Exploring the Relationship between Interest in Higher Education and 12th Grade Mathematics NAEP Scores

This study presented a secondary analysis of the National Assessment of Educational Progress (NAEP) dataset. The paper examined if a gap exists between the mathematics scores of 12th-grade public school students who have different levels of interest in higher education. - This study used a quantitative descriptive research design to analyze data from the 2013, 2015, and 2019 NAEP data sets. The findings include (1) the average mathematics scale score of students who complete college entrance exams, ACT/SAT, is higher than those who do not complete these exams. (2) The average mathematics scale score of students who complete the FAFSA is higher than those who do not complete the FAFSA. (3) Students who applied to four-year colleges performed significantly higher on the 12th-grade mathematics NAEP than those who did not. (4) Students who applied to two-year colleges performed significantly lower on the 12th-grade mathematics NAEP than those who did not. (5) Students who perceived a future benefit to mathematics scored higher on the mathematics NAEP. These findings indicate that students who are interested in higher education, particularly four-year education, do have higher 12th NAEP mathematics scores. These findings may provide insight into college preparation and guidance at the high school level.

Download Full-text

Higher Education Policy as Secondary School Reform: Texas Public High Schools After Hopwood

Educational Evaluation and Policy Analysis ◽

10.3102/0162373707304995 ◽

2007 ◽

Vol 29 (3) ◽

pp. 200-217 ◽

Cited By ~ 33

Author(s):

Thurston Domina

Keyword(s):

Higher Education ◽

High School ◽

High School Students ◽

High Schools ◽

Higher Education Policy ◽

School Level ◽

Public High Schools ◽

High School Level ◽

School Students ◽

Higher Education Policies

The higher education diversity programs that Texas enacted after Hopwood v. University of Texas banned affirmative action had unexpected positive consequences for the state’s high schools. The Texas top 10% law, the Longhorn Opportunity Scholarship and Century Scholarship programs, and the Towards Excellence, Access and Success Grant program each explicitly linked postsecondary opportunities to high school performance and clearly articulated that link to students across the state. As a result, these programs worked as K–16 school reforms, using college opportunities as incentives to improve educational outcomes at the high school level. Using panel data describing Texas high schools between 1993 and 2002, the author demonstrates that Texas’s post- Hopwood higher education policies redistributed college-related activity at public high schools and boosted high school students’ academic engagement.

Download Full-text

Understanding the Racial Discipline Gap in Schools

AERA Open ◽

10.1177/2332858419844613 ◽

2019 ◽

Vol 5 (2) ◽

pp. 233285841984461

Author(s):

Maithreyi Gopalan ◽

Ashlyn Aiko Nelson

Keyword(s):

White Students ◽

Empirical Support ◽

School Level ◽

School Students ◽

Specification Tests ◽

Data Set ◽

Public School Students ◽

Discipline Gap ◽

Black And White ◽

12Th Grade

We explore the discipline gap between Black and White students and between Hispanic and White students using a statewide student-level panel data set on Indiana public school students attending prekindergarten through 12th grade from 2008–2009 through 2013–2014. We demonstrate that the Black-White disciplinary gaps, defined in a variety of ways and robust to a series of specification tests, emerge as early as in prekindergarten and widen with grade progression. The magnitude of these disciplinary gaps attenuates by about half when we control for many student- and school-level characteristics, but it persists within districts and schools. In contrast, we find that Hispanic-White gaps are initially null and statistically insignificant at the prekindergarten/kindergarten level and attenuate substantially after adjustment for cross-school (district) variation and other covariates. We further disentangle the discipline gap using a decomposition technique that provides empirical support for the hypothesis that Black students nonrandomly sort into more punitive disciplinary environments.

Download Full-text

School Size, Achievement, and Achievement Gaps

Education Policy Analysis Archives ◽

10.14507/epaa.v12n58.2004 ◽

2004 ◽

Vol 12 ◽

pp. 58 ◽

Cited By ~ 7

Author(s):

Bradley J. McMillen

Keyword(s):

High School ◽

School Size ◽

Achievement Gaps ◽

School Level ◽

High School Level ◽

School Students ◽

Public School Students ◽

Achievement Data ◽

Study Results ◽

The Relationship

In order to examine the relationship between school size and achievement, a study was conducted using longitudinal achievement data from North Carolina for three separate cohorts of public school students (one elementary, one middle and one high school). Results revealed several interactions between size and student characteristics, all of which indicated that the achievement gaps typically existing between certain subgroups (i.e., more versus less-advantaged, lower versus higher-achieving) were larger in larger schools. Results varied across the grade level cohorts and across subjects, but in general effects were more common in mathematics than in reading, and were more pronounced at the high school level. Study results are discussed in the context of educational equity and cost-effectiveness.

