scholarly journals When “Journalism Kids” Do Better: A Reassessment of Secondary and Postsecondary Achievement and Activities

2019 ◽  
Vol 74 (4) ◽  
pp. 438-451
Author(s):  
Piotr S. Bobkowski ◽  
Sarah B. Cavanah
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Longitudinal Study ◽  
Standardized Tests ◽  
Academic Outcomes ◽  
College English ◽  
Education Longitudinal Study ◽  
Nationally Representative ◽  
Using Data ◽  
English Students

Using data from the nationally representative Education Longitudinal Study of 2002, this study examined how journalism participation in high school relates to subsequent academic outcomes. The analysis statistically controlled for a host of correlates of academic achievement, isolating the associations between journalism participation and subsequent outcomes. Results indicated that students who take more journalism in high school score higher than their peers on standardized tests of English; are more likely to major in journalism or related fields; and when they do, have higher grades in college English. Students who participate in extracurricular journalism also see some of these gains.

Suggestions of the Postmodern Self: Value Changes in American High School Students, 1976–1996

2003 ◽  
Vol 46 (2) ◽  
pp. 239-256 ◽  
Author(s):  
Seth Ovadia
Keyword(s):  
High School ◽  
High School Students ◽  
Meaning In Life ◽  
Empirical Evaluation ◽  
School Students ◽  
Postmodern Theory ◽  
Nationally Representative ◽  
Using Data ◽  
Value Changes ◽  
Postmodern Self

Following Allen and Turner's suggestion “to bring data to bear on the claims of postmodern theory,” this article evaluates one aspect of Kenneth Gergen's theory of social saturation. In The Saturated Self, Gergen proposes that the postmodern self can be seen in the increase in the number and diversity of values that individuals hold to be important. This “populating of the self” also leads to an abandonment of modernist ideas about truth and absolute knowledge. Using data from a nationally representative sample of American high school seniors, I test Gergen's theory about change in the values of individuals. Between 1976 and 1996 the importance of most values in the survey has increased, with only one of the fourteen values (finding meaning in life) declining in importance. These results support Gergen's theory of social saturation and provide an example of an empirical evaluation of a postmodern theory.

Minority Journalism Student Academic Comparisons between Those with and Those without High School Print Media Experience

2009 ◽  
Vol 64 (3) ◽  
pp. 258-272 ◽  
Author(s):  
Jack Dvorak ◽  
Candace Perkins Bowen ◽  
Changhee Choi
Keyword(s):  
High School ◽  
Minority Students ◽  
Standardized Tests ◽  
Print Media ◽  
National Database ◽  
Journalism Students ◽  
Using Data ◽  
Media Experience

To better understand the worth of high school publications experiences, this study examines minority high school journalism students as compared with non-journalism minority students. Using data gathered in ACT pre-college standardized tests and results of collegiate performance, researchers found that journalism minority students outperformed non-journalism minority students in twelve of fifteen major academic comparisons. For this study, 5,369 minority students were studied from a national database. Of those, 993 (18.5%) had served on the staff of a high school newspaper or yearbook.

Gender of Children and Receipt of Assistance From Absent Fathers

1991 ◽  
Vol 12 (4) ◽  
pp. 450-466 ◽  
Author(s):  
KATHLEEN M. PAASCH ◽  
JAY D. TEACHMAN
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
Child Support ◽  
Absent Fathers ◽  
School Class ◽  
National Longitudinal Study ◽  
Direct Participation ◽  
High School Class ◽  
Using Data

Using data from the National Longitudinal Study of the High School Class of 1972, the authors examine the extent to which absent fathers provide various forms of assistance to their children. They also focus on the gender of children as one factor influencing transfers from absent fathers. The results indicate that absent fathers are much more likely to make child support payments than to provide other forms of assistance, especially when their direct participation is required. The authors also find that the gender of children does not influence the provision of most forms of assistance. They conclude with implications for policy.

