Experimental Evidence on the Effects (or Lack Thereof) of Informational Framing During the College Transition

Technology-facilitated interventions following high school graduation have shown promise for increasing the likelihood of college matriculation, but we know little about how to fine-tune these tools. I conducted an experiment in which college-intending Tennessee high school graduates received informational messages in distinct behavioral frames: business-as-usual, in which they received the same messages as the prior cohort; loss aversion, which emphasized what students would lose if they did not act; reduction of ambiguity, which provided details on necessary actions and anticipated completion times; and peer support, which encouraged students to work with friends on enrollment tasks. There was no main effect of the treatment frames. Heterogeneity analyses suggest that, at certain eligibility checkpoints, a loss aversion frame may negatively affect men and the peer support frame may negatively affect first-generation and Black participants. I situate the findings in the literature and recommend future directions for research on informational intervention delivery.

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Something Good Out of the Bad Times? The Impacts of Reduced Opportunity Costs on the Intergenerational Inequalities in College Enrollment

Sociological Research Online ◽

10.1177/1360780419846516 ◽

2019 ◽

Vol 25 (1) ◽

pp. 23-45 ◽

Cited By ~ 1

Author(s):

Heta Pöyliö

Keyword(s):

High School ◽

Parental Education ◽

College Enrollment ◽

High School Graduates ◽

Panel Study ◽

Opportunity Costs ◽

Parental Income ◽

The Great Recession ◽

School Graduation ◽

Educational Decision Making

This research examines whether the reduced opportunity costs observed during the Great Recession resulted in changing socioeconomic inequalities in college enrollment. The results of the multilevel logistic regression analyses of American high school graduation cohorts 2003–2013 with data from the Panel Study of Income Dynamics indicate that educational decision-making changed during the recession. The association between parental education and college enrollment weakened during the recession for both men and women, but the changes in the association between parental income and enrollment contrasted by gender. While the income differences in college enrollment were reduced among female high school graduates, they increased among male graduates. The opportunity costs at the time of graduation were linked with the decreasing influence of parental income and the increasing influence of parental education during the recession.

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Rituals of entering adulthood in the religious and secular space (sociological reflections)

Studia z Teorii Wychowania ◽

10.5604/01.3001.0015.0455 ◽

2021 ◽

Vol XII (2(35)) ◽

pp. 57-70

Author(s):

Maria Sroczyńska

Keyword(s):

High School ◽

Young People ◽

21St Century ◽

High School Graduates ◽

Pierre Bourdieu ◽

High School Graduation ◽

School Graduation ◽

Theoretical Issues ◽

Ritual Practices

The text deals with the rituals of passage, granting and approval accompanying entering adulthood. These considerations refer to both theoretical issues, taking into account the typology of rituals proposed by Pierre Bourdieu, and to selected results of own research (quantitative and qualitative) carried out at the end of the first decade of the 21st century among high school graduates of the Świętokrzyskie region. The ritual practices that are still important for young people (confirmation, "eighteenth" and high school graduation) were taken into account, although the manner of their celebration and the functions performed are subject to more or less significant transformations.

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Analysis of Workforce Skills in High School Graduates: Self Report of High School Seniors in Northwest Ohio

Journal of Youth Development ◽

10.5195/jyd.2015.424 ◽

2015 ◽

Vol 10 (1) ◽

pp. 119-131

Author(s):

Jason A. Hedrick ◽

Greg Homan ◽

Jeff Dick

Keyword(s):

High School ◽

Interpersonal Skills ◽

High School Graduates ◽

Basic Skills ◽

Thinking Skills ◽

Self Report ◽

Educational Goals ◽

Workforce Skills ◽

Personal Qualities ◽

School Graduation

Analysis of workforce competencies at the conclusion of high school graduation are discussed in this paper. Researchers sampled over 875 graduating seniors from 16 high schools within six counties throughout Northwestern Ohio. Results highlight future career and educational goals of these young people and a self-report of skills based on the SCANS competencies and basic foundation skills. When evaluating Foundation Skills of Personal Qualities, Basic Skills, and Thinking Skills, students indicated highest ratings in Personal Qualities and overall lowest ratings in Basic Skills. A series of five Workforce Competencies were also evaluated, including Using Resources, Using Information, Using Technology, Interpersonal Skills, and Working in Systems. Highest ratings for Competencies were reported in Interpersonal Skills and lowest in Using Resources.

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The Summer Before College: A Case Study of First-Generation, Urban High School Graduates

Urban Education ◽

10.1177/0042085920914362 ◽

2020 ◽

pp. 004208592091436

Author(s):

Antar Tichavakunda ◽

Carlos Galan

Keyword(s):

High School ◽

Postsecondary Education ◽

College Readiness ◽

First Generation ◽

High School Graduates ◽

Critical Time ◽

Public High School ◽

College Ready ◽

Time Period

Often without guidance in completing college-related tasks, first-generation students face unique challenges during the summer before college. This case study investigates this critical time period by studying a cohort of 33 newly graduated students from the same urban, public high school. Guided by social capital, college readiness, and nepantla frameworks, results shed light on students’ barriers and pathways to transitioning to postsecondary education. The authors call for an extension of college readiness frameworks to the summer before college and also problematize the notion of a college-ready student.

