scholarly journals The Pathway to Enrolling in a High-Performance High School: Understanding Barriers to Access

2021 ◽  
pp. 1-56
Author(s):  
Lauren Sartain ◽  
Lisa Barrow
Keyword(s):  
High School ◽  
Public Schools ◽  
Low Socioeconomic Status ◽  
High Performance ◽  
Chicago Public Schools ◽  
Low Socioeconomic ◽  
High Performing ◽  
Barriers To Access ◽  
Eligibility Requirements ◽  
Universal Application

Abstract In 2017, Chicago Public Schools adopted an online universal application system for all high schools with the hope of providing more equitable access to high-performance schools. Despite the new system, Black students and students living in low-socioeconomic status (SES) neighborhoods remained less likely than their peers to enroll in a high-performance high school. In this paper, we characterize various constraints that students and families may face in enrolling in a high-performance high school including eligibility to programs based on prior academic achievement, distance from high-performance options, elementary school performance ratings, and neighborhood SES. After adjusting for differences in these access factors, we find the gap between Black and Latinx students’ likelihood of enrolling in a high-performing high school is reduced by about 80 percent. We find a similarly large reduction in the enrollment gap between students from low- and middle-SES neighborhoods after adjusting for eligibility and distance factors. These findings have implications for policies that may help equalize access to highperformance schools through changes to eligibility requirements and improved transportation options.

scholarly journals The Effect of Meeting Opportunities on Local Urban Residents’ Prejudice against Migrant Children in China

2021 ◽  
Author(s):  
Jaap Nieuwenhuis ◽  
Xinyi Shen
Keyword(s):  
Public Schools ◽  
Low Socioeconomic Status ◽  
Migrant Children ◽  
School Level ◽  
Urban Migration ◽  
Reverse Causality ◽  
Migrant Students ◽  
Low Socioeconomic ◽  
Children And Parents ◽  
The Social

This article explores the effect of meeting opportunities between local urban and nonlocal residents on locals’ prejudice against migrant children in China by focusing on three contexts: friendships, schools, and neighborhoods. China’s hukou policy creates a boundary between urban and rural residents, which also takes the form of locals and nonlocals in rural-to-urban migration. Urban public schools with a mix of local and migrant students offer a chance to observe the intergroup relationships between local and nonlocal students as well as their parents. Using the two waves of data of the China Education Panel Survey (CEPS), this study examines how changes in the migrant friends, schoolmates, and neighbors of local children affect changes in their parents’ prejudice among a sample of 1,630 student-parent pairs. With longitudinal data, this study mitigates the effect of reverse causality between intergroup contact and prejudice. The findings show that parents whose children have more migrant friends have less prejudice, under certain conditions. Additionally, more nonlocal students in the school are related to less prejudice, especially among parents who are more embedded in the school. Furthermore, local families with low socioeconomic status experience an increase in prejudice, potentially due to an increased feeling of threat. Besides, this article finds that prejudiced attitudes spread through the social networks of children and parents at the school level. This study emphasizes the importance of different contexts of meeting opportunities and sheds new light on the generalizability of the contact hypothesis to the understudied context of Chinese internal migration.

scholarly journals The Association between Sense of Coherence and Dental Caries in Low Social Status Schoolchildren

2018 ◽  
Vol 53 (3) ◽  
pp. 314-321 ◽  
Author(s):  
Fernanda Tomazoni ◽  
Mario Vianna Vettore ◽  
Fausto Medeiros Mendes ◽  
Thiago Machado Ardenghi
Keyword(s):  
Public Schools ◽  
Dental Caries ◽  
Low Socioeconomic Status ◽  
Sense Of Coherence ◽  
Dental Plaque ◽  
Psychosocial Factor ◽  
Caries Experience ◽  
Socioeconomic Background ◽  
Low Socioeconomic ◽  
Southern City

