scholarly journals The impact of childhood injury and injury severity on school performance and high school completion in Australia: a matched population-based retrospective cohort study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Rebecca J. Mitchell ◽  
Cate M. Cameron ◽  
Anne McMaugh ◽  
Reidar P. Lystad ◽  
Tim Badgery-Parker ◽  
...  
Keyword(s):  
High School ◽  
Young People ◽  
Injury Severity ◽  
High School Completion ◽  
Population Based ◽  
Learning Support ◽  
School Completion ◽  
Scholastic Performance ◽  
Comparison Cohort ◽  
The Impact

Abstract Background Exploring the impact of injury and injury severity on academic outcomes could assist to identify characteristics of young people likely to require learning support services. This study aims to compare scholastic performance and high school completion of young people hospitalised for an injury compared to young people not hospitalised for an injury by injury severity; and to examine factors influencing scholastic performance and school completion. Method A population-based matched case-comparison cohort study of young people aged ≤18 years hospitalised for an injury during 2005–2018 in New South Wales, Australia using linked birth, health, education and mortality records. The comparison cohort was matched on age, gender and residential postcode. Generalised linear mixed modelling examined risk of performance below the national minimum standard (NMS) on the National Assessment Plan for Literacy and Numeracy (NAPLAN) and generalised linear regression examined risk of not completing high school for injured young people compared to matched peers. Results Injured young people had a higher risk of not achieving the NMS compared to their matched peers for numeracy (ARR: 1.12; 95%CI 1.06–1.17), reading (ARR: 1.09; 95%CI 1.04–1.13), spelling (ARR: 1.13; 95%CI 1.09–1.18), grammar (ARR: 1.11; 95%CI 1.06–1.15), and writing (ARR: 1.07; 95%CI 1.04–1.11). As injury severity increased from minor to serious, the risk of not achieving the NMS generally increased for injured young people compared to matched peers. Injured young people had almost twice the risk of not completing high school at year 10 (ARR: 2.17; 95%CI 1.73–2.72), year 11 (ARR: 1.95; 95%CI 1.78–2.14) or year 12 (ARR: 1.93; 95%CI 1.78–2.08) compared to matched peers. Conclusions The identification of characteristics of young people most likely to encounter problems in the academic environment after sustaining an injury is important to facilitate the potential need for learning support. Assessing learning needs and monitoring return-to-school progress post-injury may aid identification of any ongoing learning support requirements.

scholarly journals The Association between Family Structure Changes and High School Completion in South Africa

2020 ◽  
Vol 9 (8) ◽  
pp. 133
Author(s):  
Annah Vimbai Bengesai ◽  
Nompumelelo Nzimande
Keyword(s):  
South Africa ◽  
High School ◽  
Young People ◽  
Educational Attainment ◽  
Family Structure ◽  
National Income ◽  
High School Completion ◽  
Family Structures ◽  
School Completion ◽  
Using Data

Over the past few years, family structures have been dramatically transformed, yet limited research from South Africa has assessed the effect on children’s developmental outcomes. Using data from the National Income Dynamics Study, we aim to contribute to the literature by examining the relationship between family structure disruption and high school completion in South Africa. Our sample consisted of 1649 young people who were aged 12, 13 and 14 in 2008 and their educational attainment was tracked through to 2017. The results from the logistic regression analysis demonstrate that family structure disruption is negatively associated with high school completion. After controlling for variation in household income change, the child’s educational factors and socio-demographic controls, young people who experienced a change from a co-resident family or were in stable non-resident parent family structures were up to 50% less likely to complete high school relative to those from undisrupted co-resident parent family structures. Given that family structure disruption is a widespread phenomenon in South Africa, research should consider it as a key determinant of educational attainment and policymakers should come up with holistic interventions to support families as well as allocate public resources in ways that can help reduce educational inequalities.

Examining the Impact of Changes in Maternal Employment on High School Completion Among Low-Income Youth

2004 ◽  
Vol 25 (3) ◽  
pp. 279-299 ◽  
Author(s):  
Karen A. Randolph ◽  
Roderick A. Rose ◽  
Mark W. Fraser ◽  
Dennis K. Orthner
Keyword(s):  
High School ◽  
Low Income ◽  
Maternal Employment ◽  
High School Completion ◽  
School Completion ◽  
The Impact

The Impact of State Drug Laws on High School Completion and College Enrollment for Latino Young Men

