scholarly journals Depressive Symptom Trajectories and Early Adult Education and Employment: Comparing Longitudinal Cohorts in Canada and the United States

2021 ◽  
Vol 18 (8) ◽  
pp. 4279
Author(s):  
Anita Minh ◽  
Ute Bültmann ◽  
Sijmen A. Reijneveld ◽  
Sander K. R. van Zon ◽  
Christopher B. McLeod
Keyword(s):  
High School ◽  
Depressive Symptom ◽  
Adult Education ◽  
The United States ◽  
Longitudinal Survey ◽  
National Longitudinal Survey ◽  
Post Secondary ◽  
High School Degree ◽  
The Usa ◽  
Education And Employment

Adolescent depressive symptoms are risk factors for lower education and unemployment in early adulthood. This study examines how the course of symptoms from ages 16–25 influences early adult education and employment in Canada and the USA. Using data from the National Longitudinal Survey of Children and Youth (n = 2348) and the National Longitudinal Survey of Youth 79 Child/Young Adult (n = 3961), four trajectories (low-stable; increasing; decreasing; and increasing then decreasing, i.e., mid-peak) were linked to five outcomes (working with a post-secondary degree; a high school degree; no degree; in school; and NEET, i.e., not in employment, education, or training). In both countries, increasing, decreasing, and mid-peak trajectories were associated with higher odds of working with low educational credentials, and/or NEET relative to low-stable trajectories. In Canada, however, all trajectories had a higher predicted probability of either being in school or working with a post-secondary degree than the other outcomes; in the USA, all trajectory groups were most likely to be working with a high school degree. Higher depressive symptom levels at various points between adolescent and adulthood are associated with working with low education and NEET in Canada and the USA, but Canadians are more likely to have better education and employment outcomes.

Small Town Transition Services Model: Postsecondary Planning for Students With Autism Spectrum Disorder

2021 ◽  
pp. 875687052110279
Author(s):  
Karen Eastman ◽  
Gail Zahn ◽  
Wendy Ahnupkana ◽  
Bryson Havumaki
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
Postsecondary Education ◽  
High School Transition ◽  
Transition Services ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Work Skills ◽  
Post Secondary ◽  
Education And Employment

Graduating from high school and moving to the next phase of life can be difficult for any student but is particularly so for those with autism spectrum disorder (ASD). Social and communication difficulties, sensory concerns, and narrow interests can negatively affect these students’ opportunity for postsecondary education and employment. Preparing students with ASD for post-school success may be especially challenging in rural schools, due to limited opportunities and resources. This article describes a rural high school transition services program designed to support students with ASD and other disabilities in becoming gainfully employed after high school or accessing post-secondary education. The program, designed by a student’s transition team starting in Grade 9, is based on recommendations from the literature and includes inclusion and co-teaching, work skills classes, collaboration with outside agencies, and the development of a student portfolio.

¡Sí se Puede en Colaboración! Increasing College Placement Rates of Low-income Students

2011 ◽  
Vol 113 (7) ◽  
pp. 1435-1476
Author(s):  
Matthew Militello ◽  
Jason Schweid ◽  
John Carey
Keyword(s):  
High School ◽  
High Schools ◽  
College Readiness ◽  
Low Income ◽  
The United States ◽  
Intervention Strategies ◽  
Low Income Students ◽  
College Board ◽  
Post Secondary ◽  
College Application

Background/Context Today we have moved from the debate of student opportunity to post-secondary educational setting to 100% access. That is, today's high school settings have been charged with preparing “college ready” graduates. Educational policy has leveraged mandates and sanctions as a mechanism to improve college placement rates, especially in high schools with a high percentage of low-income students. However, little empirical evidence exists to assist us in understanding how college readiness is actualized for low-income students. Focus of Study The purpose of this study was to identify specific strategies that schools employ to raise college application and attendance rates for low-income students. Research Design This study investigated 18 College Board Inspiration Award winning or honorable mention high schools across the United States. Phone interviews with all 18 schools informed the selection of five case study high schools. Data collection included interviews and observations with high school educators, parents, students, and other community members. Findings In this study, we describe evidence within and across the five case schools using a framework that was generated from the first phase of this study. These schools effectively improved college readiness by developing collaborative practices around: (1) Program Management, (2) External Partnerships, (3) Leadership, (4) College-focused Intervention Strategies, (5) Achievement-oriented School Culture, (6) Parental Outreach, (7) Systemic, Multileveled Intervention Strategies, (8) Use of Data, (9) Development and Implementation of Inclusive School Policies, and (10) Routinizing or Offloading Routine or Mundane Tasks. Conclusions/Implications This study operationalizes what effective practices look like in high schools with low-income students. The findings move beyond normative models to be implemented across sites to illustrations of exemplar practices that can guide collaborative efforts to enact the specific tasks necessary to improve college readiness for students.

