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1.
ABSTRACT

Concerns have been raised over the potential of charter schools to re-segregate the nation's schools. This concern has been expressed mostly with respect to students with disabilities and with respect to ethnic and/or racial minorities. In this study, the enrollment statistics for charter and contiguous non-charter public schools in a large urban district were compared with each other and with district enrollment averages by school level (elementary, middle, and senior schools). Findings indicated that very few enrollment percentages of charters and of noncharters were comparable with District averages on gender, ethnicity, participation in the free/reduced lunch program (FRL), limited English proficiency (LEP), and students in exceptional student education (ESE). Indeed, contiguous charter and non-charter public schools were more likely to resemble each other than District averages. However, charters and non-charters differed significantly from each other on the number of schools that had “low” and “high” enrollments of students participating in FRL, of LEP, and of ESE students.  相似文献   

2.
Abstract

At the turn of the century some 200,000 one‐teacher schools were in existence in the United States. This number now stands at approximately 380. A study of these schools found them to be staffed with qualified teachers with extensive experience. The teachers are typically female and live near where they teach.

Teachers work an average of nine hours a day teaching all subjects including physical education and music. Other activities include custodial duties, driving the school bus, performing secretarial functions, ordering supplies, and lunch supervision.

Student enrollment has a present average level of 9.4, a level that helps teachers meet the needs of each student. Low enrollment may also create concern about school closures in the future. Teachers indicate that they use individualized instruction, peer tutoring, and cooperative learning. They have few discipline problems and no violence or drug issues.  相似文献   

3.
Abstract

We used the records from students entering two high schools in 1981 to classify students as dropouts, graduates, nongraduates returning for a fifth year, add non-graduates who did not continue. Using data from the students’ permanent records, we found numerous significant differences among these groups, some evident as early as the third grade. Cutoffs were determined on several measures, indicating that dropouts could be differentiated with 66% accuracy in the third grade and with 85% accuracy by the ninth grade. Nongraduates, a group roughly equal in size to the dropouts, could be identified with 77% accuracy by the ninth grade. Various implications for intervention programs are discussed.  相似文献   

4.
Abstract

Dropouts are not a homogeneous category, and the evidence indicates that many dropouts are capable of doing satisfactory work in high school. While some dropouts have limited intellectual ability, earn poor grades, are retarded in their grade placement, and are poor readers, many other dropouts do not face these particular problems.

Many of the apparent contradictions in the findings concerning dropouts can be resolved by distinguishing between early and late dropouts. Students with limited ability generally leave school early; capable dropouts tend to remain in school longer. Comprehension of the diverse data concerning dropouts requires specification of three types: 1) involuntary dropouts, 2) retarded dropouts, and 3) capable dropouts.  相似文献   

5.
ABSTRACT

Historically, students who fail to graduate from secondary school are considered as a single category of school dropouts. However, emerging literature indicates that there may be multiple subgroups of high school dropouts, termed a dropout typology. The authors’ purpose was to assess the extent to which a typology of dropouts was present in a large national dataset and to estimate the influence of the known covariates of dropping out on each of the subgroups. A growth mixture model was estimated using the Education Longitudinal Study 2002 (National Center for Education Statistics, n.d.) dataset and noncumulative grade point average during the first 3 semesters of high school. The model identified 2 main subgroups associated with dropping out, which accounted for 24.6% of the sample but contained 91.8% of the dropouts.  相似文献   

6.
ABSTRACT

The State of Alaska, by some measures the United States’ most rural state, has long supported correspondence schools, a popular school choice option available to all students statewide and used primarily by homeschooled students. This paper first explores Alaska correspondence schools in historical context, and then quantifies capture rate, enrollment by race/ethnicity, grade distributions, and cohort graduation rates for the years 2010–17. Findings include a steady increase in the proportion of Alaskan students enrolled in correspondence schools between 2010 and 2017; disproportionate enrollment of Alaskan students identified as White in correspondence schools between 2010 and 2017; enrollment peaks in late high school during 2014–17; and significantly lower 4- and 5-year cohort graduation rates among students enrolled in correspondence schools compared to those enrolled in traditional public schools.  相似文献   

7.

One hundred seventy secondary schools in Hong Kong responded to a questionnaire designed to assess their needs for leadership training of students in different domains of school activities and their endorsement of university‐school collaboration in these activities. The questionnaire also assessed the extent and degree of support and involvement that schools intended to provide in training programs and in organized school activities for students to assume leadership roles in schools. Findings indicated that schools were in need of student leaders in different student activities, especially in those less related to academic concerns. It was stressed that in providing opportunities for student leaders to continue practicing their skills in school activities, other students might eventually benefit through participation in school activities and peer support programs organized by student leaders.  相似文献   

8.
ABSTRACT

Background: The international body of research on student voice concludes that active pupil participation has multiple positive effects on the work environment and learning for pupils. In a large study on gender equality and diversity work in Swedish schools, it became evident that pupils wanted to be active participants. However, pupils considered that their wishes were, to a large extent, ignored. Therefore, it is important to try to understand this further by investigating pupils’ perceptions of their experiences.

