scholarly journals High School Size, Achievement Equity, and Cost

2001 ◽  
Vol 9 ◽  
pp. 40 ◽  
Author(s):  
Robert Bickel ◽  
Craig Howley ◽  
Tony Williams ◽  
Catherine H. Glascock
Keyword(s):  
High School ◽  
Low Socioeconomic Status ◽  
School Size ◽  
High School Completion ◽  
Economically Disadvantaged Students ◽  
Low Socioeconomic ◽  
Postsecondary Enrollment ◽  
Traditional Argument ◽  
Enrollment Rates ◽  
Achievement Test Score

The past decade has occasioned a dramatic increase in research on relationships between school size and a variety of outcomes, including measured achievement, high school completion rates, and postsecondary enrollment rates. An interesting interaction effect which has been found in replications across seven very different states is that as school size increases, the "achievement test score costs" associated with the proportion of economically disadvantaged students enrolled in a school also increase. In short, as schools get larger, average achievement among schools enrolling larger proportions of low socioeconomic-status students suffers. A traditional argument against smaller schools, however, is that they are simply

scholarly journals The Impact of the Michigan Merit Curriculum on High School Math Course-Taking

2019 ◽  
Vol 41 (2) ◽  
pp. 164-188
Author(s):  
Soobin Kim ◽  
Gregory Wallsworth ◽  
Ran Xu ◽  
Barbara Schneider ◽  
Kenneth Frank ◽  
...  
Keyword(s):  
High School ◽  
Low Socioeconomic Status ◽  
College Preparatory ◽  
Low Socioeconomic ◽  
High School Math ◽  
Math Scores ◽  
Achievement Outcomes ◽  
Enrollment Rates ◽  
Michigan Merit Curriculum ◽  
The Impact

Michigan Merit Curriculum (MMC) is a statewide college-preparatory policy that applies to the high school graduating class of 2011 and later. Using detailed Michigan high school transcript data, this article examines the effect of the MMC on various students’ course-taking and achievement outcomes. Our analyses suggest that (a) post-MMC cohorts took and passed approximately 0.2 additional years’ of math courses, and students at low socioeconomic status (SES) schools drove nearly all of these effects; (b) post-policy students also completed higher-level courses, with the largest increase among the least prepared students; (c) we did not find strong evidence on students’ ACT math scores; and (d) we found an increase in college enrollment rates for post-MMC cohorts, and the increase is mostly driven by well-prepared students.

scholarly journals The Pathway to Enrolling in a High-Performance High School: Understanding Barriers to Access

2021 ◽  
pp. 1-56
Author(s):  
Lauren Sartain ◽  
Lisa Barrow
Keyword(s):  
High School ◽  
Public Schools ◽  
Low Socioeconomic Status ◽  
High Performance ◽  
Chicago Public Schools ◽  
Low Socioeconomic ◽  
High Performing ◽  
Barriers To Access ◽  
Eligibility Requirements ◽  
Universal Application

Abstract In 2017, Chicago Public Schools adopted an online universal application system for all high schools with the hope of providing more equitable access to high-performance schools. Despite the new system, Black students and students living in low-socioeconomic status (SES) neighborhoods remained less likely than their peers to enroll in a high-performance high school. In this paper, we characterize various constraints that students and families may face in enrolling in a high-performance high school including eligibility to programs based on prior academic achievement, distance from high-performance options, elementary school performance ratings, and neighborhood SES. After adjusting for differences in these access factors, we find the gap between Black and Latinx students’ likelihood of enrolling in a high-performing high school is reduced by about 80 percent. We find a similarly large reduction in the enrollment gap between students from low- and middle-SES neighborhoods after adjusting for eligibility and distance factors. These findings have implications for policies that may help equalize access to highperformance schools through changes to eligibility requirements and improved transportation options.

The STEM Selfing Process: Nondigital and Digital Determinants of Aspirational STEM Futures

2020 ◽  
Vol 64 (7) ◽  
pp. 950-972
Author(s):  
Laura Robinson
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Analysis ◽  
Low Socioeconomic Status ◽  
Regression Models ◽  
Identity Work ◽  
Public High School ◽  
School Students ◽  
Low Socioeconomic ◽  
Logistic Regression Models

