共查询到20条相似文献，搜索用时 734 毫秒
1.
Erin M. Buchanan Kathrene D. Valentine Michael L. Frizell 《Journal of Experimental Education》2019,87(2):288-298
Student retention rates are increasingly important in higher education. Higher education institutions have adopted various programs in the hopes of increasing graduation rates and grade point averages (GPAs). One of the most effective attempts at improvement has been the Supplemental Instruction (SI) program. We examined our SI program relative to three facets: attendance, attendance's influence on final scores, and graduation rates for students who had participated in these courses. These questions were also investigated focusing on specific comparison groups, as we looked into how these effects differed for minority students and nontraditional students compared with those of White and traditional peers. Overall, SI attendance led to positive outcomes— increased final course grades and graduation rates—even after adjusting for previous achievement. 相似文献
2.
Our study analyzes the impact of the International Baccalaureate Diploma Programme, a college-preparatory educational program designed for higher-achieving students, on high school academic achievement in Chicago Public Schools. We exploit exogenous variation in the offering of the program across schools over time with a difference-in-differences framework. We estimate a positive effect of the program on the probability of obtaining a B average or better in coursework, with most of the effect accruing to performance in mathematics. Most importantly, the program led to a decrease in the likelihood of high school dropout and an increase in the probability of high school graduation. 相似文献
3.
Jennifer A. Delaney 《Compare》2013,43(3):387-409
This study extends Trow’s theory of higher education development to examine changes in national-level tertiary education graduation rates. Applying Trow’s framework we arrive at three stages: (1) elite systems with gross tertiary graduation rates less than 15%, (2) massified systems with gross tertiary graduation rates between 15% and 50%, and (3) universal systems with gross tertiary graduation rates above 50%. This study conducts event history analyses using a unique cross-national panel dataset, which spans the time period from 1999–2005. Following the work of Berry and Berry, our event history analyses model both the internal features of each country and the influence that nation-states have on each other with regard to setting tertiary education graduation policy. We find significant influences of both internal determinants and diffusion factors. We find a positive, significant effect of membership in the OECD consistent across both the massified and universal thresholds. We also find a positive, significant effect of having a more stable political system for crossing the 15% threshold. In addition, being located near a pioneering nation, the UK, has a positive, significant effect of crossing the 50% threshold. 相似文献
4.
Cristin Bellei 《Economics of Education Review》2009,28(5):629-640
This study (an impact evaluation of the Chilean full school day program) uses difference-in-differences to estimate the effect of a large increase in instructional time on high school students’ academic achievement. The main findings are (i) the program had a positive effect on students’ achievement in both mathematics and language; (ii) the effect-size on language achievement was 0.05–0.07 standard deviations and not sensitive to control for covariates, different control groups, and historical trends; (iii) the effect on mathematics achievement was not sensitive to control for covariates, but was sensitive to use different control groups, and historical trends; the effect-size on mathematics achievement ranged from 0.00 to 0.12 standard deviations; and (iv) the program effect has been constant over time. Finally, there is evidence suggesting that the program had larger positive effects on rural students, students who attended public schools, and students situated in the upper part of the achievement distribution. 相似文献
5.
This paper examines the effect of high school closures on student achievement and educational attainment. Previous studies primarily focus on effects of elementary school closings on test scores. This study furthers the literature by focusing on high school closures and examines several measures of achievement and attainment. I utilize student data from the Milwaukee Public School district and follow five freshman cohorts through high school. I find that school closings cause a negative shock to student attendance. Importantly, these closures also have long-run consequence both lowering the probability of high school graduation and college attendance. 相似文献
6.