The relationship between dental caries and sense of coherence (SOC) has not been substantiated in children and adolescents, particularly among those with a low socioeconomic status. The aim of this study was to investigate the association between SOC and dental caries in schoolchildren from a low socioeconomic background. A random sample of 356 8- to 14-year-old schoolchildren enrolled in public schools from the poorest region of Santa Maria, a southern city in Brazil, was selected. Dental examinations were performed to assess dental plaque and dental caries (DMF-S and dmf-s indexes). The children’s SOC was assessed using a validated Brazilian version of the SOC-13 scale. Socioeconomic, demographic, and behavioral data were collected from parents using a questionnaire. Multilevel Poisson regression analysis was used following a hierarchical approach to investigate the association between the SOC and DMF-T + dmf-t mean. Children whose mothers had studied for 8 years or less (RR 1.30; 95% CI 1.08–1.57) and children with dental plaque (RR 1.29; 95% CI 1.06–1.58) presented with higher DMF-T scores than their counterparts (p < 0.05). A higher household income (RR 0.66; 95% CI 0.51–0.84) and greater SOC scores (RR 0.71, 95% CI 0.56–0.90) were associated with lower DMF-T in children (p < 0.05). Children’s SOC seems to be a relevant protective psychosocial factor for dental caries experience in socially vulnerable children.

Political Translation and Civic Translation Capacities for Democracy in Post-Migrant Societies

2020 ◽  
pp. 108-127
Author(s):  
Nicole Doerr
Keyword(s):  
Social Movements ◽  
Low Socioeconomic Status ◽  
Structural Barriers ◽  
Structural Inequality ◽  
Low Socioeconomic ◽  
Barriers To Access ◽  
Communicative Practice ◽  
Political Theories ◽  
Democratic Dialogue ◽  
Literature Culture

Translation’s transformative potential has been studied by students of comparative literature, culture, gender, and social movements; but it has received less attention in theories of democracy. This contribution gives a survey of theories of translation, democratic dialogue, and social change drawing on migration and citizenship studies, gender and intersectionality, and research on political participation, transnational social movements, and diffusion. Based on an interdisciplinary conceptualization of translation in the literature, it first reviews existing political theories of democratic dialogue and deliberation. It then provides a sociological critique of democratic theories to explore how structural inequality creates conflict and “positional” misunderstandings within culturally diverse settings for civic participation and deliberation in globalized, unequal, and increasingly diverse societies and transnational publics. Finally, it reviews contemporary practices and radical democratic interventions used by migrants and activists, civic volunteer translators and interpreters, in order to address power inequality and diversity within contemporary democratic processes. By interpreting these grassroots democratic practices, the contribution of this chapter is to infuse democratic theory with timely sociological insights into the potential of activist “political” translations and comparative research on civic translation capacities. Political translation, distinct from conventional definitions of linguistic translation, is a disruptive and communicative practice for challenging power asymmetries and inequality in democratic processes or institutions. Based on cross-national empirical evidence, it discusses the benefits and challenges of political translation and civic translation capacities benefiting female asylum seekers and low–socioeconomic status groups who face structural barriers to access social and civic rights and education.

scholarly journals The Impact of the Michigan Merit Curriculum on High School Math Course-Taking

2019 ◽  
Vol 41 (2) ◽  
pp. 164-188
Author(s):  
Soobin Kim ◽  
Gregory Wallsworth ◽  
Ran Xu ◽  
Barbara Schneider ◽  
Kenneth Frank ◽  
...  
Keyword(s):  
High School ◽  
Low Socioeconomic Status ◽  
College Preparatory ◽  
Low Socioeconomic ◽  
High School Math ◽  
Math Scores ◽  
Achievement Outcomes ◽  
Enrollment Rates ◽  
Michigan Merit Curriculum ◽  
The Impact

Michigan Merit Curriculum (MMC) is a statewide college-preparatory policy that applies to the high school graduating class of 2011 and later. Using detailed Michigan high school transcript data, this article examines the effect of the MMC on various students’ course-taking and achievement outcomes. Our analyses suggest that (a) post-MMC cohorts took and passed approximately 0.2 additional years’ of math courses, and students at low socioeconomic status (SES) schools drove nearly all of these effects; (b) post-policy students also completed higher-level courses, with the largest increase among the least prepared students; (c) we did not find strong evidence on students’ ACT math scores; and (d) we found an increase in college enrollment rates for post-MMC cohorts, and the increase is mostly driven by well-prepared students.

