Why Do the Nation's Students Use Drugs and Alcohol? Self-Reported Reasons from Nine National Surveys

1986 ◽  
Vol 16 (1) ◽  
pp. 29-66 ◽  
Author(s):  
Lloyd D. Johnston ◽  
Patrick M. O'Malley
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Drugs And Alcohol ◽  
Limited Degree ◽  
Monitoring The Future ◽  
Nationally Representative ◽  
Reasons For Use ◽  
Modest Degree ◽  
Representative Samples

The reasons that high school students give for their use of each of nine classes of licit and illicit substances are examined cross sectionally and over time. The data derive from the Monitoring the Future project, which involves annual surveys of large, nationally representative samples of American high school seniors. Reasons for use are found to vary substantially by drug, and also by degree of involvement with the drug; but reasons vary only to a rather limited degree by sex. An analysis of trends between 1976 and 1984 shows only a modest degree of change in the reasons given for using the various substances, despite the fact that prevalence rates for some drugs have changed substantially. Among the most commonly mentioned reasons for substance use are experimentation, social/recreational reasons, and relaxation.

STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities

2021 ◽  
pp. 089590482110199
Author(s):  
Jennifer A. Freeman ◽  
Michael A. Gottfried ◽  
Jay Stratte Plasman
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
The United States ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Stem Majors ◽  
Career And Technical ◽  
Nationally Representative

Recent educational policies in the United States have fostered the growth of science, technology, engineering, and mathematics (STEM) career-focused courses to support high school students’ persistence into these fields in college and beyond. As one key example, federal legislation has embedded new types of “applied STEM” (AS) courses into the career and technical education curriculum (CTE), which can help students persist in STEM through high school and college. Yet, little is known about the link between AS-CTE coursetaking and college STEM persistence for students with learning disabilities (LDs). Using a nationally representative data set, we found no evidence that earning more units of AS-CTE in high school influenced college enrollment patterns or major selection in non-AS STEM fields for students with LDs. That said, students with LDs who earned more units of AS-CTE in high school were more likely to seriously consider and ultimately declare AS-related STEM majors in college.

Beyond Academic Math: The Role of Applied STEM Course Taking in High School

2014 ◽  
Vol 116 (7) ◽  
pp. 1-35 ◽  
Author(s):  
Michael A. Gottfried ◽  
Robert Bozick ◽  
Sinduja V. Srinivasan
Keyword(s):  
High School ◽  
High School Students ◽  
Descriptive Analysis ◽  
National Level ◽  
School Students ◽  
Nationally Representative ◽  
Els 2002 ◽  
Federal Initiatives ◽  
And Mathematics ◽  
K 12

Background/Context Educational policymakers and researchers are concerned about the declining quantity and quality of U.S. students in line to pursue careers in science, technology, engineering, and mathematics (STEM) fields. As one policy response, a number of federal initiatives have been enacted to enhance STEM curriculum in schools. Part of this push has been to offer applied STEM courses in the K–12 curriculum to reinforce academic STEM material as well as motivate students to remain in these fields. Prior to this current study, no national-level research has evaluated the effectiveness of these courses. Purpose (a) What applied STEM courses are most commonly taken by high school students? (b) To what extent are high school students taking both academic math courses and applied STEM courses? (c) Do applied STEM courses in high school improve achievement in math? Participants To address the three research questions listed above, this study relies on a comprehensive longitudinal dataset: the Education Longitudinal Survey (ELS:2002). The present study is based on a sample of approximately 11,112 students who participated in the base-year (10th grade, 2002) and first follow-up (12th grade 2004) interviews, who completed math assessments in both years, and for whom valid transcript information was collected. Research Design This study begins with a descriptive analysis to evaluate which students have taken applied STEM courses and at which ability level. From this, a common set of applied STEM courses is determined across this nationally representative dataset. Next, this study relies on a linear regression model of math achievement where the dependent variable is a standardized math score. Independent covariates include measures as to whether or not a student had taken applied STEM courses, academic math courses taken by the student, and a range of controls. Findings Students who take an applied STEM course had higher math scores than their peers who did not take an applied STEM course, all else equal. These courses may be particularly beneficial for those students who are less oriented toward advanced math. Conclusions/Recommendations Applied STEM courses can be used to support learning in math instructed elsewhere in the curriculum, particularly for those students at the lower end of the math pipeline. In providing hands-on learning, often with technology and with direct application to concrete occupationally specific problems, applied STEM courses may serve as a critical means to support an understanding of concepts taught in lower level math pipeline courses.

