ARR: 1.93; 95%CI 1.78–2.08) compared to matched peers. Conclusions The identification of characteristics of young people most likely to encounter problems in the academic environment after sustaining an injury is important to facilitate the potential need for learning support. Assessing learning needs and monitoring return-to-school progress post-injury may aid identification of any ongoing learning support requirements.

High School Exit Examinations and State-Level Completion and GED Rates, 1975 Through 2002

2006 ◽  
Vol 28 (2) ◽  
pp. 131-152 ◽  
Author(s):  
John Robert Warren ◽  
Krista N. Jenkins ◽  
Rachael B. Kulick
Keyword(s):  
High School ◽  
Fixed Effects ◽  
State Level ◽  
High School Completion ◽  
The United States ◽  
Public High School ◽  
Completion Rates ◽  
Exit Examinations ◽  
School Completion ◽  
High School Exit

This article investigates the extent to which state-mandated high school exit examinations are associated with state-level public high school completion rates in the United States. The authors estimate a series of state and year fixed effects models using a new measure of state-level public high school completion rates and archival information about states’ policies on high school exit examinations from 1975 through 2002. The study finds that state high school exit examinations—particularly the “more difficult” examinations that have been implemented recently in some states—are associated with lower public high school completion rates and higher rates of General Educational Development test taking. Furthermore, the study finds that the association between state policies on high school exit examinations and public high school completion grows stronger as states become more racially and ethnically diverse and as poverty rates increase.

scholarly journals 0246 The impact of high-school completion - a multi-state model for work participation and health-related absence in young men

2017 ◽  
Author(s):  
Rune Hoff ◽  
Ingrid Mehlum ◽  
Karina Corbett ◽  
Ferdinand Mohn ◽  
Therese Hanvold ◽  
...  
Keyword(s):  
High School ◽  
Young Men ◽  
High School Completion ◽  
Work Participation ◽  
State Model ◽  
School Completion ◽  
Health Related ◽  
The Impact

Post-High School Opportunities and High School Completion Rates in an Appalachian State

1989 ◽  
Vol 21 (1) ◽  
pp. 61-84 ◽  
Author(s):  
ROBERT BICKEL
Keyword(s):  
High School ◽  
High School Completion ◽  
Completion Rates ◽  
School Completion

scholarly journals The Insufficiency of High School Completion Rates to Redress Educational Inequities among Indigenous Students

2021 ◽  
Vol 28 (1) ◽  
pp. 43
Author(s):  
Dustin William Louie ◽  
Dianne Gereluk
Keyword(s):  
High School ◽  
High School Completion ◽  
Completion Rates ◽  
Indigenous Students ◽  
School Completion

scholarly journals State-level high school completion rates: Concepts, measures, and trends.

2005 ◽  
Vol 13 ◽  
pp. 51 ◽  
Author(s):  
John Robert Warren
Keyword(s):  
High School ◽  
Common Core ◽  
Grade Retention ◽  
State Level ◽  
High School Completion ◽  
Completion Rates ◽  
Cohort Size ◽  
School Completion ◽  
National Rate ◽  
Review State

Since the mid 1970s the national rate at which incoming 9th graders have completed high school has fallen slowly but steadily; this is also true in 41 states. In 2002, about three in every four students who might have completed high school actually did so; in some states this figure is substantially lower. In this paper I review state-level measures of high school completion rates and describe and validate a new measure that reports these rates for 1975 through 2002. Existing measures based on the Current Population Survey are conceptually imperfect and statistically unreliable. Measures based on Common Core Data (CCD) dropout information are unavailable for many states and have different conceptual weaknesses. Existing measures based on CCD enrollment and completion data are systematically biased by migration, changes in cohort size, and/or grade retention. The new CCD-based measure described here is considerably less biased, performs differently in empirical analyses, and gives a different picture of the dropout situation across states and over time.

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