scholarly journals It Matters How You Start: Early Numeracy Mastery Predicts High School Math Course-Taking and College Attendance

2021 ◽  
Author(s):  
Pamela Davis-Kean ◽  
Thurston Domina ◽  
Megan Kuhfeld ◽  
Alexa Ellis ◽  
Elizabeth T. Gershoff
Keyword(s):  
High School ◽  
Youth Development ◽  
College Attendance ◽  
School Entry ◽  
Visual Object ◽  
Educational Transitions ◽  
Arithmetic Operations ◽  
Post Secondary ◽  
High School Math ◽  
Using Data

Using data from the Applied Problems subtest of the Woodcock-Johnson Tests of Achievement (Woodcock, McGrew, & Mather, 2001) administered to 1,364 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development (SECCYD), this study measures children’s mastery of three numeric competencies (counting, arithmetic operations using visual object representations, and abstract arithmetic operations) at 54 months of age. We find that, even after controlling for key demographic characteristics, the numeric competency that children master prior to school entry relates to important educational transitions in secondary and post-secondary education. Those children who showed low numeric competency prior to school entry enrolled in lower math track classes in high school and were less likely to attend college. Important numeracy competency differences at age 54 months related to socioeconomic inequalities were also found. These findings suggest that important indicators of long-term schooling success (i.e., advanced math courses, college attendance) are evident prior to schooling based on the levels of numeracy mastery.

The Roots of STEM Achievement: An Analysis of Persistence and Attainment in STEM Majors

2017 ◽  
Vol 63 (1) ◽  
pp. 79-93 ◽  
Author(s):  
Alan Green ◽  
Danielle Sanderson
Keyword(s):  
High School ◽  
Stem Education ◽  
Gender Gap ◽  
Small Colleges ◽  
Engineering Technology ◽  
Stem Majors ◽  
High School Math ◽  
Using Data ◽  
Postsecondary Science ◽  
Math Preparation

This article analyzes persistence and attainment in postsecondary science, engineering, technology, and math (STEM) education using data from the Beginning Postsecondary Students Longitudinal Study. Ability is shown to have a consistent impact on STEM performance. Self-efficacy has large estimated impacts, and there is evidence of strong bias against women. High school math preparation and attending small colleges increase the likelihood of noninterested students switching to STEM fields. Overall, there is little evidence that collegiate educational experiences affect persistence or attainment. The results indicate that policies to improve high school math preparation and address the gender gap would be most effective. JEL Classifications: I21, I28

scholarly journals Raising the Bar for College Admission: North Carolina's Increase in Minimum Math Course Requirements

2019 ◽  
Vol 14 (3) ◽  
pp. 492-521 ◽  
Author(s):  
Charles T. Clotfelter ◽  
Steven W. Hemelt ◽  
Helen F. Ladd
Keyword(s):  
High School ◽  
North Carolina ◽  
Eighth Grade ◽  
College Performance ◽  
High School Graduation Rates ◽  
High School Math ◽  
Eighth Grade Students ◽  
Enrollment Rates ◽  
Using Data ◽  
Math Test

We explore the effects of a statewide policy change that increased the number of high school math courses required for admission to four-year public universities in North Carolina. Using data on cohorts of eighth-grade students from 1999 to 2006, we exploit variation by district over time in the math course-taking environment encountered by students. Purely as a result of a student's year of birth and location, students faced different probabilities of encountering a sequence of math courses sufficient to qualify for admission. Within an instrumental variables setup, we examine effects of this policy shift. We find that students took more math courses in high school following the state's announcement, with relatively larger increases for students in the middle and bottom quintiles of their eighth-grade math test scores. Our results suggest this increased math course-taking led to higher high school graduation rates. It also led to increases in enrollment rates at universities in the University of North Carolina system, with the largest increases being in the quintiles of student achievement from which universities were already drawing the bulk of their enrollees. Finally, we find scant evidence of boosts in post-enrollment college performance due to increased math course-taking in high school.