Adult Education Need vs. Capacity

2020 ◽  
pp. 76-93
Keyword(s):  
High School ◽  
Adult Education ◽  
Test Scores ◽  
English Language ◽  
Basic Education ◽  
Skills Training ◽  
Assessment System ◽  
National Assessment ◽  
High School Degree ◽  
Ged Credential

The 2004-2014 findings from the District of Columbia Comprehensive Assessment System (DC CAS) and the National Assessment of Educational Progress showed that the District's 4th and 9th graders scored 49th out of 51 states and territories in 2016. The District had switched to the federal PAARC test, and in 2017 it began to implement the Integrated Basic Education and Skills Training (I-BEST) model. Implementing this model means that students will work with two teachers in the classroom: one provides job-training and another who teaches basic skills in reading, math, or English language. The students' historically-low test scores and the implementation of the I-BEST model suggest that CSOSA clients referred to the District's public and charter schools or nonprofit adult education contractors would have been unlikely to have been able to obtain a high school degree or GED credential.

scholarly journals eSports in K-12 and Post-Secondary Schools

2019 ◽  
Vol 9 (2) ◽  
pp. 105
Author(s):  
Gregory Rothwell ◽  
Michael Shaffer
Keyword(s):  
United States ◽  
High School ◽  
Language Arts ◽  
Technical Education ◽  
Soft Skills ◽  
The United States ◽  
Career Technical Education ◽  
Post Secondary Education ◽  
Post Secondary ◽  
K 12

eSports is a rising modality of sports entertainment in the United States and has growing implications for education. Providing competitive eSports teams in schools satisfies the growing desire to train and educate students on the skills emphasized in STEM and Career Technical Education (CTE) education, as well as in programs such as English and Language Arts. eSports develop the soft skills universities and employers like to see in a student graduating from high school. As the market continues to grow for eSports, opportunities for post-secondary education as well as for prospective employment will increase. The popularity of eSports will continue to grow, and this popularity will be reflected in the schools.

scholarly journals Bilingual Education Programmes In The United States: Reflections And Difficulties Of A Bilingual Teacher (Spanish-English) In New México

2010 ◽  
Vol 1 ◽  
pp. 71-81
Author(s):  
Maria Martinez Lirola
Keyword(s):  
United States ◽  
High School ◽  
New Mexico ◽  
Language Arts ◽  
Bilingual Education ◽  
Educational System ◽  
Word Order ◽  
The United States ◽  
Bilingual Teacher ◽  
The Usa

Bilingual Education Programmes in the United States are developed due to the special needs that immigrants moving to the USA have in education. In this article, I intend to point out the main characteristics and objectives of these programmes based on my experience working as a bilingual teacher at Deming High School, New Mexico (USA) for a year. I taught Bilingual Language Arts to grades 10, 11 and 12. I will also pay attention to the main linguistic problems students had with English as a second language. I will concentrate on the main errors found in students’ essays, such as, interlingual transfer, intralingual transfer, register and appropriacy, word order and syntax, spelling, omission of particles, and the lack of motivation as a problem affecting the whole educational system.

scholarly journals Family demography and income inequality in West Germany and the United States

2018 ◽  
Vol 62 (2) ◽  
pp. 174-192 ◽  
Author(s):  
Hannah Zagel ◽  
Richard Breen
Keyword(s):  
Income Inequality ◽  
The United States ◽  
Study Data ◽  
West Germany ◽  
Female Employment ◽  
Theil Index ◽  
Single Parenthood ◽  
Family Demography ◽  
The Usa ◽  
Education And Employment

Income inequality has grown in many countries over the past decades. Single country studies have investigated how trends in family demography, such as rising female employment, assortative mating and single parenthood, have affected this development. But the combined effects have not been studied sufficiently, much less in a comparative perspective. We apply decomposition and counterfactual analyses to Luxembourg Income Study data from the 1990s and 2000s for West Germany and the USA. We counterfactually analyse how changes in the distribution of men’s and women’s education, employment and children across households between the 1990s and 2000s affected overall inequality (Theil index). We find that changes in family demography between the 1990s and the 2000s explain inequality growth in West Germany but not in the USA, where the effects of gendered changes in education and employment offset each other. In West Germany, changes in the distribution of household types, and particularly changes in men’s employment and education, contributed to increases in income inequality. The country differences in the relationship between changes in family demography and inequality growth reflect how the decline in men’s and the growth in women’s employment played out differently in the weakening male breadwinner context in West Germany and in the universal breadwinner context in the USA.

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