scholarly journals The Effects of an Incentive-Based High-School Intervention on College Outcomes

2010 ◽  
Author(s):  
C. Kirabo Jackson
Keyword(s):  
High School ◽  
School Intervention ◽  
College Outcomes

The Complexity of College Readiness: Differences by Race and College Selectivity

2018 ◽  
Vol 47 (6) ◽  
pp. 334-351 ◽  
Author(s):  
Daniel Klasik ◽  
Terrell L. Strayhorn
Keyword(s):  
High School ◽  
College Readiness ◽  
School Performance ◽  
Performance Measures ◽  
College Outcomes ◽  
Representative Data ◽  
College Selectivity ◽  
Race Ethnicity ◽  
Nationally Representative ◽  
High School Performance

To make the abstract idea of “college readiness” legible for public purposes, readiness indicators have tended to treat students identically: If a student meets a simple benchmark, he or she is ready for any college. This shorthand ignores that indicators of readiness may differ according to students’ backgrounds and where they choose to enroll in college. We use nationally representative data to show that readiness measures that are sensitive to students’ race/ethnicity and the selectivity and level of colleges in which they enroll reveal important nuance in readiness predictions. We find different readiness benchmarks indicate readiness for different groups of students when high school performance measures are used to predict different college outcomes, complicating the interpretation and use of conventional readiness measures.

scholarly journals High School Intervention for Influenza Biology and Epidemics/Pandemics: Impact on Conceptual Understanding among Adolescents

2009 ◽  
Vol 8 (1) ◽  
pp. 62-71 ◽  
Author(s):  
Nancy Dumais ◽  
Abdelkrim Hasni
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Understanding ◽  
Scientific Knowledge ◽  
Real Life ◽  
Life Cycles ◽  
School Intervention ◽  
School Students ◽  
Knowledge Based ◽  
Life Issues

Understanding real-life issues such as influenza epidemiology may be of particular interest to the development of scientific knowledge and initiation of conceptual changes about viruses and their life cycles for high school students. The goal of this research project was to foster the development of adolescents' conceptual understanding of viruses and influenza biology. Thus, the project included two components: 1) pre- and posttests to determine students' conceptions about influenza biology, epidemics/pandemics, and vaccination; and 2) design an intervention that supports conceptual change to promote improvements in influenza knowledge based on these primary conceptions. Thirty-five female students from a high school biology class participated in a series of instructional activities and pre- and posttest assessments. Results from the pretest indicated that high school students exhibit a limited understanding of concepts related to viruses. Six weeks after an intervention that promoted active learning, results from a posttest showed that conceptions about influenza are more accurately related to the provided scientific knowledge. Although adolescents have nonscientific models to explain influenza biology, we showed that a carefully designed intervention can affect students' knowledge as well as influence the implementation of health education programs in secondary schools.

scholarly journals The effect of school closures and reopening strategies on COVID-19 infection dynamics in the San Francisco Bay Area: a cross-sectional survey and modeling analysis

2020 ◽  
Author(s):  
Jennifer R Head ◽  
Kristin Andrejko ◽  
Qu Cheng ◽  
Philip A Collender ◽  
Sophie Phillips ◽  
...  
Keyword(s):  
High School ◽  
Middle School ◽  
School Intervention ◽  
School Closure ◽  
School Teachers ◽  
School Closures ◽  
Bay Area ◽  
Community Transmission ◽  
K 12 ◽  
The Impact

