Utilization of a High Stakes High School Graduation Exam to Assess the Impact of Agricultural Education: A Measure of Curriculum Integration

2013 ◽  
Vol 54 (3) ◽  
pp. 41-53
Author(s):  
Joshua Nolin ◽  
Brian Parr
Keyword(s):  
High School ◽  
Agricultural Education ◽  
Curriculum Integration ◽  
High School Graduation ◽  
High Stakes ◽  
School Graduation ◽  
The Impact

Closer to the Finish Line? Compulsory Attendance, Grade Attainment, and High School Graduation

2017 ◽  
Vol 12 (1) ◽  
pp. 28-53
Author(s):  
Wael S. Moussa
Keyword(s):  
High School ◽  
Public Schools ◽  
Graduation Rates ◽  
High School Graduation ◽  
The United States ◽  
Finish Line ◽  
High School Graduation Rates ◽  
Compulsory Attendance ◽  
School Graduation ◽  
The Impact

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.

scholarly journals The relationship of high school graduation exams to graduation rates and SAT scores.

2005 ◽  
Vol 13 ◽  
pp. 6 ◽  
Author(s):  
Gregory J. Marchant ◽  
Sharon E. Paulson
Keyword(s):  
High School ◽  
Graduation Rates ◽  
Standardized Test ◽  
High School Graduation ◽  
Thinking Skills ◽  
Sat Scores ◽  
Class Rank ◽  
School Graduation ◽  
Graduation Exams ◽  
The Impact

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.

Global Studies Impact

2017 ◽  
pp. 431-456
Author(s):  
Donna Reed
Keyword(s):  
High School ◽  
Student Voice ◽  
Global Citizenship ◽  
High School Graduation ◽  
Global Studies ◽  
Life Choices ◽  
Making Choices ◽  
School Graduation ◽  
The Impact

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.

scholarly journals Education Outcomes Associated with Full Day Kindergarten Among First Nations Children: A retrospective administrative database cohort study

2018 ◽  
Vol 3 (4) ◽  
Author(s):  
Nathan Nickel ◽  
Marni Brownell ◽  
Carole Taylor ◽  
Joykrishna Sarkar ◽  
Mariette Chartier ◽  
...  
Keyword(s):  
High School ◽  
Academic Success ◽  
First Nations ◽  
High School Graduation ◽  
Structural Barriers ◽  
Education Outcomes ◽  
School Graduation ◽  
Grade 3 ◽  
The Impact ◽  
Full Day

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.

scholarly journals High-Stakes Testing and the History of Graduation

2003 ◽  
Vol 11 ◽  
pp. 1 ◽  
Author(s):  
Sherman Dorn
Keyword(s):  
High School ◽  
High School Graduation ◽  
High Stakes Testing ◽  
Graduation Requirements ◽  
Direct Effects ◽  
High Stakes ◽  
Educational Exchange ◽  
History Of ◽  
School Graduation ◽  
High School Diplomas

An historical perspective on high-stakes testing suggests that tests required for high school graduation will have mixed results for the putative value of high school diplomas: (1) graduation requirements are likely to have indirect as well as direct effects on the likelihood of graduating; (2) the proliferation of different exit documents may dilute efforts to improve the education of all students; and (3) graduation requirements remain unlikely to disentangle the general cultural confusion in the U.S. about the purpose of secondary education and a high school diploma, especially confusion about whether the educational, exchange, or other value of a diploma is most important.

High stakes testing and distributive justice

2004 ◽  
Vol 2 (3) ◽  
pp. 255-262 ◽  
Author(s):  
Francis K. Schrag
Keyword(s):  
High School ◽  
Test Scores ◽  
High School Graduates ◽  
High School Graduation ◽  
High Stakes Testing ◽  
Focused Attention ◽  
High Stakes ◽  
Black And White ◽  
Graduation Tests ◽  
School Graduation

Evaluation of high stakes testing regimes must consider not simply mean test scores, but their distribution among students. Taking high school graduation tests and black and white student populations to illustrate the argument, I identify two criteria of success: a larger proportion of black high school graduates and a narrower gap between the two groups. I evaluate various possible distributions against these criteria. I then consider the question of which students merit our focused attention, those students who are furthest behind or those with the greatest likelihood of passing the test given extra help. A medical triage analogy suggests we should help the former, but I show here that the analogy is misplaced.

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