scholarly journals A Study of School Size among Alabama’s Public High Schools

2012 ◽  
Vol 7 (1) ◽  
Author(s):  
Ronald A. Lindahl ◽  
Patrick M. Cain, Sr.
Keyword(s):  
High Schools ◽  
School Size ◽  
School Quality ◽  
Medium Size ◽  
Public High Schools ◽  
Highly Qualified ◽  
Small High Schools ◽  
Internet Connections ◽  
Standardized Exams ◽  
Education Performance

The purpose of this study was to examine the relationship between the size of Alabama’s public high schools, selected school quality and financial indicators, and their students’ performance on standardized exams. When the socioeconomic level of the student bodies is held constant, the size of high schools in Alabama has relatively little relationship with 11th grade student (both regular and special education) performance on the reading and math portions of the AHSGE. High schools’ average daily attendance rates and pupil-to-computer (and computer with Internet connections) ratios do not vary in accordance with school size. Higher percentages of highly qualified teachers are found in Alabama’s largest high schools. There was very little difference in the percentage of teachers with a master’s degree or above across school size categories. Very little difference exists across size categories in regard to mean expenditures per pupil (range = $7,322 to $7,829). However, districts of the large high schools exert over twice the effort of those with small high schools (3.2 mills to 1.5 mills) and approximately 50 percent greater local effort than the districts of the medium-size high schools.

Learning from schools that close opportunity gaps

2017 ◽  
Vol 99 (1) ◽  
pp. 8-14
Author(s):  
Sarah E. LaCour ◽  
Adam York ◽  
Kevin Welner ◽  
Michelle Renée Valladares ◽  
Linda Molner Kelley
Keyword(s):  
High Schools ◽  
Test Scores ◽  
School Quality ◽  
Public High Schools ◽  
Opportunity Gaps ◽  
Research Based Practices

The Schools of Opportunity Project recognizes public high schools that employ research-based practices to close opportunity gaps. The commended schools illustrate how school quality can and should be measured by far more than just test scores. In doing so, they offer exemplars and a path forward for the nation’s schools.

College-Bound Figured Worlds: Case Studies of Three Urban High Schools

2021 ◽  
pp. 001312452110275
Author(s):  
Meredith R. Naughton
Keyword(s):  
High Schools ◽  
Thematic Analysis ◽  
College Graduates ◽  
Qualitative Case Study ◽  
Figured Worlds ◽  
Public High Schools ◽  
Full Time ◽  
Peer Mentors ◽  
Compare And Contrast

This qualitative case study explored the unique ways recent college graduates serving as full-time, near-peer mentors supported students along the path to college in three different urban public high schools. By applying the theory of figured worlds to school spaces and practices, this study sought to both define the physical and figurative ways mentors helped students envision and enact college-bound identities and compare and contrast the differences in these spaces across schools. Data and thematic analysis indicate that promoting the development and enactment of college-bound identities requires intentionality about how school culture, people, and policies enable real and figurative spaces for college-bound exploration and support.

Specialized Public High Schools of Science, Mathematics, and Technology and the STEM Pipeline: What Do We Know Now and What Will We Know in 5 Years?

Roeper Review ◽  
2009 ◽  
Vol 32 (1) ◽  
pp. 7-16 ◽  
Author(s):  
Rena F. Subotnik ◽  
Robert H. Tai ◽  
Rochelle Rickoff ◽  
John Almarode
Keyword(s):  
High Schools ◽  
Public High Schools ◽  
Stem Pipeline

NYC Selective Specialized Public High Schools and Honors College STEM Degrees: A Previously Unexplored Relationship

2018 ◽  
Vol 29 (4) ◽  
pp. 304-320 ◽  
Author(s):  
Pessy J. Sloan
Keyword(s):  
High School ◽  
New York ◽  
High Schools ◽  
College Graduates ◽  
Public High Schools ◽  
Public High School ◽  
Honors College ◽  
Significant Difference ◽  
And Mathematics ◽  
The Relationship

This study examined the relationship between attending one of the nine New York City (NYC) selective specialized public high schools and graduating from an honors college with a science, technology, engineering and mathematics (STEM) degree, compared with honors college graduates who attended any other high school. A causal-comparative study design was applied. The participants consisted of 1,647 graduates from seven honors colleges, from 2011 to 2015, in the northeastern United States. Of the 1,647 graduates, 482 students graduated from NYC selective specialized public high schools and 1,165 students graduated from other high schools. The study found a significant difference ( p < .05) between the two groups. A larger percentage of NYC selective specialized public high schools graduated with a STEM degree from an honors college than students from other high schools. These results support the positive relationship between attending a NYC selective specialized public high school and graduating with a STEM degree from an honors college. Results and implications are discussed.

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