scholarly journals Well-Placed: The Geography of Opportunity and High School Effects on College Attendance

2020 ◽  
Author(s):  
Noah Hirschl ◽  
Christian Michael Smith
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High Schools ◽  
School Effectiveness ◽  
Multilevel Models ◽  
College Attendance ◽  
Public High School ◽  
Geographic Context ◽  
Separate Branch ◽  
Higher Education Outcomes

Recent work has broadened the scope of school effectiveness research to consider not only academic achievement but also other outcomes, especially college attendance. This literature has argued that high schools are an important determinant of college attendance, with some contending that high schools matter more for college attendance than for academic achievement. A separate branch of research has illustrated how place-based opportunities facilitate college attendance. We merge these two literatures by asking if schools’ geographic context can explain apparent variation in effectiveness among Wisconsin high schools. We find that geographic context explains nearly a third of the variance in traditional estimates of school effectiveness on college attendance, because factors like proximity to colleges are strongly associated with college attendance. Accounting for geography is therefore important in order not to overstate high schools’ role in higher education outcomes. In contrast, geographic context explains little of the variance in academic achievement growth. Thus, if high schools seem to matter more for college attendance than for academic achievement under traditional estimates, schools’ apparent importance for the two outcomes converge upon adjusting for differences in geographic context. Results are based on multilevel models applied to rich administrative data on every Wisconsin public high school entrant between 2006 and 2011.

NYC Selective Specialized Public High Schools and Honors College STEM Degrees: A Previously Unexplored Relationship

2018 ◽  
Vol 29 (4) ◽  
pp. 304-320 ◽  
Author(s):  
Pessy J. Sloan
Keyword(s):  
High School ◽  
New York ◽  
High Schools ◽  
College Graduates ◽  
Public High Schools ◽  
Public High School ◽  
Honors College ◽  
Significant Difference ◽  
And Mathematics ◽  
The Relationship

This study examined the relationship between attending one of the nine New York City (NYC) selective specialized public high schools and graduating from an honors college with a science, technology, engineering and mathematics (STEM) degree, compared with honors college graduates who attended any other high school. A causal-comparative study design was applied. The participants consisted of 1,647 graduates from seven honors colleges, from 2011 to 2015, in the northeastern United States. Of the 1,647 graduates, 482 students graduated from NYC selective specialized public high schools and 1,165 students graduated from other high schools. The study found a significant difference ( p < .05) between the two groups. A larger percentage of NYC selective specialized public high schools graduated with a STEM degree from an honors college than students from other high schools. These results support the positive relationship between attending a NYC selective specialized public high school and graduating with a STEM degree from an honors college. Results and implications are discussed.

Race and Academic Achievement in Racially Diverse High Schools: Opportunity and Stratification

2010 ◽  
Vol 112 (4) ◽  
pp. 1038-1063 ◽  
Author(s):  
Chandra Muller ◽  
Catherine Riegle-Crumb ◽  
Kathryn S. Schiller ◽  
Lindsey Wilkinson ◽  
Kenneth A. Frank
Keyword(s):  
High School ◽  
Academic Achievement ◽  
African American ◽  
High Schools ◽  
Minority Students ◽  
Adolescent Health ◽  
Latino Students ◽  
Educational Opportunity ◽  
Racially Diverse ◽  
Senior Year

