Blurring the boundary between high school and college

2017 ◽  
Vol 99 (3) ◽  
pp. 8-12
Author(s):  
Robert L. Hampel
Keyword(s):  
High School ◽  
High Schools ◽  
19Th Century ◽  
Dual Enrollment ◽  
Firm Boundaries ◽  
American Education ◽  
College Level ◽  
The 19Th Century ◽  
University Officials ◽  
Dividing Line

The dividing line between high school and college has never been entirely clear, explains a historian of American education. In fact, for most of the 19th century, it was difficult to distinguish between high schools and colleges. It wasn’t until the early 1900s that high school and university officials drew firm boundaries between the two institutions, and even then, it remained hard to distinguish between high school and college-level work. Moreover, there are some benefits to blurring the boundaries, the author argues, pointing to current efforts to promote dual enrollment, early colleges, and other efforts to blend the high school and college

scholarly journals Early College High School/Dual Enrollment 2.0

2020 ◽  
Vol 31 (2) ◽  
pp. 18-32
Author(s):  
Isabelle Cherney ◽  
Laura Douglas ◽  
Ellen Fischer ◽  
Russell Olwell
Keyword(s):  
High School ◽  
High Schools ◽  
Low Income ◽  
Dual Enrollment ◽  
Colleges And Universities ◽  
Early College ◽  
College Level ◽  
College Classrooms ◽  
Four Year Institutions ◽  
Retention And Graduation Rates

Urban and Metropolitan Colleges and Universities often serve a population that can benefit from an early college strategy. Colleges serving first-generation and low-income students often have lower retention and graduation rates than their peer institutions, as students from large urban public high schools can struggle to navigate the college classrooms and support system. While students may have achieved respectable GPAs and test scores in their high school buildings, they can fail to translate these skills at the college level, finding themselves on academic probation or worse. As researcher Anthony Jack has described in his landmark study, The Privileged Poor, students coming from large, urban districts are doubly disadvantaged by their experiences in schools; the skills that have allowed these students to get through their high schools are counterproductive at the college level (Jack, 2019).             Using an evidence-based approach, programs being launched now by colleges and universities focus on the core missions of early college and dual enrollment programs, connecting youth less likely to attend college directly out of high school with powerful programming that propels them towards successful completion of degrees and to the start of their career. This article presents perspectives from a range of institutions (high school, two-year institutions, four-year institutions, and philanthropic investors) that are rethinking these models to maximize community impact and affordability to students and families.

scholarly journals The Committee of Ten

1990 ◽  
Vol 105 ◽  
pp. 253-257 ◽  
Author(s):  
Jeanne E. Bishop
Keyword(s):  
High School ◽  
High Schools ◽  
19Th Century ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Natural Philosophy ◽  
General Curriculum ◽  
Spatial Concepts ◽  
Parental Teaching ◽  
The 19Th Century

The college-educated populations of colonial 18th- and 19th-century United States were reasonably well-versed in principles of elementary astronomy — perhaps not fully in spatial concepts of seasons and lunar phases, though they certainly had some correct ideas about their causes. Astronomy had found a niche in academies and in the public high schools that succeeded them. In 1838 an observatory was installed in a Philadelphia high school. The states turned to the academies and early high schools for the majority of their elementary teachers, so the teachers who completed high school in the 19th century had been taught the reasons for common astronomical phenomena and conveyed these reasons to children. Parental teaching reinforced what was taught in primary schools. Until the late 19th century, colleges continued to offer astronomy or natural philosophy as part of the general curriculum. It therefore seems that a cycle of astronomy teaching and learning rudimentary astronomy was in effect until the late 1900’s.

The power of partnerships

2019 ◽  
Vol 47 (2) ◽  
pp. 193-202
Author(s):  
Christy Groves
Keyword(s):  
High School ◽  
High Schools ◽  
Best Practices ◽  
Information Literacy ◽  
Academic Libraries ◽  
Lessons Learned ◽  
College Level ◽  
Content Type ◽  
Formal Assessment ◽  
The Impact

Purpose A large, predominantly undergraduate university in Tennessee partnered with a local magnet school aiming to assist high school seniors with their college-level research assignment. The partnership began as a pilot, but quickly expanded to include other high schools as a result of initial successes. This paper aims to describe the development of the partnership and its importance in fulfilling a key component of college preparedness for gifted high school students. Design/methodology/approach This paper describes how the Library partnership commenced as a service to a local high school that required its students to access college-level research materials. The paper details how both the Library and the high school recognized the impact of collaborating to expose these students to the information literacy skills needed for college readiness. Findings The paper presents the challenges encountered when attempting to provide college-level information literacy instruction to large groups of students visiting a college campus. It concludes with best practices and lessons learned, as well as plans for formal assessment and future initiatives. Originality/value The author has presented at Library Instruction West, July 2018. A review of the professional literature demonstrates that other academic libraries have partnered with local schools for a variety of library-related initiatives. Therefore, the concept of partnerships between the Library and local high schools is not unique. However, this paper aims to describe challenges encountered, best practices, lessons learned and suggestions for future directions, including formal assessment, all of which could be adapted by other academic libraries as applicable.

