The Special Olympics Unified Champion Schools Program and High School Completion

2021 ◽  
pp. 000283122110327
Author(s):  
Michelle Yin ◽  
Garima Siwach ◽  
Yulia Belyakova
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
School Environment ◽  
School Engagement ◽  
Social Inclusion ◽  
High School Completion ◽  
Special Olympics ◽  
School Completion ◽  
Percentage Points ◽  
The Impact

Despite an increase in special education enrollment, a stark gap in high school completion between students with and without disabilities persists. This study examined the impact of Unified Champion Schools (UCS), a Special Olympics program designed to foster social inclusion through three components—Unified Sports, Inclusive Youth Leadership, and Whole School Engagement—on high school graduation rates. Using a novel dataset and a difference-in-differences design, we found that implementing the UCS program increased the graduation rate by 1.1 percentage points for all students and 1.4 percentage points for students with disabilities. The increase in schooling outcomes for students with disabilities in UCS schools also was found to be positively correlated with perceptions about a more socially inclusive school environment.

scholarly journals Supporting School Engagement and High School Completion Through Trauma-Informed School Counseling

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1986725
Author(s):  
Amanda D. Rumsey ◽  
Amy Milsom
Keyword(s):  
High School ◽  
School Counselors ◽  
School Engagement ◽  
Emotional Health ◽  
High School Completion ◽  
The United States ◽  
Targeted Interventions ◽  
School Completion ◽  
Trauma Informed ◽  
The Impact

Awareness of trauma and the impact it has on children is a growing concern for schools in the United States. Exposure to trauma has been linked to challenges with learning, social/emotional health, and behaviors, all of which can negatively impact school experience and lead to issues with engagement and high school completion. We discuss suggestions for how school counselors can use a trauma-informed approach to implement systemic interventions, targeted interventions, and collaborative partnerships.

scholarly journals The differential effects of parental involvement on high school completion and postsecondary attendance

2016 ◽  
Vol 24 ◽  
pp. 30 ◽  
Author(s):  
Terris Raiford Ross
Keyword(s):  
High School ◽  
Parental Involvement ◽  
Achievement Motivation ◽  
School Engagement ◽  
Developmentally Appropriate ◽  
High School Completion ◽  
Educational Expectations ◽  
Postsecondary Enrollment ◽  
School Completion ◽  
The Impact

Previous studies have shown the impact of parental involvement on a number of student achievement, motivation, and engagement outcomes, but the extent to which parental involvement influences high school completion and postsecondary attendance has received less attention in the literature. Filling that gap, this study replicates and extends previous research (Fan & Williams, 2010) by examining the influence of various dimensions of parental involvement on high school completion and postsecondary attendance (with particular interest in dropouts who later earned GEDs and went on to college). Results show that parents’ educational expectations for their children play a significant role in whether students from all backgrounds persist toward completion of high school and whether they attend a postsecondary institution. This study also finds parent participation in school functions to be a significant positive predictor of both high school completion and postsecondary enrollment, while communication between parent and school about children’s school problems is negatively associated with both outcomes. The implications for expanding developmentally appropriate and culturally sensitive policies for family and school engagement are discussed.

Examining the Impact of Changes in Maternal Employment on High School Completion Among Low-Income Youth

2004 ◽  
Vol 25 (3) ◽  
pp. 279-299 ◽  
Author(s):  
Karen A. Randolph ◽  
Roderick A. Rose ◽  
Mark W. Fraser ◽  
Dennis K. Orthner
Keyword(s):  
High School ◽  
Low Income ◽  
Maternal Employment ◽  
High School Completion ◽  
School Completion ◽  
The Impact

scholarly journals The impact of childhood injury and injury severity on school performance and high school completion in Australia: a matched population-based retrospective cohort study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Rebecca J. Mitchell ◽  
Cate M. Cameron ◽  
Anne McMaugh ◽  
Reidar P. Lystad ◽  
Tim Badgery-Parker ◽  
...  
Keyword(s):  
High School ◽  
Young People ◽  
Injury Severity ◽  
High School Completion ◽  
Population Based ◽  
Learning Support ◽  
School Completion ◽  
Scholastic Performance ◽  
Comparison Cohort ◽  
The Impact