Download Full-text

Novos modelos de educação superior

10.31012/978-65-5861-123-3 ◽

2020 ◽

Author(s):

Manuel Tavares Gomes ◽

Eduardo Santos ◽

Sandra Gomes ◽

Daniel Pansarelli ◽

Donizete Mariano ◽

...

Keyword(s):

Higher Education ◽

Public School ◽

Empirical Research ◽

Graduate Program ◽

Point Of View ◽

School Students ◽

Public School Students ◽

New Models ◽

Cognitive Justice ◽

Access Policies

This book, consisting of nine chapters, is the result of multiple theoretical and empirical research carried out by students in the post-graduate program in education (PPGE) at Universidade Nove de Julho (UNINOVE). The object of the research was to carry out a study on the new models of higher education, implemented in Brazil between 2005 and 2013. The studies carried out focus, above all, on institutional principles, student access policies, the internationalization process, quota policies, and mechanisms for inclusion in higher education for public school students. These were studies that used, as a theoretical basis, epistemological models of a counter-hegemonic character and, from a methodological point of view, an essentially qualitative approach. The studies showed, generically, the possibility of building other models of higher education capable of overcoming the elitism, characteristic of traditional universities. The inclusion of students from public school reveals that it is possible to make higher education a right for everyone, democratizing it, in the sense of establishing social and cognitive justice. Keywords: higher education; new models; empirical research; Brazil; social and cognitive justice.

Download Full-text

Feasibility and Acceptability of Classroom-Based Interventions for Students With Emotional/Behavioral Challenges at the High School Level

Journal of Positive Behavior Interventions ◽

10.1177/1098300716648459 ◽

2016 ◽

Vol 19 (1) ◽

pp. 26-36 ◽

Cited By ~ 5

Author(s):

Talida M. State ◽

Judith R. Harrison ◽

Lee Kern ◽

Timothy J. Lewis

Keyword(s):

High School ◽

High School Students ◽

Study Skills ◽

School Level ◽

Future Research ◽

Individual Student ◽

High School Level ◽

School Students ◽

Behavioral Challenges ◽

Organizational Skills

Little is known about the feasibility and acceptability of interventions designed to address the needs of high school students with emotional and behavioral challenges and adopted by their teachers. In this study, 336 general and special education teachers rated classwide interventions (e.g., expectations, routines, positive student–teacher interactions [PSTI]) and individual student interventions (e.g., study skills, organizational skills) in terms of priority, feasibility, and acceptability before implementation. Teachers who implemented the interventions rated their acceptability post-implementation. Results indicated that acceptability ratings varied across interventions, and it appeared that teachers rated interventions that required the least amount of time to implement (e.g., PSTI) most acceptable and those that required the most time for implementation (e.g., study skills) least acceptable. Lack of time, perceived lack of effectiveness, and poor environmental fit were often cited as reasons for lack of feasibility. Regression analyses revealed that teacher characteristics (e.g., years of experience) and type of intervention (e.g., classwide vs. individualized) contributed to teacher ratings of intervention acceptability. Implications for future research and practice are discussed.

Download Full-text

Teaching Chemistry Based on the Stimulus Equivalence Model

Paidéia (Ribeirão Preto) ◽

10.1590/1982-4327e2838 ◽

2018 ◽

Vol 28 ◽

Cited By ~ 1

Author(s):

Marcelo de Abreu César ◽

Melania Moroz

Keyword(s):

High School ◽

High School Students ◽

Stimulus Equivalence ◽

Chemical Elements ◽

School Level ◽

High School Level ◽

School Students ◽

Conditional Relations ◽

Equivalence Model ◽

Almost All

Abstract This study aimed to verify the effects of a procedure, based on the stimulus equivalence model, to teach naming 10 chemical elements, from their symbolic representations and their respective numbers and atomic models. Eight high school students participated. Four classes of stimuli were used: (A) name; (B) symbol; (C) atomic number; (E) atomic model of chemical elements. The following were performed: evaluation of the initial repertoire; teaching of conditional relations and testing of emergence of new conditional relations; evaluation of the final repertoire. From the teaching of three relations (AB, BC and BE), almost all participants presented at least 90% of correct answers (hits) in nine relations (BA, CB, AC, CA, EB, AE, EA, CE, EC); in the chemical elements naming (BD, CD and ED), seven participants obtained at least 80% of hits. The efficiency of teaching procedure for chemistry learning at the high school level has been verified.