Background/Context Brown v Board of Education fundamentally changed our nation's schools, yet we know surprisingly little about how and whether they provide equality of educational opportunity. Although substantial evidence suggests that African American and Latino students who attend these schools face fewer learning opportunities than their White counterparts, until now, it has been impossible to examine this using a representative sample because of lack of data. Purpose/Objective/Research Question/Focus of Study This study uses newly available data to investigate whether racially diverse high schools offer equality of educational opportunity to students from different racial and ethnic groups. This is examined by measuring the relative representation of minority students in advanced math classes at the beginning of high school and estimating whether and how this opportunity structure limits the level of achievement attained by African American and Latino students by the end of high school. Setting This study uses data from the Adolescent Health and Academic Achievement Study (AHAA) and its partner study, the National Longitudinal Study of Adolescent Health (Add Health), a stratified, nationally representative study of students in U.S. high schools first surveyed in 1994–1995. Population/Participants/Subjects Two samples of racially diverse high schools were used in the analysis: one with African Americans, Whites, and Asians (26 schools with 3,149 students), and the other with Latinos, Whites, and Asians (22 schools with 2,775 students). Research Design Quantitative analyses first assess how high schools vary in the extent to which minority students are underrepresented in advanced sophomore math classes. Hierarchical multilevel modeling is then used to estimate whether racial-ethnic differences in representation in advanced math have an impact on African American and Latino students’ achievement by the end of high school, relative to the Whites and Asians in the school. Specifically, we estimate the effects of Whites’ and Asians’ overrepresentation in sophomore-year math (or Latino or African American underrepresentation) within the school on students’ senior-year grades and their postsecondary enrollment. Findings/Results Findings show that schools vary in the extent to which African American and Latino students are underrepresented in advanced sophomore math classes. This pattern of racial inequality in schools is associated with lower minority senior-year grades and enrollment in 4-year postsecondary institutions, net of students’ own background. Conclusions/Recommendations Evidence consistently suggests that schools can play an active role in the provision of opportunities for social mobility or in the exacerbation of social inequality, depending on how they are structured. It is important to consider racial stratification within schools as a mechanism of inequality of educational opportunity.

scholarly journals An Exploration of Teaching Practices of Private, Public, and Public-Private EFL Teachers in Iran

2016 ◽  
Vol 18 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Javad Gholami ◽  
Mehdi Sarkhosh ◽  
Heidar Abdi
Keyword(s):  
High School ◽  
Public Schools ◽  
High Schools ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Public High School ◽  
Private Language ◽  
Significant Difference ◽  
Efl Teachers

Abstract This study investigates the practices of public (high) school, private language institute, and public-private teachers. In particular, it aims at addressing the role of contextual factors, the variations teachers introduce to cope with them, and the degree of sustainable behaviour among these three groups of teachers. High school teachers consisted of those who taught only in high schools and the ones teaching both in high schools and private language institutes. For this purpose, classroom practices of 60 EFL teachers (N=20 per group) with 3 to 6 years of teaching experience and BA degree in TEF) were compared in terms of group/pair work, teacher talking time, L1 use, questioning, corrective feedback, and coverage of language skills. The findings of the study indicate that a significant difference exists among these three groups of teachers in terms of their practices. It is noteworthy that in the same teaching context of high school, the practices of teachers with and without private language teaching experience are significantly dissimilar except in the duration of pair/group work activities and the rates of repetition and explicit correction. This study suggests that high school EFL teachers with teaching experience in private language institutes subscribe more closely to the tenets of communicative language teaching and thus can act as powerful agents of sustainable language teaching in Iranian public schools.

Religious Values of Students in Religious and in Public High Schools

1976 ◽  
Vol 38 (3) ◽  
pp. 709-710
Author(s):  
Bernie Wiebe ◽  
Calvin W. Vraa
Keyword(s):  
High School ◽  
Public Schools ◽  
High Schools ◽  
Private Schools ◽  
High School Seniors ◽  
Senior High School ◽  
Religious Values ◽  
Public High Schools ◽  
Public High School ◽  
Significant Difference

To analyze the effectiveness of Mennonite religious high schools in transmitting religious values, the Allport-Vernon-Lindzey Study of Values was administered to 124 Canadian high school seniors, 40 from religious Mennonite schools, 56 Mennonites in public schools, and 28 from students at a large public high school. Attending Mennonite private schools made no significant difference in the religious values held by Mennonite high school seniors. Mennonite boys and girls showed significantly higher religious values than a general sample of senior high school boys and girls.

