Effects of High Schools on Their Students

1975 ◽  
Vol 45 (3) ◽  
pp. 273-324 ◽  
Author(s):  
Christopher Jencks ◽  
Marsha Brown
Keyword(s):  
High School ◽  
High Schools ◽  
Test Scores ◽  
School Effectiveness ◽  
School Quality ◽  
Occupational Status ◽  
School Characteristics ◽  
Comprehensive High Schools ◽  
Social Composition ◽  
Using Data

Few people doubt that there are good and bad high schools, or that high-school quality is related in some way to high-school characteristics. Yet findings from studies of high-school effectiveness have not been consistent. Using data from Project Talent, Christopher Jencks and Marsha Brown show that earlier findings have been inconsistent because comprehensive high schools rarely have consistent effects on test scores, eventual educational attainment, or occupational status. Moreover, the authors find few relationships between high-school characteristics and any measure of high-school effectiveness. From these findings, they argue that,at least for whites, changes in high-school characteristics like teacher experience,class size, and social composition are unlikely to change high-school effectiveness,and that holding schools accountable for one outcome is unlikely to guarantee effectiveness on another. They also argue that the equalization of high-school quality would do little to reduce inequality among young adults, and that high schools should therefore concentrate on the elimination of intramural inequities.

School Strategies and the “College-Linking” Process: Reconsidering the Effects of High Schools on College Enrollment

2008 ◽  
Vol 81 (1) ◽  
pp. 53-76 ◽  
Author(s):  
Lori Diane Hill
Keyword(s):  
High School ◽  
High Schools ◽  
School Effectiveness ◽  
College Enrollment ◽  
School Effects ◽  
Effectiveness Study ◽  
Ethnic Variation ◽  
College Transitions ◽  
Using Data ◽  
Racial Ethnic

This study reconsidered school effects on college enrollment by focusing on strategies that schools use to facilitate college transitions. It also examined whether school strategies influence different outcomes for students from different racial/ethnic and socioeconomic backgrounds. Using data from the High School Effectiveness Study, the analysis identified three distinctive “college-linking” strategies: traditional, clearinghouse, and brokering. The results revealed that the strategies that schools use to help students navigate the college-linking process are associated with variation in college enrollment. They suggest that schools that operate primarily as a resource clearinghouse, in which organizational norms limit their role as agents in the college-linking process, foster significant racial/ethnic variation in students' outcomes.

Educating students for an outdated world

2017 ◽  
Vol 99 (2) ◽  
pp. 46-52
Author(s):  
Steven Wolk
Keyword(s):  
High School ◽  
Elementary School ◽  
High Schools ◽  
21St Century ◽  
Test Scores ◽  
Teaching Practices ◽  
Detailed Account ◽  
Civic Life ◽  
Public High Schools ◽  
The Many

Ten years ago, in Kappan, the author published a detailed account of the old-fashioned and unengaging instruction used at his son Max’s Chicago elementary school. Now he updates readers with a reflection on Max’s high school years, describing a curriculum and teaching practices that desperately need an overhaul. Thanks to its competitive entrance requirements, Max’s high school attracts students with stellar test scores, which has given it a reputation as one of best public high schools in the country. But when the author looked carefully to see what actually goes on there, he found scant evidence that the school is preparing students to think critically, read deeply, participate in civic life, or meet the many challenges of the 21st century.

A Vocal Hygiene Program for High-School Cheerleaders

1991 ◽  
Vol 22 (1) ◽  
pp. 287-290 ◽  
Author(s):  
Virginia L. Aaron ◽  
Charles L. Madison
Keyword(s):  
High School ◽  
High Schools ◽  
Test Scores ◽  
Separate Sample ◽  
Vocal Hygiene ◽  
Post Test

A vocal hygiene program for high-school cheerleaders and their advisors was developed and examined for its effectiveness in communicating information regarding voice and vocal abuse. Thirty-six cheerleaders from 4 high schools participated in the study. A separate-sample pretest-posttest design was used to evaluate the effectiveness of the program. There was a significant improvement in the pre- vs. post-test scores. The program was well received by the students. An outline of the program is included.

scholarly journals Parents’ Online School Reviews Reflect Several Racial and Socioeconomic Disparities in K–12 Education

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842199234
Author(s):  
Nabeel Gillani ◽  
Eric Chu ◽  
Doug Beeferman ◽  
Rebecca Eynon ◽  
Deb Roy
Keyword(s):  
Language Processing ◽  
Test Scores ◽  
Urban Areas ◽  
School Effectiveness ◽  
Family Income ◽  
School Quality ◽  
Standardized Test ◽  
Subjective Assessments ◽  
School Ratings ◽  
K 12

