scholarly journals A comparison of factors determining the transition to postsecondary education in Toronto and Chicago

2019 ◽  
Vol 14 (3) ◽  
pp. 338-356
Author(s):  
Karen Robson ◽  
Paul Anisef ◽  
Robert S. Brown ◽  
Jenny Nagaoka
Keyword(s):  
High School ◽  
High School Students ◽  
Longitudinal Data ◽  
Postsecondary Education ◽  
Black Males ◽  
School Students ◽  
Two Year Colleges ◽  
Life Chances ◽  
Educational Pathways ◽  
Four Year Colleges

We examine how race, sex and poverty contribute to the likelihood of attending two- and four-year colleges in Chicago and Toronto. In each city, we use longitudinal data on high school students and their postsecondary trajectories in order to explore how race and sex may impact differentially upon their educational pathways. Our analyses are informed by an intersectionality perspective, wherein we understand that life chances are shaped by the various traits and identities that individuals possess. In Toronto, Black males are less likely than all other groups to attend four-year colleges. We also find that two-year colleges appear to fulfill a different role in Toronto than they do in Chicago; that is, serving populations who may have been tracked into non-academic course selections in high school. We contextualize our findings within the very different political, cultural, and historical contexts of Ontario and Illinois.

Applied STEM Coursework, High School Dropout Rates, and Students With Learning Disabilities

2016 ◽  
Vol 32 (5) ◽  
pp. 664-696 ◽  
Author(s):  
Jay Stratte Plasman ◽  
Michael A. Gottfried
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
Postsecondary Education ◽  
Dropout Rates ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Educational History ◽  
Nationally Representative

Applied science, technology, engineering, and math (STEM) coursetaking is becoming more commonplace in traditional high school settings to help students reinforce their learning in academic STEM courses. Throughout U.S. educational history, vocational education has been a consistent focus for schools to keep students on the school-to-career pathway. However, very few studies have examined the role of applied STEM coursetaking in improving schooling outcomes for students with learning disabilities. This is a major missing link as students with learning disabilities tend to exhibit much higher dropout rates than students from the general population. This study examines mechanisms displayed through applied STEM courses and the role they play in helping students with learning disabilities complete high school and transition into college. Using a nationally representative data set of high school students and their full transcripts (i.e., Education Longitudinal Study of 2002), we found that students with learning disabilities who took applied STEM courses significantly increased their educational outcomes in the following ways: lowered chances of dropout, increased math test scores, and increased enrollment in postsecondary education. While the general student population also benefited by taking applied STEM courses, the advantages were greater for those students with learning disabilities.

scholarly journals Longer-Term Impacts of Mentoring, Educational Services, and Learning Incentives: Evidence from a Randomized Trial in the United States

2012 ◽  
Vol 4 (4) ◽  
pp. 121-139 ◽  
Author(s):  
Núria Rodríguez-Planas
Keyword(s):  
High School ◽  
High School Students ◽  
Postsecondary Education ◽  
The United States ◽  
Educational Services ◽  
School Students ◽  
Randomized Evaluation ◽  
Improved Outcomes ◽  
Education Enrollment ◽  
High School Diplomas

This paper reports on a randomized evaluation of a program designed to improve high school graduation and postsecondary education enrollment among low-performing high school students. Treated youths were offered mentoring, educational services, and financial rewards. The program was evaluated when the youths were 19, 21, and 24 years old. Treated youths obtained their high school diplomas earlier and were more likely than controls to attend postsecondary education. Five years after the end of the program, we find no significant overall effects of this intervention on employment outcomes. The program improved outcomes to a greater extent for the female enrollees than the male ones. (JEL D83, I21, I28, J13)

Contemporary Curriculum Issues: High School to Postsecondary Education: Challenges of Transition

2010 ◽  
Vol 103 (6) ◽  
pp. 442-445
Author(s):  
Susan Hudson Hull ◽  
Cathy L. Seeley
Keyword(s):  
High School ◽  
High School Students ◽  
Postsecondary Education ◽  
Critical Transition ◽  
School Students ◽  
Curriculum Issues

How can we help prepare our high school students to make the critical transition to what comes after they graduate? We cannot wait until students are seniors to inspire them to consider postsecondary education or training and at the same time prepare them to succeed when they get there.

