Institutional Ambiguity and De Facto Tracking in STEM

2020 ◽  
Vol 122 (8) ◽  
pp. 1-38
Author(s):  
Cassidy Puckett ◽  
Brian E. Gravel
Keyword(s):  
High School ◽  
Extracurricular Activities ◽  
Research Question ◽  
Organizational Factors ◽  
School Level ◽  
After School ◽  
Public High School ◽  
Student Body ◽  
Mathematics Placement ◽  
Institutional Ambiguity

Background/Context Many schools no longer track classes to increase access to courses at all levels, including science, technology, engineering, and mathematics (STEM) subjects. However, informal processes can “de facto” track students, placing them at the same level across subjects. Research shows that de facto tracking is prevalent in STEM, especially between mathematics and science course placements. Less is known about the relationship between mathematics and engineering—the focus of this study. Purpose/Objective/Research Question/Focus of Study Mathematics placement is likely to shape participation in engineering given its position under the STEM umbrella. Yet, de facto tracking does not occur all the time. This may depend on the categorization of courses as “academic” or “vocational,” but there is little research about this aspect of course-to-student matching. Therefore, we investigate an unexpected case of equitable participation where mathematics placement does not de facto track students in engineering. We ask: How do institutional and organizational factors shape the absence of de facto tracking? Research Design We used qualitative data drawn from a two-year mixed-methods study in a public high school district with one large comprehensive high school. The school is in the lower third of per pupil spending in the state of Massachusetts, yet has significant engineering-related course offerings. Located near Boston, it serves an economically and racially diverse student body of ∼1,800 students. For this article, we analyzed 998 hours of observations during and after school, in engineering-related elective courses and extracurricular activities, and interviews with 29 students, 31 teachers, six guidance counselors, two district administrators, and the principal. Findings/Results We find competing vocational and academic logics equally frame engineering, which we call “institutional ambiguity.” This dual framing is present at the institutional level and is supported at the school level by three organizational factors: 1) courses and activities that occur in both vocational and academic spaces, 2) teachers who link vocational and academic fields, and 3) an organizational commitment to support the integration of vocational activities. Conclusions/Recommendations Overall, this article contributes to educational and organizational research by identifying the institutional factors and organizational processes that shape the categorization of courses and student-to-course matching. Our research reveals the conditions under which schools and the actors within them have greater agency, where ambiguity in the broader environment allows for contestation and renegotiation of status hierarchies. We argue that by leveraging ambiguity, schools may avoid contributing to inequity in STEM.

Understanding Unfulfilled AP Potential Across the Participation Pipeline by Race and Income

2020 ◽  
Vol 122 (9) ◽  
pp. 1-38
Author(s):  
Awilda Rodriguez ◽  
Esmeralda Hernandez-Hamed
Keyword(s):  
Extracurricular Activities ◽  
Low Income ◽  
Self Efficacy ◽  
Research Question ◽  
Working Hours ◽  
Subject Area ◽  
School Level ◽  
Policy And Practice ◽  
Student Centered ◽  
Teacher Recommendations

Background/Context Each year, large shares of students who could do well in Advanced Placement courses and exams—known as AP potential students—do not participate, particularly students of color and low-income students. There are a number of prevailing reasons, both structural (schools do not offer the courses, or teachers do not accurately identify students) and as well as student- centered (lack of motivation, conflicts with other activities, or lack of self-efficacy). Purpose/Objective/Research Question/Focus of Study This study seeks to empirically test these common reasons for foregoing AP participation with the following research questions: How are student and school characteristics related to the probabilities of students attending a high school that offers a corresponding course, enrolling in the course, and taking the exam? To what extent are explanations such as students’ constraints on time, lack of motivation, or lack of self-efficacy related to the probability of AP course- and exam-taking, net of student- and school-level measures? How well do AP potential estimates align with teacher recommendations into advanced coursework? We focused on differences across race and class throughout. Research Design We define AP potential as a 60% percent probability or better of receiving at least a 3 on an AP exam in either math or English. Using a nationally representative sample of sophomores in 2002 whom we identified as having AP potential, we answered the first research question with a sequential logit. We then used postestimation commands in Stata to examine motivation, hours working, hours in extracurricular activities, and measures of English and math self-efficacy to address the second research question. For the third research question, we modeled the probability of student misidentification—or the probability that the teacher of a student with AP potential will not identify them for honors or AP courses—using a logit. Conclusions/Recommendations We found that large shares of students did not fulfill their AP potential, which varied by student background and subject area. We did not find support for many of the student-centered reasons for forgoing AP, such as lack of motivation and constraints on time due to work or extra-curricular activities. We did find, however, that teacher identification and academic self-efficacy mattered to AP course- and exam-taking, especially for marginalized students, suggesting viable policy and practice levers to improve equitable AP participation. We discuss implications for policy, practice, and research.

