The Relation of High School Career and Work-Oriented Education to Postsecondary Employment and College Performance: A Six-Year Longitudinal Study of Public High School Graduates

2001 ◽  
Vol 26 (3) ◽  
pp. 328-365 ◽  
Author(s):  
James Griffith ◽  
Julie Wade
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
High School Graduates ◽  
Public High School ◽  
College Performance ◽  
School Career

Self‐perception of gifts and talents among adults in a longitudinal study of academically talented high‐school graduates

Roeper Review ◽  
2007 ◽  
Vol 29 (4) ◽  
pp. 259-264 ◽  
Author(s):  
Kristin M. Perrone ◽  
Philip A. Perrone ◽  
Tracy M. Ksiazak ◽  
Stephen L. Wright ◽  
Z. Vance Jackson
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
High School Graduates ◽  
Self Perception ◽  
Academically Talented

Integration and Scholastic Performance: A Pilot Study of Chicago Public High School Graduates Attending the University of Illinois, Chicago

1970 ◽  
Vol 26 (3) ◽  
pp. 887-891
Author(s):  
Ellis Little ◽  
Gadis Nowell
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
High Schools ◽  
White Students ◽  
High School Graduates ◽  
Public High School ◽  
Grade Point ◽  
Scholastic Performance ◽  
Individual Ability ◽  
The University

Grade point averages of 897 white university students representing 25 public high schools in Chicago were examined. Socioeconomic status and individual ability were taken into consideration. A comparison was then made of the scholastic performance of white students who attended integrated high schools and that of white students who attended white-segregated high schools. With no refinement as to ability or socioeconomic status, white students from integrated high schools performed as well as white students who attended white-segregated high schools. However, when the above average ability—above average socioeconomic status groups—are compared, the findings are barely significant (if P = .05). This leaves open the question of whether there may be some slight suppression of achievement associated with attendance at an integrated high school. More research is necessary before definite conclusions can be teached.

The Summer Before College: A Case Study of First-Generation, Urban High School Graduates

2020 ◽  
pp. 004208592091436
Author(s):  
Antar Tichavakunda ◽  
Carlos Galan
Keyword(s):  
High School ◽  
Postsecondary Education ◽  
College Readiness ◽  
First Generation ◽  
High School Graduates ◽  
Critical Time ◽  
Public High School ◽  
College Ready ◽  
Time Period

Often without guidance in completing college-related tasks, first-generation students face unique challenges during the summer before college. This case study investigates this critical time period by studying a cohort of 33 newly graduated students from the same urban, public high school. Guided by social capital, college readiness, and nepantla frameworks, results shed light on students’ barriers and pathways to transitioning to postsecondary education. The authors call for an extension of college readiness frameworks to the summer before college and also problematize the notion of a college-ready student.

scholarly journals Highly Qualified or Highly Unqualified? A Longitudinal Study of America's Public High School Biology Teachers

BioScience ◽  
2015 ◽  
Vol 65 (8) ◽  
pp. 812-821 ◽  
Author(s):  
Samuel J. Polizzi ◽  
Jeremy Jaggernauth ◽  
Herman E. Ray ◽  
Brendan Callahan ◽  
Gregory T. Rushton
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
Public High School ◽  
High School Biology ◽  
Highly Qualified ◽  
Biology Teachers

Who Will Success in College? Effect of High School Experience and Socioeconomic Status

2014 ◽  
Vol 3 (1) ◽  
pp. 30-52 ◽  
Author(s):  
Po Yang
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Parental Support ◽  
Capital Investment ◽  
High School Graduates ◽  
Academic Preparation ◽  
Chinese Higher Education ◽  
College Performance ◽  
Education Expansion ◽  
College Development

Abstract One unintended consequence of Chinese higher education expansion is an increasing socioeconomic gap in college achievement. Using 2011 College Freshmen Development Survey data, this paper engages in an empirical analysis of the association between one’s socioeconomic status, high school preparation, and college performance. This study finds that well prepared and academically engaged high school graduates achieve a significantly higher level of college development than their less prepared peers. Moreover, low-ses students have a significantly lower level of core competence and civic participation, due to their lack of academic preparation, learning engagement, and parental support in high school. This study provides a critical evidence for the life cycle skill formation argument that the deficit in early human capital investment can impair adolescent and adult attainment.

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