CHAPTER TEN Class Origins, High School Graduation, and College Entry in the United States

2020 ◽  
pp. 279-305
Author(s):  
Stephen L. Morgan ◽  
Michael W. Spiller ◽  
Jennifer J. Todd
Keyword(s):  
United States ◽  
High School ◽  
High School Graduation ◽  
The United States ◽  
College Entry ◽  
School Graduation

Betrayal

2019 ◽  
pp. 74-84
Author(s):  
Andrew Marble
Keyword(s):  
United States ◽  
High School ◽  
Post Traumatic Stress Disorder ◽  
Traumatic Stress ◽  
Stress Disorder ◽  
High School Graduation ◽  
The United States ◽  
Post Traumatic Stress ◽  
Post Traumatic ◽  
School Graduation

Returning to Peoria, Illinois, on the morning after the June 1952 high school graduation, the chapter tells, through Donna Bechtold’s eyes, how John Shalikashvili fought to assimilate to life in the United States, how manipulative and strategic he could be and how this helped him to be well-liked at school, and how he struggled with demons from his wartime past (post-traumatic stress disorder, PTSD). It also reveals that Bechtold, despite all he has done for her, is set to betray him.

The Degree of Disadvantage

2013 ◽  
Vol 651 (1) ◽  
pp. 24-43 ◽  
Author(s):  
Stephanie Ewert ◽  
Bryan L. Sykes ◽  
Becky Pettit
Keyword(s):  
United States ◽  
High School ◽  
Black Men ◽  
Racial Inequality ◽  
African American Men ◽  
High School Graduation ◽  
Dropout Rate ◽  
The United States ◽  
High School Graduation Rates ◽  
School Graduation

This article examines how the rise in incarceration and its disproportionate concentration among low-skill, young African American men influences estimates of educational attainment in the United States. We focus on high school graduation rates and the persistent gap in attainment that exists between young black and white Americans. Although official statistics show a declining racial gap in high school dropout in recent years, conventional data sources exclude the incarcerated population from sample data. We show how those exclusions underestimate the extent of racial inequality in high school graduation and underestimate the dropout rate among young black men by as much as 40 percent. America’s prisons and jails have become repositories for high school dropouts, thereby obscuring the degree of disadvantage faced by black men in the contemporary United States and the relative competitiveness of the U.S. workforce.

Will It Play in Peoria?

2019 ◽  
pp. 27-34
Author(s):  
Andrew Marble
Keyword(s):  
United States ◽  
High School ◽  
New World ◽  
High School Graduation ◽  
The United States ◽  
Home Life ◽  
School Graduation ◽  
Nature Vs Nurture

The chapter is set in June 1952 in Peoria, Illinois, on the eve of high school graduation. Told from the perspective of Donna Bechtold, John Shalikashvili’s girlfriend, the chapter raises the theme of nature vs. nurture by introducing Shalikashvili as a newly arrived refugee in the United States, showing his capacity for empathy and tenderness, and giving a sense of the aristocratic ideals he brought with him to the New World. By contrasting Bechtold’s terrible home life, particularly her abusive mother, with her guesses at how wonderful Shalikashvili’s family must be, it introduces the theme of the influence that parents and upbringing have on our development. It also prepares the reader for the following three chapters, each of which is told mainly from the perspective of a different Shalikashvili relative.

scholarly journals The Value of High School Graduation in the United States: Per-Person Shadow Price Estimates for Use in Cost–Benefit Analysis

2019 ◽  
Vol 9 (4) ◽  
pp. 81 ◽  
Author(s):  
Aidan R. Vining ◽  
David L. Weimer
Keyword(s):  
United States ◽  
High School ◽  
Net Present Value ◽  
Cost Benefit Analysis ◽  
Shadow Price ◽  
Cost Benefit ◽  
High School Graduation ◽  
The United States ◽  
Benefit Analysis ◽  
School Graduation

One way for jurisdictions with limited analytic resources to increase their capability for doing cost–benefit analysis (CBA) is to use existing shadow prices, or “plug-ins”, for important social impacts. This article contributes to the further development of one important shadow price: the value of an additional high school graduation in the United States. Specifically, how valuable to a student, government, and the rest of society in aggregate is a high school graduation? The analysis builds on the method developed by the Washington State Institute for Public Policy and presents numerical updates and extensions to their analysis. For the U.S., the estimated net present value (the social value) using a 3 percent real discount rate of this shadow price is approximately $300,000 per each additional graduate. In appropriate circumstances, this value can be “plugged-in” to CBAs of policies that either directly or indirectly seeks to increase the number of students who graduate from high school.

Closer to the Finish Line? Compulsory Attendance, Grade Attainment, and High School Graduation

2017 ◽  
Vol 12 (1) ◽  
pp. 28-53
Author(s):  
Wael S. Moussa
Keyword(s):  
High School ◽  
Public Schools ◽  
Graduation Rates ◽  
High School Graduation ◽  
The United States ◽  
Finish Line ◽  
High School Graduation Rates ◽  
Compulsory Attendance ◽  
School Graduation ◽  
The Impact

High school graduation rates are a central policy topic in the United States and have been shown to be stagnant for the past three decades. Using student-level administrative data from New York City Public Schools, I examine the impact of compulsory school attendance on high school graduation rates and grade attainment, focusing the analysis on ninth and tenth grade cohorts. I exploit the interaction between the school start-age cutoff and compulsory attendance age requirement to identify the effect of compulsory schooling. I find that an additional year in compulsory attendance leads to an increase of 9 to 12 percent in the probability of progressing to grades 11 and 12, and raises the probability of graduating from high school by 9 to 14 percent, depending on the specification.

Racial Disparities in the Education System

2020 ◽  
Author(s):  
Martell Teasley ◽  
Bonita Homer
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
School Readiness ◽  
Ethnic Groups ◽  
Education System ◽  
Family Income ◽  
High School Graduation ◽  
The United States ◽  
School Graduation ◽  
K 12

Despite years of education reform, the United States continues to have disparities in academic outcomes among racial and ethnic groups in primary, secondary, and post-secondary education. High school graduation rates have increased for racial and ethnic minorities, but gross disparities in high school graduation and college attendance still exist. In this article, the authors first examine the literature on racial and ethnic group disparities in education within public K–12 education, followed by a brief review of recent research literature on racial and ethnic disparities within higher education. In each section, there is some examination of race, ethnicity, and critical factors that lead to disparities within the education system. Information on socioeconomic status, school readiness, special education, school discipline, culture, and teacher bias are discussed. The authors conclude that while family income and socioeconomic status help to explain disparities in education outcomes among racial and ethnic groups, cultural factors are a salient part of the conversation.

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