This article takes a fresh approach to analyzing the nondigital and digital sources of STEM (science, technology, engineering, and math) intent among low–socioeconomic status (SES) high school students attending a Title I public high school in agricultural California. Through a hybrid quantitative–qualitative analysis of data, STEM intent is examined vis-à-vis the selfing process. STEM intent is conceptualized as the product of identity work that can be supported by digital engagements of diverse types. STEM identity is built and reinforced by exposure to digital resources at home, aspirations related to computer programming, and digital activities, particularly programming and/or gaming for at least one hour per week. The linkages are demonstrated quantitatively through logistic regression models and qualitatively with excerpts from in-depth interviews with matched STEM intent students. The regression models show that both nondigital factors and digital engagements influence the odds of expressing STEM intent among high school seniors. As the qualitative analysis demonstrates, these determinants are intimately linked to identity work in which STEM intent students imagine themselves as creators in STEM fields. Digital engagements such as programming, gaming, and internet exposure all play a crucial part in the STEM selfing process in which students imagine their future STEM selves by bringing to life the role of STEM creator. In the article’s concluding discussion these findings are developed in a new theoretical direction as evidence for the agentic technological self.

scholarly journals Are university widening participation activities just-in-time or just-out-of-time? Exploring the (mis)alignment between the timing of widening participation activities and university decision-making among students from low socioeconomic backgrounds

2019 ◽  
Vol 10 (1) ◽  
pp. 47-58 ◽  
Author(s):  
Maria M Raciti ◽  
Joshua Dale
Keyword(s):  
High School ◽  
High School Students ◽  
Low Socioeconomic Status ◽  
Just In Time ◽  
Widening Participation ◽  
Compulsory Schooling ◽  
School Students ◽  
Low Socioeconomic ◽  
University Participation ◽  
The University

When is the best time to engage high school students in widening participation (WP) activities? With qualitative data from 46 university students at six Australian universities who are from low socioeconomic status (LSES) backgrounds, this study explored WP’s timeliness. It was found that a) the timing of the decision to go to university can occur at any point in compulsory schooling; b) LSES students experienced the bulk of WP in senior high school, being the years after they have selected the university stream; c) students in the university stream were exposed to WP activities while those in the non-university stream were excluded; and d) participants recommended that WP should begin earlier and be concentrated in the lead up to the forced streaming decision that occurs in Year 10. Overall, earlier WP exposure that is synchronised with high school streaming processes would optimise WP activities aimed at increasing LSES university participation.

Exploration of the Stanford Integrated Psychosocial Assessment for Transplantation With Psychosocial and Medical Outcomes in Kidney and Kidney–Pancreas Transplant Recipients

2019 ◽  
Vol 29 (3) ◽  
pp. 230-238
Author(s):  
Gloria Chen ◽  
Cynthia S. Bell ◽  
Penelope Loughhead ◽  
Bashar Ibeche ◽  
John S. Bynon ◽  
...  
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Substance Use ◽  
Low Socioeconomic Status ◽  
Support System ◽  
Demographic Variables ◽  
High School Education ◽  
Psychosocial Assessment ◽  
Medical Outcomes ◽  
Low Socioeconomic

Introduction: The Stanford Integrated Psychosocial Assessment for Transplantation (SIPAT) is a psychometric instrument designed to assess patient risk for transplant. We investigated the association between SIPAT scores and demographic data with psychosocial and medical outcomes within a diverse kidney/kidney–pancreas transplant population. Design: The SIPAT was administered to all pretransplant candidates. A retrospective review of transplanted patients who had at least 6 months of follow-up was completed. Results: The sample included 136 patients: male (n = 77 [57%]) with a mean age of 47 years old. Thirty-eight percent were black (n = 51), 55% had less than a high school education (n = 74), and 65% had low socioeconomic status (n = 89). Statistical difference was found among SIPAT scores and substance use and support system instability ( P = .035, P = .012). Females ( P = .012) and patients with a history of psychopathology ( P = .002) developed or had a relapse of psychopathology following transplant. Patients with more than a high school education ( P = .025) and who were less than 30 years ( P = .026) had higher rejection incidence rates. Risk factors for rehospitalizations included Hispanic race, diabetes, and low socioeconomic status ( P = .036, P = .038, P = .014). African American/Black and male patients had higher incidence of infection events ( P = .032, P = .049). Mortality and treatment nonadherence were not significantly associated with SIPAT scores or demographic variables. Conclusion: The SIPAT was associated with posttransplant substance use and support system instability, while demographic variables were associated with the development and/or relapse of psychopathology, graft loss, rejection, infection events, and medical rehospitalizations. Revision of the SIPAT to include additional demographic components may lend to improved prediction of transplant outcomes.

