scholarly journals College Attendance among Low-Income Youth: Explaining Differences across Wisconsin High Schools

2021 ◽  
Author(s):  
Christian Michael Smith ◽  
Noah Hirschl
Keyword(s):  
Secondary Schools ◽  
Postsecondary Education ◽  
Low Income ◽  
Population Level ◽  
The United States ◽  
College Attendance ◽  
Low Income Students ◽  
Postsecondary Outcomes ◽  
Level Data ◽  
Dense Set

Bolstering low-income students’ postsecondary participation is important to remediate these students’ disadvantages and to improve society’s overall level of education. Recent research has demonstrated that secondary schools vary considerably in their tendencies to send students to postsecondary education, but existing research has not systematically identified the school characteristics that explain this variation. Identifying these characteristics can help improve low-income students’ postsecondary outcomes. We identify relevant characteristics using population-level data from Wisconsin, a mid-size state in the United States. We first show that Wisconsin’s income-based disparities in postsecondary participation are wide, even net of academic achievement. Next, we show that several geographic characteristics of schools help explain between-secondary school variation in low-income students’ postsecondary outcomes. Finally, we test whether a dense set of school organisational features explain any remaining variation. We find that these features explain virtually no variation in secondary schools’ tendencies to send low-income students to postsecondary education.

¡Sí se Puede en Colaboración! Increasing College Placement Rates of Low-income Students

2011 ◽  
Vol 113 (7) ◽  
pp. 1435-1476
Author(s):  
Matthew Militello ◽  
Jason Schweid ◽  
John Carey
Keyword(s):  
High School ◽  
High Schools ◽  
College Readiness ◽  
Low Income ◽  
The United States ◽  
Intervention Strategies ◽  
Low Income Students ◽  
College Board ◽  
Post Secondary ◽  
College Application

Background/Context Today we have moved from the debate of student opportunity to post-secondary educational setting to 100% access. That is, today's high school settings have been charged with preparing “college ready” graduates. Educational policy has leveraged mandates and sanctions as a mechanism to improve college placement rates, especially in high schools with a high percentage of low-income students. However, little empirical evidence exists to assist us in understanding how college readiness is actualized for low-income students. Focus of Study The purpose of this study was to identify specific strategies that schools employ to raise college application and attendance rates for low-income students. Research Design This study investigated 18 College Board Inspiration Award winning or honorable mention high schools across the United States. Phone interviews with all 18 schools informed the selection of five case study high schools. Data collection included interviews and observations with high school educators, parents, students, and other community members. Findings In this study, we describe evidence within and across the five case schools using a framework that was generated from the first phase of this study. These schools effectively improved college readiness by developing collaborative practices around: (1) Program Management, (2) External Partnerships, (3) Leadership, (4) College-focused Intervention Strategies, (5) Achievement-oriented School Culture, (6) Parental Outreach, (7) Systemic, Multileveled Intervention Strategies, (8) Use of Data, (9) Development and Implementation of Inclusive School Policies, and (10) Routinizing or Offloading Routine or Mundane Tasks. Conclusions/Implications This study operationalizes what effective practices look like in high schools with low-income students. The findings move beyond normative models to be implemented across sites to illustrations of exemplar practices that can guide collaborative efforts to enact the specific tasks necessary to improve college readiness for students.

scholarly journals In search of opportunity and community: Internal migration of refugees in the United States

2020 ◽  
Vol 6 (32) ◽  
pp. eabb0295
Author(s):  
Nadwa Mossaad ◽  
Jeremy Ferwerda ◽  
Duncan Lawrence ◽  
Jeremy Weinstein ◽  
Jens Hainmueller
Keyword(s):  
United States ◽  
Population Level ◽  
The United States ◽  
Retention Rates ◽  
State Governments ◽  
Individual Level ◽  
Welfare Benefits ◽  
Level Data ◽  
Immigrant And Refugee ◽  
National Networks

At a time of heightened anxiety surrounding immigration, state governments have increasingly sought to manage immigrant and refugee flows. Yet the factors that influence where immigrants choose to settle after arrival remain unclear. We bring evidence to this question by analyzing population-level data for refugees resettled within the United States. Unlike other immigrants, refugees are assigned to initial locations across the country but are free to relocate and select another residence after arrival. Drawing on individual-level administrative data for adult refugees resettled between 2000 and 2014 (N = 447,747), we examine the relative desirability of locations by examining how retention rates and patterns of secondary migration differ across states. We find no discernible evidence that refugees’ locational choices are strongly influenced by state partisanship or the generosity of welfare benefits. Instead, we find that refugees prioritize locations with employment opportunities and existing co-national networks.