Background Large-scale school closures have been implemented worldwide to curb the spread of COVID-19. However, the impact of school closures and re-opening on epidemic dynamics remains unclear. Methods We simulated COVID-19 transmission dynamics using an individual-based stochastic model, incorporating social-contact data of school-aged children during shelter-in-place orders derived from Bay Area (California) household surveys. We simulated transmission under observed conditions and counterfactual intervention scenarios between March 17-June 1, and evaluated various fall 2020 K-12 reopening strategies. Findings Between March 17-June 1, assuming children <10 were half as susceptible to infection as older children and adults, we estimated school closures averted a similar number of infections (13,842 cases; 95% CI: 6,290, 23,040) as workplace closures (15,813; 95% CI: 9,963, 22,617) and social distancing measures (7,030; 95% CI: 3,118, 11,676). School closure effects were driven by high school and middle school closures. Under assumptions of moderate community transmission, we estimate that fall 2020 school reopenings will increase symptomatic illness among high school teachers (an additional 40.7% expected to experience symptomatic infection, 95% CI: 1.9, 61.1), middle school teachers (37.2%, 95% CI: 4.6, 58.1), and elementary school teachers (4.1%, 95% CI: -1.7, 12.0). Results are highly dependent on uncertain parameters, notably the relative susceptibility and infectiousness of children, and extent of community transmission amid re-opening. The school-based interventions needed to reduce the risk to fewer than an additional 1% of teachers infected varies by grade level. A hybrid-learning approach with halved class sizes of 10 students may be needed in high schools, while maintaining small cohorts of 20 students may be needed for elementary schools. Interpretation Multiple in-school intervention strategies and community transmission reductions, beyond the extent achieved to date, will be necessary to avoid undue excess risk associated with school reopening. Policymakers must urgently enact policies that curb community transmission and implement within-school control measures to simultaneously address the tandem health crises posed by COVID-19 and adverse child health and development consequences of long-term school closures.

How Colleges Can Correctly Determine Selection Benefits from the SAT

1991 ◽  
Vol 61 (2) ◽  
pp. 125-148 ◽  
Author(s):  
James Crouse ◽  
Dale Trusheim
Keyword(s):  
High School ◽  
Student Performance ◽  
Information Gain ◽  
Performance Outcomes ◽  
Dartmouth College ◽  
College Administrators ◽  
Sat Scores ◽  
College Outcomes ◽  
High School Gpa ◽  
The Impact

Since its inception in 1927, the Scholastic Aptitude Test (SAT) has been used by increasing numbers of colleges in the admissions process. In this article, James Crouse and Dale Trusheim argue that the selection benefits colleges derive from using the SAT in their admissions decisions are minimal. They support this argument through a discussion of the prediction equation, supplemental table of predicted grades, and expectancy table currently used by the College Board's Validity Study Service (VSS) to assess the selection benefits of the SAT for individual colleges. Crouse and Trusheim present an analysis of the added information gain from SAT scores, as well as an alternative method for colleges to assess their selection benefits from the SAT. The authors illustrate their method by using Dartmouth College as a case study. Crouse and Trusheim then call for the inclusion of two additional tables in the VSS presentation to college administrators: the Crosstabulation of Predicted Grades Table and the College Outcomes Table. The Crosstabulation of Predicted Grades Table would allow college administrators to identify the level of redundancy in predicted freshman admissions for their particular institution based on high school GPA alone, compared with those based on high school GPA plus SAT scores. The College Outcomes Table would allow college administrators to estimate the impact their use of the SAT actually has on predicting several different student performance outcomes, such as average grades of admitted students, the percentage of admitted students with freshman GPAs above 2.5, and the percentage of admitted students who graduate.

scholarly journals The Effect of Access to College Assessments on Enrollment and Attainment

2015 ◽  
Vol 7 (4) ◽  
pp. 1-36 ◽  
Author(s):  
George Bulman
Keyword(s):  
United States ◽  
High School ◽  
College Enrollment ◽  
School Administration ◽  
The United States ◽  
College Outcomes ◽  
District Policy ◽  
Academic Aptitude ◽  
Testing Center ◽  
The Universe

This paper examines if students' college outcomes are sensitive to access to college admissions tests. I construct a dataset of every test center location and district policy in the United States linked to the universe of individual testing records and a large sample of college enrollment records. I find evidence that SAT taking is responsive to the opening or closing of a testing center at a student's own or a neighboring high school and to policies that provide free in-school administration and default registration. Newly induced takers of high academic aptitude appear likely to attend and graduate from college. (JEL H75, I23, I28)

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