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1.
Tseng V 《Child development》2006,77(5):1434-1445
This study sought to unpack how immigration is associated with youths' educational choices during the transition to college and adulthood. Surveys and school records were collected on 789 youth (ages 18-25) with Asian Pacific, Latino, African/Afro-Caribbean, and European backgrounds. The results indicated generational differences in educational choices, such that children of immigrants chose courses of study with higher math and science content than that of their peers with U.S.-born parents. Mediation analyses indicated that children of immigrants reported higher social and economic aspirations than did their peers, and their economic aspirations accounted for part of the generational difference in educational choices. Generational differences in educational choices were also mediated by verbal achievement test scores and perceived English skills.  相似文献   

2.
流动儿童教育面临结构转型——武汉市流动儿童家长调查   总被引：8，自引：0，他引：8  
通过对武汉市流动儿童家长实证调查,本文从入学难度、财政负担、家校联系和家庭教育选择等方面剖析了流动儿童义务教育面临的挑战。研究表明,当前流动儿童教育正经历一次结构转型,即流动人口从对儿童入学机会的关注逐步转变到关注教育过程、教育质量和初中后入学机会。流入地政府需要在教育财政、课程设置、考试评价等方面制定相应政策以回应上述挑战。  相似文献   

3.
In this paper, we study the impact of parental human capital background on ethnic educational gaps between second-generation immigrants using a large data set conducted in France in 2003. Estimates from censored random effect ordered Probit regressions show that the skills of immigrants explain in the most part, the ethnic educational gap between their children. Fluency in French and the length of their parents’ stay in France also matter. The impact of the immigrants’ education on the educational attainment of their children further depends on their country of origin, their place of schooling, and their proficiency in French.  相似文献   

4.
It is estimated that of approximately 150–250 million children with disabilities across the world, a large number have difficulties related to problems in the central nervous system (CNS). This paper considers school dropout rates of children with special educational needs associated with CNS problems from a study of educational institutions in North‐East India. Statistical methods, namely the Kaplan–Meier estimator (Product–Limit estimator) for survival probability and the Nelson–Aalen estimator for cumulative hazard rates, were used to identify potential school continuation or dropout probabilities (survival probabilities), along with cumulative hazard rates (dropout rates) for children with a range of disabilities from different training institutions within the sample area. The research found an increasing likelihood of increased dropout rates in relation to the age of the children within the study sample. This indicates that special education is yet to produce satisfactory results for these children.  相似文献   

5.
Similar to the relation between the inflows of immigrants and educational outcomes that are found in immigration studies, the spatial distribution of internal migrants within a given country also may influence educational outcomes, at least in the short run. This could be particularly true in Turkey, where inter-provincial mobility is high and where striking differences in educational resources and therefore educational success across regions persist. Using the 1990 and 2000 Turkish Censuses, this study exploits variations over time in the inflow of internal migrants across provinces to identify the causal effect of internal migration on natives’ educational outcomes. The evidence suggests that the inflow of migrants lowers natives’ completion rates for middle school and high school. Evidence also indicates that while the negative effects appear to be greater among native children from low-SES households, native high-SES households are able to mitigate these adverse effects for their children. Furthermore, the estimated effects exhibit some differences by children's gender and migrant status.  相似文献   

6.
The purpose of our study was to enhance understanding of teachers' and principals' experiences and views regarding the high dropout rate in Norwegian upper secondary schools. Qualitative analysis showed that the teacher-student relationships over years had become more complicated since the implementation of a new educational reform, making the syllabus increasingly theoretical and thus reducing the practical value for many students. Limitations in students' knowledge, skills and academic interest, contributed to the creation of huge differences in academic levels within the class and thus reduced the quality of teaching. Societal changes were identified as possible factors underlying the high dropout rate. Better guidance regarding educational choices, study programs adapted to the students' interests, and actively nurturing involvement may prevent dropout.  相似文献   

7.
In this paper we study the factors that influence both dropout and (4-year) degree completion throughout university by applying the set of discrete-time methods for competing risks in event history analysis, as described in Scott and Kennedy (2005). In the French-speaking Belgian community, participation rates are very high given that higher education is largely financed through public funds, but at the same time, the system performs very poorly in terms of degree completion. In this particular context, we explore two main questions. First, to what extent is socioeconomic background still a determinant of success for academic careers in a system that, by construction, aims to eliminate economic barriers to higher education? Second, given the high proportion of students who fail their first year and are unable to move to their second year, can authorities promote degree completion and decrease dropout among students who have already experienced a failure? Using the competing risks model, we show that in spite of low entry barriers, students coming from lower socioeconomic background are more vulnerable to dropout along the whole academic path because of financial constraints that prevent them from re-enrolling. Also, our results reveal that, after a failed year, a significantly higher proportion of students who re-enroll in a different field obtain a degree compared to those that re-enroll in the same field, suggesting that universities should rethink the mechanisms available to manage failure and guide student choices.  相似文献   