scholarly journals Project Accelerate (3-Year Review): Closing the Access Gap to Physical Science Careers and Academic Programs

10.29007/g3pg ◽  
2020 ◽  
Author(s):  
Mark Greenman ◽  
Andrew Duffy
Keyword(s):  
High School ◽  
High Schools ◽  
The United States ◽  
Academic Programs ◽  
Science Careers ◽  
College Level ◽  
College Board ◽  
Average Proportion ◽  
Small Rural Schools ◽  
Physics Course

Project Accelerate is a National Science Foundation funded program providing access to a rigorous introductory college level College Board Advanced Placement physics course to students attending high schools where this opportunity is not part of the regular high school program of study. High schools in the United States not offering this opportunity in general are either small rural schools or high schools in districts serving a larger than average proportion of economically disadvantaged families. Students in Project Accelerate do as well on the AP exam as their peer groups enrolled in traditional AP® Physics 1 classrooms. In addition, students in Project Accelerate show a marked increase in interest in pursuing post high school academic programs in science.

scholarly journals Dva filozofa u Zadru — P. Bottura i J. Pulić o jeziku

2018 ◽  
Vol 25 (2) ◽  
Author(s):  
Heda Festini
Keyword(s):  
High School ◽  
Philosophy Of Science ◽  
19Th Century ◽  
Philosophy Of Language ◽  
Liberal Arts ◽  
Scientific Discovery ◽  
Contemporary Philosophy ◽  
The People ◽  
The 19Th Century ◽  
And Linguistics

There was a number of even world known philosophers who worked in Zadar in the 19th century. These were: Bottura, Putić, Politeo, Nad i A. Petrić. On the occasion of the anniversary of tne Liberal Arts faculty in Zadar which actually is a succesor od the Zadar high school and lycée from the 19th century the people here remembered at least Iwo eminent philosophers from those times who were in some way the founders of these organizations. These philosophers were P. Bottura and J. Pulić, the teachers in the mentioned schools in Zadar. Our aim is to point out the similarities in the lives of P. Bottura who taught in Zadar and was the headmaster of the high school and lycée and J. Pulić who studied in Zadar and latter replaced Bottura as the headmaster ol the high school. It is shown that both of them were highly estimated by one of the gi-eatest Intellectuals in Dalmatia. N. Tamaseo. They ware given equal honors posthumously. But their interest in language was different. Bottura was interested in language, as he said himself, in order to apply philosophy to grammar which actually was an attempt to found logical Linguist ios. Pulić was primarily interested in language from the si and point ol' the analytical procedures in research as it is done today in the philosophy of science. The author stresses Bottura’s activites in relation lo Ihc contemporary philosophy of language and linguistics while Pullć’s contribution is stressed in relation Io Peirce’s invention of retroduction as a method in scientific discovery procedures

scholarly journals ¿Divisoria e invisible a la vez? La frontera hispano-francesa de la zona vascoparlante desde el prisma de la movilidad nupcial (1780-1920) = Divisive yet also invisible? The Franco-Spanish border of the Basque-speaking area through the prism of nuptial mobility (1780-1920)

2019 ◽  
Vol 30 ◽  
pp. 45
Author(s):  
Benjamin Duinat
Keyword(s):  
19Th Century ◽  
Systematic Study ◽  
Basque Country ◽  
Spatial Dynamics ◽  
The State ◽  
Cross Border ◽  
Siglo Xix ◽  
The 19Th Century ◽  
Dividing Line

Resumen: A través del estudio sistemático de la frecuencia de los matrimonios transfronterizos entre 1780 y 1920 en el valle de Xareta situado a caballo en el límite hispano-francés, se pretende revisar la interpretación dominante según la cual los fronterizos de la zona vascoparlante fueron dándose la espalda a lo largo del siglo XIX. La permanencia y regularidad de las uniones transfronterizas demuestran que las observaciones acerca de la formación inexorable de una ruptura territorial entre vascos de España y Francia no reflejan un hecho real, sino impresiones erróneas que han sido hasta hoy repetidas acríticamente. En definitiva, la frontera posee una naturaleza muy polisémica, en tanto en cuanto es aprehendida y apropiada de modo muy distinto en función de los individuos y grupos. La línea divisoria de los agentes estatales permanece casi invisible al analizar las dinámicas espaciales vinculadas a la movilidad nupcial.Palabras claves: Frontera, Movilidad nupcial, Zona vascoparlante, Siglos XVIII-XX.Abstract: Through the systematic study of the frequency of cross-border marriages, between 1780 and 1920 in the valley of Xareta straddling the Franco-Spanish border, we aim to revise the dominant interpretation according to which the frontier population of the Basque country turned their back on their neighbours during the 19th century. The permanence and regularity of cross-border nuptial unions show that remarks about the establishment of a permanent territorial divide between Basques in France and Spain do not relate to a real fact and are thus erroneous impressions that have been repeated uncritically. Ultimately, the border is polysemic, as the range of actors and groups apprehended and appropriated it very differently. When analysing the spatial dynamics linked to nuptial mobility, the dividing line of the State is almost invisible.Key words: Boundary, Nuptial Mobility, Basque-speaking área, 18th-20th centuries.