Parents often select schools by relying on subjective assessments of quality made by other parents, which are increasingly becoming available through written reviews on school ratings websites. To identify relationships between review content and school quality, we apply recent advances in natural language processing to nearly half a million parent reviews posted for more than 50,000 publicly funded U.S. K–12 schools on a popular ratings website. We find: (1) schools in urban areas and those serving affluent families are more likely to receive reviews, (2) review language correlates with standardized test scores—which generally track race and family income—but not school effectiveness, measured by how much students improve in their test scores over time, and (3) the linguistics of reviews reveal several racial and income-based disparities in K–12 education. These findings suggest that parents who reference school reviews may be accessing, and making decisions based on, biased perspectives that reinforce achievement gaps.

scholarly journals Impact Evaluation of Government Asistance on the Improvement of Quality of Vocational Education

2021 ◽  
Vol 3 (1) ◽  
pp. 1-19
Author(s):  
Aziz Wahyu Suprayitno
Keyword(s):  
High School ◽  
High Schools ◽  
Vocational Education ◽  
Impact Evaluation ◽  
School Quality ◽  
Vocational High School ◽  
Government Assistance ◽  
Vocational High Schools ◽  
Quality Report

This study evaluates the impact evaluation of Government Assistance on the improvement of Quality of Vocational Education. This study using the Difference in Difference (DID) method to estimate the effects of Government Assistance allocation by comparing the changes in outcome {quality of Vocational Education measured by School Quality Report (Rapor Mutu Sekolah) that contains a number with scale 1 – 7} between the Vocational High School that get Government Assistance (intervention/treatment group) and the Vocational High School that did not (control group), using regression model by testing parallel trend assumption first. Secondary data consists of Government Assistance and Vocational High School Quality Report for 2013 – 2018 from the Directorate of Vocational Education, Ministry of Education and Culture. Government Assistance data selected is only Assistance for facilities/infrastructure and Assistance for rehabilitation/construction of buildings using a purposive sampling technique. The results showed that the average value of the Vocational High Schools that received Government Assistance was higher by 0.0373 compared to Vocational High Schools that did not receive Government Assistance, after the intervention of Government Assistance from 2016 - 2018. That results indicates that Government Assistance has a positive impact on improving the Quality of Vocational Education. Keywords : impact evaluation, DID, quality of vocational education, government assistance.

The Association between Standards-Based Grading and Standardized Test Scores as an Element of a High School Reform Model

2015 ◽  
Vol 117 (11) ◽  
pp. 1-28
Author(s):  
Marty Pollio ◽  
Craig Hochbein
Keyword(s):  
High School ◽  
High Schools ◽  
School Reform ◽  
Secondary Schools ◽  
Test Scores ◽  
Standardized Test ◽  
The State ◽  
Standardized Test Scores ◽  
Grading Practices ◽  
Standards Based Grading

Background/Context From two decades of research on the grading practices of teachers in secondary schools, researchers discovered that teachers evaluated students on numerous factors that do not validly assess a student's achievement level in a specific content area. These consistent findings suggested that traditional grading practices evolved to meet the variety of educational stakeholder expectations for schools, teachers, and students. Purpose/Objective/Research Question/Focus of Study The purpose of this study was to examine the role of standards-based grading in a high school reform by assessing the relationships between differing grading approaches and standardized test achievement. Setting The study examined student performance from 11 high schools operating in a large metropolitan school district. Population/Participants/Subjects The sample of students included two cohorts of 1,163 and 1,256 11th grade students who completed an Algebra 2 course and the state standardized test. Intervention/Program/Practice Each of the high schools implemented a locally designed reform known as Project Proficiency. A key component of the reform included utilizing standards-based grading to assess student proficiency of the content. Research Design This study utilized a non-equivalent control group design and quantitative analyses to compare the association between classroom grades and standardized test scores. Data Collection and Analysis The data for the study included the students’ final grades, standardized test scores, and basic demographic information. Findings/Results Results indicated that the rate of students earning an A or B in a course and passing the state test approximately doubled when utilizing standards-based grading practices. In addition, results indicated that standards-based grading practices identified more predictive and valid assessment of at-risk students’ attainment of subject knowledge. Conclusions/Recommendations The article demonstrates the benefits of using standards-based grading in reforms attempting to improve the academic performance of secondary schools, but also notes how restriction of grades to mastery of standards will challenge educators’ perception of their abilities and students’ efforts. The article also notes the methodological limitations of prior grading research and suggests the need for more robust studies assessing grading practices, student achievement, and school performance.