8.
Investment in human capital is an important tool for reducing poverty. However, the poor may lack the capacity to aspire, which often results in underinvestment in their children's education. This paper studies the effect of a social program on the educational aspirations poor parents have for their children, and explores the role of exposure to educated professionals as a possible channel for increasing these aspirations. First, using differences-in-differences, we show that the Mexican antipoverty program PROGRESA raises the educational aspirations of beneficiary parents for their children of a third of a school year. Then, exploiting PROGRESA's mandated differential exposure to professionals, using triple differences, we find evidence suggesting that educational aspirations for children from high-exposure households are almost half of a school year higher six months after the start of the program. Finally, we show that there is a positive correlation between parental aspirations and children's educational attainment.  相似文献   

9.
Children in foster care represent one of the most vulnerable, academically at risk populations in the United States. Aside from lower standardized achievement test scores, higher grade retention numbers, and a greater dropout rate than non-foster youth, between 30% to 50% of children in foster care are placed in special education programs, generally related to either a learning disability or an emotional disturbance. This study investigated the effectiveness on school performance of an education liaison from the school system who worked with social workers to resolve educational barriers to learning and achieving. Advocacy by the education liaison led to positive results in terms of school performance of foster youth. Recommendations are made for better addressing the educational needs of children in foster care.  相似文献   

10.
This paper asks whether high school leadership activities play an important role in explaining the Hispanic college-completion gap. The analysis in this paper considers the role that English language fluency plays in a Hispanic student's leadership probability and in the student's future educational success. The main results in this paper are: first, after controlling for demographic and school characteristics, there are no major differences in high school leadership activities between Hispanics and non-Hispanics; second, high school leadership activities predict higher college attendance rates for all demographic groups; and third, high school leadership activities predict a higher probability of attaining a college degree among Hispanic students whose first language is not English. Importantly, this relationship is stronger among students whose first post-secondary institution is a 2-year college.  相似文献   

11.
北美新移民文学作为新移民文学中的重要一支,有着较为独特的文学叙事上的特征,具体体现为对北美新移民生存压力、语言隔阂、文化差异等诸多问题的演绎。在如何摆脱与超越弱者身份的叙事方式方面,北美新移民作家们有着自己不同的选择。这里面既有曹桂林、周励等早期作品中的那种对自我弱者身份的带有夸饰性的想象超越,也有如阎真、少君等用＂独立个体＂的自我表述将＂弱者＂身份的无形化解,更有严歌苓小说中所表达出的＂弱势对强势的慷慨的宽恕＂。  相似文献   

12.
The literature on the immigrant–native educational achievement gap is suggestive of a better performance of immigrant students in countries practising selective immigration policies. However, the origin of such differences has not been investigated. I considered both important observed characteristics as well as the role of unobservables in the formation of immigrant–native achievement differences in 4 selective immigration countries. I found that, if the comparison is between selective immigration countries as a group and other European/Organisation for Economic Co-operation and Development (OECD) countries, immigrant students in selective immigration countries perform better. However, the results are heterogeneous and different conclusions apply to each of the 4 countries. The findings are discussed in the context of successful immigration policies as screening devices, which induce a self-selection of immigrants with transferable and adaptive skills. Potentially important are also institutional differences with respect to how inclusionary and conducive to the integration of immigrants into the host country policies are.  相似文献   

13.
Data from a large school district in the southwestern United States were analyzed to investigate relations between student and school characteristics and high school freshman dropout patterns. Application of a multilevel logistic regression model to student dropout data revealed evidence of school-to-school differences in student dropout rates and school-to-school differences in the relation between student characteristics and student dropout status. Investigation of the school differences revealed that school organization and schools' social context were statistically significant predictors of several of the dropout outcomes. Evidence of school context and school practice effects on student dropout outcomes suggests that school personnel may need to consider how characteristics of the school environment interact with the background characteristics of students when developing and focusing dropout prevention strategies. Implications for school policy and practice are discussed.  相似文献   

14.
This study investigates head teachers' perspectives of the school dropout problem at public secondary schools in rural Punjab, Pakistan. The study is based on qualitative methods and included interviews to collect primary data. Sixteen districts of the Punjab where secondary school dropout rate is above 20% were purposively selected for the study. The findings indicate that—other than some socioeconomic and individual factors—different exam patterns at primary, elementary, and secondary levels; easy promotion policy in early classes; English medium syllabus; substandard educational background of students; high failure rate in class 9; and top-down pressures on teachers to perform nonacademic duties are major causes of children dropping out from school. The findings of the study suggest that only through implementation of a socio-culturally compatible syllabus—a corresponding examination system for all levels—allowing students to repeat class 9 in case they fail, setting teachers free from nonteaching duties and providing extra financial support to economically underprivileged students can significantly prevent school dropout at secondary level. The study further argues that easy promotion policy in early classes may retain more children at school but it causes high rates of dropout from secondary classes.  相似文献   

