scholarly journals The Pathway to Enrolling in a High-Performance High School: Understanding Barriers to Access

2020 ◽  
Author(s):  
Lauren Sartain ◽  
Lisa Barrow
Keyword(s):  
High School ◽  
High Performance ◽  
Barriers To Access

scholarly journals The Pathway to Enrolling in a High-Performance High School: Understanding Barriers to Access

2021 ◽  
pp. 1-56
Author(s):  
Lauren Sartain ◽  
Lisa Barrow
Keyword(s):  
High School ◽  
Public Schools ◽  
Low Socioeconomic Status ◽  
High Performance ◽  
Chicago Public Schools ◽  
Low Socioeconomic ◽  
High Performing ◽  
Barriers To Access ◽  
Eligibility Requirements ◽  
Universal Application

Abstract In 2017, Chicago Public Schools adopted an online universal application system for all high schools with the hope of providing more equitable access to high-performance schools. Despite the new system, Black students and students living in low-socioeconomic status (SES) neighborhoods remained less likely than their peers to enroll in a high-performance high school. In this paper, we characterize various constraints that students and families may face in enrolling in a high-performance high school including eligibility to programs based on prior academic achievement, distance from high-performance options, elementary school performance ratings, and neighborhood SES. After adjusting for differences in these access factors, we find the gap between Black and Latinx students’ likelihood of enrolling in a high-performing high school is reduced by about 80 percent. We find a similarly large reduction in the enrollment gap between students from low- and middle-SES neighborhoods after adjusting for eligibility and distance factors. These findings have implications for policies that may help equalize access to highperformance schools through changes to eligibility requirements and improved transportation options.

Gender, Female Traditionality, Achievement Level, and Cognitions of Success and Failure

1977 ◽  
Vol 2 (2) ◽  
pp. 125-137 ◽  
Author(s):  
Rebecca M. Wiegers ◽  
Irene Hanson Frieze
Keyword(s):  
High School ◽  
High School Students ◽  
High Performance ◽  
Causal Attributions ◽  
Achievement Level ◽  
School Students ◽  
Male And Female ◽  
Female High School ◽  
Low Performance ◽  
Academic Test

Differences in ratings of initial expectancy of success, perceived scholastic ability, and causal attributions were assessed for male and female high school students for a simulated academic test. Subjects were also differentiated on their achievement level (i.e., under- and overachievement) and the traditionality of their career aspirations. As predicted, higher expectancies were found for high performance achievers and nontraditional females. Males generally made more attributions to lack of effort for failure, as did low performance achievers. Females and high performance achievers attributed success more to effort. Hypotheses concerning differential usage of luck and ability attributions were not supported. Although there was an overall trend for females to be more external, traditionality also mediated causal attributions for females.

Evaluating Programmed Biology Instruction and Coordinated Laboratory Studies

1976 ◽  
Vol 4 (3) ◽  
pp. 205-213
Author(s):  
Mary Franklin Wright ◽  
Gerald C. Llewellyn
Keyword(s):  
High School ◽  
Small Group ◽  
High Performance ◽  
Laboratory Studies ◽  
Average Ability ◽  
Biology Students ◽  
Student Activity ◽  
Tenth Grade ◽  
Biology Instruction

Three basic programmed booklets from a series of biology topics were evaluated with “high performance” and “average” tenth grade biology students in a suburban high school. Programmed materials were used to begin the fall session. Individual and independent student activity was coordinated concurrently with small group-working units used for laboratory exercises. Both groups progressed satisfactorily with above average success associated directly with the student's ability to accept responsibility. All students showed progress in accepting responsibility. It also appeared that this approach provides a challenge to both groups tested and can be customized readily to be beneficial to most students with average ability.

scholarly journals Effects of REACT Learning Model Based on Riau–Malay Culture Towards Mathematical Problem-Solving Ability and Achievement Motivation amongst High School Students

2021 ◽  
Vol 12 (4) ◽  
pp. 869-880
Author(s):  
Zulkarnain, Et. al.
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Cultural Context ◽  
High Performance ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Teaching Model ◽  
School Students ◽  
Model Based

This quasi-experimental study was conducted to determine the effects of the Relating, Experiencing, Applying, Cooperating and Transferring (REACT) teaching model, which was based on the Riau–Malay cultural context, on the ability of high school students to solve mathematics problem and their motivation to achieve high performance. A total of 287 high school students were involved in this study. The treatment group consisted of 143 students, whereas the control group comprised 144 students. Data were analysed using the SPSS 25.0 software. Findings showed that students in the treatment and control groups had significantly different abilities to solve mathematical problems and motivations to achieve high performance. Students who underwent the REACT teaching model had better ability and higher motivation than those who learned conventionally. Findings imply the importance of using the REACT model based on the Riau–Malay cultural context to enhance students’ mathematical problem-solving ability and motivation for improved performance.

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