Applied STEM Coursework, High School Dropout Rates, and Students With Learning Disabilities

2016 ◽  
Vol 32 (5) ◽  
pp. 664-696 ◽  
Author(s):  
Jay Stratte Plasman ◽  
Michael A. Gottfried
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
Postsecondary Education ◽  
Dropout Rates ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Educational History ◽  
Nationally Representative

Applied science, technology, engineering, and math (STEM) coursetaking is becoming more commonplace in traditional high school settings to help students reinforce their learning in academic STEM courses. Throughout U.S. educational history, vocational education has been a consistent focus for schools to keep students on the school-to-career pathway. However, very few studies have examined the role of applied STEM coursetaking in improving schooling outcomes for students with learning disabilities. This is a major missing link as students with learning disabilities tend to exhibit much higher dropout rates than students from the general population. This study examines mechanisms displayed through applied STEM courses and the role they play in helping students with learning disabilities complete high school and transition into college. Using a nationally representative data set of high school students and their full transcripts (i.e., Education Longitudinal Study of 2002), we found that students with learning disabilities who took applied STEM courses significantly increased their educational outcomes in the following ways: lowered chances of dropout, increased math test scores, and increased enrollment in postsecondary education. While the general student population also benefited by taking applied STEM courses, the advantages were greater for those students with learning disabilities.

Suggestions of the Postmodern Self: Value Changes in American High School Students, 1976–1996

2003 ◽  
Vol 46 (2) ◽  
pp. 239-256 ◽  
Author(s):  
Seth Ovadia
Keyword(s):  
High School ◽  
High School Students ◽  
Meaning In Life ◽  
Empirical Evaluation ◽  
School Students ◽  
Postmodern Theory ◽  
Nationally Representative ◽  
Using Data ◽  
Value Changes ◽  
Postmodern Self

Following Allen and Turner's suggestion “to bring data to bear on the claims of postmodern theory,” this article evaluates one aspect of Kenneth Gergen's theory of social saturation. In The Saturated Self, Gergen proposes that the postmodern self can be seen in the increase in the number and diversity of values that individuals hold to be important. This “populating of the self” also leads to an abandonment of modernist ideas about truth and absolute knowledge. Using data from a nationally representative sample of American high school seniors, I test Gergen's theory about change in the values of individuals. Between 1976 and 1996 the importance of most values in the survey has increased, with only one of the fourteen values (finding meaning in life) declining in importance. These results support Gergen's theory of social saturation and provide an example of an empirical evaluation of a postmodern theory.

Substance Use on School Property among Students Attending Alternative High Schools in the United States

2001 ◽  
Vol 31 (4) ◽  
pp. 329-342 ◽  
Author(s):  
Nancy D. Brener ◽  
Todd W. Wilson
Keyword(s):  
United States ◽  
High School ◽  
Substance Use ◽  
High School Students ◽  
School Administrators ◽  
Alternative High School ◽  
The United States ◽  
School Students ◽  
Nationally Representative ◽  
School Property

We analyzed nationally representative data from the 1998 National Alternative High School Youth Risk Behavior Survey, conducted by the Centers for Disease Control and Prevention, to determine the prevalence of substance use on school property among alternative high school students in the United States, to describe the characteristics of students who use substances on school property, and to examine the interrelationships of substance-use behaviors. During the 30 days preceding the survey, nearly 48 percent of students used at least one substance on school property and 17 percent used more than one substance on school property. Males were more likely than females and white students were more likely than black or Hispanic students to have used substances on school property. The results of this and other studies suggest that school administrators, public health practitioners, and policy makers should work to improve strategies for reducing substance use in this heterogeneous, hard-to-reach population.

