How parents choose schools: Evidence from the high-school admissions process in Romania

2019 ◽  
Author(s):  
Rajeev Dehejia
Keyword(s):  
High School ◽  
High School Admissions ◽  
Admissions Process

scholarly journals COVID-19 pandemic: Challenges among rising high school seniors, Class of 2021 and effect on stress regarding college admissions

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Sarab Anand ◽  
Triptish Bhatia
Keyword(s):  
High School ◽  
Public Schools ◽  
Standardized Testing ◽  
College Admissions ◽  
College Counselors ◽  
Academic Challenges ◽  
High School Class ◽  
Athletic Scholarships ◽  
Test Optional ◽  
Admissions Process

The high school Class of 2021, already facing challenges of their stressful junior year has had multiple changes to their academic routines, athletic & extracurricular opportunities and standardized testing amid the COVID-19 pandemic. With the lockdown, it is also facing unprecedented changes in the college admissions process.  This study was undertaken as a survey of rising seniors in US high schools to understand handling of academic challenges, students’ stress regarding college admissions, changing landscape of the application cycle and attitudes towards strength of applications due to the pandemic. Survey was designed on google forms and was circulated among rising seniors through social media and snowballing methods. The data was analysed using descriptive and inferential statistics.  A total of 331 students responded, majority were females, white and from public schools. Significant stress regarding college admissions was reported by students (63.6%) before pandemic and increase in stress (72.3%) afterwards. About 75% had already taken ACT/SAT, the majority was not satisfied with their scores but 90% planned to re(take) despite colleges declaring a test optional process. 60% of participants with change in summer plans and 70% of students unable to visit colleges reported increase in stress. Level of access correlated with perceived support from college counselors (r=0.677) and uncertainty regarding financial aid and athletic scholarships contributed to stress.  Two broad themes emerged while studying COVID-19 related increase in stress levels and factors contributing to that change: uncertainty about one’s own application strength and stress due to changes in institutional policies.          

Dynamic Matching in School Choice: Efficient Seat Reassignment After Late Cancellations

2020 ◽  
Vol 66 (11) ◽  
pp. 5341-5361
Author(s):  
Itai Feigenbaum ◽  
Yash Kanoria ◽  
Irene Lo ◽  
Jay Sethuraman
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
School Choice ◽  
Operations Management ◽  
Natural Conditions ◽  
Dynamic Matching ◽  
On Demand ◽  
Deferred Acceptance ◽  
High School Admissions

In the school choice market, where scarce public school seats are assigned to students, a key operational issue is how to reassign seats that are vacated after an initial round of centralized assignment. Practical solutions to the reassignment problem must be simple to implement, truthful, and efficient while also alleviating costly student movement between schools. We propose and axiomatically justify a class of reassignment mechanisms, the permuted lottery deferred acceptance (PLDA) mechanisms. Our mechanisms generalize the commonly used deferred acceptance (DA) school choice mechanism to a two-round setting and retain its desirable incentive and efficiency properties. School choice systems typically run DA with a lottery number assigned to each student to break ties in school priorities. We show that under natural conditions on demand, the second-round tie-breaking lottery can be correlated arbitrarily with that of the first round without affecting allocative welfare and that reversing the lottery order between rounds minimizes reassignment among all PLDA mechanisms. Empirical investigations based on data from New York City high school admissions support our theoretical findings. This paper was accepted by Gad Allon, operations management.

Cosmetology treatments on human hair: An SEM study

1996 ◽  
Vol 54 ◽  
pp. 940-941
Author(s):  
D.F. Bowling
Keyword(s):  
High School ◽  
High Resolution ◽  
Human Hair ◽  
Optical Microscope ◽  
Convincing Evidence ◽  
Brightness Contrast ◽  
Sem Study

High school cosmetology students study the methods and effects of various human hair treatments, including permanents, straightening, conditioning, coloring and cutting. Although they are provided with textbook examples of overtreatment and numerous hair disorders and diseases, a view of an individual hair at the high resolution offered by an SEM provides convincing evidence of the hair‘s altered structure. Magnifications up to 2000X provide dramatic differences in perspective. A good quality classroom optical microscope can be very informative at lower resolutions.Students in a cosmetology class are initially split into two groups. One group is taught basic controls on the SEM (focus, magnification, brightness, contrast, specimen X, Y, and Z axis movements). A healthy, untreated piece of hair is initially examined on the SEM The second group cements a piece of their own hair on a stub. The samples are dryed quickly using heat or vacuum while the groups trade places and activities.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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