Public High School Dropouts and Completers From the Common Core of Data: School Year 2000-01

2004 ◽  
Author(s):  
Beth Aronstamm Young
Keyword(s):  
High School ◽  
Common Core ◽  
High School Dropouts ◽  
Public High School ◽  
School Dropouts ◽  
School Year ◽  
The Common ◽  
Year 2000

Influence of Paid Work on the Well-Being of High School Dropouts During Emerging Adulthood

2010 ◽  
Author(s):  
Kelly B. Graling ◽  
Hillary J. Hurst ◽  
Sophie Higgins ◽  
Joan H. Liem
Keyword(s):  
High School ◽  
Emerging Adulthood ◽  
High School Dropouts ◽  
Well Being ◽  
Paid Work ◽  
School Dropouts

Getting College-Ready during State Transition toward the Common Core State Standards

2018 ◽  
Vol 120 (6) ◽  
pp. 1-36
Author(s):  
Zeyu Xu ◽  
Kennan Cepa
Keyword(s):  
High School ◽  
Student Learning ◽  
College Readiness ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
Act Scores ◽  
Early Stages ◽  
The Common

Background As of 2016, 42 states and the District of Columbia have adopted the Common Core State Standards (CCSS). Tens of millions of students across the country completed high school before their schools were able to fully implement the CCSS. As with previous standards-based reforms, the transition to the CCSS-aligned state education standards has been accompanied by curriculum framework revisions, student assessment redesigns, and school accountability and educator evaluation system overhauls. Purpose Even if the new standards may improve student learning once they are fully implemented, the multitude of changes at the early implementation stage of the reform might disrupt student learning in the short run as teachers, schools, and communities acclimate to the new expectations and demands. The goal of this study is not to evaluate the merits and deficiencies of the CCSS per se, but rather to investigate whether college readiness improved among high school students affected by the early stages of the CCSS implementation, and whether students from different backgrounds and types of high schools were affected differently. Research Design We focus on three cohorts of 8theighth-grade students in Kentucky and follow them until the end of the 11th -grade, when they took the state mandatory ACT tests. The three successive cohorts—enrolled in the 8theighth -grade between 2008 and 2010—each experienced different levels of exposure to CCSS transition. Using ACT scores as proxy measures of college readiness, we estimate cohort fixed-effects models to investigate the transitional impact of standards reform on student performance on the ACT. To gauge the extent to which the implementation of CCSS is directly responsible for any estimated cross-cohort differences in student ACT performance, we conduct additional difference-in-differences analyses and a falsification test. Data Our data include the population of 3 three cohorts of 8theighth -graders enrolled in Kentucky public schools between 2008 and 2010. The total analytic sample size is 100,212. The data include student test scores, student background characteristics, and school characteristics. Findings In the case of the CCSS transition in Kentucky, our findings suggest that students continued to improve their college -readiness, as measured by ACT scores, during the early stages of CCSS implementation. Furthermore, evidence suggests that the positive gains students made during this period accrue to students in both high- and low-poverty schools. However, it is not conclusive that the progress made in student college -readiness is necessarily attributable to the new content standards. Conclusions As we seek to improve the education of our children through reforms and innovations, policymakers should be mindful about the potential risks of excessive changes. Transition issues during the early stages of major educational changes sometimes lead to short-term effects that are not necessarily indicative of the longer-term effects of a program or intervention. Nevertheless, standards-based reforms are fairly frequent, and each takes multiple years to be fully implemented, affecting millions of students. Therefore, we encourage researchers and policymakers to pay more attention to the importance of transitional impact of educational reforms.

DRUG USE DECLINES IN U.S. HIGH SCHOOLS

PEDIATRICS ◽  
1989 ◽  
Vol 84 (4) ◽  
pp. A100-A100
Author(s):  
J. F. L.
Keyword(s):  
High School ◽  
High Schools ◽  
Drug Abuse ◽  
Drug Use ◽  
High School Seniors ◽  
High School Dropouts ◽  
School Dropouts ◽  
Second Year ◽  
High Level ◽  
Very High

The nation's high school seniors are using fewer drugs than any class since 1975, a report from the National Institute on Drug Abuse showed. Researchers said they were particularly encouraged by results showing a drop in cocaine use for the second year in a row, and the beginnings of a reversal in the soaring use of crack, an inexpensive, refined form of cocaine. However, the war against drugs is far from over, with more than half of all students using an illegal substance at least once before graduating, said Charles R. Schuster, NIDA director. Moreover, drug use remains at a very high level among high school dropouts, he said. The survey polled 16,300 high school seniors from 135 schools nationwide.

Locus of Control of Disadvantaged High School Dropouts: Preliminary Data

1982 ◽  
Vol 55 (3_suppl) ◽  
pp. 1332-1334 ◽  
Author(s):  
Judith B. Amster ◽  
Philip J. Lazarus
Keyword(s):  
High School ◽  
Locus Of Control ◽  
Preliminary Data ◽  
Normative Data ◽  
Intervention Program ◽  
High School Dropouts ◽  
External Control ◽  
Short Term ◽  
School Dropouts ◽  
Vocational Skills

Normative data were collected on 197 disadvantaged high school dropouts on the dimension of internal-external control. Findings indicate that this group appears to be external but not markedly so, and a short-term intervention program designed to improve academic and vocational skills did not appear to affect locus of control of 33 subjects.

scholarly journals Age at immigration and high school dropouts

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Sarit Cohen Goldner ◽  
Gil S Epstein
Keyword(s):  
High School ◽  
High School Dropouts ◽  
School Dropouts
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