Impact level of entry on completion rates and GPA of technical education students at a Midwest community college

2020 ◽  
Author(s):  
◽  
Jason A. Morgan
Keyword(s):  
High School ◽  
High School Students ◽  
Education Program ◽  
Dual Enrollment ◽  
Technical Education ◽  
School Students ◽  
University Of Missouri ◽  
Post Secondary ◽  
Before And After ◽  
Types Of Instruction

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Technical education is a method for training a skilled workforce. Dual enrollment allows high school students to start a college program early. The intersection of these two types of instruction, dual enrollment technical education, offers high school students an opportunity to begin training for a skilled career before high school graduation. The purpose of this study was to evaluate students who began a technical education program before and after high school completion. There is a lack of research that considers completion rate and grade points average by the level of entry into a technical education program that offers dual enrollment. This study found that students who entered as dual enrollment juniors were much more likely to complete a certificate of achievement than other levels of entry. Students entering as juniors or seniors were found to complete significantly fewer associate degrees than the two post-secondary levels of entry. This study contributes to the current body of knowledge within these areas.

New Pathways to NDT: 21st Century Technical Education Connects High School Students to Real-World Careers

2021 ◽  
Vol 79 (9) ◽  
pp. 864-873
Author(s):  
Jill Ross
Keyword(s):  
High School ◽  
High School Students ◽  
Career And Technical Education ◽  
Technical Education ◽  
The United States ◽  
High School Diploma ◽  
School Students ◽  
Post Secondary ◽  
Career And Technical ◽  
Career Programs

High schools in the United States are taking a fresh look at the future of career and technical education with the implementation of new learning pathways that lead directly to the workforce, including the nondestructive testing (NDT) industry. These programs directly connect high school curriculums with post-secondary education and employment, reaching kids as young as junior high. This resurgence in technical education can be traced to the current demand for “new collar” jobs—jobs that require a post-secondary degree, although not necessarily a four-year college degree. The demand for new collar jobs continues to increase, as millions of jobs requiring only a high school diploma have disappeared. Harvard’s influential Pathways to Prosperity report, released in 2011, warned that nearly two-thirds of new jobs of the 2010s would require more than a high school education—yet only 40% of Americans had obtained an associate’s or bachelor’s degree by their mid-20s (Harvard 2011). In response, a new vision of 21st century vocational training is emerging across the United States. Vocational education has traditionally taught students how to weld or how to fix a car. Today’s career and technical education encompasses a wide variety of industries and skills. Students are learning to code software, design websites, or operate robots and artificial intelligence systems that have replaced manual labor jobs across much of the economy. Through new technical and career programs, high school students have the opportunity to learn valuable skills, gain job experience and support from participating sponsor companies and mentors, and complete coursework to graduate with a high school diploma and, often, an associate’s degree as well. This article explores new high school technical and career programs in Texas, Minnesota, and North Carolina that specifically provide a pathway to careers in NDT. These new initiatives are fueled by the desires of students, parents, and educators for options outside of the traditional four-year college path, as well as urgent workforce needs within industry. Support from local industry and academia (such as community colleges) are essential to the success of the programs.

scholarly journals Stakeholder Perceptions of Barriers and Solutions to Significant Post-Secondary Enrollment Option Expansion for High School Students

2013 ◽  
Vol 8 (2) ◽  
Author(s):  
Carl Wozniak ◽  
Louann Bierlein Palmer
Keyword(s):  
High School ◽  
High School Students ◽  
Advanced Placement ◽  
High School Principals ◽  
Dual Enrollment ◽  
School Students ◽  
Middle College ◽  
Post Secondary ◽  
Career And Technical ◽  
College Programs

Post-secondary experiences for students still in high school have been promoted as a means to increase academic rigor and create a better-trained workforce. Yet little is known regarding supports needed to significantly increase such options. This study obtained input from 411 stakeholders in one Midwestern state, including 201 district superintendents, 181 high school principals, and 23 college dual enrollment officers regarding their use of these options, their perceptions of barriers to program expansion, and their ranking of possible solutions to overcome the barriers. Findings demonstrate that all parties find postsecondary options of value, with traditional dual enrollment the most used option. Although all groups identified funding as a primary barrier, other systemic barriers were of great concern. Participants suggest that expansion of Advanced Placement and early and middle college programs, financial assistance for dually enrolled students, and increased program availability for career and technical options would be beneficial.

EFEKTIVITAS METODE DEMONSTRASI DALAM MENINGKATKAN HASIL BELAJAR SISWA SEKOLAH MENENGAH KEJURUAN PADA PENGAJARAN SISTEM KOLOID

2013 ◽  
Vol 19 (1) ◽  
pp. 28
Author(s):  
Hamda Situmorang ◽  
Manihar Situmorang
Keyword(s):  
High School ◽  
High School Students ◽  
Abstract Concept ◽  
Vocational High School ◽  
School Students ◽  
Lecture Method ◽  
Colloid System ◽  
Before And After ◽  
The Right ◽  
And Control

Abstract Implementation of demonstration method in the teaching of chemistry is assigned as the right strategy to improve students’ achievement as it is proved that the method can bring an abstract concept to reality in the class. The study is conducted to vocational high school students in SMKN1 Pargetteng getteng Sengkut Pakfak Barat at accademic year 2013. The teaching has been carried out three cycles on the teaching of chemistry topic of colloid system. In the study, the class is divided into two class, experiment class and control class. The demontration method is used to teach students in experimental class while the teaching in control class is conducted with lecture method. Both are evaluated by using multiple choise tests before and after the teaching procedures, and the ability of students to answer the problems are assigned as students’ achievements. The results showed that demonstration method improved students’ achievement in chemistry. The students in experimental class who are taughed with demonstration method (M=19.08±0.74) have higher achievements compare with control class (M=12.91±2.52), and both are significantly different (tcalculation 22.85 > ttable 1.66). The effectivity of demostration method in experimental class (97%) is found higer compare to conventional method in control class (91%).