Purpose: The purpose of the study was to explore how discourses of participation and power are practised, not practised, and materialised, by focusing in-depth on pupils’ representations of gender equality and diversity work within a small sample of Swedish schools.

Methodology: The study is based on data from 10 focus group interviews with 43 pupils from 4 different schools, 2 compulsory schools (pupil ages 6–15) and 2 upper secondary schools (pupil ages 16–18), in Sweden. The thematic analysis utilised a gender perspective anchored in a critical policy analysis approach.

Analysis and Findings: The analysis of focus group data identified three pupil representations of gender equality and diversity work: a onetime occurrence, longing for participation and the (un)fair teacher. These representations were derived from and intertwined with discourses on pupil participation and power. Three sub-discourses were found within the discourse on participation and power: normative barriers to participation, structural barriers to participation and openings in the barriers to participation. The first two sub-discourses support the maintenance of unequal power relations between adults and pupils, while the third challenges these power relations.

Conclusions: Our study suggests that no substantial levels of participation or power among the pupils were represented at the schools. Instead, the analysis visualises pupils as expressing powerlessness and disengagement. However, the discourse Openings in the barriers to participation, together with pupils’ democratic abilities, has the potential to enable change and the development of pupil participation in schools.  相似文献   

9.
Abstract

This study was designed to examine the relationship between selected measures of educational quality and expenditure in public secondary schools of Iowa with the influence of school district size held constant.

Criteria for characteristics of educational quality were: composite test scores of pupils grades 10-12 on Iowa Tests of Educational Development, the curricular offerings of schools for grades 10-12, qualifications of teachers grades 10-12, and the class size grades 10-12. Measures of educational expenditures were: mean instructional expenditures for grades 10-12 per resident pupil in ADA, estimated administration expenditures per resident pupil in ADA grades 10-12, and tuition charge for grades 10-12 per resident pupil in ADA. Using product-moment and partial correlations, it was found that in order to obtain equal quality, the expenditure per pupil in small school districts has to be substantially higher than in districts with larger enrollment.  相似文献   

10.
Abstract

The problem of this study was the development of a cost analysis for selected educational programs in the area schools of Iowa. The rationale underlying the study was expressed in the basic assumption that current-unit-costs per student-contact hour were dependent upon the factors of enrollment, instructional costs, administrative costs, operation and maintenance of plant, fixed charges, and auxiliary services. Relationships were ascertained between the average-annual-per-student-cost for arts and science curricula and vocational technical programs. Current-student-costs per contract-hour for each vocational-technical program were found and a correlation analysis was utilized to determine the relationship that existed between student costs and the above factors. The correlation analysis revealed highly significant relationships between current-student-cost per contract-hour and the related factors with the exception of minor equipment. The correlation between cost and enrollment was the highest at -.72.  相似文献   

11.

The self-initiated learning activities of experienced public school teachers are examined in this study. Twenty-two experienced teachers were interviewed to develop a greater understanding of the types of self-initiated learning activities in which they engage and the organizational characteristics that influence their participation in those activities. Analysis of the data showed that experienced teachers engaged in three types of self-initiated learning activities: knowledge exchanging, experimenting, and environmental scanning. Participation in these activities was influenced by the availability of resources, physical layout, and level of centralization in their schools. Implications of these findings for theory, practice, and future research in teacher learning and development are discussed.  相似文献   

12.
ABSTRACT

Background: Interaction, participation and collaboration are thought to be important factors for supporting successful second or foreign language learning. The use of Interactive Groups (IGs) is regarded as helpful in creating the conditions in which interaction, participation and collaboration are increased to create effective dialogic learning. However, there is limited understanding of the role of IGs in supporting second or foreign language learning.

Purpose: The aim of the present study was to explore the opportunities that IGs generated for supporting interaction, participation and collaboration in a situation where students were learning English as a foreign language.

Method: A communicative methodology was used to collect and analyse observational and interview data from three classrooms where teaching and learning was organised through IGs, each in a different school in Spain involved in Schools as Learning Communities: Successful Educational Actions (SEAs). Across the three classrooms, there were 58 students, three teachers and 14 volunteers, whose role was to support and encourage communication. The schools served low SES communities. We conducted eight classroom observations and 17 semi-structured interviews. The data were analysed qualitatively.

Findings: The thematic analysis suggested that, in the classrooms that were studied, there was evidence that participants and observers felt that IGs promoted effective conditions for the inclusive participation of all learners, created a favourable climate for collaborative interactions regarding the target language and raised learning expectations for all students. In addition, the contribution of the volunteers was identified as crucial to the successful functioning of the IGs.

Conclusion: This small scale, qualitative study highlights the potential for IGs to create favourable conditions for the learning of English and other languages as a foreign language. More extensive studies are needed to determine the best way to use IGs for the teaching and learning of foreign languages in other contexts.  相似文献   

13.
Abstract

This Is a study of dropouts with respect to verbal scores of School and College Ability Tests and personality scores of the Gordon Personal Profile and the Gordon Personal Inventory.

