scholarly journals Class and the Classroom: The Role of Individual- and School-Level Socioeconomic Factors in Predicting College Students’ Academic Behaviors

2021 ◽  
Vol 9 (1) ◽  
pp. 53-65
Author(s):  
Cari Gillen-O’Neel ◽  
Emily C. Roebuck ◽  
Joan M. Ostrove
Keyword(s):  
College Students ◽  
High School ◽  
High Schools ◽  
Emerging Adults ◽  
Low Income ◽  
Family Income ◽  
School Context ◽  
School Level ◽  
Low Income Students ◽  
Academic Behaviors

This study examines how, for emerging adults attending residential colleges, family incomes and the socioeconomic status (SES) composition of high schools are jointly associated with academic behaviors in college. Using a one-time survey, daily surveys, and additional data collection on high school SES composition, this study measured 221 college students’ (17–25 years old) SES backgrounds and academic behaviors. Findings indicated that three academic behaviors (study time, in-class engagement, and help-seeking) were predicted by an interaction between family income and high school context. Among students who attended high schools that serve many low-income students, higher family income was significantly associated with more beneficial academic behaviors in college; among students who attended high schools that serve few low-income students, there was no association between family income and academic behaviors. Results indicate that colleges may need to be especially prepared to support students from lower income families who matriculated from lower SES high schools.

¡Sí se Puede en Colaboración! Increasing College Placement Rates of Low-income Students

2011 ◽  
Vol 113 (7) ◽  
pp. 1435-1476
Author(s):  
Matthew Militello ◽  
Jason Schweid ◽  
John Carey
Keyword(s):  
High School ◽  
High Schools ◽  
College Readiness ◽  
Low Income ◽  
The United States ◽  
Intervention Strategies ◽  
Low Income Students ◽  
College Board ◽  
Post Secondary ◽  
College Application

Background/Context Today we have moved from the debate of student opportunity to post-secondary educational setting to 100% access. That is, today's high school settings have been charged with preparing “college ready” graduates. Educational policy has leveraged mandates and sanctions as a mechanism to improve college placement rates, especially in high schools with a high percentage of low-income students. However, little empirical evidence exists to assist us in understanding how college readiness is actualized for low-income students. Focus of Study The purpose of this study was to identify specific strategies that schools employ to raise college application and attendance rates for low-income students. Research Design This study investigated 18 College Board Inspiration Award winning or honorable mention high schools across the United States. Phone interviews with all 18 schools informed the selection of five case study high schools. Data collection included interviews and observations with high school educators, parents, students, and other community members. Findings In this study, we describe evidence within and across the five case schools using a framework that was generated from the first phase of this study. These schools effectively improved college readiness by developing collaborative practices around: (1) Program Management, (2) External Partnerships, (3) Leadership, (4) College-focused Intervention Strategies, (5) Achievement-oriented School Culture, (6) Parental Outreach, (7) Systemic, Multileveled Intervention Strategies, (8) Use of Data, (9) Development and Implementation of Inclusive School Policies, and (10) Routinizing or Offloading Routine or Mundane Tasks. Conclusions/Implications This study operationalizes what effective practices look like in high schools with low-income students. The findings move beyond normative models to be implemented across sites to illustrations of exemplar practices that can guide collaborative efforts to enact the specific tasks necessary to improve college readiness for students.

Navigating the tension between scale and school context in digital college guidance

2018 ◽  
Vol 16 (3) ◽  
pp. 303-310
Author(s):  
Zoe Corwin ◽  
Tattiya J. Maruco
Keyword(s):  
Low Income ◽  
First Generation ◽  
School Context ◽  
School Level ◽  
Digital Tools ◽  
Content Type ◽  
Equity Issues ◽  
Digital Equity ◽  
Digital Intervention ◽  
Challenges And Opportunities