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Social Outcomes and Acceptability of Two Peer-Mediated Interventions for High School Students With Severe Disabilities: A Pilot Study

Inclusion ◽

10.1352/2326-6988-4.4.195 ◽

2016 ◽

Vol 4 (4) ◽

pp. 195-214 ◽

Cited By ~ 5

Author(s):

Jennifer M. Asmus ◽

Erik W. Carter ◽

Colleen K. Moss ◽

Tiffany L. Born ◽

Lori B. Vincent ◽

...

Keyword(s):

High School ◽

High School Students ◽

Pilot Study ◽

Peer Support ◽

Severe Disabilities ◽

School Students ◽

Peer Network ◽

Network Intervention ◽

Students With Severe Disabilities ◽

Business As Usual

Abstract Adolescents with severe disabilities often have few opportunities to learn alongside and connect socially with peers without disabilities at their high school. In this pilot study, nine high school students with severe disabilities were randomly assigned to three conditions: peer support arrangements, peer network intervention, or a comparison condition involving “business-as-usual” paraprofessional support. School staff served as intervention facilitators and researchers coached and monitored fidelity. Increased classroom interactions were observed for students in the peer support condition and enhanced social contacts and friendships were found for students in both peer support and peer network conditions. Students, peers, and educators perceived both peer-mediated interventions as highly acceptable and feasible. Drawing upon these exploratory findings, we offer recommendations for research and practice focused on fostering strong social connections within high schools.

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High stakes testing and distributive justice

Theory and Research in Education ◽

10.1177/1477878504046519 ◽

2004 ◽

Vol 2 (3) ◽

pp. 255-262 ◽

Cited By ~ 3

Author(s):

Francis K. Schrag

Keyword(s):

High School ◽

Test Scores ◽

High School Graduates ◽

High School Graduation ◽

High Stakes Testing ◽

Focused Attention ◽

High Stakes ◽

Black And White ◽

Graduation Tests ◽

School Graduation

Evaluation of high stakes testing regimes must consider not simply mean test scores, but their distribution among students. Taking high school graduation tests and black and white student populations to illustrate the argument, I identify two criteria of success: a larger proportion of black high school graduates and a narrower gap between the two groups. I evaluate various possible distributions against these criteria. I then consider the question of which students merit our focused attention, those students who are furthest behind or those with the greatest likelihood of passing the test given extra help. A medical triage analogy suggests we should help the former, but I show here that the analogy is misplaced.

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Intergenerational Education and Late-life Cognitive Decline among Latinos and Non-Hispanic Whites

Innovation in Aging ◽

10.1093/geroni/igab046.3303 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

pp. 919-919

Author(s):

Erika Meza ◽

Yea-Hung Chen ◽

Isabel Allen ◽

Hector Gonzalez ◽

M Maria Glymour ◽

...

Keyword(s):

High School ◽

Cognitive Decline ◽

Verbal Memory ◽

First Generation ◽

Educational Achievement ◽

High School Graduates ◽

Strong Predictor ◽

Joint Effect ◽

Verbal Recall ◽

Intergenerational Education

Abstract Latinos face a growing burden of Alzheimer’s Disease and related dementia (ADRD). Although education has been established as a strong predictor of ADRD, evidence to date is primarily for non-Latino cohorts. Few studies have assessed the relationship between intergenerational education and one’s cognitive decline. Using the US Health and Retirement Study (N=20,860) we evaluated the joint effect of parental and own educational attainment on immediate and delayed verbal memory scores (range 0-10) from 1998 to 2016. The exposure was a 4-category variable based on parents’ (highest of mother’s or father’s) and participant’s own high school attainment: first-generation (parents’ education <12; own ≥12); multi-generation (both ≥12: REF); neither graduated high school (both <12) and parent(s) graduated high school but not respondent (parents ≥12; own <12). Linear mixed effects models with subject-specific random intercepts and random slopes were stratified by race/ethnicity and tested for a 3-way interaction term (exposure x Latino x time). Models controlled for age, sex, place of birth and retest effects. Baseline verbal memory scores did not differ for first-generation compared to multi-generation high school graduates. Verbal memory decline was faster for first- compared to multi-generation high school graduates among non-Hispanic whites (e.g., β=-0.04; 95% CI: -0.05, -0.03, delayed verbal recall); among Latinos, first and multi-generation high school graduates had similar rates of decline (e.g. β=0.00; 95% CI: -0.03, 0.04, delayed verbal recall; p<0.001 for three-way interaction). Our findings suggest social and economic policies that facilitate educational achievement, particularly for important population subgroups, may reduce ADRD risk.

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After Commencement, Clarity

ASHA Leader ◽

10.1044/leader.ftr3.18042013.52 ◽

2013 ◽

Vol 18 (4) ◽

pp. 52-55 ◽

Cited By ~ 1

Author(s):

Linda Freeman

Keyword(s):

High School ◽

High School Graduates ◽

Autism Spectrum ◽

Speech Language Pathologists

Without the supports of IEP programming, high school graduates on the autism spectrum may struggle. Here are five ways speech-language pathologists in schools can help them transition to what's next.

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