Issues of Developmental Instruction in Higher Education and the Need for Change

2020 ◽  
pp. 253-270
Author(s):  
Theresa Neimann
Keyword(s):  
High School ◽  
High School Students ◽  
Graduation Rates ◽  
High School Graduates ◽  
College Graduation ◽  
School Students ◽  
High School Graduation Rates ◽  
College Credits ◽  
College Ready ◽  
College Graduation Rates

Achievement gaps are responsible for low high school graduation rates, low college enrollments, low college graduation rates, and lack of job readiness. Because many of today's high school students are not college ready, there is the need for developmental education in community colleges. Approximately 60% of high school graduates need to take remedial education courses before they can take credit bearing classes, and 76% of high school graduates do not meet ACT college readiness benchmarks. Dual enrollment is one way to address this issue. Opportunities to extend college credits to interested high school students have been increasing as an intervention strategy in preparing students for college, improving graduation rates, and reducing the time of college completion.

Double-Dipping for Course Credit

2012 ◽  
Vol 93 (6) ◽  
pp. 38-41 ◽  
Author(s):  
Scott Zimmermann
Keyword(s):  
High School ◽  
High School Students ◽  
Dual Credit ◽  
College Graduation ◽  
School Students ◽  
College Costs ◽  
College Graduation Rates ◽  
Education Statistics ◽  
College Classes ◽  
Gates Foundation

Are dual-credit courses living up to the hype that they will help prepare students for college, reduce college costs, and make U.S. students more competitive? Programs that let high school students attend college classes have been around for 25 years and frequently are considered among the solutions to raising college graduation rates, adding rigor to high school curricula, and taking a chunk out of college costs. They've become popular, too. A 2005 report by the National Center for Education Statistics (NCES) found that 70% of public high schools offered courses for dual credit. The Bill & Melinda Gates Foundation began its Early College High School Initiative in 2002 and has since grown to include partnerships with over 130 schools in 24 states.

Literacy in Decline: Untangling the Evidence

2007 ◽  
Vol 70 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Daphne A. Jameson
Keyword(s):  
High School ◽  
High School Students ◽  
High School Graduates ◽  
Educational Institutions ◽  
School Students ◽  
Effect Change ◽  
Verbal Abilities ◽  
Reasoning Abilities ◽  
Reading Abilities ◽  
History Of

National assessments of U.S. high school students' writing and other verbal abilities do not show that literacy has declined substantially in recent years. In fact, scores have been relatively stable since the 1980s. The proportion of students with solid writing and reading abilities has held fairly steady but remained small during the past 25 years. During this period, however, the proportion of high school graduates who enter higher education has soared. Thus, more students with weak verbal abilities now enter college. Initiatives that encourage people to continue their education have succeeded, whereas initiatives to improve writing, reading, and reasoning abilities have not. The complex causes of entering college students' weak verbal abilities include social and cultural forces as well as decisions by educational institutions. By understanding the complicated history of this issue and reframing it in positive terms, business and technical communication faculty can help effect change.

scholarly journals The Determinants of the Transition in South Korea from Vocational and General High School to Higher Education, Including a Gender Comparison

2020 ◽  
Vol 9 (4) ◽  
pp. 1 ◽  
Author(s):  
Seonkyung Choi
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Students ◽  
South Korea ◽  
High School Graduates ◽  
Multinomial Logit Model ◽  
Teacher Assessment ◽  
Individual Characteristics ◽  
Vocational High School ◽  
School Students

This study examines the factors determining whether vocational and general high school students in South Korea subsequently graduate from university and, if so, whether from 2-year or 4-year courses, for the first time using a gender lens. High-quality official data from the Korean Education and Employment Panel (KEEP) is used in a multinomial logit model. The results show that coming from a vocational high school (compared to a general high school) is negatively correlated with going to university, especially to 4-year university. Among general high school graduates, the most important determinant of attending a 4-year rather than a 2-year university is the teacher assessment of the student’s performance; father’s education and income have no effect for either males or females. The results also show that vocational high school graduates’ university choice is determined by a combination of individual characteristics, including being male, and by having been at a vocational high school, whereas the choice between 2-year and 4-year university depends negatively on father’s education for males but not for females and on father’s income and the number of siblings for both genders. The income and sibling findings suggest that a possible policy implication might be to provide financial support to vocational high school graduates to enable them to attend higher education and to offset the negative effect of low paternal income.

VIP Tickets Required: Latino High School Students and Limited Access

2002 ◽  
Vol 24 (3) ◽  
pp. 20-23
Author(s):  
Sonia Oliva
Keyword(s):  
High School ◽  
High School Students ◽  
High School Graduates ◽  
Peer Group ◽  
The United States ◽  
School Students ◽  
Advanced Degrees ◽  
Public School Systems ◽  
Low Expectations ◽  
Internal And External Factors

As the Latino population increases, many public school systems throughout the United States are struggling to meet the educational needs of Latino children. Latinos remain the most undereducated segment of the nation's school aged children; they comprise the largest group of highschool dropouts, and high school graduates are much less likely to attain advanced degrees (Zambrana 1995). There are numerous internal and external factors related to the Latinos' relatively low educational attainment including poverty, educators' low expectations, language, low self-esteem and peer group pressure (Reyes et al. 1999).

scholarly journals Knowledge, attitude and intentions towards nursing profession among Chinese high school graduates in central China

2021 ◽  
Vol 12 (2) ◽  
pp. 72
Author(s):  
Shuzhen Zhu ◽  
Jie Hu ◽  
Kenneth J. Gruber ◽  
Guangwu Li ◽  
Li Li ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Online Survey ◽  
Family Income ◽  
High School Graduates ◽  
Study Data ◽  
Central China ◽  
Nursing Profession ◽  
School Students ◽  
Cross Sectional

