The Role of Postsecondary Education in the Path From High School to Work for Youth With Disabilities

2011 ◽  
Vol 55 (2) ◽  
pp. 71-81 ◽  
Author(s):  
Allison R. Fleming ◽  
James S. Fairweather
Keyword(s):  
High School ◽  
Postsecondary Education ◽  
School To Work ◽  
Youth With Disabilities

scholarly journals Multisite Case Study of Florida's Millennium High School Reform Model

2002 ◽  
Vol 10 ◽  
pp. 40
Author(s):  
Carol A. Mullen
Keyword(s):  
High School ◽  
School Reform ◽  
Postsecondary Education ◽  
The United States ◽  
School To Work ◽  
Improvement Program ◽  
Exemplary Leadership ◽  
Comprehensive Reform ◽  
Reform Model

This study should have immediate utility for the United States and beyond its borders. School-to-work approaches to comprehensive reform are increasingly expected of schools while legislative funding for this purpose gets pulled back. This multisite case study launches the first analysis of the New Millennium High School (NMHS) model in Florida. This improvement program relies upon exemplary leadership for preparing students for postsecondary education

The Predictive Role of Gender and Race on Student Retention

2018 ◽  
pp. 1295-1311
Author(s):  
Gokhan Savas
Keyword(s):  
High School ◽  
Student Retention ◽  
Postsecondary Education ◽  
Drop Out ◽  
Male Students ◽  
Gender And Race ◽  
Predictive Role ◽  
Nationally Representative ◽  
Els 2002

Student retention is an important issue in American higher education, and has major impacts on students' access to employment and earning potential. Furthermore, it significantly influences the finances of colleges and universities. This chapter looks at the predictive role of gender and race on students' college retention, and analyzes the Education Longitudinal Study of 2002 (ELS, 2002) that follows a nationally representative cohort of students from 2002, when they were high school sophomores, through their postsecondary education. The analytic sample of this research includes high school graduates who remained in the study from 2002-2012, and reported “any known degree attained as of June 2013.” Findings indicate that male students are more likely to drop out of college compared to female students, and this gender effect does not change even after controlling for several other variables. Similar to gender, race is also found to be a significant predictor of student retention.

English Learners’ Access to Postsecondary Education

2021 ◽  
Author(s):  
Yasuko Kanno
Keyword(s):  
High School ◽  
High Schools ◽  
Postsecondary Education ◽  
English Learners ◽  
Ethnographic Case Study ◽  
High School English

This book provides an in-depth look into the systemic undereducation of high school English learners and the role of high schools in limiting ELs’ postsecondary options, despite the availability of resources and the best of intentions, through a longitudinal ethnographic case study of a diverse high school in Pennsylvania.

Correlates of Personal Expenditures for Postsecondary Education: The Case of Religious Affiliation

1990 ◽  
Vol 66 (2) ◽  
pp. 419-425
Author(s):  
George Catsiapis ◽  
Robert P. Vecchio
Keyword(s):  
High School ◽  
Individual Differences ◽  
Postsecondary Education ◽  
Religious Affiliation ◽  
National Sample ◽  
Parental Income ◽  
Educational Involvement ◽  
Relationship Of ◽  
The Relationship

In a study of predictors of tuition expenditures on postsecondary education, the role of individual differences in religious affiliation was examined with a national sample of 3,615 individuals. Based on past findings, it was hypothesized that religious affiliation may serve as a moderator of the relationship of tuition expenditures with (a) parental income and (b) prior educational involvement (i.e., type of high school attended). Analysis indicated that religious affiliation may interact with prior educational involvement and so partially account for tuition expenditures.