Marisa E. Castellano George B. Richardson Kirsten Sundell James R. StoneIII 《Vocations and Learning》2017,10(1):47-70
In the United States, education policy calls for every student to graduate from high school prepared for college and a career. National legislation has mandated programs of study (POS), which offer aligned course sequences spanning secondary and postsecondary education, blending standards-based academic and career and technical education (CTE) content and often including work-based learning opportunities. This study examined the effects of these career-themed POS on high school achievement outcomes in the United States. We used structural equations and an instrumental variable approach to test the effects of POS enrollment and participation in CTE course sequences on GPA and graduation. Results indicated that POS enrollment improved students’ probability of graduation by 11.3 % and that each additional CTE credit earned in POS increased their probability of graduation by 4 %. There were non-significant effects for high school GPA. These findings suggest that POS benefited students in terms of retention at no cost to their achievement. 相似文献
7.
Competition and the quality of public schools 总被引：1，自引：0，他引：1
Thomas S. Dee 《Economics of Education Review》1998,17(4):419-427
A growing body of empirical research has provided provocative evidence that competition from private schools improves student achievement in neighboring public schools. However, this uniform conclusion has been based on fundamentally different empirical specifications. This study examines the importance of these different specifications by presenting new evidence on the relationship between public school quality and competition from private schools. This evidence is based on a unique data set that contains consistently defined high school graduation rates for the unified school districts in 18 states. The results indicate that empirical strategies which rely exclusively on ordinary least-squares (OLS) can lead to misleading inferences because of omitted variables bias and the simultaneous determination of the demand for private schools and public school quality. Nonetheless, two-stage least-squares (2SLS) estimates indicate that competition from private schools does have a positive and statistically significant impact on the high school graduation rates of neighboring public schools. 相似文献
8.
Ishien Li Esther Onaga Pao‐Sheng Shen Hua‐Huei Chiou 《International Journal of Science Education》2013,35(9):1175-1185
Based on data collected from 211 elementary school children in central Taiwan over four years, the role of temperament in science achievement was examined with multivariate analysis of covariance (MANCOVA) with repeated measures design. The results revealed that the students’ science achievement is stable over time. The task orientation characteristics (i.e., distractibility, hyperactivity, and persistence) identified by previous research as important in mathematics and reading achievement are not consistent with the findings of this study that although the impacts of distractibility and persistence are significant, the simple effect of activity level on science achievement was not significant. However, the interaction effect of activity level and persistence is significant. Further break down analyses conducted to pursuit the interaction effect revealed that: (1) persistence has a consistent significant positive effects on all children over the years, except for the ones with high activity level (the upper 25th percentile); and (2) activity level has significant negative effects on high persistence (the upper 25th percentile) children only, and the interaction effect of activity level increases over time—the older the child the more significant the influence. Also, the tendency of approach/withdraw has significant impact on science achievement The educational implications of the findings include: (1) teachers of high activity students with high persistence may need to consider the match between children’s interests and contents of instruction; (2) a good match between children’s individual differences in distractibility, persistence, and approach need to be considered in contents, expectations, and interactions of the instruction. 相似文献
9.
Jonathan F. Zaff Alice Donlan Aaron Gunning Sara E. Anderson Elana McDermott Michelle Sedaca 《Educational Psychology Review》2017,29(3):447-476
A high school education prepares young people to participate positively in the economy and in civic life, among other positive life outcomes. However, nearly one in five American high school students does not graduate from high school on time, if ever. Progress has been made on understanding why students fail to complete high school and on raising graduation rates. Previous reviews and syntheses of this literature have focused on identifying factors that put students at risk for dropping out of school. Less is understood regarding what assets can promote high school graduation. Therefore, we reviewed research from the past 25 years on high school graduation, focusing on longitudinal, US-based studies of malleable factors that predict graduation. Through this systematic search, we identified 12 assets in individual, family, school, peer, and community contexts, which predict high school graduation, as well as identified assets for which more research is needed. Implications for policy and practice and directions for future research are discussed. 相似文献
10.