2021 ◽  
pp. 000276422110548
Author(s):  
Tolani A. Britton ◽  
Arlyn Y. Moreno Luna
Keyword(s):  
Higher Education ◽  
High School ◽  
Drug Abuse ◽  
College Enrollment ◽  
Tertiary Education ◽  
High School Completion ◽  
Access To Higher Education ◽  
Drug Laws ◽  
School Completion ◽  
The Impact

Although college enrollment and completion rates have increased over the past 30 years, access to higher education has not been uniform across racial groups. In addition to racial gaps, differences in tertiary education outcomes exist by gender. Gender gaps in college enrollment are larger in the Latinx community than in other racial or ethnic groups. In this paper, we use the October Current Population Survey (CPS) supplements for the years 1984–1992 and state and federal drug laws to measure the impact of the passage of the 1986 Anti-Drug Abuse Act on the likelihood of college enrollment for young Latino men. Following the passage of the federal law, some states changed their drug laws around marijuana and cocaine possession and distribution. We use this variation in state law in order to explore whether states that have more lenient marijuana and cocaine laws also have a higher likelihood of college enrollment. We find that there was a four percentage point decline in both the likelihood of high school completion and that of college enrollment for Latinx men after the passage of the 1986 Anti-Drug Abuse Act. Findings have implications for modifications to state drug laws and addressing the ways in which these laws impact educational attainment for students underrepresented in higher education.

scholarly journals Juvenile Punishment, High School Graduation, and Adult Crime: Evidence from Idiosyncratic Judge Harshness

2019 ◽  
pp. 1-14
Author(s):  
Ozkan Eren ◽  
Naci Mocan
Keyword(s):  
High School ◽  
Detrimental Effect ◽  
Causal Effect ◽  
Property Crime ◽  
High School Completion ◽  
Juvenile Incarceration ◽  
School Completion ◽  
Drug Offense ◽  
School Graduation ◽  
The Impact

This paper contributes to the debate on the impact of juvenile crime punishment on high school completion and adult recidivism using administrative data from a southern U.S. state. We exploit random assignment of cases to judges and use idiosyncratic judge stringency in imprisonment to estimate the causal effect of incarceration. We find that juvenile incarceration increases the propensity of being convicted for a drug offense in adulthood while it lowers the propensity to be convicted of a property crime. Juvenile incarceration has also a detrimental effect on high school completion for earlier cohorts, but it has no impact on later cohorts.

scholarly journals Family structure histories and high school completion: Evidence from a population based registry.

2008 ◽  
Vol 34 (1) ◽  
pp. 83-104 ◽  
Author(s):  
Lisa Strohschein ◽  
Noralou Roos ◽  
Marni Brownell
Keyword(s):  
High School ◽  
Family Structure ◽  
Child Outcomes ◽  
High School Completion ◽  
Total Sample ◽  
Marital Disruption ◽  
Population Based ◽  
Logistic Regression Models ◽  
School Completion ◽  
Using Data

The purpose of this paper was to use a life course approach to investigate the association between family structure histories and high school completion. Using data from a population-based data registry for the 1984 Manitoba birth cohort, we selected a sample of children born or adopted at birth into a married or cohabiting two-parent household (n = 9,493) and derived family structure histories for each child up until the age of 18. Marital disruption occurred for 1,876 children (19.8%), with 531 children (5.6%) of the total sample experiencing multiple changes in family structure. Logistic regression models showed that children who experienced marital disruption before the age of 18 were significantly less likely to complete high school than children in intact households, and that children who were younger at the time of a first change in marital status were more vulnerable than children who were older when their parents’ marriage ended. Further work is needed to elucidate the pathways that link family structure histories to child outcomes.

The Special Olympics Unified Champion Schools Program and High School Completion

2021 ◽  
pp. 000283122110327
Author(s):  
Michelle Yin ◽  
Garima Siwach ◽  
Yulia Belyakova
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
School Environment ◽  
School Engagement ◽  
Social Inclusion ◽  
High School Completion ◽  
Special Olympics ◽  
School Completion ◽  
Percentage Points ◽  
The Impact

Despite an increase in special education enrollment, a stark gap in high school completion between students with and without disabilities persists. This study examined the impact of Unified Champion Schools (UCS), a Special Olympics program designed to foster social inclusion through three components—Unified Sports, Inclusive Youth Leadership, and Whole School Engagement—on high school graduation rates. Using a novel dataset and a difference-in-differences design, we found that implementing the UCS program increased the graduation rate by 1.1 percentage points for all students and 1.4 percentage points for students with disabilities. The increase in schooling outcomes for students with disabilities in UCS schools also was found to be positively correlated with perceptions about a more socially inclusive school environment.

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