Download Full-text

Bridging the Knowledge Gap between Secondary and Higher Education

College & Research Libraries ◽

10.5860/crl.64.1.75 ◽

2003 ◽

Vol 64 (1) ◽

pp. 75-85 ◽

Cited By ~ 12

Author(s):

Zorana Ercegovac

Keyword(s):

Higher Education ◽

High School ◽

Secondary Schools ◽

Information Literacy ◽

Collaborative Work ◽

School Level ◽

High School Level ◽

Educational Levels ◽

Physics Teacher ◽

Literacy Standards

This article suggests several intersections for possible collaboration among different educational levels and disciplines. It describes some of the collaborative work between a physics teacher and a librarian at a high school level. In particular, science-integrated information literacy competencies have been selected that may easily be mapped to, and extended for, higher education. The paper concludes with directions for further study and a crossover between information literacy standards for secondary schools and colleges.

Download Full-text

تعليم مهارة الكلام في المدرسة الثانوية في إندونسيا ونيجيريا

Abjadia ◽

10.18860/abj.v3i2.5936 ◽

2019 ◽

Vol 3 (2) ◽

pp. 128

Author(s):

Nuril Mufidah ◽

Abdur-Rasheed Mahmoud Mukadam ◽

Imaduddin Muhammad

Keyword(s):

High School ◽

Field Research ◽

Arabic Language ◽

Language Teachers ◽

School Level ◽

High School Level ◽

School Students ◽

Conversation Skills ◽

Verbal Skills ◽

Speaking Skills

تهدف هذه الدراسة إلى وصف عن أساليب التدريس في المدارس الثانوية في إندونيسيا ونيجيريا. الطريقة المستخدمة في هذه الدراسة هي البحث النوعي الوصفي الميداني. ومجتمع البحث: المدير، ومدرسي اللغة العربية في المدرسة الثانوية وطلاب المدارس في إندونيسيا النيجيريا. كانت طرق جمع البيانات المستخدمة هي الملاحظة، والمقابلات، والوثائق، مع التحليل الفني لبيانات التثليث. تشير نتائج الدراسة إلى أن تعلم مهارة التحدث للمدرسة الثانوية في إندونيسيا يستخدم طريقة السمعية الشفهية. تبدأ عملية التعلم مع ذكر وقراءة المفردات من قبل المدرس، ثم يشارك الطلاب في النطق ثلاث مرات. يتم تقييم التعلم من خلال تقديم أسئلة للطلاب حول المفردات التي تم منحها ثم يقوم الطلاب بالإجابة اللفظية. كما يُطلب من الطلاب وضع جمل من المفردات التي يعطيها المعلم شفهيًا. إن استخدام هذه الطريقة تشجع الى نجاح البيئة العربية حيث يتكلم الطلاب اللغة العربية يوميا، وتؤدي الى وجود جو تعلم تفاعلي وتواصلي وممتع حتى لا يشعر الطلاب بالملل. وأما تعليم مهارة الكلام في المدرسة الثانوية بنيجيريا يعتمد اعتمادا كليّا على تعويد التلاميذ على الكلام باللغة العربية وتنمية خبراتهم الكلامية بأشكال متنوعة من الحوار والمناظرة أو المسابقة وغيرها. ويحدث ذلك تحت هيمنة المدرس الذي يلاحظ في كلامهم مواضع النقص والإخفاق، فيقوم بالتصحيح مشفوعا بالبيان والتوضيح والتوجيه المقنع. من بعض وجوه الاتفاق والاختلاف بين إندونسيا ونيجيريا؛ حيث كان الاتفاق في كثير من الأنظمة التدريسية والمشاكل التي تواجه التلاميذ في تعليم مهارة الكلام مع اهتداء المدرس إلى كيفية تبديد شمل هذه المشكلات مع سعيه الحثيث لإيجاد الحلول الناجعة. This study aims to describe speaking proficiency teaching methods for high school level in Indonesia and Nigeria. The method used in this study is descriptive qualitative, field research with the subject of the principal, Arabic language teachers, and senior high school in Indonesia and Nigerian school students. Data collection methods used were observation, interviews, and documentation, with technical analysis of triangulation data. The results showed that learning Indonesian conversation skills using the method of sam'iyah syafahiyah (oral audio). The learning process begins with mentioning and reading vocabulary by the teacher, and then students participate in the pronunciation three times. Learning is evaluated by asking questions to students about the vocabulary that has been given, and students respond verbally. Students are also required to make vocabulary sentences given orally by the teacher. The use of this method encourages the success of the Arab environment where students speak Arabic every day and lead to an interactive, communicative and enjoyable learning environment, so students do not feel bored. Teaching speaking skills in secondary schools in Nigeria depends entirely on the ability of students to speak Arabic and develop their verbal skills in various forms of dialogue, debate, competition, etc. This happens under the domination of the teacher, who notes in their words about deficiencies and failures, which are corrected with statements and clarification and convincing guidance. There are similarities and differences between Indonesia and Nigeria, for example the similarities in the teaching system and the problems faced by students in learning speaking skills with the teacher explaining how to solve this problem by finding practical solutions.