The University of Denver's University for Youth

1981 ◽  
Vol 5 (3) ◽  
pp. 160-169 ◽  
Author(s):  
Elinor Katz ◽  
Ken Seeley
Keyword(s):  
High School ◽  
Gifted And Talented ◽  
School Level ◽  
After School ◽  
High School Level ◽  
University Of Denver ◽  
School Year ◽  
Innovative Program ◽  
The University

The University for Youth is an innovative program for gifted and talented children from preschool through high school level. For six weeks during the summer, and after school during the school year, the University of Denver offers a wide variety of courses to stimulate and challenge young minds.

scholarly journals Investigating the Relationship between School Level and a School Growth Mindset

2016 ◽  
Vol 2 (2) ◽  
pp. 203 ◽  
Author(s):  
Janet Hanson ◽  
William Ruff ◽  
Arthur Bangert
Keyword(s):  
High School ◽  
Elementary School ◽  
Research Question ◽  
Growth Mindset ◽  
School Level ◽  
High School Level ◽  
Self Reports ◽  
Faculty And Administrators ◽  
The Relationship ◽  
Future Practice

<p>This study explored the relationship between school level and the psychosocial construct of a growth mindset school culture. Data was collected on the What’s My School Mindset (WMSM) Survey from a stratified random sample of PK-12 faculty and administrators (n = 347) in 30 schools across a large northwestern state. The overarching research question was, “Is there a relationship between school level and a school’s growth mindset?” Results revealed a significant decrease in the WMSM mean between elementary school level and high school level participant self-reports. Therefore, the results of this study could be used to create opportunities for faculty dialogue and reflection to changes perspectives, inform future practice, provide realistic ways to implement change by using research-based evidence to challenge assumptions; and give sound reasons for new practices.</p>

scholarly journals High School Completion in Context: Student- and School-Level Factors Related to On-Time Graduation

2019 ◽  
Vol 121 (10) ◽  
pp. 1-28
Author(s):  
Mathew C. Uretsky
Keyword(s):  
High School ◽  
Multilevel Models ◽  
Research Policy ◽  
Research Question ◽  
High School Graduation ◽  
High Risk Group ◽  
School Level ◽  
Critical Element ◽  
High School Diploma ◽  
School Graduation

Background/Context There is an expansive body of research concerning high school graduation; however, most studies omit students who persist through four years of high school without earning a diploma. In addition, there is scant research exploring longer term outcomes among students whose academic trajectories do not fit within the traditional four-year model of high school graduation, including eventual graduation, postsecondary enrollment, or engagement in the workforce. Purpose/Objective/Research Question/Focus of Study The current study addresses the substantive gaps in research regarding high school noncompletion by examining the college and workforce outcomes of persisters—defined here as students who do not formally withdraw from high school, nor earn a regular diploma, four years after entering high school as a first-time ninth grader. Research Design The present study accessed five years of linked, longitudinal, student-level administrative data from the Maryland Longitudinal Data System. Multilevel models assessed the relationship between student- and school-level factors with the odds of students earning a high school diploma four years after beginning their freshman year. Independent variables included student-level demographic and academic indicators and school-level concentrations of student characteristics. Conclusions/Recommendations This study offers a first look into the academic and employment trajectories of an understudied and high-risk group of young adults. The multilevel examination of student- and school-level factors indicated that on-time graduation for four-year persisters should be understood as a function of students within their academic environment. Overall, persisters had less favorable college and workforce outcomes when compared with students who earned a high school diploma, suggesting the need for interventions that promote college and workforce readiness across the population of persisters. The findings presented herein suggest that the phenomenon of persisting should be considered, along with dropout, as a critical element of a more informed analysis of high school graduation. Implications for research, policy, and practice are discussed.

