The Present and Future of High School Admission System for Student-athletes: A Discourse on Mandatory Application of Middle School GPA for High School Entrance

2019 ◽  
Vol 58 (4) ◽  
pp. 175-191
Author(s):  
Minjung Kwon ◽  
Yeonkyung Jin ◽  
Woosuk Kim
2017 ◽  
Vol 19 (6) ◽  
pp. 652-661 ◽  
Author(s):  
Scott L. Zuckerman ◽  
Brian Holt Zalneraitis ◽  
Douglas J. Totten ◽  
Kolin E. Rubel ◽  
Andrew W. Kuhn ◽  
...  

OBJECTIVEA significant proportion of patients experience long-term symptoms after sport-related concussion (SRC), and several factors have been associated with this protracted recovery. Limited data exist on the role of socioeconomic status (SES) on SRC outcomes. The objective in this study was to conduct a preliminary investigation to determine the effect of SES on outcomes after SRC in student-athletes treated at a regional sports concussion center.METHODSA retrospective cohort study of 282 middle school, high school, and collegiate student-athletes was conducted. An attempt was made to contact all patients seen at a comprehensive SRC center between January 2012 and May 2015 for in-depth interviews. Subsequent demographic data were collected. The SES was defined as follows: cost of living percentile, median income percentile, percentage of college graduates, percentage of homeowners, county type, and insurance status. Outcomes after SRC were defined as follows: days of symptom duration, days of missed school, and days of missed practice. Statistically controlled covariates included sex, race, age, body mass index, concussion history, neuropsychiatric history, and type of sport.RESULTSA total of 282 student-athletes consented and were studied. The median age was 15.8 years (range 11.6–22.2 years) and 61.4% of student-athletes were male. A previous concussion was incurred by 34.0% of student-athletes. Football was the most common sport (32.3%), followed by soccer (16.3%), and basketball (15.6%). The median symptom duration was 21 days (range 1–365 days); the median missed school days was 2 (range 0–90 days); and median for days of missed practice was 10 (range 0–150 days). After multivariate Cox regression analysis, no relationship between any of the 6 SES variables and symptom duration or missed practice was seen. However, individuals with private insurance had more missed days of school than those with public insurance (hazard ratio 0.46, 95% CI 0.26–0.83, p = 0.009).CONCLUSIONSIn a preliminary study of middle school, high school, and collegiate student-athletes, SES had no impact on the outcomes of symptom duration and missed practice. However, for individuals with private insurance, the return to school was slower than for those with public insurance. This pilot study reveals the complex relationship between SES and SRC recovery, which demands further study with more accurate and validated assessments of SES.


2011 ◽  
Vol 31 (5) ◽  
pp. E4 ◽  
Author(s):  
Guillaume A. Curaudeau ◽  
Nikhil Sharma ◽  
Richard A. Rovin

Professional athletes are taking concussion very seriously, and missed play due to concussion is no longer stigmatized. One fortuitous consequence is increased awareness of the detrimental effects of concussion among student athletes. Whereas professional athletes have access to formal in-competition evaluation and out-of-competition monitoring programs, the majority of student athletes, especially at the middle school and high school levels, do not. The authors therefore set out to create an easy-to-use iPhone application for sideline concussion testing and serial monitoring of these at-risk athletes.


2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.


2014 ◽  
Author(s):  
Selina Keipert ◽  
Courtney Downs ◽  
Jordan Caulk ◽  
Daniela Santos ◽  
Bradley Trager ◽  
...  

2009 ◽  
Author(s):  
Darren Richmond ◽  
Charlotte Richmond ◽  
Thomas Prihoda

Sign in / Sign up

Export Citation Format

Share Document