Helping Teen Mothers Succeed

2006 ◽  
Vol 22 (3) ◽  
pp. 130-135 ◽  
Author(s):  
Lee SmithBattle
Keyword(s):  
High School ◽  
School Districts ◽  
Educational Attainment ◽  
High School Graduation ◽  
School Nurses ◽  
School Support ◽  
Teen Mothers ◽  
Competing Demands ◽  
School Graduation

Because the success of teen mothers is enhanced by completing high school, school districts should give high priority to supporting teen mothers to remain in school and to graduate. This article reviews the literature on the educational attainment of these students, their school aspirations, and the policies affecting their education. Although teens often begin mothering with a range of educational and social disadvantages, many teen mothers recommit to school to enhance their future opportunities. Unfortunately, rising school aspirations among teen mothers often are undermined by competing demands and the lack of consistent family and school support. School nurses can support teen mothers’ aspirations and contribute to their long-term success by linking them to resources and advocating for policies and practices that promote high school graduation.

Call for Manuscripts: Alebraic Concepts in the Middle school

1998 ◽  
Vol 4 (1) ◽  
pp. 60-62
Keyword(s):  
High School ◽  
School Districts ◽  
Grade Level ◽  
Middle Grades ◽  
High School Graduation ◽  
Secondary Level ◽  
Successful Completion ◽  
Global Marketplace ◽  
School Graduation ◽  
Students Success

Algebra has been called the “gatekeeper” because it is a prerequisite not only for further mathematics study but for increased opportunities in the global marketplace. As a growing number of school districts nationwide require successful completion of at least one course in algebra for high school graduation, middle-grades educators are being asked by their secondary-level colleagues to support and to help implement this mandate. The rate of students' success with this subject has been linked to the careful, planned development of algebra as a way of thinking about and modeling various phenomena at every grade level.

scholarly journals Evaluating Full Day Kindergarten – Is It Associated with Improved Short- And Long-Term Education Outcomes Among Metis Children?

2020 ◽  
Vol 5 (5) ◽  
Author(s):  
Nathan C Nickel ◽  
Julianne Sanguins ◽  
Joykrishna Sarkar ◽  
Jennifer Enns ◽  
Shannon Struck ◽  
...  
Keyword(s):  
High School ◽  
Low Income ◽  
High School Graduation ◽  
Education Outcomes ◽  
Full Day Kindergarten ◽  
Short And Long Term ◽  
School Graduation ◽  
Grade 3 ◽  
Full Day

IntroductionEarly education outcomes influence children’s educational trajectories with long-term effects extending into adulthood. Aboriginal peoples face numerous systemic barriers to academic success. It remains unknown if full-day kindergarten (FDK) is associated with improved academic outcomes among Metis children – a distinct Aboriginal people recognized by the Canadian Constitution. Objectives and ApproachThe Manitoba Metis Federation and the Manitoba Centre for Health Policy partnered to identify whether FDK was associated with improved short- and long-term outcomes among Metis children. We created a cohort of Metis children by linking several provincial databases held in the Manitoba Population Research Data Repository (1998-2011). Education data were used to identify all Metis children who attended FDK (n=247) vs half day kindergarten (HDK; n=547). FDK children were matched by age and sex to children in HDK. We used a step-wedged design and applied propensity scores to adjust for measured confounding. We tested for differences in grades 3, 7, 8 outcomes and high school graduation using generalized linear models. ResultsFDK children were more likely to live in a low-income neighbourhood. 72% FDK and 74% HDK students met or approached numeracy expectations in grade 3; and 55% FDK and 48% HDK met or approached numeracy expectations in grade 7. For reading expectations, 77% FDK and 75% HDK met or approached grade 3 reading expectations; in grade 8, 62% in each group met or approached expectations for reading and writing. High school graduation rate for FDK children was 84% and for HDK children was 64%. After adjusting for confounding we found FDK children were more likely to graduate high school than HDK children; other outcomes were non-significant. Conclusion / ImplicationsKindergarten programs may be insufficient to overcome structural barriers that Metis children face. Culturally appropriate education strategies are needed to support improved outcomes amongst this population.

Online Credit Recovery and the Path to On-Time High School Graduation

2018 ◽  
Vol 47 (8) ◽  
pp. 481-491 ◽  
Author(s):  
Jordan Rickles ◽  
Jessica B. Heppen ◽  
Elaine Allensworth ◽  
Nicholas Sorensen ◽  
Kirk Walters
Keyword(s):  
High School ◽  
Online Courses ◽  
Algebra I ◽  
High School Graduation ◽  
Credit Recovery ◽  
Ninth Graders ◽  
Long Term Outcomes ◽  
Face To Face ◽  
School Graduation

Many high schools use online courses to allow students to retake failed classes in an effort to help get students back on track and graduate. However, there is limited evidence available on the effectiveness of online credit recovery in improving students’ long-term outcomes compared with traditional face-to-face credit recovery courses. In this paper, we examine longer term outcomes for ninth graders who failed Algebra I and were randomly assigned to an online or face-to-face algebra credit recovery course. In particular, we look at math credits earned through four years of high school and rates of on-time graduation. We find no statistically significant differences in longer term outcomes between students in the online and face-to-face courses. Implications of these null findings are discussed.

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