Background and objective: Current nursing shortages and low willingness of young people to choose nursing as a career are of major concern in many countries. This study examined the knowledge, attitude and intention towards the nursing profession among high school graduates in China and factors associated with graduate’ intention to enroll in nursing program.Methods: A cross-sectional study was conducted using a random sampling. A total of 3764 high school graduates of selected schools in Central China participated in the study. Data were collected with online survey including demographics, knowledge of and attitude towards nursing and intention to choose nursing. Pearson’s correlations and Hierarchical regression analyses were performed.Results: Less than 10% of the participants expressed interest in a future career in nursing. Knowledge and attitude about nursing were positively associated with intention to study nursing. Both patents’ education, family income and attitude significantly predicted intention to study nursing in the hierarchy regression model (p < .001).Conclusions: Recruitment and retention strategies need to focus on addressing improving knowledge about the roles of nurse among high school students. Nursing administrators and educators should provide information about nursing profession on Websites and social media or programs for high school students with early clinical exposure to nursing to increase their knowledge and change their attitudes toward nursing.

scholarly journals Addressing college access and success gaps in traditionally underrepresented populations: The North Carolina early college high school model

2016 ◽  
Vol 2 (1) ◽  
pp. 82-93
Author(s):  
Dean Roughton
Keyword(s):  
High School ◽  
North Carolina ◽  
High School Students ◽  
Economic Status ◽  
Early College ◽  
Completion Rates ◽  
Underrepresented Populations ◽  
School Students ◽  
High School Graduation Rates ◽  
The North

Most states now allow qualifying high school students to take college courses free, or at a reduced rate, while still enrolled in secondary education, saving students and their families tens of thousands of dollars. Increased access, however, has not necessarily led to increased student success in terms of academic achievement and completion rates, especially among students from traditionally underrepresented populations. Racial and ethnic minorities, first-generation students, and students from low socio-economic status (SES) families continue to have lower than average college completion rates. The North Carolina early college model, in particular, has demonstrated effectiveness in improving high school graduation rates and college readiness among traditionally underrepresented populations.

scholarly journals Classification Analysis Using C4.5 Algorithm To Predict The Level of Graduation of Nurul Falah Pekanbaru High School Students

2019 ◽  
Vol 2 (2) ◽  
pp. 43
Author(s):  
Fana Wiza ◽  
Bayu Febriadi
Keyword(s):  
High School ◽  
High School Students ◽  
Decision Tree ◽  
Graduation Rates ◽  
Graduation Rate ◽  
School Students ◽  
C4.5 Algorithm ◽  
Student Graduation ◽  
Decision Tree Method ◽  
Tree Method

School as one of the processes for implementing formal education is required to carry out the learning process optimally to produce quality students. Regarding the research process carried out to predict the graduation rate of SMA Nurul Falah students by using the decision tree method. The data used in this study are student data using the criteria for student names, majors, average report cards from semester one (I), two (II), three (III), four (IV), five (V), and the average value of the National Standard School Examination (USBN). The data is then managed using Rapidminer 5.3 software to make it easier to predict student graduation rates. The application of data mining is used to predict the graduation rate by using the decision tree method and C4.5 algorithm as a supporter as well as to find out information on the graduation rate of Nurul Falah High School students. This study aims to predict student graduation rates in order to get useful information and the school can make policies in the coming year.

Ready for College? Examining the Effectiveness of Targeted Interventions in High School

2021 ◽  
pp. 016237372110367
Author(s):  
Zeyu Xu ◽  
Ben Backes ◽  
Amanda Oliveira ◽  
Dan Goldhaber
Keyword(s):  
High School ◽  
High School Students ◽  
First Year ◽  
Regression Discontinuity Design ◽  
College Level ◽  
Remedial Courses ◽  
School Students ◽  
Targeted Interventions ◽  
College Ready ◽  
Percentage Points

Kentucky’s Targeted Interventions (TI) program is a statewide intervention intended to prepare non-college-ready high school students for college-level coursework. Using a difference-in-regression discontinuity design, we find that TI reduces the likelihood that students enroll in remedial courses by 8 to 10 percentage points in math. These effects are similar or stronger among students who are eligible for free/reduced-price lunch, students with remediation needs in multiple subjects, and students in lower performing schools. TI also increases the likelihood that students enroll in and pass college math before the end of the first year in 4-year universities by 4 percentage points and by 9 percentage points among free/reduced-price lunch eligible students. However, we do not find evidence of TI affecting credit accumulation or persistence.

New Stakes and Standards, Same Ol' Spending? Evidence from New York City High Schools

2007 ◽  
Vol 2 (1) ◽  
pp. 74-99
Author(s):  
Patrice Iatarola ◽  
Ross Rubenstein
Keyword(s):  
High School ◽  
New York ◽  
High School Students ◽  
Graduation Rates ◽  
Fixed Effects ◽  
New York State ◽  
School Level ◽  
School Resources ◽  
School Students ◽  
Fixed Effects Regression

In 1996, New York State began requiring all graduating high school students (starting with the Class of 1999) to pass rigorous end-of-course exams in five subjects. This study explores whether high school resources have been reallocated in the wake of these new standards and whether reallocation patterns differ among high- and low-graduation-rate schools. Using a six-year panel of school-level data, we model resources as a function of school and student characteristics, school graduation rates, and school fixed effects. Regression analyses reveal increases in direct services spending, while the percentage of more experienced and educated teachers fell. We find little evidence, though, of differential patterns related to graduation rates, with the exception of teacher licensure and nonpersonnel expenditures. The findings suggest that schools may have limited ability to redeploy nonteacher resources in the short term. While other funds may be reallocated, these represent a small share of total school resources.

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