scholarly journals Redefining risk: Human rights and elementary school factors predicting post-secondary access

2020 ◽  
Vol 28 ◽  
pp. 21
Author(s):  
Robert S. Brown ◽  
Kelly Gallagher-Mackay ◽  
Gillian Parekh
Keyword(s):  
Human Rights ◽  
Elementary School ◽  
Postsecondary Education ◽  
Parental Education ◽  
Organizational Factors ◽  
School Factors ◽  
Data Set ◽  
Post Secondary ◽  
New Findings ◽  
Preschool Readiness

While there is a widespread consensus that students’ pathways towards postsecondary education are influenced early in life, there is little research on the elementary school factors that shape them. Identifying educational ‘risk factors’ directs attention to barriers that may warrant scrutiny or action under human rights legislation. New findings from a unique, longitudinal data set collected and developed by the Toronto District School Board highlights key factors, established in elementary school, as to how many students do not enter into post-secondary studies in Ontario. The majority of students suspended at any time, students in self-contained special education programs, and/or students who missed more than 10% of classes in grade 4 do not go on to PSE. These organizational factors are more predictive of students’ acceptance to PSE than individualized measures of preschool readiness, academic achievement in grade 3, race or parental education.  These structural ‘risks’ are strongly correlated with of race and disability. In light of research that identifies promising, evidence-based practices available to reduce these risks, breaking down these barriers should be a priority from the perspective of improving PSE access and overcoming what may well amount to systemic discrimination.

scholarly journals School Outcomes among Elementary School-Aged Inuit Children in Inuit Nunangat

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Rubab G. Arim ◽  
Benita Tam ◽  
Evelyne Bougie ◽  
Dafna E. Kohen
Keyword(s):  
Elementary School ◽  
Aboriginal Peoples ◽  
School Outcomes ◽  
Ecological Framework ◽  
Regression Analyses ◽  
Post Secondary Education ◽  
School Factors ◽  
Post Secondary ◽  
Factors Associated ◽  
Individual Family

The objective of this study was to examine factors associated with school outcomes among elementary school-aged Inuit children in Inuit Nunangat through a socio-ecological framework. The associations among children’s school outcomes and various individual, family, and school factors were examined using the 2012 Aboriginal Peoples Survey. Logistic regression analyses suggest that an Inuk child who is healthy and not hungry, whose parents obtained a post-secondary education, who is attending a school with a climate conducive to learning and at which parents are given opportunities to be involved, and who is exposed daily to the Inuit language has better odds of succeeding at school.

Small Town Transition Services Model: Postsecondary Planning for Students With Autism Spectrum Disorder

2021 ◽  
pp. 875687052110279
Author(s):  
Karen Eastman ◽  
Gail Zahn ◽  
Wendy Ahnupkana ◽  
Bryson Havumaki
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
Postsecondary Education ◽  
High School Transition ◽  
Transition Services ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Work Skills ◽  
Post Secondary ◽  
Education And Employment

Graduating from high school and moving to the next phase of life can be difficult for any student but is particularly so for those with autism spectrum disorder (ASD). Social and communication difficulties, sensory concerns, and narrow interests can negatively affect these students’ opportunity for postsecondary education and employment. Preparing students with ASD for post-school success may be especially challenging in rural schools, due to limited opportunities and resources. This article describes a rural high school transition services program designed to support students with ASD and other disabilities in becoming gainfully employed after high school or accessing post-secondary education. The program, designed by a student’s transition team starting in Grade 9, is based on recommendations from the literature and includes inclusion and co-teaching, work skills classes, collaboration with outside agencies, and the development of a student portfolio.

Postsecondary Adult Learner Motivation: An Analysis of Credentialing Patterns and Decision Making Within Higher Education Programs

2021 ◽  
pp. 104515952098836
Author(s):  
Alexander C. Gardner ◽  
Heather N. Maietta ◽  
Philip D. Gardner ◽  
Niki Perkins
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Postsecondary Education ◽  
Work Experience ◽  
Adult Learner ◽  
Educational Aspirations ◽  
Academic Program ◽  
Extrinsic Factors ◽  
Learner Motivation ◽  
Post Secondary

This study sought to fill a gap in the literature by considering the role of motivation in post-secondary aspirations of adult learners, specifically full versus part-time status, previous level of educational attainment, years of work experience, and the selection of an academic program. The data from this study came from adult students ages 25 and older at 8 institutions in the Midwest. Statistical analysis determined there were significant differences in gender motivation, level of education is predictive of type of educational credential being pursued, and type of adult learner motivation influences which degree, academic program, and enrollment status is pursued by adult learners. Furthermore, this research revealed as adults acquire more work experience, their postsecondary educational aspirations are more likely motivated by extrinsic factors. These findings have meaningful implications for linking motivation with continuance and graduation from collegiate programs for which this paper identifies and discusses in the context of postsecondary education.