scholarly journals It matters how you start: Early numeracy mastery predicts high school math course‐taking and college attendance

2021 ◽  
Author(s):  
Pamela E. Davis‐Kean ◽  
Thurston Domina ◽  
Megan Kuhfeld ◽  
Alexa Ellis ◽  
Elizabeth T. Gershoff
Keyword(s):  
High School ◽  
College Attendance ◽  
Early Numeracy ◽  
High School Math

scholarly journals What matters more? What matters less? Changes in the transition to post-secondary between two Toronto high-school cohorts

2021 ◽  
pp. 15-32
Author(s):  
Karen Robson ◽  
Ashley Pullman ◽  
Reana Maier ◽  
Paul Anisef ◽  
Robert Brown
Keyword(s):  
High School ◽  
Multivariate Techniques ◽  
Post Secondary ◽  
Time Period ◽  
Short Term Change ◽  
Term Change ◽  
Student Cohorts ◽  
Using Data ◽  
Short Time ◽  
What Matters

Using data from two Toronto student cohorts that entered high school five years apart, this study uses descriptive and multivariate techniques to examine short-term change in the predictors of four possible pathways after high school: confirming a place in university, confirming a place in college, applying but no admittance, or not applying at all. From a comparative cohort perspective, the analysis considers various overlapping ascriptive and school experience factors that contribute to unequal transitions—from race, gender, and immigration background to early achievement, attendance, and suspensions. Even across a short time period, there is change in transition patterns. The results highlight that a comparative cohort approach provides insight into how the transition to post-secondary education in an urban environment changes even over relatively short periods of time.

scholarly journals School Based 4-H Programming: Middle and High School Age Youth Programs

EDIS ◽  
2019 ◽  
Vol 2019 (3) ◽  
Author(s):  
Vanessa Spero
Keyword(s):  
High School ◽  
Youth Development ◽  
Role Model ◽  
Development Program ◽  
School Age ◽  
Negative Behaviors ◽  
Post Secondary ◽  
School Based ◽  
School Programs ◽  
High School Programs

All youth, regardless of age, are at risk for engaging in negative behaviors that can get them into trouble during the afterschool hours when parents and other family members are at work. Middle and high school-age youth are at an age where they can most benefit from increasing opportunities to participate in programs with a positive adult role model, gain necessary life skills, and increase their knowledge of accessible opportunities. Middle and high school programs have the potential to support graduation rates and increase post-secondary school success. This 4-page publication of the UF/IFAS Florida 4-H Youth Development Program provides strategies for success in developing these programs in your community. Written by Vanessa Spero-Swingle. https://edis.ifas.ufl.edu/4h400

scholarly journals Indigenous Access to Skilled Jobs in the Canadian Forest Industry: The Role of Education

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Ian G Cahill
Keyword(s):  
High School ◽  
First Nations ◽  
Indigenous People ◽  
Household Survey ◽  
Further Education ◽  
Forest Industry ◽  
Post Secondary ◽  
National Household Survey ◽  
Using Data

In this article, the effect of education on the skill level of jobs held by Indigenous people working in the Canadian forest industry is examined. A skill index based on detailed occupation is used as the dependent variable in ordered logit models estimated using data from Statistics Canada’s 2011 National Household Survey (NHS). Results are obtained by gender. In the case of men, for Métis (a specific mixed European and Indigenous culture) and for First Nations living off reserve estimates of the effect of education are similar to those for non-Indigenous people. The estimated effect is lower for those Indigenous people living on reserve, particularly for those whose employment is also on the reserve. Results for women are similar, though often not statistically significant due to the limited sample size. High school graduation appears insufficient to provide access to better jobs, whereas post-secondary education, including trade certificates and community college, is very effective. The article concludes with a suggestion that, while closing the lag in Indigenous rates of high school education is critical, this must provide a gateway to further education. A discussion provides more policy context.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

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