Test Anxiety in Potential First-Generation Students: A Longitudinal Examination of the Role of Psychological Needs

2020 ◽  
Vol 14 (2) ◽  
pp. 33-49
Author(s):  
Natalie Spadafora ◽  
Emily L. Murphy ◽  
Danielle S. Molnar ◽  
Dawn Zinga
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
First Generation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Report ◽  
First Generation Students ◽  
School Students ◽  
Post Secondary

It is estimated that 15-22% of students have high levels of test anxiety (von der Embse, Jester, Roy, & Post, 2018), which can be associated with greater academic stress and poorer educational performance (e.g., Steinmayr, Crede, McElvany, & Withwein, 2016). First-generation students (where neither parent has completed post-secondary education) are a critical group to study given that they are at higher risk for poorer educational attainment and being unsuccessful at the post-secondary level. Therefore, the purpose of this study was to examine the link between basic psychological needs and test anxiety in a sample of first-generation Ontario high school students across two points in time (N = 147;  Mage = 14.82, SD = 1.28). Self-report data was collected as a part of an on-going longitudinal study focusing on students attending a high school with specialized programming to enhance the transition to post-secondary institutions. Results from cross-lagged path analyses indicated that being older, female, and having higher levels of needs frustration significantly predicted higher levels of test anxiety over time within this sample. Our results highlight important educational implications, emphasizing the importance of fostering classroom environments where students perceive their psychological needs to be met, particularly within this unique population of students.

The Iterative Development and Testing of an Interactive Mobile Application for Skill Retention of Cardiopulmonary Resuscitation Among High School Students: A Pilot Study

2021 ◽  
pp. 104687812110326
Author(s):  
Adeel Arif ◽  
Amber Arif ◽  
Kimberly Anne Fasciglione ◽  
Farrukh Nadeem Jafri
Keyword(s):  
High School ◽  
High School Students ◽  
Cardiopulmonary Resuscitation ◽  
Mobile Apps ◽  
Low Cost ◽  
Survival Rates ◽  
Compression Rate ◽  
School Students ◽  
Skill Retention ◽  
Before And After

Abstract: Background Locations concentrated with High School (HS) students tend to have lower out-of-hospital cardiac arrest (OHCA) survival rates. Mobile applications (apps) have the capability to augment cardiopulmonary resuscitation (CPR) skill retention as a low-cost, accessible training method. Methods An iterative process to develop an app to reinforce CPR skills emphasizing hand placement, compression rate, real-time feedback, and recurring tips is described. The app was tested on HS students to measure its impact on quality and comfort of CPR using Likert surveys and skills assessments before and after one month of usage. CPR Score and compression rate were measured using the Laerdal™ Little Anne Manikin QCPR software. Results Fourteen HS students participated in a prospective observational study. It was found that the use of the developed app was associated with improved CPR performance (80.43% v. 87.86%, p=0.01-0.02, 95% CI=2.20-12.66) after one month. Additionally, improvements were demonstrated in compression rate accuracy (21.43% v. 64.29%, p=0.041, 95% CI=0.132-0.725), increased comfort performing CPR (3.86 v. 4.79, p<0.001, 95% CI =0.99-1.00) and comfort performing CPR on strangers (2.71 v. 4.42, p<0.001, 95% CI=1.24-2.19). In addition, for every time the app was used, CPR performance increased by 0.5668% (p=0.0182). Conclusion Findings suggest that mobile apps may have promising implications as augmentative tools for CPR curriculums.

Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools

2020 ◽  
pp. 105382592098078
Author(s):  
Meagan Ricks ◽  
Lisa Meerts-Brandsma ◽  
Jim Sibthorp
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Education ◽  
Education Program ◽  
Belief System ◽  
Learning Context ◽  
Structured Interviews ◽  
School Students ◽  
Developmental Experiences ◽  
Self Authorship

Background: Research shows that people benefit from having an internally defined belief system and identity to guide their decision-making rather than depending exclusively on external authorities to make choices. Less is known about what types of developmental experiences facilitate progression toward self-authorship, which is a way of being where a person depends on their internally defined beliefs to make decisions and direct their future. Purpose: This study examined an experiential education setting and the influence the setting had on high school students’ progression toward self-authorship. Methodology/Approach: We used Pizzolato’s open-ended Experience Survey and semi-structured interviews to examine aspects of self-authorship in high school students attending a semester-long experiential education program. Findings/Conclusions: We found students returning from their semester-long program focused on decisions that had a greater impact on their personally defined, long-term identity rather than immediate decisions. In addition, students showed growth in the three domains of self-authorship—epistemological, interpersonal, and intrapersonal. The results could be attributed to the pedagogical approach of the experiential education program. Implications: Educators who seek to provide experiences that support self-authorship could implement developmentally effective practices situated in an experiential learning context.

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