The STEM Selfing Process: Nondigital and Digital Determinants of Aspirational STEM Futures

2020 ◽  
Vol 64 (7) ◽  
pp. 950-972
Author(s):  
Laura Robinson
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Analysis ◽  
Low Socioeconomic Status ◽  
Regression Models ◽  
Identity Work ◽  
Public High School ◽  
School Students ◽  
Low Socioeconomic ◽  
Logistic Regression Models

This article takes a fresh approach to analyzing the nondigital and digital sources of STEM (science, technology, engineering, and math) intent among low–socioeconomic status (SES) high school students attending a Title I public high school in agricultural California. Through a hybrid quantitative–qualitative analysis of data, STEM intent is examined vis-à-vis the selfing process. STEM intent is conceptualized as the product of identity work that can be supported by digital engagements of diverse types. STEM identity is built and reinforced by exposure to digital resources at home, aspirations related to computer programming, and digital activities, particularly programming and/or gaming for at least one hour per week. The linkages are demonstrated quantitatively through logistic regression models and qualitatively with excerpts from in-depth interviews with matched STEM intent students. The regression models show that both nondigital factors and digital engagements influence the odds of expressing STEM intent among high school seniors. As the qualitative analysis demonstrates, these determinants are intimately linked to identity work in which STEM intent students imagine themselves as creators in STEM fields. Digital engagements such as programming, gaming, and internet exposure all play a crucial part in the STEM selfing process in which students imagine their future STEM selves by bringing to life the role of STEM creator. In the article’s concluding discussion these findings are developed in a new theoretical direction as evidence for the agentic technological self.

Access to String Instruction in American Public Schools

1997 ◽  
Vol 45 (4) ◽  
pp. 650-662 ◽  
Author(s):  
Camille M. Smith
Keyword(s):  
High School ◽  
Public Schools ◽  
School Districts ◽  
Data Retrieval ◽  
School Level ◽  
School Type ◽  
Socioeconomic Level ◽  
High School Level ◽  
Low Socioeconomic ◽  
Grade Levels

This study is an examination of string access in American public schools; the researcher sought to determine the actual number of school districts in each state that offered string instruction and at which grade levels. Specific questions posed were (a) What is the current relationship between access to string instruction and school-district location, size, and socioeconomic level? (b) How does access vary by school type—elementary, middle, high school? (c) How does access vary in different regions of the country? Data were obtained for each of the 14,183 school districts listed in the 1994-1995 Market Data Retrieval School Directories. A total of 2,268 districts (15.99%) were identified that offered string instruction. Of these, it was found that 71.42% (N = 1,620) offered string instruction at the elementary school level, 78.52% (N = 1,781) at the middle school level, and 80.15%) (N = 1,818) at the high school level. The findings also indicated that string instruction was offered most often in average-socioeconomic-level, medium-sized, urban districts in the Eastern, North Central, and Northwest Music Educators National Conference divisions, and in average-socioeconomic-level, large, metropolitan districts in the Southern, Southwestern, and Western divisions. String instruction was offered least often in low-socioeconomic-level school districts (N = 100) regardless of location or size.

scholarly journals Are university widening participation activities just-in-time or just-out-of-time? Exploring the (mis)alignment between the timing of widening participation activities and university decision-making among students from low socioeconomic backgrounds

2019 ◽  
Vol 10 (1) ◽  
pp. 47-58 ◽  
Author(s):  
Maria M Raciti ◽  
Joshua Dale
Keyword(s):  
High School ◽  
High School Students ◽  
Low Socioeconomic Status ◽  
Just In Time ◽  
Widening Participation ◽  
Compulsory Schooling ◽  
School Students ◽  
Low Socioeconomic ◽  
University Participation ◽  
The University

When is the best time to engage high school students in widening participation (WP) activities? With qualitative data from 46 university students at six Australian universities who are from low socioeconomic status (LSES) backgrounds, this study explored WP’s timeliness. It was found that a) the timing of the decision to go to university can occur at any point in compulsory schooling; b) LSES students experienced the bulk of WP in senior high school, being the years after they have selected the university stream; c) students in the university stream were exposed to WP activities while those in the non-university stream were excluded; and d) participants recommended that WP should begin earlier and be concentrated in the lead up to the forced streaming decision that occurs in Year 10. Overall, earlier WP exposure that is synchronised with high school streaming processes would optimise WP activities aimed at increasing LSES university participation.

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