An Analysis of Determinants of College Admission Types Among High School Students in Seoul : Comparison between General Admission and Comprehensive School Report Policy

2017 ◽  
Vol 48 (3) ◽  
pp. 77-106
Author(s):  
Kihye Yi ◽  
Haram Jeon ◽  
Yunjin Choi
Keyword(s):  
High School ◽  
High School Students ◽  
College Admission ◽  
Comprehensive School ◽  
School Students

A Comparative Analysis of Student Engagement in Career Academies and a Comprehensive High School

2019 ◽  
Vol 44 (2) ◽  
pp. 144-176 ◽  
Author(s):  
Edward Fletcher ◽  
Tony Xing Tan ◽  
Victor M. Hernandez-Gantes
Keyword(s):  
High School ◽  
High School Students ◽  
Student Engagement ◽  
Comprehensive School ◽  
Emotional Engagement ◽  
Career Academies ◽  
Comprehensive High School ◽  
Career Academy ◽  
School Students ◽  
Diverse Backgrounds

The purpose of this study was to compare the student engagement of career academy students to those at a traditional comprehensive high school. We operationalized student engagement using a multi-dimensional construct comprised of behavioral, cognitive, and emotional measures. Based on data from 669 career academy students and 614 comprehensive school students, we found that academy students had significantly higher levels of cognitive and emotional engagement than those at comprehensive schools. However, we found no statistically significant differences in the levels of behavioral engagement of academy students compared to comprehensive school students. Based on our findings, participation in the academy model has the potential to increase high school students' levels of cognitive and emotional engagement, particularly those from underrepresented and ethnically and racially diverse backgrounds.

scholarly journals High school students’ socialization features under certain conditions in a secondary school

2021 ◽  
Vol 273 ◽  
pp. 12164
Author(s):  
Inessa Kuzheleva ◽  
Maxim Kuzhelev
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Process Management ◽  
Comprehensive School ◽  
Educational Process ◽  
School Students ◽  
Essential Condition ◽  
Goals And Objectives

This article examines high school students’ features of socialization in a comprehensive school, as well as the terms of their socialization efficiency. The age characteristics of high school students are also considered, the main features that help to form socialization are identified. The approaches and main characteristics of socialization are determined. Based on the characteristics identified in the course of the study, the conditions were determined under which the formation of socialization would be more successful. It was revealed that the personality of the teacher and his successful intraschool development play an important role and are an essential condition for the successful socialization of the personality. It is mentioned, that the educational process management is necessary as not only the teacher, but the student as well plays an important role in socialization. Moreover, the student learns to independently determine his goals and objectives.

School Music and the Transition to College

2021 ◽  
pp. 002242942199828
Author(s):  
Kenneth Elpus
Keyword(s):  
High School ◽  
High School Students ◽  
Longitudinal Study ◽  
Performing Arts ◽  
College Admission ◽  
Transition To College ◽  
School Students ◽  
Study Results ◽  
School Music ◽  
Music Study

This study explored the transition from secondary to postsecondary education among a national sample of students who had or had not studied music in high school. Using evidence from the High School Longitudinal Study of 2009, a nationally representative longitudinal study of 21,440 American high school students who were ninth graders in the 2009–2010 school year, music and nonmusic students were compared for college admission outcomes. Specifically, music and nonmusic students were compared in terms of participation in the college admission process, the selectivity of colleges applied to and attended, scholarship and grant receipt, and election of either an arts or STEM (science, technology, engineering, mathematics) major. Comparisons controlled for the well-documented preexisting differences among those students who do and do not elect high school music study. Results showed that music and nonmusic students dropped out of high school, applied to college, attended college, received college scholarships and grants, and majored in STEM fields at statistically similar rates. However, music students were considerably more likely to major in a visual or performing arts field than nonmusic students. These results suggest that school music study does not disadvantage students in the transition to college even when compared with peers who elected additional “academic” subjects in lieu of music.

scholarly journals Socioeconomic Disparities in the Use of College Admission-Enhancing Strategies among High School Seniors from the 1990s to 2000s

2016 ◽  
Vol 118 (9) ◽  
pp. 1-36 ◽  
Author(s):  
Ryan Wells ◽  
Gregory Wolniak ◽  
Marc Engberg ◽  
Catherine A. Manly
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Data ◽  
College Admission ◽  
Strategy Use ◽  
Low Ses ◽  
School Students ◽  
Mean Differences ◽  
Low Ses Students ◽  
Over Time

Background/Context Researchers have examined a number of admission-enhancing strategies utilized by students to strengthen their college applications. These academic and nonacademic strategies represent a range of opportunities differentially accessed by students, which can bolster their college profiles and increase their overall likelihood of college enrollment. Purpose/Objective The purpose of this study is to determine if the relationship between students’ socioeconomic status (SES) and use of admission-enhancing strategies changed over time. We address the following specific research questions: • To what extent were there differences in the use of admission-enhancing strategies between low- and high-SES students in the 1990s and 2000s? • To what extent did these relationships between SES and the use of admission-enhancing strategies differ by academic achievement? • To what extent did SES gaps increase, decrease, or remain stable between the 1990s and the 2000s? Research Design This study utilized a correlational design, via secondary data analysis. Specifically, the analytic plan for this study consisted of three main parts: 1) descriptive statistics, including analyses of mean differences and change over time, 2) logistic regression to determine how SES predicts the use of college admission-enhancing strategies separately by cohort, and 3) comparison of predicted probabilities of strategy use by SES within cohorts, as well as over time between cohorts. Findings/Results SES is related to greater use of these strategies among high school students, and this relationship has been maintained over time. Additionally, specifically comparing changes in the gap of strategy use between high- and low-SES students reveals that inequality has not only been maintained, but has increased over time. Conclusions/Recommendations Findings contribute to a growing body of literature examining educational inequalities. Results also imply that admissions processes and decisions should be conducted with awareness of the stratifying nature of these admission-enhancing strategies. The findings also lead to the suggestion that more programs are needed that foster greater involvement among low-SES students in activities that will be seen as desirable by selective institutions and aid them in going to a college of their choice.

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.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

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