Purpose The purpose of this paper is to highlight the potential of digital tools to address the significant challenge of increasing access to college and outline challenges and opportunities in effectively implementing a digital intervention across an entire school. Design/methodology/approach The study encompasses a randomized control trial and comparative case studies. This paper highlights qualitative data focused on implementation. Findings Findings illustrate impediments and strategies for implementing a school-wide digital intervention. Research limitations/implications Research focused on one particular intervention and is thus limited in scope. Practical implications The study has the potential to assist practitioners in better serving students from low-income and minoritized communities through digital tools. Social implications The study has implications for increasing the number of first-generation and minoritized youth who apply to and enroll in college. The study highlights digital equity issues often overlooked in ed-tech sectors. Originality/value Few studies exist that examine the implementation of digital interventions at the school level. Focusing on digital equity in the college access space (academic and practice) is novel.

scholarly journals Effectiveness of Online Learning Implementation in Topic Dynamic Electricity during the Covid-19 Pandemic at Junior High School

2020 ◽  
Vol 03 (12) ◽  
Author(s):  
Muhammad Habibbulloh ◽  
Keyword(s):  
High School ◽  
Online Learning ◽  
High Schools ◽  
Student Learning ◽  
Learning Outcomes ◽  
Junior High School ◽  
Junior High ◽  
Junior High Schools ◽  
Student Response ◽  
School Level

his study aims to determine the effectiveness of the implementation of online learning on dynamic electricity topics carried out in junior high schools during the Covid-19 pandemic. Effectiveness is seen from the completeness of learning outcomes, obstacles faced during learning, and student responses to online learning. The research method used in this research is quantitative descriptive with one group pre-test post-test design. The sample used in this study were 64 junior high school students in one of the state junior high schools in Lamongan Regency, East Java. The results of the research obtained were that the average completeness of student learning on dynamic electricity material with an online learning model was very low (below the minimum completeness standards), analysis of the N-Gain value gets a value of 0.23 and is categorized as low. Statistical analysis with the help of SPSS 22 shows that the sample is normally distributed and hypothesis testing shows that online learning has no effect on increasing the value of student learning outcomes. There were many obstacles during the online learning process even though solutions had been given but there were not resolved properly, one of the obstacles was the need real lab. Student response to online learning is quite positive 63%. The conclusion of this study is that online learning is not effective enough to be used at the junior high school level and improvements are still needed in terms of facilities and infrastructure.

scholarly journals Comparing the Performance on the MI and SAT/PSAT for the Purpose of Monitoring Student Achievement

2021 ◽  
Vol 11 (12) ◽  
pp. 590-596
Author(s):  
Michael McDonald ◽  
◽  
Yulei Pang
Keyword(s):  
High School ◽  
High Schools ◽  
High School Teachers ◽  
The United States ◽  
Student Growth ◽  
School Level ◽  
High School Level ◽  
School Year ◽  
School Time ◽  
Math Problems

This paper will discuss the correlation between the SAT and the Math Inventory Test. Many school districts adopted the Math Inventory as a tool to measure student growth from grades kindergarten through high school. The Math Inventory is a computer-administered test that gives students math problems spanning from counting to high school level math. When completed, the students are given a quantile measure, much like a Lexile score for reading skill. The purpose of this study is to figure out if success on the Math Inventory is a good indicator for performing well on the SAT. For most high schools around the United States, objectives and lessons are aligned with those of the SAT. The goal of high school teachers is for students to excel on the SAT so that they can go to college, which means the tests used in middle school should be aligned with that goal. If the Math Inventory is not, then it might not be a very good use of school time and resources. Data was analyzed from the 2017-2018 school year from ten different high schools in an urban school district to determine the correlation between Math Inventory score, and the math score/sub scores of SAT/PSAT. The value of the Pearson’s correlation coefficient is used to suggest a fairly moderate positive relationship between these two variables.

A Dream Realized

2020 ◽  
pp. 46-67
Author(s):  
Nate Bryant
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Family Income ◽  
Positive Impact ◽  
Higher Education Institutions ◽  
Vulnerable Population ◽  
Low Income Students ◽  
Total Family Income ◽  
Institutional Structures ◽  
Changing Demographics

This chapter presents the characteristics and challenges that low-income students face culturally, socially, and academically, and identifies services that have a positive impact on their retention. Low-income students are defined as students whose total family income is below $50,000 a year. While higher education institutions boast about the increase in low-income students enrolling in college, the data show that the retention of these students is not as praiseworthy. Colleges and universities have not been nimble in meeting students where they are academically. Rather, they expect students to navigate the institutional structures and cultures that pre-date the changing demographics of higher education. Recognizing the characteristics of low-income students in relation to education, and understanding the challenges they face, will be helpful to higher education institutions as they create programs to meet the needs of this most vulnerable population.