The Hidden Costs of Corroboration: Estimating the Effects of Financial Aid Verification on College Enrollment

2021 ◽  
pp. 016237372198930
Author(s):  
Jason C. Lee ◽  
Madison Dell ◽  
Manuel S. González Canché ◽  
Alex Monday ◽  
Amanda Klafehn
Keyword(s):  
Financial Aid ◽  
Low Income ◽  
College Enrollment ◽  
High School Graduates ◽  
Underserved Populations ◽  
Population Level ◽  
Department Of Education ◽  
Low Income Students ◽  
Student Aid ◽  
Percentage Points

Every year, the U.S. Department of Education selects hundreds of thousands of low-income students to provide additional documentation to corroborate their financial aid eligibility in a process known as verification. Although many are concerned about the potential deleterious effects of being selected, to date, studies are limited to descriptive analyses. To fill this gap in the literature, we use population-level, multicohort data to estimate the effects of financial aid verification on initial college enrollment for recent high school graduates in Tennessee. An entropy balance weighting approach indicates that students selected for verification are 3.8 percentage points (4.9%) less likely to enroll in college with underserved populations and late Free Application for Federal Student Aid (FAFSA) filers most negatively affected.

Children of Immigrants and Educational Expectations: The Roles of School Composition

2010 ◽  
Vol 112 (6) ◽  
pp. 1679-1704 ◽  
Author(s):  
Ryan Wells
Keyword(s):  
Higher Education ◽  
Secondary Schools ◽  
Research Question ◽  
Educational Expectations ◽  
The United States ◽  
College Attendance ◽  
Children Of Immigrants ◽  
School Composition ◽  
Educational Processes ◽  
Research Questions

Background/Context Many children of immigrants are not enrolled in high schools that sufficiently meet their needs, and subsequently, many are not making a successful transition to, and/or successfully completing, higher education. As immigration grows in the United States, educators and policy makers must understand how the educational processes for children of immigrants differ from nonimmigrants. Because expectations for higher education are a necessary, though insufficient, step toward college attendance and degree attainment, and because students have these attitudes influenced by the schools they attend, I examine high school composition for its effects on educational expectations and how compositional effects differ between children of immigrants and nonimmigrants. Purpose/Objective/Research Question/Focus of Study This study intends to be another step on the path toward understanding the educational processes of children of immigrants specifically, and of all students more broadly, as the immigrant population grows in U.S. schools. Toward those ends, this study is based on two overarching research questions: (1) How do the immigrant compositions of U.S. secondary schools affect the educational expectations of all students? (2) How do the compositions of U.S. secondary schools affect the educational expectations of children of immigrants differently than nonimmigrant students? Research Design The research questions are addressed via secondary data analysis using data from the Educational Longitudinal Study (ELS:2002/2004), which were collected by the National Center for Education Statistics. I explore school composition effects on a binary dependent variable indicating whether a 12th-grade student expects to complete a graduate or professional degree. This study emphasizes a critical-quantitative approach by demonstrating that common theories and assumptions about educational expectations may be inaccurate for children of immigrants in today's schools. Conclusions/Recommendations Results show that children of immigrants are affected differently by school composition than are nonimmigrants, and in ways that contradict commonly accepted theoretical views. Specifically, this analysis demonstrates that comparative and normative theories of school effects are not accurate for children of immigrants, at least not to the same degree as they are for nonimmigrants. This is a reminder to researchers and practitioners alike that subgroups of students, in this case the children of immigrants, may not be affected by schools in similar ways.

Comparing Trends Between Food Insecurity and Cigarette Smoking Among Adults in the United States, 1998 to 2011

2016 ◽  
Vol 31 (5) ◽  
pp. 413-416 ◽  
Author(s):  
Matthew C. Farrelly ◽  
Paul R. Shafer
Keyword(s):  
Food Security ◽  
Cigarette Smoking ◽  
Food Insecurity ◽  
Low Income ◽  
Economic Recession ◽  
Population Level ◽  
The United States ◽  
Current Smoker ◽  
Cross Sectional ◽  
Current Smoking

Purpose: Previous studies have shown that cigarette smoking is associated with higher rates and severity of food insecurity but do not address how population-level smoking rates change in response to changes in food security. Design: Trend analysis of serial cross-sectional data. Setting: Data from a representative survey of US households. Participants: Adults within households participating in both the Food Security Supplement and Tobacco Use Supplement of the Current Population Survey during 5 overlapping administrations from 1998 to 2011. Measures: A “current smoker” is defined as someone who indicated that they currently smoke on “some days” or “every day.” A household’s food security is coded as “secure” or “insecure,” according to responses to a food security scale, interpreted using a US Department of Agriculture standard. Analysis: Descriptive comparison of the roughly triennial trends in the prevalence of food insecurity and current smoking from 1998 to 2011. Results: The prevalence of food insecurity increased by 30% among adults overall versus 54% among current smokers, with most of the changes occurring following the economic recession of 2008 and 2009. Over this same period, the prevalence of current smoking declined by 33% among food-secure adults and only 14% among food-insecure adults. Conclusion: Food insecurity increased more markedly among adult smokers than nonsmokers, and the prevalence of smoking declined more slowly in food-insecure households, indicating that more low-income smokers are facing hunger, which may at least partly be due to buying cigarettes.