Learning from and with Aboriginal Learners: Rethinking Aboriginal Education in Canada

2014 ◽  
Vol 116 (14) ◽  
pp. 465-492
Author(s):  
Natalia Panina-Beard
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
Children And Youth ◽  
Aboriginal Education ◽  
Transgenerational Effects ◽  
Educational Models ◽  
Aboriginal Communities ◽  
Post Secondary ◽  
Outcomes For Children

This chapter presents an overview of Aboriginal education in Canada that focuses on linking the transgenerational effects of colonialism with current issues. Educational models, partnerships, and programs already exist that make an enormous impact on outcomes for children and youth in and from Aboriginal communities. Examples of six successful programs that were developed in partnership with Aboriginal communities and range from elementary school through post-secondary school are highlighted.

Excused Versus Unexcused: How Student Absences in Elementary School Affect Academic Achievement

2009 ◽  
Vol 31 (4) ◽  
pp. 392-415 ◽  
Author(s):  
Michael A. Gottfried
Keyword(s):  
Elementary School ◽  
Test Performance ◽  
Fixed Effects ◽  
Standardized Test ◽  
Educational Achievement ◽  
Quantitative Model ◽  
Academic Risk ◽  
Data Set ◽  
Unexcused Absences ◽  
Reading And Math

The literature on school absences has focused predominantly on the reasons for student truancy, or it has assessed only aggregate student absences in their effect on achievement. However, this study brings forth a new issue: the relationship between types of absences—excused versus unexcused—and school performance. With a quantitative model of educational achievement on a longitudinal multilevel data set of all second-through fourth-grade students in the Philadelphia School District from 1994 to 2000, this study disaggregated absence information to provide new insight on the attendance–achievement relationship. Specifically, a model using fixed effects with classroom-level clustering was employed to determine how the distinction among varying proportions of excused versus unexcused absences related to students’ standardized test performance in reading and math. This article demonstrates that distinguishing between students with high rates of excused or unexcused absences is significant. Having a higher proportion of excused absences to total absences exhibits a positive relationship between reading and math test scores. Conversely, students with a higher proportion of unexcused absences places them at academic risk, particularly in math achievement and as early as in elementary school. Implications for policy are discussed.

Advantaged/Disadvantaged School Neighborhoods, Parental Networks, and Parental Involvement at Elementary School

2017 ◽  
Vol 90 (4) ◽  
pp. 355-377 ◽  
Author(s):  
Angran Li ◽  
Mary J. Fischer
Keyword(s):  
Elementary School ◽  
First Grade ◽  
School Level ◽  
School Involvement ◽  
School Students ◽  
Data Set ◽  
Positive Effects ◽  
Parental School Involvement ◽  
Formal Organizations ◽  
Nationally Representative

This article examines the relationship between parental networks and parental school involvement during the elementary school years. Using a large, nationally representative data set of elementary school students—the Early Childhood Longitudinal Study–Kindergarten Cohort—and contextual data from the 2000 U.S. Census, our multilevel analysis shows that higher levels of parental networks in first grade are associated with higher levels of parental school involvement in third grade after controlling for individual- and school-level characteristics. Parental networks are positively related to school involvement activities in formal organizations that consist of parents, teachers, and school staff, including participating in parent–teacher organizations and volunteering at school. Furthermore, the positive effects of parental networks on parental school involvement is stronger for families whose children attend schools in disadvantaged neighborhoods. This suggests that well-connected parental networks can serve as a buffer against school neighborhood disadvantages in encouraging parents to be actively involved in schools.

The Inclusion of CIOs in Top Management Teams

2016 ◽  
Vol 29 (3) ◽  
pp. 37-52 ◽  
Author(s):  
Wenhong Luo
Keyword(s):  
Organizational Factors ◽  
Top Management Teams ◽  
Top Management ◽  
Data Set ◽  
Top Executives ◽  
Firm Diversification ◽  
Upper Echelons Theory ◽  
Role Of It ◽  
The Relationship

The inclusion of the CIO in the top management team (TMT) is one indicator of how top executives view the role of IT within their firms. This study draws upon the upper echelons theory to examine the organizational factors contributing to the CIO inclusion. A panel data set is used to empirically test the hypotheses. The results show that TMT age and firm diversification are found to be linked to the CIO inclusion. The study contributes to an understanding of the relationship between the CIO and TMT and provides a potential measure of IT importance within firms.

scholarly journals The Complicated Business of State Supreme Court Elections: An Empirical Perspective