Improving Admission of Low-SES Students at Selective Colleges

2017 ◽  
Vol 46 (2) ◽  
pp. 67-77 ◽  
Author(s):  
Michael N. Bastedo ◽  
Nicholas A. Bowman
Keyword(s):  
High School ◽  
Low Socioeconomic Status ◽  
Controlled Trial ◽  
School Context ◽  
Low Ses ◽  
Limited Information ◽  
Low Socioeconomic ◽  
School Contexts ◽  
Admissions Officers ◽  
Selective Colleges

Low-socioeconomic status (SES) students are underrepresented at selective colleges, but the role that admissions offices play is poorly understood. Because admissions offices often have inconsistent information on high school contexts, we conducted a randomized controlled trial to determine whether providing detailed information on high school contexts increases the likelihood that admissions officers ( n = 311) would recommend admitting low-SES applicants. Admissions officers in the detailed-information condition were 13 to 14 percentage points (i.e., 26%–28%) more likely to recommend admitting a low-SES applicant from an underserved high school than those in the limited-information condition, although the limited-information condition provided significant details about family SES and high school context. These findings were consistent regardless of the selectivity of the college, admissions office practices, and participant demographics.

scholarly journals Profil Komformitas Teman Sebaya Berdasarkan Faktor Demografi

2020 ◽  
Vol 4 (1) ◽  
pp. 65-74
Author(s):  
Ranni Rahmayanthi ◽  
Ilfiandra Ilfiandra ◽  
Syamsu Yusuf
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Junior High School ◽  
Semantic Differential ◽  
Quantitative Approach ◽  
Research Approach ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Low Socioeconomic

PEER PERFORMANCE PROFILE BASED ON DEMOGRAPHIC FACTORS. The purpose of this study was to determine the conformity profile peers based on demographics socioeconomic status. Participants in this study were 123 students junior high school consist of 39 regulars student and 86 “binalingkungan” (low economic) students. The average age of participants was 12-15 years. This research approach using quantitative approach, types of research using a cross sectional survey. The instruments used was a scale conformity peers who developed the theory Brendt use any form of semantic differential scale with alternative answers 1-6 (1 = very inappropriate, 6 = very appropriate). Data were analysed using analysis Mann-Whitney U with a score of 1488.00 and a significance probability value of 0.414. Because the probability of significance 0.414> 0.05, the results showed that there was no difference conformity peers in the student of low socioeconomic status and students socioeconomic status of middle to top.

scholarly journals The differential effects of parental involvement on high school completion and postsecondary attendance

2016 ◽  
Vol 24 ◽  
pp. 30 ◽  
Author(s):  
Terris Raiford Ross
Keyword(s):  
High School ◽  
Parental Involvement ◽  
Achievement Motivation ◽  
School Engagement ◽  
Developmentally Appropriate ◽  
High School Completion ◽  
Educational Expectations ◽  
Postsecondary Enrollment ◽  
School Completion ◽  
The Impact

Previous studies have shown the impact of parental involvement on a number of student achievement, motivation, and engagement outcomes, but the extent to which parental involvement influences high school completion and postsecondary attendance has received less attention in the literature. Filling that gap, this study replicates and extends previous research (Fan & Williams, 2010) by examining the influence of various dimensions of parental involvement on high school completion and postsecondary attendance (with particular interest in dropouts who later earned GEDs and went on to college). Results show that parents’ educational expectations for their children play a significant role in whether students from all backgrounds persist toward completion of high school and whether they attend a postsecondary institution. This study also finds parent participation in school functions to be a significant positive predictor of both high school completion and postsecondary enrollment, while communication between parent and school about children’s school problems is negatively associated with both outcomes. The implications for expanding developmentally appropriate and culturally sensitive policies for family and school engagement are discussed.

Adolescent Suicidality as Seen in Rural Northeastern Uganda

Crisis ◽  
2011 ◽  
Vol 32 (1) ◽  
pp. 43-51 ◽  
Author(s):  
Eugene Kinyanda ◽  
Ruth Kizza ◽  
Jonathan Levin ◽  
Sheila Ndyanabangi ◽  
Catherine Abbo
Keyword(s):  
Low Socioeconomic Status ◽  
Sub Saharan Africa ◽  
Psychosocial Risk ◽  
Psychiatric Nurses ◽  
Health Concern ◽  
Cross Sectional ◽  
Childhood Experiences ◽  
Low Socioeconomic ◽  
Dsm Iv ◽  
Sub Saharan

Background: Suicidal behavior in adolescence is a public health concern and has serious consequences for adolescents and their families. There is, however, a paucity of data on this subject from sub-Saharan Africa, hence the need for this study. Aims: A cross-sectional multistage survey to investigate adolescent suicidality among other things was undertaken in rural northeastern Uganda. Methods: A structured protocol administered by trained psychiatric nurses collected information on sociodemographics, mental disorders (DSM-IV criteria), and psychological and psychosocial risk factors for children aged 3–19 years (N = 1492). For the purposes of this paper, an analysis of a subsample of adolescents (aged 10–19 years; n = 897) was undertaken. Results: Lifetime suicidality in this study was 6.1% (95% CI, 4.6%–7.9%). Conclusions: Factors significantly associated with suicidality included mental disorder, the ecological factor district of residence, factors suggestive of low socioeconomic status, and disadvantaged childhood experiences.

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