scholarly journals School Belonging Predicts whether an Emerging Adult will be Not in Education, Employment, or Training (NEET) after School

2021 ◽  
Author(s):  
Philip David Parker ◽  
Kelly-Ann Allen ◽  
Rhiannon Bree Parker ◽  
Jiesi Guo ◽  
Herb Marsh ◽  
...  
Keyword(s):  
High School ◽  
Risk Factor ◽  
Social Exclusion ◽  
Emerging Adult ◽  
School Belonging ◽  
School Level ◽  
After School ◽  
Policy Concern ◽  
Employment Education

Low school belonging and Not (being) in Employment, Education, or Training (NEET) are both signs of social exclusion. Yet little research has considered whether school belonging is a risk factor for NEET. Using two longitudinal cohorts from Australia (*N* = 17,692; 51% Boys), we explore this relationship. Controlling for a range of individual and school level covariates, we find that school belonging at age 15 is a consistent and practically significant predictor of NEET status at ages 16-20. We found that this relationship is not the product of school belonging lowering the chances of students graduating high-school. Rather, school belonging had a unique impact beyond graduation. Given the costs of NEET, school belonging is of significant policy concern.

scholarly journals Student`s Mental Revolution Guidance Model At Senior High School

2018 ◽  
Author(s):  
Tia Ayu Ningrum ◽  
Anisah ◽  
Sufyarma Marsidin ◽  
irsyad
Keyword(s):  
High School ◽  
Extracurricular Activities ◽  
Work Ethic ◽  
Senior High School ◽  
School Level ◽  
Prototype Model ◽  
High School Level ◽  
Mutual Cooperation ◽  
Internal Stakeholders ◽  
Guidance Model

The background of this research was the existence of mental or the character of problems the current learner. The purpose of this research was (1) to know about the guidance of integrity, work ethic, mutual cooperation, independence, religious at senior high school level, (2) prototype model of Student mental revolution guidance in senior high school. This was a research development using qualitative approach. The results of this study explain that (1) guidance of mental revolution values (integrity, mutual cooperation, work ethic, self-reliance and religious) has not been implemented maximally in senior high school. The process of guidance was done on intracurricular and extracurricular activities. Guidance of mental revolution on intracurricular activities did independently and integrated on subjects. (2) This research also produced prototype model design of students guidance. This model illustrates all internal stakeholders and school supervisors that play a role in the process of guidance students. The guidance was done by using the approach of exemplary, habituation, praise and reward that emphasizes aspects by knowing, by loving, by acting, and done individually and in groups. Guidance was done on extracurricular and intracurricular activities that give consideration the values of Pancasila, UUD 1945, Bhineka tunggal ika, and NKRI regulations.

The Role of Attending Center-Based Care for Kindergarten-Aged Children with Disabilities

2017 ◽  
Vol 119 (2) ◽  
pp. 1-37
Author(s):  
Michael A. Gottfried
Keyword(s):  
Children With Disabilities ◽  
Research Question ◽  
Relative Effectiveness ◽  
National Level ◽  
Negative Association ◽  
Family Characteristics ◽  
School Level ◽  
After School ◽  
Early Schooling ◽  
Research Questions

