What Works in College Outreach: Assessing Targeted and Schoolwide Interventions for Disadvantaged Students

2009 ◽  
Vol 31 (2) ◽  
pp. 127-152 ◽  
Author(s):  
Thurston Domina
Keyword(s):  
High Schools ◽  
Educational Outcomes ◽  
At Risk Students ◽  
Disadvantaged Students ◽  
Outreach Program ◽  
Matched Sample ◽  
Limited Evidence ◽  
Outreach Programs ◽  
What Works ◽  
College Outreach

By offering information, counseling, and tutoring, college outreach programs attempt to smooth the path between high school and higher education for at-risk students. But do these program work? This paper uses longitudinal data from the Education Longitudinal Study to construct two quasi-experiments to assess the effectiveness of college outreach. The first compares outreach program participants with a propensity score matched sample of program non-participants to measure the effects of targeted college outreach programs. The second assesses the effects of school-wide college outreach programs by comparing students in school-wide outreach high schools with students in a matched sample of high schools that offer no formal outreach. The results suggest that targeted outreach programs do little to change the educational experiences of participating students. However, there is limited evidence to suggest that school-wide outreach programs may have modest “spill-over” effects, improving the educational outcomes of relatively unengaged students at participating schools.

Parents’ Migration and Adolescents’ Transition to High School in Rural China: The Role of Parental Divorce

2018 ◽  
Vol 39 (12) ◽  
pp. 3324-3359
Author(s):  
Shu Hu
Keyword(s):  
High School ◽  
High Schools ◽  
Psychological Health ◽  
Educational Outcomes ◽  
Parental Divorce ◽  
Rural China ◽  
Economic Resources ◽  
Transition To High School ◽  
Parental Migration

Using both quantitative and qualitative data collected in a migrant-sending county from 2012 to 2013, this article examines the mechanisms through which parental migration could shape adolescents’ transition to high school in rural China. Though parental migration improves children’s educational outcomes via social remittance of education value, it also leads to a decline in children’s educational achievements by increasing the odds of parental divorce. The likelihood of divorce rises with the migration of mother or both parents, and this significantly increases the risks of discontinuing schooling and transitioning to vocational high schools, relative to attending academic high schools. In contrast to the conventional explanations of economic resources and psychological health, this article emphasizes the significant role of marital instability in the link between parental migration and children’s educational outcomes.

Exit Strategies: How Low-Performing High Schools Respond to High School Exit Examination Requirements

2013 ◽  
Vol 115 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Jennifer J. Holme
Keyword(s):  
High School ◽  
High Schools ◽  
At Risk Students ◽  
Negative Consequences ◽  
Exit Examination ◽  
Teachers College ◽  
High School Exit ◽  
Curriculum Instruction ◽  
Study Sites

Background Over the past several decades, a significant number of states have either adopted or increased high school exit examination requirements. Although these policies are intended to generate improvement in schools, little is known about how high schools are responding to exit testing pressures. Purpose This study examined how five low-performing high-poverty high schools responded to the pressures of Texas’ exit testing policy. The goal of this study was to understand how schools responded to the pressures of Texas’ exit testing system (in terms of curriculum, instruction, and supports for low-achieving students) and how educators reconciled those pressures with other accountability pressures that they faced. Research Design This study employed qualitative case study design. Five low-performing high schools were sampled within the state of Texas, each of which served large concentrations of at-risk students. A total of 105 interviews were conducted across the five case study sites over the course of 2 years (2008–2009). Conclusions This study found that the Texas exit testing policy created a misalignment between educator and student-level accountability, which had particularly negative consequences for struggling students. The findings of this study suggest a need for policy makers to reconsider the assumptions on which exit tests are based and to more closely consider the goal of exit testing systems in the context of, and in relation to, the larger systems of accountability in which they are embedded. Acknowledgments The research reported herein was supported by a grant from the Spencer Foundation. The author would like to thank the editors of Teachers College Record, as well as the anonymous reviewers, for their helpful feedback on the manuscript. The author would also like to thank Meredith Richards and Rebecca Cohen for their assistance with data collection for the project.

scholarly journals Near-Peer Teaching Outreach Programs to Increase Minority Physician Recruitment

2018 ◽  
Vol 10 (01) ◽  
pp. e122-e126
Author(s):  
Wendy Linderman ◽  
Nicholas Apostolopoulos ◽  
Anand Gopal ◽  
John Encandela ◽  
Christopher Teng ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Minority Student ◽  
The United States ◽  
Peer Teaching ◽  
Educational Outreach ◽  
Outreach Program ◽  
School Students ◽  
Outreach Programs ◽  
Peer Teachers

Problem Health disparities among racial and ethnic groups exist in the United States despite improvements in health status and access to care. These inequalities may be reduced by increasing minority physician recruitment; however, how best to recruit these physicians remains unclear. Approach Near-peer teachers are not professionally trained, but have recently learned material that they themselves teach. Near-peer teaching in minority student outreach programs may be effective in increasing minority physician recruitment. The authors used a near-peer teaching model to promote interest in medicine, specifically ophthalmology, as a potential career path for both volunteer near-peer teachers and minority high school students participating in an educational outreach program. Twenty-one college and graduate-school near-peer teachers of various racial and ethnic backgrounds participated to teach 31 inner-city high school students. The program was evaluated using pre- and posttest surveys assessing students' knowledge about and interest in science, medicine, and ophthalmology; analysis used pairwise t-test comparisons. Qualitative responses and an end-of-training survey also assessed students' and near-peer teachers' satisfaction with the program and perceptions about medicine as a career. Outcomes Students' knowledge about and interest in medicine and ophthalmology increased significantly after participation. Near-peer teachers agreed that teaching in the program was beneficial to their careers and made it more likely that they would enter medicine and ophthalmology. Next Steps The authors will track the near-peer teachers' career paths and, in the next iteration, will increase the number of program days. This intervention may serve as a model for outreach for other specialties beyond ophthalmology.

Parenting Styles, Adolescents' Attributions, and Educational Outcomes in Nine Heterogeneous High Schools

1997 ◽  
Vol 68 (3) ◽  
pp. 507 ◽  
Author(s):  
Kristan L. Glasgow ◽  
Sanford M. Dornbusch ◽  
Lisa Troyer ◽  
Laurence Steinberg ◽  
Philip L. Ritter
Keyword(s):  
High Schools ◽  
Parenting Styles ◽  
Educational Outcomes

scholarly journals Educational outcomes: Pathways and performance in South African high schools

2012 ◽  
Vol 108 (3/4) ◽  
Author(s):  
Vijay Reddy ◽  
Servaas Van der Berg ◽  
Dean Janse van Rensburg ◽  
Stephen Taylor
Keyword(s):  
High Schools ◽  
South African ◽  
Educational Outcomes ◽  
And Performance
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