Measuring How High-Achieving High School Students Cope With School-Related Stressors

2012 ◽  
Author(s):  
Shannon M. Suldo ◽  
Robert F. Dedrick ◽  
Sarah A. Fefer ◽  
Nicole Land ◽  
Elizabeth Shaunessy ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
High Achieving

scholarly journals Learning with a Beat: A Study on the Implementation of Students’ Music Interests in High School Humanities Curriculum

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Emma Huerta ◽  
Lisa Jones
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
English Language ◽  
Derived Categories ◽  
Pulitzer Prize ◽  
School Students ◽  
Research Survey ◽  
Content Analyses ◽  
High Achieving

From the first-ever Pulitzer Prize for a hip-hop album awarded to rapper Kendrick Lamar in 2014, to the development of entire websites dedicated to popular music analyses, music has become a form of accessible humanities-like education, as people listen to the deeper meaning within a song's beat. Contrarily, the traditional humanities education in today’s high schools has hardly seen change, if any at all, with student apathy rapidly rising. Thus, this research paper asks, "Can the music interests of high-achieving high school students be implemented in humanities-based curricula to combat apathy in learning? If so, how?" The study was conducted in a three-part mixed methods approach. First, an action research survey collected data on the favorite "thought-provoking" songs of high-achieving high school students from two high schools. Next, content analyses on the three songs most frequently mentioned by students were conducted based on humanities-derived categories– theme, rhetoric, and context. Finally, the content analyses were compiled into a hermeneutics-based survey for head teachers in the humanities (reading, English Language Arts, and social studies) departments at the schools. This study supports the general conclusion that the music interests of high-achieving students can be implemented into humanities-based curricula, in multiple ways, to combat learning apathy. The results of this study give a proven basis for reducing apathy in humanities-based learning with music, as the vast majority of students and teachers surveyed advocate for this implementation. Teachers’ reported interpretations provide a framework for new curricula that could improve students’ learning appeal and engagement.

The role of college admissions representatives in the college application process by students' income and academic achievement

2017 ◽  
Author(s):  
◽  
Enyu Zhou
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
College Choice ◽  
Low Income ◽  
College Admissions ◽  
School Students ◽  
College Application ◽  
High Achieving Students ◽  
High Achieving

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] College access is one of the most studied areas in higher education, and yet college enrollment rates remain problematically stratified by socioeconomic status (SES) (Baum, Ma, and Payea, 2013). Low-income high-achieving students apply to different sets of colleges compared to high-income high-achieving students. Most low-income highachievers do not apply to selective universities. The lack of information regarding the college application process, college cost and financial aid was a reason why low-income high-achieving students fail to apply to selective colleges (Hoxby and Avery, 2013; Hoxby and Turner, 2013). This study examined the relation between contact with college admissions representatives as a source of information and college choices by high school students. In particular, it focused on how these relations vary across the spectrum of SES and academic achievement groups. The sample for this study drawn from the Education Longitudinal Study of 2002 (ELS: 2002) from the National Center for Education Statistics (NCES). This study used the Hossler and Gallagher (1987) three-stage college choice model, Perna's (2006a) multi-layer college choice model, and Tierney and Venegas' (2009) cultural ecological theory for its theoretical framework. This theoretical framework provided guidance to understand the relation between college information and college application behavior of high school students. Logistic regression, fixed effects, and propensity score weighting (PSW) models were used to examine the relation between contact with college admissions representatives and college application. These models by SES and academic achievement were also used to identify differential effects of contact with college representatives across SES and academic achievement. Overall interpretation of the results suggested that there was a positive relationship between contact with college admissions representatives and college application. Aligning with the literature, this study also found that students' demographic characteristics, academic preparedness and other information sources were strongly associated with the probability of college application. However, the influence of college representatives did not vary across SES and academic achievement significantly. Results of this study provided valuable insights on the role of college admissions representatives on college application, which can lead to better insights on improving college choice strategies for high school students. The study concluded with discussions and implications for theory, practice, and future research.

Virtual advising for high-achieving high school students

2020 ◽  
Vol 75 ◽  
pp. 101974 ◽  
Author(s):  
Oded Gurantz ◽  
Matea Pender ◽  
Zachary Mabel ◽  
Cassandra Larson ◽  
Eric Bettinger
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
High Achieving

Why Do So Many High Achieving High School Students Dislike School?

1995 ◽  
Vol 79 (575) ◽  
pp. 70-75
Author(s):  
Otis K. LoVette ◽  
Shirley Jacob
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
High Achieving ◽  
Do So
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