scholarly journals An analysis on college students' academic achievements by the type of high school they graduated: Focusing on the impact of special purpose high schools

2009 ◽  
Vol 19 (4) ◽  
pp. 47-61 ◽  
Author(s):  
Kim, Sunghoon ◽  
KimAnna
Keyword(s):  
College Students ◽  
High School ◽  
High Schools ◽  
Academic Achievements ◽  
The Impact

Mandated Engagement: The Impact of Early College High Schools

2013 ◽  
Vol 115 (7) ◽  
pp. 1-31
Author(s):  
Julie A. Edmunds ◽  
John Willse ◽  
Nina Arshavsky ◽  
Andrew Dallas
Keyword(s):  
College Students ◽  
High School ◽  
High Schools ◽  
Qualitative Data ◽  
Small Schools ◽  
Early College ◽  
Control Group ◽  
Early College High Schools ◽  
Study Team ◽  
The Impact

Background Early college high schools, small schools that blur the line between high school and college, have been obtaining very strong results. This paper uses the frame of student engagement to posit an explanation for the success of these schools. Purpose This paper examines the impact of early college high schools on indicators and facilitators of engagement in the ninth-grade. The paper also looks at how early college students perceive these facilitators of engagement. Participants The main sample for this study includes students who applied to an early college high school and went through a lottery process. Student who were accepted through the lottery are the treatment students and those who were not accepted form the control group. Intervention Early colleges are small schools, often located on college campuses, that aim to provide a rigorous course of study with the goal of ensuring that all students graduate with a high school diploma and two years of university transfer credit or an associate's degree. Serving students in Grades 9-12 (or 13), the schools are targeted at students who typically are under-represented in college. Data Collection and Analysis The study uses administrative data submitted to the North Carolina Department of Instruction, including suspensions and attendance data. The study team also administered an original survey to treatment and control students that included scales on indicators and facilitators of engagement. Both the administrative and survey data were analyzed using multiple regression. Finally, the study team collected qualitative data from interviews with early college students. Results Early college students had better attendance, lower suspensions, and higher levels of engagement than control students. Compared to the control students, early college students also reported higher levels of all of the facilitators of engagement examined, including better relationships with teachers, more rigorous and relevant instruction, more academic and affective support, and higher expectations. Conclusions Students in early colleges experienced overall higher levels of engagement on a variety of dimensions. The qualitative data suggest that early colleges make concerted and purposeful efforts to engage students in school. These efforts seem to almost require that students are active participants in school; in other words, early colleges can be seen as essentially “mandating engagement.”

Preparation for the Future: The Impact of OT Programming on Adolescents With Developmental and Learning Disabilities

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512520397p1-7512520397p1
Author(s):  
Jennifer A. Merz ◽  
Bonnie Nakasuji ◽  
Kimberly Mollo
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High Schools ◽  
Life Transition ◽  
Functional Transition ◽  
The Future ◽  
The Impact ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. OTs, residency, and fieldwork students implemented targeted group programming at area high schools to address functional transition needs for individuals with developmental and learning disabilities to prepare them for life after high school. The needs unique to these students at this critical life transition, the challenges experienced when providing services to these populations, and the current methods used to assess and document outcomes will be discussed. Primary Author and Speaker: Jennifer A. Merz Additional Authors and Speakers: Bonnie Nakasuji Contributing Authors: Kimberly Mollo

The power of partnerships

2019 ◽  
Vol 47 (2) ◽  
pp. 193-202
Author(s):  
Christy Groves
Keyword(s):  
High School ◽  
High Schools ◽  
Best Practices ◽  
Information Literacy ◽  
Academic Libraries ◽  
Lessons Learned ◽  
College Level ◽  
Content Type ◽  
Formal Assessment ◽  
The Impact

Purpose A large, predominantly undergraduate university in Tennessee partnered with a local magnet school aiming to assist high school seniors with their college-level research assignment. The partnership began as a pilot, but quickly expanded to include other high schools as a result of initial successes. This paper aims to describe the development of the partnership and its importance in fulfilling a key component of college preparedness for gifted high school students. Design/methodology/approach This paper describes how the Library partnership commenced as a service to a local high school that required its students to access college-level research materials. The paper details how both the Library and the high school recognized the impact of collaborating to expose these students to the information literacy skills needed for college readiness. Findings The paper presents the challenges encountered when attempting to provide college-level information literacy instruction to large groups of students visiting a college campus. It concludes with best practices and lessons learned, as well as plans for formal assessment and future initiatives. Originality/value The author has presented at Library Instruction West, July 2018. A review of the professional literature demonstrates that other academic libraries have partnered with local schools for a variety of library-related initiatives. Therefore, the concept of partnerships between the Library and local high schools is not unique. However, this paper aims to describe challenges encountered, best practices, lessons learned and suggestions for future directions, including formal assessment, all of which could be adapted by other academic libraries as applicable.