The sample consisted of 1,263 college freshmen. The statistical procedure used was the t-test.

High academic aptitude students differed from low academic aptitude students beyond .001 level of confidence on verbal scores of the SCAT. Statistically significant evidence was found between dropouts and students who remained in college on several personality variables-trustful and tolerant, perseverant, inquiring, energetic, vigorous, calm and collected, and cautious.

High academic aptitude students are more likely to remain in college than low academic aptitude students. Low academic aptitude students are more homogeneous with respect to personality variables than high academic aptitude students.  相似文献   

14.
ABSTRACT

Despite Indiana’s school choice landscape – including private school vouchers, tax-credit scholarships, inter-district and intra-district enrollment, magnet schools, and charter schools – not all Indiana communities have reasonable access to options outside of their traditional public schools. This research explores what lack-of-reasonable access differences – defined as greater than a 30-minute one-way drive time to a choice school – exist by locale, with a focus on rural communities. Geospatial analysis is used to identify “school choice deserts” lacking multi-sector schooling options in various communities. These deserts tend to exist wholly or mostly in rural areas, although Indiana students in grades K–8 exhibit greater access levels to non-traditional schools than those in high school.  相似文献   

15.
Abstract

This study investigates how a network of New York City public schools use texting to increase enrollment and persistence in college. Text messages include tips and reminders to fill out the Free Application for Federal Student Aid as well as college tips. Our multiple regression results suggest that although when the texting began did not appear to matter, the texting program increased enrollment and persistence in college. In addition, response rates were positively associated with enrollment and persistence. Finally, we find that the content of the messages themselves as well as individual characteristics affected response rates.  相似文献   

16.
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17.
Abstract

The few studies that have compared dropouts with and without degrees have provided information that has limited application for policy and prevention, because factors identified as associated with degree attainment are ones that are difficult to affect. The present study examined diploma and GED attainment in Mexican American and non-Latino White dropouts, hypothesizing that utilization of the educational resilience framework would increase knowledge about degree attainment in dropouts and provide factors that are more easily affected by practitioners. Logistic regression was used to determine factors associated with degree attainment, and multiple imputation was used to account for sample bias due to nonparticipation. Results indicated that viewing the returning dropout as a resilient student does provide a more useful set of factors associated with degree attainment.  相似文献   

18.
Abstract

Most previous studies have not found measures which contribute to the prediction of law school achievement (LGPA) over and beyond the weighted combination of the Law School Admission Test (LSAT) and the undergraduate grade point average (UGPA). In this study, the undergraduate major area of study and thirteen undergraduate environment indices were used in combination with the LSAT and UGPA to predict LGPA.

The first-year LGPA was obtained for 639 Law School students at Indiana University (HI.) who had received their undergraduate degrees at other than I.U. (non-I.U.). After being grouped into undergraduate major area categories, the students were divided into two random samples within each category. One sample was used to determine the predictor measures which significantly contributed to the estimation of LGPA and the second sample was used to determine if the finding would be replicated. The results generally indicate that, using undergraduate major area of study and the undergraduate institutional indices with the UGPA and LSAT, the achievement of non-I.U. undergraduates in the I.U. Law School can be predicted with more precision than when considering only the UGPA and LSAT. The amount of gain in precision varied among the major area groups from 4 to 9 percent, with the exception of the science-engineer undergraduate major area. The study suggests the possibility of obtaining new and useful information in prediction of LGPA for other law’ schools.  相似文献   

19.
ABSTRACT

Reading is a tool that promotes the learning of science across schooling. Scientific texts are conceptually and linguistically complex, especially for students from low-income contexts because they have neither the experience with the language nor the literacy skills to face the challenges of scientific knowledge. This study used a mix method approach to compare the cognitive scaffolding practiced by teachers during science reading activities in high- and low-performing schools. Three teachers and 141 fourth grade students from low socioeconomic background schools participated in 48 class sessions. Classes were video-recorded and transcribed. The data were analyzed using Sanchez’ Pedagogic Practice Analysis System. The results show that teachers from both types of schools continuously use reading as a tool for learning. The effective teacher uses reading with non-invasive scaffolding and varied verbal participation to elaborate knowledge, promoting literal and inferential comprehension and more opportunities for the students to construct knowledge. By contrast, less effective teachers use reading with invasive scaffolding and little verbal participation of the students to consolidate knowledge, promoting mainly literal comprehension. This study shed light on different approaches teachers use to foster reading comprehension for science learning.  相似文献   

20.

The School Watch initiative is centred in South Wales and involves police liaison officers, primary schools and their pupils. In each interested school, the scheme is explained and the pupils then decide if they want to take part. A pupils' committee is elected which is given support and guidance by the liaison officer. A key element of the scheme is the involvement of the pupils themselves and the way the pupils' committee plays a major part in the choice and running of activities. The scheme benefits pupils both in terms of their personal and social development and in their attitudes to the police. The paper ends with a number of examples of the type of work that schools have undertaken within this scheme.  相似文献   

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