Engagement and Attainment: The Longer-Run Effects of Ethnic Studies

Increased interest in anti-racist education has motivated the rapidly growing but politically contentious adoption of ethnic-studies (ES) courses in U.S. public schools. A long-standing rationale for ES courses is that their emphasis on culturally relevant and critically engaged content (e.g., social justice, anti-racism, stereotypes, contemporary social movements) has potent effects on student engagement and outcomes. However, the quantitative evidence supporting this claim is limited. In this pre- registered, regression-discontinuity study, we examine the longer-run impact of a grade-9 ES course offered in the San Francisco Unified School District (SFUSD). Our key confirmatory finding is that assignment to this course significantly increased the probability of high-school graduation among students near the grade-GPA threshold (i.e., 2.0 GPA in grade 8) used for assigning students to the course. Our exploratory analyses also indicate that this assignment increased measures of engagement throughout high school (e.g., attendance) as well as the probability of postsecondary matriculation.

The Coming Out Experiences of Gifted, LGBTQ Students: When, to Whom, and Why Not?

The purpose of this exploratory study was to examine the coming out experiences of gifted LGBTQ (lesbian, gay, bisexual, transgender, and questioning or queer) alumni from a residential gifted high school. First, we found that gifted LGBTQ alumni ( N = 106) realized their sexual orientation/gender identity around 16.6 years old, which is similar to the general population. The year of high school graduation did not correlate with the age of initial realizations, or when they shared. On average, when the participants did share, they waited 2.1 years to share with friends and 3.4 years to share with family. Furthermore, they felt more comfortable sharing within the residential gifted high school than in their home schools. In general, LGBTQ alumni felt more autonomous, competent, and connected to the residential school. Finally, participants reported many barriers to coming out, including both internal struggles (e.g., uncertain themselves) and social fears (e.g., fear of alienation or harassment). These findings can provide guidance for school personnel as they develop effective, support systems.

PHYSIOLOGICAL JAUNDICE OF FIRST BREAST MILK (COLOSTRUM) IN HOSPITAL AIRLANGGA UNIVERSITY

ABSTRACTBackground: 60-70% of newborns have jaundice and can potentially become pathological jaundice. The effects of jaundice are often incurable, can cause disability to mental retardation. Jaundice is one of the causes of neonatal death. Jaundice accounts for 6% of neonatal deaths. Breastfeeding especially colostrum is often associated as one of the factors that can influence the occurrence of jaundice in newborns. Method: This type of research is descriptive quantitative. The population is all newborns at Airlangga University Hospital, Surabaya. The study was conducted from October to November 2019. Non-random sampling technique with total sampling. Results: There were 159 newborns in RSUA from October to November 2019. 14 newborns were not found in medical records, 10 were not given the first breast milk. Of the 135 research samples given the first ASI 18 samples or 13.33% who experienced physiological jaundice. 94.44% of the total sample of 18 who experienced physiological jaundice were babies born to mothers aged 21-35 years. 66.67% of babies with jaundice are infants with mothers as housewives. 61.11% of babies with high school graduation, 72.22% were born by cesarean section, 72.22% were born with a history of clear membranes, and 61.11% were born by primiparous mothers. Conclusion: Newborns were given first breast milk (Colostrum), 85.2% did not experience jaundice, 13.3% experienced physiological jaundice and 1.5% pathological jaundice. Jaundice can occur due to many factors; maternal, neonatal and perinatal factors.

Ethnic studies increases longer-run academic engagement and attainment

Increased interest in anti-racist education has motivated the rapidly growing but politically contentious adoption of ethnic studies (ES) courses in US public schools. A long-standing rationale for ES courses is that their emphasis on culturally relevant and critically engaged content (e.g., social justice, anti-racism, stereotypes, contemporary social movements) has potent effects on student engagement and outcomes. However, the quantitative evidence supporting this claim is limited. In this preregistered regression-discontinuity study, we examine the longer-run impact of a grade 9 ES course offered in the San Francisco Unified School District. Our key confirmatory finding is that assignment to this course significantly increased the probability of high school graduation among students near the grade 8 2.0 grade point average (GPA) threshold used for assigning students to the course. Our exploratory analyses also indicate that assignment increased measures of engagement throughout high school (e.g., attendance) as well as the probability of postsecondary matriculation.

Rituals of entering adulthood in the religious and secular space (sociological reflections)

The text deals with the rituals of passage, granting and approval accompanying entering adulthood. These considerations refer to both theoretical issues, taking into account the typology of rituals proposed by Pierre Bourdieu, and to selected results of own research (quantitative and qualitative) carried out at the end of the first decade of the 21st century among high school graduates of the Świętokrzyskie region. The ritual practices that are still important for young people (confirmation, "eighteenth" and high school graduation) were taken into account, although the manner of their celebration and the functions performed are subject to more or less significant transformations.

Does Online Course-Taking Increase High School Completion and Open Pathways to Postsecondary Education Opportunities?

Recent increases in high school graduation rates have been linked anecdotally to online course-taking for credit recovery. Online course-taking that supports high school completion could open opportunities for postsecondary education pursuits. Alternatively, poorer quality online instruction could diminish student learning and discourage persistence toward graduation and further education. Using quasi-experimental methods in an 8-year longitudinal study of high school online course-taking, we find positive associations between online course-taking, credits earned and high school graduation, and for those with limited online course-taking, small increases in college enrollment. However, we find significantly lower 4-year college enrollments and lower quality college enrollments for all online course-takers, leaving open the question of whether online course-taking will lead to long-term postsecondary education and labor market success.