15.
Abstract

This study evaluates the effects of school desegregation by court-ordered busing on the subsequent dropout rate of majority and minority students. Using before and after busing measures of dropout rates, school records and personal interviews, this research finds majority dropout rates are not affected by desegregation procedures. While the dropout rates of bused minority students appear to be identical to those of non-bused minority students, large disparities between minority rates in various bused sectors indicate highly uneven educational experiences of bused minority students. School socio-economic composition and the expectations of teachers concerning student behavior are used to analyze the disparities, with the conclusion reached that the more favorable expectations of teachers at higher socio-economic climate schools produce lower minority student dropout rates. Desegregation produces a positive benefit for this most crucial dimension of minority student educational accomplishment, when the school to which the minority student is bused is one where teachers' expectations are positive and supportive.  相似文献   

16.
Since 1990, Latin American immigrants to the United States have dispersed beyond traditional gateway regions to a number of "new destinations." Both theory and past empirical evidence provide mixed guidance as to whether the children of these immigrants are adversely affected by residing in a nontraditional destination. This study uses administrative public school data to study over 2,800 8- to 18-year-old Hispanic youth in one new destination, North Carolina. Conditional on third-grade socioeconomic indicators, Hispanic youth who arrive by age 9 and remain enrolled in North Carolina public schools close achievement gaps with socioeconomically similar White students by sixth grade and exhibit significantly lower high school dropout rates. Their performance resembles that of first-generation youth in more established immigration gateways.  相似文献   

17.
This paper addresses the problem of high school dropout rates, identifies what risk factors cause students to be more likely to drop out, and examines the types of programmes in existence that serve as alternative educational settings. The traits and characteristics of successful alternative high school programmes are also identified and critiqued using theoretical perspectives from behavioural, social cognitive, cognitive, and motivational psychology, emphasising particular aspects that significantly contribute to developing and implementing successful alternative programmes. Educators can use the information presented in this article to help create a successful educational experience, not only for those at risk of dropping out of school, but for all of the students they serve.  相似文献   

18.
There is a global trend towards including children with special needs in mainstream schools instead of placing them in special schools. However, the numbers of students in special schools varies greatly among regions due to variations in educational systems, funding arrangements – and the incentives that are associated with these arrangements – and demographic trends. In the Netherlands, a new policy aimed at inclusive education was introduced in 2014, together with financial measures to equalise funding for students with special needs across the country. The present study explored the effects of this equalisation policy, as well as the demographic trend of population decline, on dropout rates and participation rates in special education (namely, special schools for mainstream education and schools for special education). The data were retrieved from nation-wide registration systems. The results showed that population decline did not affect participation rates in special education, whereas decreases in funding did result in greater declines in participation rates in special education. Moreover, decreases in funding also resulted in higher dropout rates in areas with growing student populations. Although the reform of funding arrangements resulted in lower participation in special education, higher dropout rates might be a cost of this shift towards inclusive education.  相似文献   

19.
This study investigates the educational attainment of children of immigrants in the United States. By employing a more detailed classification of children of immigrants, we examine whether a foreign place of birth of either parent or child affects the child's educational attainment. Our results indicate that the full-second generation (U.S.-born children with both foreign-born parents) achieves the highest educational attainment, while the full-first generation (foreign-born children with both foreign-born parents) achieves the second highest educational attainment compared to the other groups of children of immigrants and native children. Full-first and full-second generation females also achieve higher educational attainment than their native female peers. The results support the optimism theory of assimilation in which the educational attainment of children of immigrants relies on the combination of their foreign-born parents’ strong values on education and the children's English proficiency.  相似文献   

20.
Students’ educational engagement is both an important predictor of study success and a key preventive factor for dropout. Vocational tracks in secondary education show high dropout rates. There is strong evidence that the solution to educational disengagement lies in student‐centred, powerful learning environments (PLEs). This study investigates characteristics of PLEs from the perspective of students in vocational secondary education. Students’ perspectives on a learning environment are crucial for their satisfaction and learning engagement. Therefore, we investigated whether the perceived learning environment meets the requirements of PLEs, and to what extent it meets students’ preferences. Additionally, it was investigated whether students who perceive their learning environment as more powerful, are also more engaged for school. Survey data of 532 students showed that student perceptions of their current learning environment were largely discrepant from the characteristics of PLEs. Students strongly asked for more challenging learning pathways, in combination with adaptive learning support. Students who perceived the characteristics of PLEs as being present, reported higher satisfaction and stronger engagement than students who perceived their education to be a less powerful environment. There is a need to redesign curricula in vocational education in such a way that these more intensely implement characteristics of PLEs.  相似文献   

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