scholarly journals Surprising Ripple Effects

2016 ◽  
Vol 39 (1) ◽  
pp. 77-103 ◽  
Author(s):  
Michael Hurwitz ◽  
Preeya P. Mbekeani ◽  
Margaret M. Nipson ◽  
Lindsay C. Page
Keyword(s):  
Low Income ◽  
College Attendance ◽  
Postsecondary Institutions ◽  
Low Income Students ◽  
Ripple Effects ◽  
College Board ◽  
Percentage Points ◽  
Selective Colleges ◽  
Score Reports ◽  
Policy Adjustments

Subtle policy adjustments can induce relatively large “ripple effects.” We evaluate a College Board initiative that increased the number of free SAT score reports available to low-income students and changed the time horizon for using these score reports. Using a difference-in-differences analytic strategy, we estimate that targeted students were roughly 10 percentage points more likely to send eight or more reports. The policy improved on-time college attendance and 6-year bachelor’s completion by about 2 percentage points. Impacts were realized primarily by students who were competitive candidates for 4-year college admission. The bachelor’s completion impacts are larger than would be expected based on the number of students driven by the policy change to enroll in college and to shift into more selective colleges. The unexplained portion of the completion effects may result from improvements in nonacademic fit between students and the postsecondary institutions in which they enroll.

scholarly journals “All kids matter”? Catholic institutional advocacy for federal COVID relief funding for non-public schools

2021 ◽  
Vol 29 ◽  
pp. 131
Author(s):  
Kathleen M. Sellers
Keyword(s):  
Public Schools ◽  
Critical Race Theory ◽  
Critical Discourse Analysis ◽  
Low Income ◽  
Catholic Church ◽  
The United States ◽  
Low Income Students ◽  
Institutional Advocacy ◽  
American Catholic ◽  
Trump Administration

This article explores the policy interests expressed by the largest private educational system in the United States, American Catholic schools, during the first four months of the COVID-19 crisis. Critical discourse analysis is applied to public texts produced by the Catholic Church between March 1 and July 1, 2020, in order to understand the discursive strategies through which this institution constructs meaning in the policy arena. This analysis illustrates how Catholic leaders use language to make racialized and low-income students “discursively invisible.”  The author documents a significant change in policy discourse, from neoconservative logics to neoliberal ones, which corresponds directly to political signaling from the Trump Administration. Drawing on critical race theory, the author suggests implications for policymakers and stakeholders.    

Brilliant, Bored, or Badly Behaved? Media Coverage of the Charter School Debate in the United States

2015 ◽  
Vol 117 (8) ◽  
pp. 1-48 ◽  
Author(s):  
Daisy Rooks ◽  
Carolina Bank MuÑOz
Keyword(s):  
Charter Schools ◽  
Charter School ◽  
Alternative Schools ◽  
Low Income ◽  
Students Of Color ◽  
Media Coverage ◽  
Print Media ◽  
Qualitative Content Analysis ◽  
The United States ◽  
Low Income Students

Background In recent years, charter schools have received a great deal of media attention, appearing in documentary films, newspaper articles, magazine profiles, television news programs, and even sitcoms and feature films. The media is not alone in its interest in charter schools; researchers in the public and for-profit arenas have also focused their attention on charter schools in recent years. Questions This paper employs qualitative content analysis to answer the following questions: What information have journalists contributed to the charter school debate in the United States? And how might this information have shaped or influenced the debate? Research Design To answer these questions, we conducted a qualitative content analysis of print media coverage of the early years of the charter school debate. We analyzed 145 articles about public charter schools and public alternative schools that appeared in the New York Times and Los Angeles Times between 1994 and 2006. We developed two types of coding categories: descriptive and interpretive. The descriptive coding categories captured the following information about each article in our dataset: the publisher, the type of school described and the student population. The interpretive coding categories captured reporters’ descriptions of the students, teachers, resources, and institutional cultures of charter and alternative schools. Findings Our analysis uncovered several interesting themes. First, we found that print media depictions of charter and alternative school teachers tended to be more positive than media depictions of teachers in traditional public schools. This was especially true of print media coverage of charter schools that serve low-income students and/or students of color. Our analysis also cast doubt on a core assumption of the charter school debate; that charter schools’ approach to educating their students differs significantly from that of traditional public schools and public alternative schools. In their articles about charter schools that serve middle-income students, reporters described institutional cultures and pedagogical strategies identical to those found in alternative schools with similar student populations. When reporting on alternative schools that serve low-income students and/or students of color, reporters described pedagogical strategies that mirrored those found in charter schools with similar student populations. Recommendations Further research is needed to determine whether charter and alternative schools are educating their low- and middle-income students differently. If future research confirms this, we warn that charter and alternative schools could be preparing their low-income students and/or students of color inadequately for higher education and work in professional environments.

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