scholarly journals “I Wasn’t Expecting It”: High School Experiences and Navigating Belonging in the Transition to College

2019 ◽  
pp. 216769681988211
Author(s):  
Carly Offidani-Bertrand ◽  
Gabriel Velez ◽  
Claudia Benz ◽  
Micere Keels
Keyword(s):  
High School ◽  
Emerging Adults ◽  
Students Of Color ◽  
School Context ◽  
Transition To College ◽  
College Life ◽  
High School Experiences ◽  
White Institutions ◽  
Qualitative Work ◽  
Racial Ethnic

For emerging adults transitioning to college, normative social and contextual shifts present challenges that are largely a productive aspect of development. But not all students have the same experiences, nor do all students manage similar experiences in similar ways. Black and Latinx emerging adults transitioning to Historically White Institutions must adjust not only to college life but also to feeling different and, sometimes, isolated. There is a dearth of qualitative work examining how students of color make meaning of their racial-ethnic experiences on campus. Our article draws on a mixed-methods study of Black and Latinx emerging adults’ transition to college to investigate how high school racial-ethnic contexts shape students’ interpretations of experiences of difference on college campuses. There was substantial variation in how Black and Latinx students interpreted experiences of difference on campus and coped with their feelings of otherness, and this variation was predicted by racial-ethnic high school context.

scholarly journals Take Two! SAT Retaking and College Enrollment Gaps

2020 ◽  
Vol 12 (2) ◽  
pp. 115-158 ◽  
Author(s):  
Joshua Goodman ◽  
Oded Gurantz ◽  
Jonathan Smith
Keyword(s):  
High School ◽  
Low Income ◽  
College Enrollment ◽  
High School Graduates ◽  
Causal Effects ◽  
Underrepresented Minority ◽  
Low Income Students ◽  
Sat Scores ◽  
Enrollment Rates ◽  
Enrollment Gaps

Only half of SAT-takers retake the exam, with even lower retake rates among low-income students and underrepresented minority (URM) students. We exploit discontinuous jumps in retake probabilities at multiples of 100, driven by left-digit bias, to estimate retaking’s causal effects. Retaking substantially improves SAT scores and increases four-year college enrollment rates, particularly for low-income and URM students. Eliminating disparities in retake rates could close up to 10 percent of the income-based gap and up to 7 percent of the race-based gap in four-year college enrollment rates of high school graduates. (JEL I21, I23, I24, J15)

Curriculum Trends in High School Mathematics

1948 ◽  
Vol 41 (2) ◽  
pp. 60-69
Author(s):  
E. R. Breslich
Keyword(s):  
College Students ◽  
High School ◽  
Nineteenth Century ◽  
High Schools ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Instructional Materials ◽  
College Instructors ◽  
High School Mathematics ◽  
Curriculum Trends

The problem of selecting and organizing instructional materials for high school pupils is as old as the high schools. When these schools came into existence the courses in algebra and geometry then offered in the colleges were moved downward into the lower schools. Unfortunately these subjects had been organized by college instructors for college students and were in no sense planned to meet the needs and abilities of high school pupils. It was to be expected, therefore, that they would need to undergo considerable reconstruction. To the solution of this problem the mathematics teachers of the nineteenth century have devoted a great deal of time and effort.

Students Become Math-Minded through league Influence

1971 ◽  
Vol 64 (3) ◽  
pp. 245-246
Author(s):  
Martha Ann McCormick
Keyword(s):  
High School ◽  
High Schools ◽  
Effective Teaching ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
School Level ◽  
High School Mathematics ◽  
High School Level ◽  
The Road ◽  
On The Road

Can a college stimulate interest in mathematics in the high schools of its area? Can it, encourage more effective teaching at the high school level? Can it create rapport between the high school mathematics teachers and the college mathematics staff? We at Missouri Southern College believe the answer is YES ! We feel the MSC Math League has started us well on the road to achievement of these goals.

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