scholarly journals The Construction of a Database with the Pupils of the Greek Catholic High School in Beiuș and the Geographic Visualization of their Birthplace (1876/1877 School Year)

2021 ◽  
Vol 65 (2) ◽  
pp. 7-20
Author(s):  
Alexandru-Augustin Haiduc
Keyword(s):  
High School ◽  
20Th Century ◽  
19Th Century ◽  
Habsburg Empire ◽  
Geographic Visualization ◽  
Catholic High School ◽  
School Year ◽  
The 19Th Century ◽  
Pilot Version

The article discusses the implementation of a database presenting the pupils that studied at the Greek Catholic High School in Beiuș in the 1876/1877 school year and presents a series of geographic annotations made on a map of the Habsburg Empire, opened in QGIS, consisting in the birthplaces of the aforementioned pupils. The database and the geographic annotations presented here are already being developed to include further pupils that studied at the Greek Catholic High School in Beiuș subsequent to the 1876/1877 school year. Therefore, the database and the geographic annotations are a pilot version of a broader project meant to conclude into a monograph regarding the Greek Catholic High School in Beiuș in the 19th century and first quarter of the 20th century. Keywords: database, Airtable, QGIS, Beiuș, high school, 1876/1877 school year

scholarly journals “Greyish-brown little pony! How i loved you!”: About the gender filter of the making of a poetic bookshelf for children in the 19th century

2020 ◽  
Vol 18 (2) ◽  
pp. 425-439
Author(s):  
Olga Luchkina ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
19Th Century ◽  
Educational Institutions ◽  
School Students ◽  
Gender Differentiation ◽  
Military Schools ◽  
Expert Community ◽  
The 19Th Century ◽  
Selection Of

The article examines the experience of teachers and literary critics in the selection of poetic works and poets for the children’s reading list. Reviewers of the “Pedagogical Collection” evaluated books for students of military educational institutions, and the experts of “Women’s Education” focused on the reading of women’s school students. The paper describes and analyzes approaches to the creation of gender opposed bookshelves, the nature of the requirements for poems for girls-high-school students and boys-students of military schools. Department journals performed regulative and evaluative function of the expert community, which was focused on the educational ideas of the departments. The content of “book- shelves” is considered and analyzed: “classic” authors (G. R. Derzhavin, K. N. Batyushkov, P. A. Vyazemsky, V. A. Zhukovsky, I. I. Kozlov, A. V. Koltsov, M. Yu. Lermontov, M. V. Lomonosov, P. S. Maikov, I. S. Nikitin, N. A. Nekrasov, V. A. Ozerov, A. S. Pushkin, F. I. Tyutchev) , and collections of poems by children’s poets (N. Blinov, A. Kruglov, N. Pozdnyakov, M. Evstigneev, G. Weinberg, I. Derkachev, I. Panov). On the example of the authors reviewed in the 1860s-80s, it is observed how the expert community of teachers and literary critics participated in the formalization of gender differentiation. The article provides evidence for particular diachronic qualities of such selection of poets that have influenced the work of literary critics, publishers, and compilers of poetry readers.

scholarly journals ARCHITECTURE OF THE FIRST HIGH SCHOOLS IN TOMSK LATE IN THE 19th CENTURY

2019 ◽  
Vol 21 (4) ◽  
pp. 7-21
Author(s):  
K. V. Fadeev
Keyword(s):  
High Schools ◽  
19Th Century ◽  
Educational Process ◽  
Educational Institutions ◽  
Architectural Heritage ◽  
Cultural Objects ◽  
Architectural Analysis ◽  
History Of ◽  
The 19Th Century ◽  
Historical Methods

The article deals with the history of the emergence and development of the first high schools in Tomsk. The architectural aspect associated with the provision of the high schools with their own buildings adapted to the educational process is described, which, in turn, affected the formation of the architectural appearance of Tomsk.Late in the 19th century, eclecticism characterized by a mixture of different styles, became the dominant architectural trend in the appearance of buildings in Tomsk. One of the trends in eclecticism was the brick style, according to which the educational institutions were built most of all, including the Mariinsky women's and provincial men's high schools.The relevance of the study is conditioned by the problems of preserving the architectural heritage of the second half of the 19th century in relation to the historical center of the city, which is an important cultural and educational factor.The purpose of this work is to study the brick style architecture of the first high schools in Tomsk. The study is based on the principles of historicism and objectivity. The specific historical methods include a study of bibliographic and comparative sources and methods of architectural analysis of the cultural objects.It is shown that the activities of a number of architects resulted in a unique architectural heritage of the 19th century, forming the architectural appearance of the historical part of Tomsk. The results of this study are reported at the meeting of Pushkin Historical Society.

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