Background/Context Families have been increasingly utilizing center-based care both during prekindergarten as well as before/after school during kindergarten (CBC-K), and the literature has addressed the relative effectiveness of attending the former on early schooling outcomes. However, missing in the field is an analysis of the efficacy of attending the latter. To compound this, no research has considered how attending CBC-K is associated with early outcomes for children with disabilities. Purpose/Objective/Research Question/Focus of the Study There were four research questions: 1. Do kindergarten academic outcomes differ for children with disabilities who did and did not attend CBC-K? 2. Do kindergarten socioemotional outcomes differ for children with disabilities who did and did not attend CBC-K? 3. Do these relationships differ by disability? 4. Do these relationships differ by socioeconomic status (SES)? Population/Participants/Subjects This study utilizes data from the newly released Early Childhood Longitudinal Study – Kindergarten Class of 2011, which represents the most contemporary national-level data available to study these research questions. Research Design This study examined two sets of outcomes. The first set included reading and math achievement. The second set included socioemotional scales based on both teacher and parent ratings of child behavior. These outcomes were regressed on a measure for having attended CBC-K as well as a wide span of child and family characteristics. Error terms were clustered at the school level to account for nested data. Findings The results based on the first and second research questions indicated that for children with disabilities, there was a negative association between attending CBC-K and academic and socioemotional measures compared to not attending CBC-K. As for the third research question, children with emotional or learning/communication disabilities had the largest observed negative association with the set of outcomes from having attended CBC-K (along with children with developmental delays when considering achievement outcomes) compared to children from the same groups who did not attend CBC-K. As for the fourth research question, there was little difference of attending versus not attending CBC-K by SES. Conclusions/Recommendations When considering transitions into kindergarten, attending CBC-K certainly appears to have an effect, albeit negative for both children with and without disabilities. Having documented these patterns, this study helped to provide a well-rounded portrait into how center-based care affects outcomes for school-aged children.

A preliminary study of the impact of high school astronomy research-based learning in Thailand

2019 ◽  
Vol 15 (S367) ◽  
pp. 34-37
Author(s):  
Sze-leung Cheung ◽  
Matipon Tangmatitham
Keyword(s):  
High School ◽  
High School Students ◽  
Design Research ◽  
Learning Experience ◽  
Research Question ◽  
After School ◽  
Control Group ◽  
School Students ◽  
Research Activities ◽  
The Impact

AbstractIn Thailand, annually there are more than 50 high school students presenting in the Thai Astronomical Conference (Student Session) and more than 20 high school students joining research activities mentored by their teachers and NARIT staff through the “Advanced Teacher Training” scheme. These opportunities offer a unique experience for students to learn various skills through proposing a research question, design research methodologies, acquire different knowledge conducting research, present and communicate their results and response to criticism. Data collection for this qualitative research study is conducted through interviews with the senior high school students who completed their research presentations, with a control group of students who did not have research-based learning experience but had other informal learning experiences such as planetarium visit, or after school astronomy activities. The study looks into students’ learning behaviour, attitude towards science, skills acquired for other subjects, interest in science careers.

scholarly journals Children’s Worth School: Psychological Well-Being of High School Students in Padang

AL-TA LIM ◽  
2020 ◽  
Vol 27 (2) ◽  
pp. 215-226
Author(s):  
Afnibar Afnibar ◽  
Amalia Amalia ◽  
Dyla Fajhriani Nasrul ◽  
Aulia Rahmi
Keyword(s):  
High School ◽  
High School Students ◽  
Extracurricular Activities ◽  
Teaching And Learning ◽  
Well Being ◽  
Learning Material ◽  
Public High School ◽  
Snowball Sampling ◽  
School Students ◽  
Psychological Well Being

This study aimed to reveal the condition of a child-friendly school as seen from the psychological well-being students in school. Lately there have been various harassment incidents that have befallen students and their own culprit; this is allegedly related to their discomfort at school. Interviews and observations were employed in this study.  The participants which were the public high school students were recruited and determined by snowball sampling. The results showed that, generally, students experienced problems; first, psychological well-being was disrupted due to the following reasons: (1)  learning environment which included incomplete classroom and extracurricular activities facilities; (2) teachers’ attribute which included attitudes toward students, show less affection, appreciation and sometimes like to force the will; and (3) inadequate teaching and learning aspects which included poor lesson plans and dense of teaching and learning material. Second, psychological well-being felt by students generally in schools is related to: (1) the atmosphere in the classroom: friendly and not grumpy teachers, fun teachers in explaining the lesson; (2) understanding and easygoing friends who are comfortable to communicate with, and (3) the atmosphere outside the classroom, friendly waiters in the canteen and a comfortable and quiet library.

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