Download Full-text

GAYA BAHASA NOVEL SANG PEMIMPI KARYA ANDREA HIRATA DALAM PEMBELAJARAN BAHASA INDONESIA TENTANG GAYA BAHASA DI SMA KELAS X

Jurnal Pendidikan Bahasa Indonesia ◽

10.30659/j.5.1.76-82 ◽

2017 ◽

Vol 5 (1) ◽

pp. 76

Author(s):

Syarif Faqihuddin ◽

Evi Chamalah ◽

Leli Nisfi Setiana

Keyword(s):

High School ◽

High School Students ◽

Qualitative Method ◽

School Level ◽

The Novel ◽

High School Level ◽

School Students ◽

Written Text ◽

Language Style ◽

Collection Selection

This research takes the novel Sang Pemimpi by Andrea Hirata as the basicreference of the study of the style of language as a class X learning at the level of high school. The problem studied in this research is to analyze the language style contained in novel Sang Pemimpi by Andrea Hirata in learning of Indonesian class X in high school level. This study aims to determine the style of language in the novel Sang Pemimpi by Andrea Hirata in learning the language and Indonesian Literature in high school students of class X. In this study, the method used is qualitative method. The application of this qualitative method is descriptive, which means the data produced in the form of words in the form of quotations. The data in this research is exposure of the language (written text), ie words, phrases, sentences contained elements of the language style contained in the novel Sang Pemimpi by Andrea Hirata. Stages of this research is data collection, selection of data,� analyzing data that has been selected, and make research reports. This research is expected to be an alternative of literary learning especially on the style of language in SMA level.

Download Full-text

Islamic Guidance And Counseling Concept For Family Life Readiness Among High School Teenagers

Prophetic Guidance and Counseling Journal ◽

10.32832/pro-gcj.v1i1.2918 ◽

2020 ◽

Vol 1 (1) ◽

pp. 35

Author(s):

Nurul Choiriyah ◽

Abdul Hayyie Al-Kattani

Keyword(s):

High School ◽

High School Students ◽

Adult Development ◽

Family Life ◽

School Counselor ◽

School Level ◽

Guidance And Counseling ◽

High School Level ◽

School Students ◽

Marriage And Family

This article explains the concept of Islamic guidance and counselling to help high school students build readiness for marriage and having family life. Marriage and family life readiness is one of aspects in Competency Standards of Independence (SKK) that must be achieved by students at high school level.This concept is similar to the phases and tasks of adolescent development which begin to enter the early adult development phase. The researchers did not find any particularly studies that discuss the concept of Islamic guidance and counseling to help marriage readiness and family life for high school students. Despite the fact that the theme is important to be discussed for further elucidation,the problems eventuates among adolescents, such as premarital sex. The research is conducted by library research method. To support information requirements, researchers also conduct document observations and in-depth interviews with marriage counselor in Religious Affairs Office (KUA), high school principals, as well as high school guidance counselor and school counselor. The concept of guidance and counselling answers the need and solutions to the problems of adults at the high school level. This also helps to understand family life responsibilities and functions, the concept of reproductive health, what appropriate sexual behaviour is, family norms and relationships between family members.

Download Full-text