This study investigated the development of academic self-concept and language achievement from Grade 7 to Grade 12 by repeated assessment of 2826 Flemish adolescents in 50 secondary schools. Latent growth curve modeling showed that both girls and boys experience a declining academic self-concept during the period of secondary education and that girls declined at a faster rate. Furthermore, girls were shown to have an increase in Dutch language achievement over time, whereas boys showed a decrease in middle years, followed by an increase from Grade 9 on. The multivariate multilevel growth curve model suggested that the evolution of academic self-concept was not related to the evolution in achievement, neither at the individual level, nor at the school level. There is, however, a positive relation between students’ academic self-concept and their achievement, the magnitude of which decreased throughout secondary school. At the school level, the correlation is small, but also positive, except for the girls from Grade 10 on. The results are discussed in relation to the reciprocal effects model and the developmental perspective regarding the self-concept/achievement relation. 相似文献
11.
Thomas H. Levine 《Peabody Journal of Education》2013,88(3):276-289
In the United States, considerable financial and human resources have been devoted to breaking some large high schools into smaller learning communities (SLCs). This article reviews research that compares SLCs to comprehensive high schools on a variety of measures. Extant research neither supports nor refutes the promise of SLCs to improve academic achievement; however, research does suggest that SLCs can improve attendance, graduation rates, and students’ experience of high schools as supportive environments. The article also uses empirical research to identify three challenges SLCs must overcome if they are to improve academic achievement: focusing on instructional improvement, ensuring equity and rigor, and transcending school history. 相似文献
12.
Stephan Whitaker 《Economics of Education Review》2011,30(2):228-246
This analysis examines whether the legalization of abortion changed high school graduation rates among the children selected into birth. Unless women in all socio-economic circum-stances sought abortions to the same extent, increased use of abortion must have changed the distribution of child development inputs. I find that higher abortion ratios are associated with higher graduation rates for black males, but not other demographic groups. In a pooled analysis, I find that abortion has a significant negative impact on graduation rates. The effect disappears when I control for ethnicity. The cohorts born between 1965 and 1979 contained falling shares of whites, who have relatively high graduation rates. Regression results indicate abortion ratios are linked with the fertility differences between ethnicities, which suggests this is a channel of influence. Overall, the relationship between abortion exposure and educational attainment is small. A standard deviation change in abortion might move the national graduation rate by less than three-tenths of a percentage point. 相似文献
13.
Over the last 3 decades student achievement has remained essentially unchanged in the United States, but not for a lack of spending. Over the same period a myriad of education reforms have been suggested and per-pupil spending has more than doubled. Since the 1990s the education reform attempts have frequently included judicial decisions to revise state school finance systems. Invoking general clauses about the need for an adequate education found in every state constitution, judges in more than half of the states waded into the development of finely tuned reform strategies. This article empirically estimates the effect of judicial intervention on student achievement using standardized test scores and graduation rates in 48 states from 1992 to 2005. We find no evidence that court-ordered school spending improves student achievement. 相似文献
14.
The relationship between academic achievement and the financial success of baccalaureate recipients in the workplace is the focal point of an investigation that covers the first 3 years following graduation. Employment activity and quarterly earnings of university baccalaureate recipients were tracked in a comprehensive study that merged state unemployment insurance records with student data files. Quarterly earnings were regressed on grade point averages while controlling for age, registration type (native vs. transfer), major, gender, race, and industry. Patterns were discovered over the 3 years following graduation. Grade point average had little impact on earnings, as did registration type. Age, major, and industry were found to be significant. Gender and race held no significance. In an attempt to further explore the relationship between academic achievement and workplace success, a two-way ANOVA, repeated measures design was used to examine differences in the individual earnings of high academic achievers and low academic achievers over a 3-year period. No significant between-group effects were found. 相似文献
15.