Factors Associated With the Early Work Experiences of Adolescents With Severe Disabilities

2011 ◽  
Vol 49 (4) ◽  
pp. 233-247 ◽  
Author(s):  
Erik W. Carter ◽  
Diane Austin ◽  
Audrey A. Trainor
Keyword(s):  
High School ◽  
Severe Disabilities ◽  
Paid Work ◽  
Work Experiences ◽  
Factors Associated ◽  
Employment Success ◽  
Nationally Representative ◽  
Transition Study ◽  
Using Data ◽  
National Longitudinal Transition Study

Abstract The early work experiences of a nationally representative sample of youth with severe disabilities (i.e., intellectual disabilities, autism, multiple disabilities) were examined. Using data from the National Longitudinal Transition Study-2, we explored the extent to which various student-, family-, school-, and community-level factors were associated with paid work experiences during high school. Findings highlight the elusiveness of early work experiences for many youth with severe disabilities and call attention to malleable factors that may play a role in shaping employment success during high school. Recommendations for research and practice are highlighted.

The Role of Parental Involvement in Narrowing the Academic Achievement Gap for High School Students With Elevated Emotional and Behavioral Risks

2021 ◽  
pp. 106342662110202
Author(s):  
Matthew C. Lambert ◽  
Kristin Duppong Hurley ◽  
Stacy-Ann January ◽  
Jacqueline Huscroft D’Angelo
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Achievement Gap ◽  
Parental Involvement ◽  
Academic Outcomes ◽  
Structural Equation ◽  
Significant Proportion ◽  
Future Research ◽  
School Students

Parental involvement in school is an undoubtedly important element of a student’s educational experience and outcomes. Students with elevated emotional and behavioral risks (EBR) tend to experience poor educational outcomes, and research suggests varying levels of parental involvement across domains for these at-risk students. However, there is minimal research on the links between elevated EBR, parental involvement, and academic achievement for high school students. The purpose of this study was to examine the degree to which (a) parental involvement differed between high school students with elevated EBR and students without EBR, (b) parental involvement was related to academic outcomes, and (c) the gap in academic achievement between students with elevated EBR and students without EBR could be attributed to differences in parental involvement. To address these questions, we fit a structural equation model using data from the High School Longitudinal Survey of 2009. The results demonstrated that (a) parental involvement was significantly lower in multiple domains for students with elevated EBR, (b) was significantly associated with academic outcomes, and (c) differences in parental involvement could account for a significant proportion of the achievement gap. Research limitations, directions for future research directions, and implications are discussed.

scholarly journals Protocol for a longitudinal study investigating the role of anxiety on academic outcomes in children on the autism spectrum

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257223
Author(s):  
Dawn Adams ◽  
Stephanie Malone ◽  
Kate Simpson ◽  
Madonna Tucker ◽  
Ron M. Rapee ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Longitudinal Study ◽  
Academic Outcomes ◽  
Strong Predictor ◽  
Autism Spectrum ◽  
Anxiety Reduction ◽  
Research Centre ◽  
Academic Learning ◽  
Academic Enablers ◽  
The Impact

Background Children on the autism spectrum are consistently reported to underachieve compared to ability. In typically developing children, anxiety is a strong predictor of poor school performance. Despite the high prevalence of anxiety disorders among children on the spectrum, the impact of their anxiety on academic achievement is under-researched. The main aim of this project is to determine the moderating role anxiety may have in the development of academic learning behaviours (academic enablers) in children on the spectrum. This project addresses a gap in knowledge about the possible associations between anxiety and academic achievement in children on the spectrum. Understanding these associations opens up the possibility of new intervention pathways to enhance academic outcomes through anxiety reduction/prevention. Methods This longitudinal study will aim to recruit 64 children on the spectrum aged 4–5 years and their parents. Information will be gathered from children, parents and teachers. Children will be randomly assigned to one of two conditions in order to experimentally manipulate anxiety levels in the sample: experimental (to receive an anxiety reduction/prevention program, N = 32) or control (no intervention/treatment as usual, N = 32). The primary outcome measures are child academic skills and enabling behaviours assessed using the Academic Competence Evaluation Scales and the WIAT-II. Anxiety will be assessed through parent and teacher report. Assessments will be conducted at baseline, post-experimental manipulation of anxiety, and within the first year of formal schooling. It is hypothesised that anxiety will moderate the relationship between autism characteristics and academic enablers. Dissemination Results will be disseminated through peer-reviewed manuscripts and conference presentations. Lay summaries will be provided to all participants and available on the research centre website.

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