Aspirational Differences Between Students With and Without IEPs: Grades Earned Matter

2018 ◽  
Vol 41 (1) ◽  
pp. 40-49
Author(s):  
James Sinclair ◽  
V. Paul Poteat
Keyword(s):  
High School ◽  
High Schools ◽  
Postsecondary Education ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Research And Practice ◽  
Using Data

Using data from the 2015 Dane County Youth Assessment ( n = 12,886 students, 22 high schools), we identified disparities between students with Individualized Education Programs (IEP) and without IEPs across multiple post–high school aspirations. We identified significant IEP status × grades earned interactions in predicting students’ reported likelihood of pursuing post–high school placements. Higher reported average grades earned were more strongly associated with students’ greater reported likelihood of attending college/university for students without IEPs than for students with IEPs. Also, higher grades were associated with less likelihood of foregoing postsecondary education and only looking for a job for students without IEPs whereas this association was not significant for students with IEPs. Implications for research and practice are discussed.

scholarly journals Impacts of attending an inclusive STEM high school: meta-analytic estimates from five studies

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Barbara Means ◽  
Haiwen Wang ◽  
Xin Wei ◽  
Viki Young ◽  
Emi Iwatani
Keyword(s):  
High School ◽  
High Schools ◽  
Low Income ◽  
Test Scores ◽  
School Outcomes ◽  
Positive Effects ◽  
Stem Major ◽  
High School Outcomes ◽  
Mathematics And Science ◽  
Positive Impacts

Abstract Background Inclusive STEM high schools seek to broaden STEM participation by accepting students on the basis of interest rather than test scores and providing a program sufficient to prepare students for a STEM major in college. Almost nonexistent before the present century, these high schools have proliferated over the last two decades as a strategy for addressing gaps in STEM education and career participation. This study uses a meta-analytic approach to investigate the relationship between attending an inclusive STEM high school and a set of high school outcomes known to predict college entry and declaration of a STEM college major. Results Combining effect estimates from five separate datasets of students from inclusive STEM high schools and matched comparison schools, the analysis reported here used data from administrative records and survey data for 9719 students in 94 high schools to obtain estimates of the average impact of attending an inclusive STEM high school on STEM-related high school outcomes. Positive effects for inclusive STEM high schools were found for completion of key STEM courses and for likelihood that students would engage in self-selected STEM activities. Students who attended an inclusive STEM high school also identified more strongly with mathematics and science and were more likely as high school seniors to be very interested in one or more STEM careers. Importantly, these positive impacts were found for low-income, under-represented minority, and female students as well as for students overall. Attending an inclusive STEM high school appeared to have a small positive impact on science test scores for students overall and for economically disadvantaged students, but there were no discernible impacts on mathematics test scores. Conclusions These findings suggest that the inclusive STEM high school model can be implemented broadly with positive impacts for students, including low-income, female, and under-represented minority students. Positive impacts on the odds of taking advanced mathematics and science courses in high school and on interest in entering a STEM profession are of particular importance, given the strong association between these variables and entry into a STEM major in college.

scholarly journals The Influence of Transformational Leadership, School Culture and Work Motivation on School Effectiveness in Junior High School in Medan

2020 ◽  
Vol 3 (1) ◽  
pp. 625-634
Author(s):  
Gunawan Gunawan
Keyword(s):  
High School ◽  
Transformational Leadership ◽  
High Schools ◽  
School Culture ◽  
Significant Influence ◽  
Junior High School ◽  
School Effectiveness ◽  
Junior High ◽  
Work Motivation ◽  
Junior High Schools

This research is a quantitative study that examines the participatory leadership model, school culture and motivation with school effectiveness with path analysis techniques. The respondents of this study were 343 teachers in Junior High Schools in Medan from 2,140 teachers in 44 State Junior High Schools. The findings of this study statistically show that simultaneously there is a positive and significant influence of transformational leadership and school culture on the work motivation of Junior High School in Medan teachers, where the effect is 5.9%. Likewise transformational leadership, school culture and work motivation have a significant and significant influence on the effectiveness of State Junior High Schools in Medan, which amounted to 13.7%.

scholarly journals An empirical test of Oklahoma’s A-F grades

2016 ◽  
Vol 24 ◽  
pp. 4
Author(s):  
Curt Matthew Adams ◽  
Patrick B. Forysth ◽  
Jordan K. Ware ◽  
Mwarumba Mwavita ◽  
Laura L. Barnes ◽  
...  
Keyword(s):  
School Improvement ◽  
Minority Students ◽  
Test Scores ◽  
Quality Indicator ◽  
School Quality ◽  
Empirical Test ◽  
Policy Instrument ◽  
School Characteristics ◽  
Letter Grades ◽  
Student Test

Oklahoma is one of 16 states electing to use an A-F letter grade as an indicator of school quality. On the surface, letter grades are an attractive policy instrument for school improvement; they are seemingly clear, simple, and easy to interpret. Evidence, however, on the use of letter grades as an instrument to rank and improve schools is scant at best. We address the gap in the literature by using student test scores to evaluate the use of Oklahoma’s A-F grades as a school quality indicator. Achievement differences between letter grades were small and in most cases not statistically significant when student and school characteristics were held constant. School grades did not reveal large achievement gaps in the highest ranked schools. Additionally, free/reduced lunch and minority students in D and F schools outperformed peers in A and B schools. 

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