Kfir Mordechay 《The Urban Review》2017,49(1):47-71
Economic crises are a recurrent phenomenon in American society, yet there is little knowledge of the impacts on educational opportunity. Using data from a large high school district as a case study, this research explores the impact of the Great Recession (2007–2009) on high school senior graduation rates in an area at the epicenter of the Recession. A logistic regression model with cluster robust standard errors is developed to estimate the recession’s impact on student subgroups’ graduation rates between the periods 2004–2013 for maximum variation. Results show that students who are historically “at-risk” experienced significant declines in graduation rates at the beginning of the recession in 2008. The decline is followed by a steep increase in graduation rates beginning in 2009, largely driven by increases for the most disadvantaged groups. These results suggest that the recession created a counter-cyclical demand for education. 相似文献
16.
Allyssa A. Wadsworth 《Journal of School Choice》2017,11(1):131-147
Using a nationally representative longitudinal survey and incorporating propensity score matching methods, we follow secondary school students post-graduation to determine how Catholic and private religious schooling impacts religiosity. There is an established literature examining the Catholic school impact on collegiate and labor market outcomes, although many families may choose Catholic or private religious schooling in efforts to instill religiosity. Our results show that Catholic and private religious secondary schooling exhibits relationships related to increasing religious participation shortly after high school graduation, although as time progresses these effects are less consistent. The largest and most robust finding is for male Catholic school attendees. 相似文献
17.
Efficacy of the Check & Connect Mentoring Program for At-Risk General Education High School Students
Jessica B. Heppen Kristina Zeiser Deborah J. Holtzman Mindee O'Cummings Sandra Christenson Angie Pohl 《Journal of research on educational effectiveness》2018,11(1):56-82
Although graduation rates are rising, the high school dropout problem remains a national crisis, and evidence-based information about interventions for at-risk students is critically needed. Prior research shows that Check & Connect, an individualized mentoring program, has positive effects on school persistence and progression for students with disabilities. This study examined the efficacy of Check & Connect with general education students who showed early warning signs of risk for dropping out of high school in a large urban district. The sample included 553 students with the lowest predicted probabilities of on-time graduation based on attendance, behavior, and course performance in Grades 8 and 9. Students were randomly assigned to receive a Check & Connect mentor for three years, starting in the summer after Grade 9, or not. Findings suggest the program was implemented with fidelity, except with students who left district schools. Check & Connect did not have any statistically significant impacts on measures of engagement, academic progress, the likelihood of dropping out, or graduation. These results are discussed in the context of other literature on mentoring and dropout prevention. 相似文献
18.
Thomas Bailey Juan Carlos Calcagno Davis Jenkins Timothy Leinbach Gregory Kienzl 《Research in higher education》2006,47(5):491-519
Over the last decade, policymakers, educators, and researchers have increasingly sought to understand community college policies and practices that promote students’ success. This effort has been partly driven by an increased emphasis on outcome accountability, but it has also promoted a productive discussion about improving institutional performance. The research reported here has two related goals. One goal is to work towards strengthening the ability to assess and compare institutional performance. We thus have developed a model that can be used to adjust simple graduation rates for institutional characteristics, such as student composition, college resources, size, and location, all of which might influence those rates. Our long-term goal is to understand how to improve student outcomes, so the paper also uses the model to measure the effect of those institutional characteristics on graduation rates. We use data from the Integrated Postsecondary Education Data System (IPEDS) surveys, applying a weighted least-squares procedure for grouped data to estimate an institutional-completion rates model. This analysis confirms several hypotheses about institutional determinants of graduation rates at community colleges. Our results indicate a consistent negative relationship between enrollment size and completion. Additionally, colleges with high shares of minority students, part-time students, and women have lower graduation rates. A final significant finding among institutional characteristics is that greater instructional expenditures are related to a greater likelihood of graduation. The method developed here can be used to better assess the performance of community colleges. 相似文献
19.
Student performance has become an increasingly important topic in higher education as it relates to retention and graduation rates and as university administrators place emphasis on performance as the basis for budgeting. The purpose of this research was to determine to what extent students' ability, achievement striving, and situational optimism influence performance outcomes and to investigate the interactive effects of ability and achievement striving as well as ability and situational optimism on student performance outcomes. Study results and implications for institute of higher education and classroom instructions are also discussed. 相似文献