scholarly journals The Psychosocial Factors of Academic Achievement: Three Different Theoretical Models

2019 ◽  
Vol 9 (3) ◽  
pp. 100-113
Author(s):  
Martha Patricia Gutiérrez Tapia ◽  
Alejandra Del Carmen Domínguez Espinosa ◽  
María Mercedes Ruiz Muñoz ◽  
Jaime Fuentes Balderrama ◽  
Emiliano Gutiérrez Fierros
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Self Efficacy ◽  
Explanatory Power ◽  
Theoretical Models ◽  
Self Control ◽  
Public High School ◽  
School Students ◽  
Fit Statistics

Within individual factors that affect academic achievement, personality traits have been the least explored eventhough there is evidence that suggest conscientiousness, neuroticism and self-efficacy are direct contributors ofacademic achievement. We used a sample of 725 Mexican public high school students (Mage =18, SDage =1.09,59% female) to test three Path Analysis models based on those proposed by Stajkovic, Bandura, Locke, Lee andSergent, (2018). Although the models present very similar fit statistics and explanatory power, the intrapersonalmodel is more parsimonious, presents better fit indices and was therefore chosen as our final model. The modelidentifies middle school GPA, self-efficacy, neuroticism and conscientiousness as direct predictors of high schoolacademic achievement, and both extraversion and academic self-concept as indirect predictors when mediatedby self-efficacy. Students can use the power of their own self-efficacy beliefs as support for staying in school,boosting their aptitudes and enhancing previously acquired knowledge. We would suggest the addition of stronger correlates to high school academic achievement such as self-control as well as experimental data on how easy cognitions and capabilities can change in the sample.

scholarly journals Do Parents Value School Effectiveness?

2020 ◽  
Vol 110 (5) ◽  
pp. 1502-1539 ◽  
Author(s):  
Atila Abdulkadiroğlu ◽  
Parag A. Pathak ◽  
Jonathan Schellenberg ◽  
Christopher R. Walters
Keyword(s):  
High School ◽  
New York ◽  
School Choice ◽  
Effective Schools ◽  
School Effectiveness ◽  
College Attendance ◽  
Long Run ◽  
School Graduation ◽  
Academic Match ◽  
School Assignment

School choice may lead to improvements in school productivity if parents’ choices reward effective schools and punish ineffective ones. This mechanism requires parents to choose schools based on causal effectiveness rather than peer characteristics. We study relationships among parent preferences, peer quality, and causal effects on outcomes for applicants to New York City’s centralized high school assignment mechanism. We use applicants’ rank-ordered choice lists to measure preferences and to construct selection-corrected estimates of treatment effects on test scores, high school graduation, college attendance, and college quality. Parents prefer schools that enroll high-achieving peers, and these schools generate larger improvements in short- and long-run student outcomes. Preferences are unrelated to school effectiveness and academic match quality after controlling for peer quality. (JEL D12, H75, I21, I26, I28)

Effects of High Schools on Their Students

1975 ◽  
Vol 45 (3) ◽  
pp. 273-324 ◽  
Author(s):  
Christopher Jencks ◽  
Marsha Brown
Keyword(s):  
High School ◽  
High Schools ◽  
Test Scores ◽  
School Effectiveness ◽  
School Quality ◽  
Occupational Status ◽  
School Characteristics ◽  
Comprehensive High Schools ◽  
Social Composition ◽  
Using Data

Few people doubt that there are good and bad high schools, or that high-school quality is related in some way to high-school characteristics. Yet findings from studies of high-school effectiveness have not been consistent. Using data from Project Talent, Christopher Jencks and Marsha Brown show that earlier findings have been inconsistent because comprehensive high schools rarely have consistent effects on test scores, eventual educational attainment, or occupational status. Moreover, the authors find few relationships between high-school characteristics and any measure of high-school effectiveness. From these findings, they argue that,at least for whites, changes in high-school characteristics like teacher experience,class size, and social composition are unlikely to change high-school effectiveness,and that holding schools accountable for one outcome is unlikely to guarantee effectiveness on another. They also argue that the equalization of high-school quality would do little to reduce inequality among young adults, and that high schools should therefore concentrate on the elimination of intramural inequities.