scholarly journals PERCEPTION OF HARM AND BENEFITS OF ADOLESCENTS ABOUT THE USE OF MARIJUANA, PROVINCE OF CONCEPTION, CHILE

2019 ◽  
Vol 28 (spe) ◽  
Author(s):  
Patricia Cid Henriquez ◽  
Hayley Hamilton
Keyword(s):  
High School ◽  
High School Students ◽  
Age Of Onset ◽  
Marijuana Use ◽  
Drug Prevention ◽  
Weak Correlation ◽  
Negative Effects ◽  
School Students ◽  
Monitoring The Future ◽  
Perception Of Harm

ABSTRACT Objective: to identify the perception of harm and benefits of marijuana associated with the use of marijuana in high school students aged between 15 and 17 years. Method: quantitative, transversal, descriptive and correlational design. The sample consisted of 268 students from public educational institutions between the ages of 15 and 17 years from five communes in the Chilean province of Concepción. The independent variables were biodemographic (sex, age and course), age of onset, use of marijuana in friends, perception of harm and benefits, and intention to use marijuana). The dependent variables were use (smoking) of marijuana (prevalence of life, in the last 12 months and in the last 30 days). Data collection instrument consisted of a semi-structured questionnaire in base of the CICAD Uniform Inter-American Data System for high school students; Monitoring The Future; and Risk Perception. Self-applied instrument with prior consent of the parents and agreement of the students. Results: slightly more than half (54%) of the students reported never having smoked marijuana, but 46% have ever used some in their lives. There is a moderated-negative weak correlation between harm perception and marijuana use. It is also observed a moderated-negative weak correlation between benefit perception and marijuana use. Statistically significant correlations Conclusion: just under half of the students between 15 and 17 years old declare to consume marijuana, an alarming result due to the negative effects of marijuana. Furthermore, they perceive low levels of damage produced by the use of marijuana, and the use of marijuana for medicinal purposes is seen in a favorable position. A comprehensive policy of effective drug prevention at community, family and personal level is imperative.

The Association Between Bullying Victimization and Fighting in School Among US High School Students

2022 ◽  
pp. 088626052110550
Author(s):  
Marco Chacon ◽  
Anita Raj
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Well Being ◽  
Total Sample ◽  
School Bullying ◽  
Emotional Behavior ◽  
Bullying Victimization ◽  
School Students ◽  
Nationally Representative

In-school fighting often results in severe punishment and compromised learning outcomes, without adequate consideration of contextual factors or student vulnerabilities. In this study, using a large, nationally representative data sample from the 2019 Youth Risk Behavior Survey ( N = 13677), we assessed associations between a history of bullying victimization (at school and online) and past year fighting at school among U.S. high school students. Multiple regression models were used, adjusting first for demographics, and then for demographics and emotional-behavioral risks (depressive symptoms, alcohol consumption, and sexual violence victimization), for the total sample and then stratified by gender/sex. Both cyberbullying and in-school bullying were significantly associated with past year in-school fighting for the total sample, with associations retained, but marginally attenuated in fully adjusted models (cyberbullying: AOR: 1.30; 95% CI: 1.01–1.66 and in-school bullying: AOR: 1.96, 95% CI: 1.57–2.45). Gender/sex-stratified models demonstrated retained associations for males (cyberbullying: AOR: 1.93; 1.51–2.46 and in-school bullying: AOR: 2.70, 95% CI: 2.18–3.34) and females (cyberbullying: AOR: 1.89; 1.33–2.68 and in-school bullying: AOR: 1.66, 95% CI: 1.19–2.33) after adjusting for demographics, but only for males after adjusting for demographics and emotional-behavior risk factors (cyberbullying: AOR: 1.43; 95% CI: 1.07–1.93 and in-school bullying: AOR: 2.25; 95% CI: 1.73–2.92). These results demonstrate a significant association between bullying victimization and fighting, which was amplified for male students, and partially explained by social and emotional risks. This suggests that punitive approaches to fighting in school may be resulting in compounded harms for already vulnerable adolescents and that support-oriented approaches emphasizing conflict resolution, social-emotional well-being, positive gender identity development, and bullying prevention may be more appropriate.

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