The Predictive Role of Gender and Race on Student Retention

2018 ◽  
pp. 37-53
Author(s):  
Gokhan Savas
Keyword(s):  
High School ◽  
Student Retention ◽  
Postsecondary Education ◽  
Drop Out ◽  
Male Students ◽  
Gender And Race ◽  
Predictive Role ◽  
Nationally Representative ◽  
Els 2002

Student retention is an important issue in American higher education, and has major impacts on students' access to employment and earning potential. Furthermore, it significantly influences the finances of colleges and universities. This chapter looks at the predictive role of gender and race on students' college retention, and analyzes the Education Longitudinal Study of 2002 (ELS, 2002) that follows a nationally representative cohort of students from 2002, when they were high school sophomores, through their postsecondary education. The analytic sample of this research includes high school graduates who remained in the study from 2002-2012, and reported “any known degree attained as of June 2013.” Findings indicate that male students are more likely to drop out of college compared to female students, and this gender effect does not change even after controlling for several other variables. Similar to gender, race is also found to be a significant predictor of student retention.

Longitudinal Postschool Outcomes of Youth with Disabilities: Findings from the National Longitudinal Transition Study

1996 ◽  
Vol 62 (5) ◽  
pp. 399-413 ◽  
Author(s):  
Jose Blackorby ◽  
Mary Wagner
Keyword(s):  
High School ◽  
Postsecondary Education ◽  
High School Completion ◽  
Youth With Disabilities ◽  
Longitudinal Outcomes ◽  
Completion Status ◽  
Transition Study ◽  
Disability Categories ◽  
National Longitudinal Transition Study ◽  
Over Time

This article describes findings from the National Longitudinal Transition Study (NLTS) of Special Education Students regarding trends in the employment, wages, postsecondary education, and residential independence of youth with disabilities in their first 5 years after high school. Data from the NLTS indicated strong gains in all four outcome areas over time. In all areas, however, youth with disabilities continued to lag behind their peers in the general population. Several differences between youth in certain disability categories were found regarding employment, postsecondary education, and movement toward independence over time. Longitudinal outcomes also differed widely by gender, ethnicity, and high school completion status.

Wiser Reasoning and Less Disgust Have the Potential to Better Achieve Suicide Prevention

Crisis ◽  
2020 ◽  
pp. 1-8
Author(s):  
Chao S. Hu ◽  
Jiajia Ji ◽  
Jinhao Huang ◽  
Zhe Feng ◽  
Dong Xie ◽  
...  
Keyword(s):  
High School ◽  
Suicide Prevention ◽  
Cause Of Death ◽  
Facial Expressions ◽  
Emotional Reaction ◽  
Suicide Method ◽  
University Teachers ◽  
Advice Giving ◽  
Prevention Techniques

Abstract. Background: High school and university teachers need to advise students against attempting suicide, the second leading cause of death among 15–29-year-olds. Aims: To investigate the role of reasoning and emotion in advising against suicide. Method: We conducted a study with 130 students at a university that specializes in teachers' education. Participants sat in front of a camera, videotaping their advising against suicide. Three raters scored their transcribed advice on "wise reasoning" (i.e., expert forms of reasoning: considering a variety of conditions, awareness of the limitation of one's knowledge, taking others' perspectives). Four registered psychologists experienced in suicide prevention techniques rated the transcripts on the potential for suicide prevention. Finally, using the software Facereader 7.1, we analyzed participants' micro-facial expressions during advice-giving. Results: Wiser reasoning and less disgust predicted higher potential for suicide prevention. Moreover, higher potential for suicide prevention was associated with more surprise. Limitations: The actual efficacy of suicide prevention was not assessed. Conclusion: Wise reasoning and counter-stereotypic ideas that trigger surprise probably contribute to the potential for suicide prevention. This advising paradigm may help train teachers in advising students against suicide, measuring wise reasoning, and monitoring a harmful emotional reaction, that is, disgust.

Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

2005 ◽  
Vol 26 (2) ◽  
pp. 100-106 ◽  
Author(s):  
James D.A. Parker ◽  
Donald H. Saklofske ◽  
Laura M. Wood ◽  
Jennifer M. Eastabrook ◽  
Robyn N. Taylor
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Postsecondary Education ◽  
Life Transition ◽  
Full Time ◽  
Major Life ◽  
Long Term Stability ◽  
Time Period ◽  
Transition From High School

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

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