Abstract Background Exploring the impact of injury and injury severity on academic outcomes could assist to identify characteristics of young people likely to require learning support services. This study aims to compare scholastic performance and high school completion of young people hospitalised for an injury compared to young people not hospitalised for an injury by injury severity; and to examine factors influencing scholastic performance and school completion. Method A population-based matched case-comparison cohort study of young people aged ≤18 years hospitalised for an injury during 2005–2018 in New South Wales, Australia using linked birth, health, education and mortality records. The comparison cohort was matched on age, gender and residential postcode. Generalised linear mixed modelling examined risk of performance below the national minimum standard (NMS) on the National Assessment Plan for Literacy and Numeracy (NAPLAN) and generalised linear regression examined risk of not completing high school for injured young people compared to matched peers. Results Injured young people had a higher risk of not achieving the NMS compared to their matched peers for numeracy (ARR: 1.12; 95%CI 1.06–1.17), reading (ARR: 1.09; 95%CI 1.04–1.13), spelling (ARR: 1.13; 95%CI 1.09–1.18), grammar (ARR: 1.11; 95%CI 1.06–1.15), and writing (ARR: 1.07; 95%CI 1.04–1.11). As injury severity increased from minor to serious, the risk of not achieving the NMS generally increased for injured young people compared to matched peers. Injured young people had almost twice the risk of not completing high school at year 10 (ARR: 2.17; 95%CI 1.73–2.72), year 11 (ARR: 1.95; 95%CI 1.78–2.14) or year 12 (ARR: 1.93; 95%CI 1.78–2.08) compared to matched peers. Conclusions The identification of characteristics of young people most likely to encounter problems in the academic environment after sustaining an injury is important to facilitate the potential need for learning support. Assessing learning needs and monitoring return-to-school progress post-injury may aid identification of any ongoing learning support requirements.

The Impact of State Drug Laws on High School Completion and College Enrollment for Latino Young Men

2021 ◽  
pp. 000276422110548
Author(s):  
Tolani A. Britton ◽  
Arlyn Y. Moreno Luna
Keyword(s):  
Higher Education ◽  
High School ◽  
Drug Abuse ◽  
College Enrollment ◽  
Tertiary Education ◽  
High School Completion ◽  
Access To Higher Education ◽  
Drug Laws ◽  
School Completion ◽  
The Impact

Although college enrollment and completion rates have increased over the past 30 years, access to higher education has not been uniform across racial groups. In addition to racial gaps, differences in tertiary education outcomes exist by gender. Gender gaps in college enrollment are larger in the Latinx community than in other racial or ethnic groups. In this paper, we use the October Current Population Survey (CPS) supplements for the years 1984–1992 and state and federal drug laws to measure the impact of the passage of the 1986 Anti-Drug Abuse Act on the likelihood of college enrollment for young Latino men. Following the passage of the federal law, some states changed their drug laws around marijuana and cocaine possession and distribution. We use this variation in state law in order to explore whether states that have more lenient marijuana and cocaine laws also have a higher likelihood of college enrollment. We find that there was a four percentage point decline in both the likelihood of high school completion and that of college enrollment for Latinx men after the passage of the 1986 Anti-Drug Abuse Act. Findings have implications for modifications to state drug laws and addressing the ways in which these laws impact educational attainment for students underrepresented in higher education.

scholarly journals Juvenile Punishment, High School Graduation, and Adult Crime: Evidence from Idiosyncratic Judge Harshness

2019 ◽  
pp. 1-14
Author(s):  
Ozkan Eren ◽  
Naci Mocan
Keyword(s):  
High School ◽  
Detrimental Effect ◽  
Causal Effect ◽  
Property Crime ◽  
High School Completion ◽  
Juvenile Incarceration ◽  
School Completion ◽  
Drug Offense ◽  
School Graduation ◽  
The Impact

This paper contributes to the debate on the impact of juvenile crime punishment on high school completion and adult recidivism using administrative data from a southern U.S. state. We exploit random assignment of cases to judges and use idiosyncratic judge stringency in imprisonment to estimate the causal effect of incarceration. We find that juvenile incarceration increases the propensity of being convicted for a drug offense in adulthood while it lowers the propensity to be convicted of a property crime. Juvenile incarceration has also a detrimental effect on high school completion for earlier cohorts, but it has no impact on later cohorts.

Logging In to Press On: An Examination of High School Dropout and Completion Among Students With Disabilities in Online Courses

2018 ◽  
Vol 34 (2) ◽  
pp. 106-119
Author(s):  
Cameron Sublett ◽  
Yi-Chun Chang
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
Online Courses ◽  
High School Completion ◽  
High School Dropout ◽  
School Dropout ◽  
Theoretical Frameworks ◽  
School Completion ◽  
Plausible Mechanism ◽  
Nationally Representative

Students with disabilities (SWDs) continue to experience rates of high school dropout greater than students not receiving special education services. Furthermore, there is a persistent gap in the rates of high school completion among students with and without disabilities. While criticized for lowering standards and learning, online learning represents a plausible mechanism to both decrease dropout and increase high school completion among SWDs. Drawing on theoretical frameworks advanced by Dynarski et al. and Cavanaugh et al., the current study uses a nationally representative data panel to investigate the association between online coursetaking among SWDs and two dependent variables: high school dropout and completion. Results indicated that online coursetaking was associated with increased probabilities of high school completion among SWDs. Implications and policy recommendations are discussed.

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