scholarly journals The Impact of Alcohol Consumption and Marijuana Use on High School Graduation

10.3386/w4497 ◽  
1993 ◽  
Author(s):  
Tetsuji Yamada ◽  
Michael Kendix ◽  
Tadashi Yamada
2017 ◽  
Vol 12 (1) ◽  
pp. 28-53
Author(s):  
Wael S. Moussa

High school graduation rates are a central policy topic in the United States and have been shown to be stagnant for the past three decades. Using student-level administrative data from New York City Public Schools, I examine the impact of compulsory school attendance on high school graduation rates and grade attainment, focusing the analysis on ninth and tenth grade cohorts. I exploit the interaction between the school start-age cutoff and compulsory attendance age requirement to identify the effect of compulsory schooling. I find that an additional year in compulsory attendance leads to an increase of 9 to 12 percent in the probability of progressing to grades 11 and 12, and raises the probability of graduating from high school by 9 to 14 percent, depending on the specification.


2005 ◽  
Vol 13 ◽  
pp. 6 ◽  
Author(s):  
Gregory J. Marchant ◽  
Sharon E. Paulson

The current study examined the effect of high school graduation exams on states' graduation rates, states' aggregated SAT scores, and individual students' SAT scores. Three data sources were used: One source identified states requiring a standardized test for graduation; the NCES provided state aggregated data on graduation rates for the class of 2002; and the College Board provided its 2001 SAT database for all test-takers. After controlling for students' demographic characteristics (e.g., race, family education and income, GPA and class rank), regression analyses revealed that states requiring graduation exams had lower graduation rates and lower SAT scores. Individually, students from states requiring a graduation exam performed more poorly on the SAT than did students from states not requiring an exam. The impact of high stakes tests' on students' motivation to stay in school and on the teaching of critical thinking skills (tested by the SAT) are discussed.


Author(s):  
Donna Reed

This qualitative case study describes global studies education and curriculum, global citizenship, and the impact of a global studies education and curriculum on students after graduation. What life choices might be influenced by what the students learned through global studies? Did they choose their university studies based on globalized thinking? These are difficult questions to answer, because there are so many variables in the life of an adolescent when making choices after high school graduation. This study discovers the impact of a global studies education with a global citizenship emphasis on graduates of a global studies high school through student voice and experience—backwards mapping.


Author(s):  
Nathan Nickel ◽  
Marni Brownell ◽  
Carole Taylor ◽  
Joykrishna Sarkar ◽  
Mariette Chartier ◽  
...  

IntroductionThe quality of early education children receive influences their developmental trajectories, with long-term effects extending into adulthood. First Nations children face many structural barriers to academic success. Few studies have examined the impact of education programs on removing these barriers to support better outcomes amongst First Nations children. Objectives and ApproachWe examined educational outcomes associated with full-day (FDK) versus half-day (HDK) kindergarten among First Nations children using data from the Manitoba Population Research Data Repository. We linked children’s education records with the Manitoba Health Registry and the First Nations Registry to identify all First Nations children who attended kindergarten in a Winnipeg school division (1998-2011). Children enrolled FDK were age- and sex- matched to children enrolled in HDK. Propensity scores used to adjust for confounding. Outcomes included academic achievements in grades 3, 7, and 8 and high school graduation. We used generalized linear models to test for differences in education. ResultsWe identified 324 First Nations children enrolled in FDK and 595 matches in HDK in the study period. Among these, 37% FDK and 31% HDK students met or approached numeracy expectations in grade 3; and 30% FDK and 33% HDK met or approached numeracy expectations in grade 7. For reading expectations, 37% FDK and 33% HDK met or approached grade 3 reading expectations; in grade 8, roughly half of each group met or approached expectations for reading and writing. High school graduation rate for First Nations children in both FDK and HDK children was 60%. We found no differences in education outcomes when we tested for differences between HDK and FDK children. Conclusion/ImplicationsEducation outcomes did not differ between First Nations children enrolled in FDK vs. HDK programs. Kindergarten programs may be insufficient to overcome structural barriers to academic success that these children face. Culturally appropriate education strategies may be needed to support improved outcomes amongst this population.


Circulation ◽  
2018 ◽  
Vol 138 (Suppl_2) ◽  
Author(s):  
Tyler D Alexander ◽  
Shaun K McGovern ◽  
Marion Leary ◽  
Vinay Nadkarni ◽  
Benjamin S Abella ◽  
...  

Introduction: Although bystander CPR has been shown to increase rates of survival from out-of-hospital cardiac arrest, recent work has demonstrated low rates of layperson training across the US. In an attempt to increase layperson CPR training, states have passed legislation that mandates CPR training before high school graduation. No study has assessed the impact of this legislation on likelihood of CPR training. Objectives: We assessed whether an association existed between state mandated CPR training during high school and the likelihood of young adults being currently trained or ever trained in CPR. We hypothesized younger individuals in states with required CPR training by graduation would be more likely to be currently trained or ever trained in CPR. Methods: From 09/2015-11/2015, we conducted a nationwide cross-sectional study of the US adult population using random-digit telephone dialing (n=9,022). Data were weighted by state and assessed through univariate and multivariate analyses controlling for confounding variables. Individuals age 18-24 years old were considered “young” and healthcare workers were excluded in the analysis. Subjects in the five states whose mandatory training laws began in or before the 2013-2014 school year were considered. Results: Of the 9,022 participants, individuals were classified by whether they lived in state that mandated training (n=924) or did not (n=8,084). After accounting for confounding variables, 33% of all laypeople in states with mandated training were currently trained while 27% of laypeople in states without mandated training were currently trained (OR: 1.28, 95%CI: 1.07-1.48, p=0.01). Younger adults were 59% more likely to be currently trained in states with mandated training than in states without it (OR: 1.59, 95%CI 1.34-1.89, p<0.01). In addition, younger adults were also 48% more likely to be ever trained in states with mandated training (OR: 1.48, 95%CI: 1.02-2.10 p=0.04). Conclusion: Younger adults were more likely to be trained in states with laws mandating CPR training for high school graduation. In addition, younger adults were more likely to have ever been trained in states with laws requiring compulsory CPR training for high school graduation.


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