The revitalized tutoring center

2017 ◽  
Vol 98 (5) ◽  
pp. 61-66
Author(s):  
Jeremy Koselak
Keyword(s):  
High School ◽  
Graduation Rates ◽  
Dramatic Improvement ◽  
Opportunity Gap ◽  
Teacher Teams ◽  
Peer Tutors ◽  
School Day ◽  
Community Volunteers

One high-leverage strategy rooted in a strong research base — the revitalized tutoring center — provides a wealth of opportunity to students who may be otherwise underserved. This embedded, open-all-day tutoring center supports collaborative teacher teams by using peer tutors and community volunteers. By centralizing resources and providing supports during the school day, free to all students and targeted to some, the center helps schools close the opportunity gap without overburdening teachers, schedules, or budgets. One high school in Colorado that implemented the approach experienced a dramatic improvement in on-time graduation rates.

Improving High School Graduation Through School Climate

2021 ◽  
pp. 019263652199321
Author(s):  
David G. Buckman ◽  
Nathan W. J. Hand ◽  
Arvin Johnson
Keyword(s):  
High School ◽  
School Climate ◽  
Graduation Rates ◽  
High School Graduation ◽  
Ordinary Least Squares ◽  
The Body ◽  
Public High Schools ◽  
High School Graduation Rates ◽  
Strategic Plans ◽  
School Graduation

The purpose of this study was to contribute to the body of literature regarding decisions school leaders make when developing strategic plans to improve student outcomes. This study investigated whether there is a significant relationship between school climate and graduation rates for public high schools in the state of Georgia when controlling for potential covariates. Using an ordinary least squares multiple regression procedure, this study found a positive school climate increased high school graduation rates ( b = .164, p ≤ .01).

scholarly journals High School Graduation Rates:Alternative Methods and Implications

2004 ◽  
Vol 12 ◽  
pp. 55 ◽  
Author(s):  
Jing Miao ◽  
Walt Haney
Keyword(s):  
High School ◽  
No Child Left Behind ◽  
Graduation Rates ◽  
Graduation Rate ◽  
High School Graduation ◽  
Alternative Methods ◽  
High School Graduation Rates ◽  
Public School Systems ◽  
School Graduation ◽  
Rate Method

The No Child Left Behind Act has brought great attention to the high school graduation rate as one of the mandatory accountability measures for public school systems. However, there is no consensus on how to calculate the high school graduation rate given the lack of longitudinal databases that track individual students. This study reviews literature on and practices in reporting high school graduation rates, compares graduation rate estimates yielded from alternative methods, and estimates discrepancies between alternative results at national, state, and state ethnic group levels. Despite the graduation rate method used, results indicate that high school graduation rates in the U.S. have been declining in recent years and that graduation rates for black and Hispanic students lag substantially behind those of white students. As to graduation rate method preferred, this study found no evidence that the conceptually more complex methods yield more accurate or valid graduation rate estimates than the simpler methods.

scholarly journals HIGH SCHOOL DRIVER EDUCATION USING PEER TUTORS, DIRECT INSTRUCTION, AND PRECISION TEACHING

1991 ◽  
Vol 24 (1) ◽  
pp. 45-51 ◽  
Author(s):  
Kenneth E. Bell ◽  
K. Richard Young ◽  
Charles L. Salzberg ◽  
Richard P. West
Keyword(s):  
High School ◽  
Direct Instruction ◽  
Precision Teaching ◽  
Peer Tutors ◽  
Driver Education

scholarly journals The Link between Investment in Early Childhood Preshools and High School Graduation Rates for African American Males in the United States of America

2009 ◽  
Vol 10 (3) ◽  
pp. 232-239 ◽  
Author(s):  
Patricia Bowens McCarthy ◽  
Elsa-Sofia Morote
Keyword(s):  
High School ◽  
African American ◽  
Head Start ◽  
Graduation Rates ◽  
African American Males ◽  
Graduation Rate ◽  
High School Graduation ◽  
High School Graduation Rates ◽  
School Graduation ◽  
Preschool Enrollment

This article reports the investigation of the extent to which US preschool federal funding (Head Start) and the preschool enrollment of African American males (aged three to five) affected the high school graduation rates of this population (aged 14 to 19). The authors found that a link exists between preschool enrollment and the high school graduation rate of this population. They also found a link between Head Start funding and the high school graduation rate for this group.

Issues of Developmental Instruction in Higher Education and the Need for Change

2020 ◽  
pp. 253-270
Author(s):  
Theresa Neimann
Keyword(s):  
High School ◽  
High School Students ◽  
Graduation Rates ◽  
High School Graduates ◽  
College Graduation ◽  
School Students ◽  
High School Graduation Rates ◽  
College Credits ◽  
College Ready ◽  
College Graduation Rates

Achievement gaps are responsible for low high school graduation rates, low college enrollments, low college graduation rates, and lack of job readiness. Because many of today's high school students are not college ready, there is the need for developmental education in community colleges. Approximately 60% of high school graduates need to take remedial education courses before they can take credit bearing classes, and 76% of high school graduates do not meet ACT college readiness benchmarks. Dual enrollment is one way to address this issue. Opportunities to extend college credits to interested high school students have been increasing as an intervention strategy in preparing students for college, improving graduation rates, and reducing the time of college completion.

Closer to the Finish Line? Compulsory Attendance, Grade Attainment, and High School Graduation

2017 ◽  
Vol 12 (1) ◽  
pp. 28-53
Author(s):  
Wael S. Moussa
Keyword(s):  
High School ◽  
Public Schools ◽  
Graduation Rates ◽  
High School Graduation ◽  
The United States ◽  
Finish Line ◽  
High School Graduation Rates ◽  
Compulsory Attendance ◽  
School Graduation ◽  
The Impact

High school graduation rates are a central policy topic in the United States and have been shown to be stagnant for the past three decades. Using student-level administrative data from New York City Public Schools, I examine the impact of compulsory school attendance on high school graduation rates and grade attainment, focusing the analysis on ninth and tenth grade cohorts. I exploit the interaction between the school start-age cutoff and compulsory attendance age requirement to identify the effect of compulsory schooling. I find that an additional year in compulsory attendance leads to an increase of 9 to 12 percent in the probability of progressing to grades 11 and 12, and raises the probability of graduating from high school by 9 to 14 percent, depending on the specification.

Changes in Psychological State Measures and Time of Day

1974 ◽  
Vol 35 (1) ◽  
pp. 219-222 ◽  
Author(s):  
K. Barton ◽  
R. B. Cattell
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Time Of Day ◽  
Junior High School Students ◽  
The Other ◽  
Psychological State ◽  
School Students ◽  
Methodological Implication ◽  
School Day

Psychological state measures were obtained on over two thousand junior high school students. Half of the students were tested relatively early in the day and the other half late in the day. Results indicated that self-reported measures of anxiety, stress, regression and depression tended to be higher for the group tested near the end of the school day than for those tested early in the day. A major methodological implication is that we should have separate norms for ‘time of day’ when we are dealing with state measures.

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