Curriculum Trends in High School Mathematics

1948 ◽  
Vol 41 (2) ◽  
pp. 60-69
Author(s):  
E. R. Breslich
Keyword(s):  
College Students ◽  
High School ◽  
Nineteenth Century ◽  
High Schools ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Instructional Materials ◽  
College Instructors ◽  
High School Mathematics ◽  
Curriculum Trends

The problem of selecting and organizing instructional materials for high school pupils is as old as the high schools. When these schools came into existence the courses in algebra and geometry then offered in the colleges were moved downward into the lower schools. Unfortunately these subjects had been organized by college instructors for college students and were in no sense planned to meet the needs and abilities of high school pupils. It was to be expected, therefore, that they would need to undergo considerable reconstruction. To the solution of this problem the mathematics teachers of the nineteenth century have devoted a great deal of time and effort.

scholarly journals The impact of sociodemographic factors on academic achievements among high school students in Indonesia

2020 ◽  
Vol 9 (4) ◽  
pp. 1114
Author(s):  
Deri Indrahadi ◽  
Amika Wardana
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Sociodemographic Factors ◽  
Cross Sectional Survey ◽  
School Students ◽  
School Factors ◽  
Related Factors ◽  
Academic Achievements ◽  
The Impact

<span>This study aimed to examine the effect of sociodemographic, student and school factors on the academic achievement of high school students in Indonesia. Using the cross-sectional survey data from the 2015 Indonesian Family Life Survey (IFLS) particularly involving 1,421 respondents (of the academic performances during their school years), the study run multiple regression analysis to examine the influences of their parents’ sociodemographic, students and other school-related factors on their academic achievements during their school years. As the results, it was revealed that the sociodemographic factors, students and schools predict significantly academic achievement of students in Indonesia. The results provided feedback to students and parents, schools and education policymakers in improving student academic achievement.</span>

The Impact of an Academic High School Tuition Relief Program on Students’ Matriculation into High Schools in Rural China

2017 ◽  
Vol 43 ◽  
pp. 16-28 ◽  
Author(s):  
Yunli Bai ◽  
Linxiu Zhang ◽  
Hongmei Yi ◽  
Liming Zheng ◽  
Scott Rozelle
Keyword(s):  
High School ◽  
High Schools ◽  
Rural China ◽  
Academic High School ◽  
Relief Program ◽  
The Impact

scholarly journals Class and the Classroom: The Role of Individual- and School-Level Socioeconomic Factors in Predicting College Students’ Academic Behaviors

2021 ◽  
Vol 9 (1) ◽  
pp. 53-65
Author(s):  
Cari Gillen-O’Neel ◽  
Emily C. Roebuck ◽  
Joan M. Ostrove
Keyword(s):  
College Students ◽  
High School ◽  
High Schools ◽  
Emerging Adults ◽  
Low Income ◽  
Family Income ◽  
School Context ◽  
School Level ◽  
Low Income Students ◽  
Academic Behaviors

This study examines how, for emerging adults attending residential colleges, family incomes and the socioeconomic status (SES) composition of high schools are jointly associated with academic behaviors in college. Using a one-time survey, daily surveys, and additional data collection on high school SES composition, this study measured 221 college students’ (17–25 years old) SES backgrounds and academic behaviors. Findings indicated that three academic behaviors (study time, in-class engagement, and help-seeking) were predicted by an interaction between family income and high school context. Among students who attended high schools that serve many low-income students, higher family income was significantly associated with more beneficial academic behaviors in college; among students who attended high schools that serve few low-income students, there was no association between family income and academic behaviors. Results indicate that colleges may need to be especially prepared to support students from lower income families who matriculated from lower SES high schools.

scholarly journals Technology-Related Involvement: The Effect Of The MASHOV System On Parent Involvement In Israeli Junior Highs

2015 ◽  
Vol 11 (4) ◽  
pp. 243-252 ◽  
Author(s):  
Nitza Davidovitch ◽  
Roman Yavich
Keyword(s):  
High School ◽  
Parent Involvement ◽  
High Schools ◽  
Parental Involvement ◽  
Positive Impact ◽  
Educational Institutions ◽  
Level Of Involvement ◽  
Academic Achievements ◽  
Research Findings ◽  
Positive Effect

The purpose of the study was to examine differences in parental involvement between two high schools that use the MASHOV program (an online learning management system) and one high school where parents receive updates regarding their children in other ways, with attention to parents' background variables: sex, income, and schooling. The study shows that the MASHOV has a positive impact on parental involvement – parents who use the MASHOV program consistently demonstrate a high and significant level of involvement compared to parents who do not have access to this program. Parent involvement was also found to have a positive effect on the child's academic achievements, where the higher the level of involvement the higher the evaluation of the student's achievements. Furthermore, a difference was found between parent involvement in the school by sex. Mothers received a higher score for involvement than fathers. No significant correlation was found between parents' schooling and involvement. The research findings show that the growing trend in recent years whereby computerized systems, and in particular the computerized MASHOV program used in high schools, are being integrated in many educational institutions in order to reach effective pedagogic management, is proving efficient and important.

scholarly journals Dual-Enrolled Students' Perception of the Effect of Classroom Environment on Educational Experience

2000 ◽  
Author(s):  
Heath Burns ◽  
Beth Lewis
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Classroom Environment ◽  
Dual Enrollment ◽  
Educational Experience ◽  
Critical Inquiry ◽  
School Students ◽  
Perceived Impact ◽  
The Impact

The researchers investigate the perceptions of dually-enrolled high school students. The researchers concentrate on the actual and perceived impact of the facility on the instructional benefits of the course. Additionally, the researchers explore the impact of combining high school and college students in a common classroom working with identical curriculum. Through critical inquiry the researchers provide a forum for dually-enrolled learners to articulate the strengths and weaknesses of the dual-enrollment model in which they participate.

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