Integration and Scholastic Performance: A Pilot Study of Chicago Public High School Graduates Attending the University of Illinois, Chicago

1970 ◽  
Vol 26 (3) ◽  
pp. 887-891
Author(s):  
Ellis Little ◽  
Gadis Nowell
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
High Schools ◽  
White Students ◽  
High School Graduates ◽  
Public High School ◽  
Grade Point ◽  
Scholastic Performance ◽  
Individual Ability ◽  
The University

Grade point averages of 897 white university students representing 25 public high schools in Chicago were examined. Socioeconomic status and individual ability were taken into consideration. A comparison was then made of the scholastic performance of white students who attended integrated high schools and that of white students who attended white-segregated high schools. With no refinement as to ability or socioeconomic status, white students from integrated high schools performed as well as white students who attended white-segregated high schools. However, when the above average ability—above average socioeconomic status groups—are compared, the findings are barely significant (if P = .05). This leaves open the question of whether there may be some slight suppression of achievement associated with attendance at an integrated high school. More research is necessary before definite conclusions can be teached.

scholarly journals Implementasi Kurikulum 2013 (K-13) dengan Pendekatan Saintifik (Metode 5M) Terhadap Siswa pada Mata Pelajaran Matematika di SMA/MA Negeri Kec. Sape

2018 ◽  
Vol 6 (2) ◽  
pp. 103
Author(s):  
Edi Mulyadin ◽  
Khaldun Riyadi
Keyword(s):  
High School ◽  
Qualitative Research ◽  
High Schools ◽  
Teaching And Learning ◽  
The State ◽  
Learning Activities ◽  
Research Report ◽  
Public High School ◽  
Scientific Approach ◽  
K 13

<p>Berdasarkan hasil observasi di SMA Negeri 1 Sape diperoleh informasi bahwa masih banyak permasalahan yang berkaitan dengan pelaksanaan Kurikulum 2013 (K-13 di sekolah khususnya jenjang Sekolah Menengah Atas (SMA) sederajat yang statusnya Negeri yang ada di wilayah Kecamatan Sape Kabupaten Bima. Adapun tujuan penelitian ini yaitu untuk mengetahui sejauh mana efektifitas implementasi kurikulum 2013 dengan pendekatan saintifik (metode 5M) terhadap siswa pada mata pelajaran matematika. Menulis laporan penelitian kualitatif. Hasil penelitian menunjukkan bahwa secara umum implementasi K-13 di kecamatan Sape masih kurang efektif karena masih ditemukan beberapa kendala di masing-masing sekolah yang peneliti kunjungi sebagai tempat penelitian, karena memang setiap sekolah memiliki keunggulan dan ciri khas dalam pelaksanaan kegiatan belajar mengajar (KBM) maupun dalam mengimplementasikan kurikulum yang berlaku di sekolah tersebut, salah satu hal yang mempengaruhinya adalah karakter siswa yang berbeda dimasing-masing sekolah.</p><p> </p><p>Based on observations at Sape 1 Public High School, information was obtained that there were still many problems related to the implementation of the 2013 Curriculum (K-13 in schools, especially the equivalent status of high schools in the State in Sape District, Bima District. The purpose of this study was to determine how far the effectiveness of applying the 2013 curriculum with a scientific approach (5M method) to students in mathematics. Writing a qualitative research report The results showed that in general, the implementation of K-13 in Sape District was still ineffective because there were still some obstacles encountered in every school visited by researchers. as a place of research, because indeed each school has advantages and characteristics in the implementation of teaching and learning activities (KBM). As well as in implementing the curriculum that applies to schools, one of the things that influence it is the different character of students in each school.</p>

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