2017 ◽  
Author(s):  
Michael Heise
Keyword(s):  
Supreme Court ◽  
Campaign Contributions ◽  
Data Set ◽  
Supreme Courts ◽  
Judicial Elections ◽  
Business Interests ◽  
State Supreme Court ◽  
Proper Role ◽  
New Findings ◽  
Judicial Outcomes

Proponents of judicial elections and related campaign activities emphasize existing First Amendment jurisprudence as well as similarities linking publicly-elected state judges and other publicly-elected state officials. Opponents focus on judicial campaign contributions’ corrosive effects, including their potential to unduly influence judicial outcomes. Using a comprehensive data set of 2,345 business-related cases decided by state supreme courts across all fifty states between 2010–12, judicial election critics, including Professor Joanna Shepherd, emphasize the potential for bias and find that campaign contributions from business sources to state supreme court judicial candidates corresponded with candidates’ pro-business votes as justices. While Shepherd’s main findings generally replicate, additional (and alternative) analyses introduce new findings that raise complicating wrinkles for Shepherd’s strong normative claims. Findings from this study illustrate that efforts to influence judicial outcomes are not the exclusive domain of business interests. That is, judicial campaign contributions from non- (and anti-) business interests increase the probability of justices’ votes favoring non-business interests. As a result, critiques of judicial elections cannot properly rely exclusively on the influence of business interests. Moreover, that both business and non-business interests can successfully influence judicial outcomes through campaign contributions point in different (and possibly conflicting) normative directions. On the one hand, even if one agrees that the judicial branch qualitatively differs from the political and executive branches in terms of assessing campaign contributions’ proper role, that the potential to influence judicial outcomes is available to any interest group (willing to invest campaign contributions) complicates popular critiques of judicial elections. On the other hand, the same empirical findings also plausibly strengthen critiques of judicial elections, especially for those who view the judicial domain differently than other political domains.

scholarly journals Looking Beyond the Household: The Importance of School Factors in Understanding Elementary Grade Retention in Rural Khyber Pakhtunkhwa, Pakistan

2017 ◽  
Vol 46 (1) ◽  
Author(s):  
Bushra Rahim
Keyword(s):  
Student Performance ◽  
Grade Retention ◽  
Retention Rate ◽  
Retention Rates ◽  
School Level ◽  
School Factors ◽  
Data Set ◽  
Continuous Increase ◽  
Khyber Pakhtunkhwa ◽  
The Impact

This paper contributes to the limited literature on the educational outcomes of children in rural Khyber Pakhtunkhwa (KP), Pakistan. It explores the impact of school-level factors such as physical resources, teachers and school characteristics on retention to the last grade of primary in the KP province for the time period 2007-12. Two sources of data were used to measure the retention rates. One of which is an official compilation of institutional data on education known as Education Management Information System (EMIS). The second data source, Annual Status of Education Reports (ASER), is a household data set with a rich set of household covariates, teachers’ characteristics and student performance data on reading and mathematics. The results from regression analyses indicate that children are more likely to complete primary education cycle when they receive instructions in local language and when the pupil-teacher ratio is below a certain threshold. Results also reveal that a continuous increase in school size beyond a certain threshold (> 400 enrollment) is related to a decrease in retention rate. Further, mixed schools (all-boys’ schools having girls enrolled in them) were found to have better retention rates than boys’ schools.

Parent Expectations, Deaf Youth Expectations, and Transition Goals as Predictors of Postsecondary Education Enrollment

2022 ◽  
pp. 216514342110674
Author(s):  
Paige M. Johnson ◽  
Lynn A. Newman ◽  
Stephanie W. Cawthon ◽  
Harold Javitz
Keyword(s):  
Postsecondary Education ◽  
Transition Planning ◽  
School Attendance ◽  
Data Set ◽  
High Expectations ◽  
Career And Technical ◽  
Education Enrollment ◽  
Transition Plan ◽  
Transition Study ◽  
National Longitudinal Transition Study

This study used the National Longitudinal Transition Study–2 (NLTS2) data set to determine the effects of expectations and transition planning goals on the postsecondary education enrollment of deaf youth. Propensity scoring modeling results indicated that high expectations held by deaf youth and their parents significantly predicted postsecondary education attendance at 2- and 4-year college, and career and technical education (CTE) school. College enrollment as a transition planning goal for deaf youth also significantly predicted enrollment in all three types of postsecondary education institutions. Postsecondary CTE school attendance as a transition plan goal for deaf youth did not make a difference in enrollment outcomes for CTE and 2-year college, and significantly reduced their odds of attending 4-year college. Implications regarding expectations and transition plan goals are discussed.

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