Digital Disclosure of Delinquency: Online Peers and the Sharing of Offline Crime

2022 ◽  
pp. 001112872110671
Author(s):  
Timothy McCuddy
Keyword(s):  
Risk Factors ◽  
High School ◽  
High School Students ◽  
Longitudinal Data ◽  
Peer Influence ◽  
Digital Communication ◽  
Online Communication ◽  
School Students ◽  
Peer Delinquency ◽  
Unique Source

Digital communication poses challenges for scholars interested in the link between peers and crime since youth are often less inhibited online and can more easily share their opinions and experiences with offline activities. Drawing on longitudinal data from middle and high school students, this study explores how online communication impacts the sharing of personal and peer delinquency. Criminogenic risk factors are largely unrelated to the digital disclosure of personal delinquency among those who offend; however, peer online disclosure is related to self-reported delinquency, independent of perceived peer delinquency. These findings suggest cyberspace may extend offline mechanisms of peer influence beyond providing a unique source of online influence.

scholarly journals Depressive Symptoms among Fourth Form Students in St. Kitts and Nevis High Schools

2009 ◽  
Vol 9 ◽  
pp. 149-157 ◽  
Author(s):  
Gillian A. Lowe ◽  
Garth Lipps ◽  
Sharon Halliday ◽  
Amrie Morris ◽  
Nelson Clarke ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Depressive Symptoms ◽  
Postsecondary Education ◽  
Maternal Education ◽  
School Students ◽  
Symptoms Of Depression ◽  
Fourth Form ◽  
Academic Year

There has been limited research on depressive symptoms among high school students in St. Kitts and Nevis. This project examines levels of depressive symptoms among fourth form (grade 10) students attending all high schools in St. Kitts and Nevis. Students enrolled in the fourth form during the 2006/2007 academic year in all high schools were administered the Beck Depression Inventory II (BDI-II). A near census of the students was conducted (n = 744 students; 50.4% females, 47.6% males, and 2% no gender reported; age 13–19 years, mean = 15.5 ± 0.8 years). Six in every ten students (62.1%) reported some symptoms of depression, with 14.8% reporting moderate to severe and 9.7% reporting severe symptoms of depression. Females reported significantly higher BDI-II scores (t(727)= 7.11,p< 0.01) with 70% of females reporting some level of depressive symptoms compared with 52% of their male counterparts (X2(1) = 24.6,p< 0.05). Additionally, 34% of females were in the moderate to severe or severe range of depressive symptoms, while 15% of males were in the same range. Students who were older than expected for their grade (i.e., 17 years or older) reported significantly higher BDI-II scores (F(2,740) = 2.88,p< 0.05) than students who were younger or at the expected age (i.e., 14–16 years). Students whose mothers had a high school or postsecondary education reported significantly lower levels of depressive symptoms than students whose mothers had less than a high school education (F(3, 637), = 4.23,p< 0.05). Symptoms of depression among fourth form students in St. Kitts and Nevis are a prevalent problem that is influenced by students’ age, gender, and social class as indicated by maternal education.

scholarly journals Student Reflections on Position and Experiences in the Doctors of Tomorrow Program

2018 ◽  
Author(s):  
Gurjit Sandhu ◽  
Emily Flagler ◽  
Kaustubh Prabhu ◽  
Paula Ross
Keyword(s):  
High School ◽  
High School Students ◽  
Postsecondary Education ◽  
Racial Diversity ◽  
Student Experiences ◽  
Structured Interviews ◽  
Career Trajectory ◽  
School Students ◽  
Qualitative Thematic Analysis ◽  
Meaningful Relationships

Racial diversity in the medical field remains elusive. Actively engaging high school students from communities underrepresented in medicine (URiM) through pipeline programs has been identified as a viable strategy to support diversification of the U.S. physician population. However, students’ perspectives toward these programs remains unclear. In this study, we aim to elicit insights of URiM students matriculating to postsecondary education who participated in the Doctors of Tomorrow (DoT) program to better understand their experiences. Semi-structured interviews were conducted with 14 of the 17 high school students from the inaugural year of DoT. We explored URiM students’ experiences during DoT involvement, as well as growth, interpersonal interactions, and plans for the near future. Transcripts from the interviews were coded and analyzed using qualitative thematic analysis. We identified three main themes: contextually relevant experiences, meaningful relationships and interactions, and empowerment and personal agency. Access to hands-on clinical opportunities along with meaningful relationships with mentors provide students with a sense of agency that can ultimately influence their career trajectory. Understanding student experiences is important for continuing to enhance participant engagement and foster sustainability of programs that support URiM students in their pursuit of medical professions.

scholarly journals Strategies for Successful College Transitions for High School Students in Urban Schools

2019 ◽  
Vol 26 (2) ◽  
Author(s):  
Erin L. Lewis
Keyword(s):  
High School ◽  
High School Students ◽  
Urban Schools ◽  
Postsecondary Education ◽  
College Readiness ◽  
College Experiences ◽  
Early College ◽  
School Students ◽  
College Programs ◽  
College Transitions

Students in the U.S. are underachieving in math and reading, which negatively affects transitions to postsecondary education (NAEP, 2015). Research shows that students exposure to college coursework in high school can increase academic outcomes for students and lead to successful transitions to college. However, many studies promote the use of early college programs that foster college readiness, without considering schools that may not be equipped to provide those opportunities for students. This article offers insight about the lack of college readiness for students, specifically students that attend urban schools, and the role that high schools play in combating these limitations. This article concludes with recommendations on ways to creatively immerse students from urban schools with college experiences.

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