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1.
It is widely accepted that postsecondary education has become a necessity for US youth. College access, however, has been found not to be equal for all. As a result, federally funded college-readiness programs, such as Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), have been established to increase the numbers of economically disadvantaged students with access to college. This quasiexperimental case study compared academic and nonacademic college-readiness indicators between cohorts of GEAR UP students and nonparticipants in 1 urban high school. Overall, cohorts of GEAR UP students outperformed their non-GEAR UP peers on all measures (grade-point average, attendance rate, behavior, graduation rate, and college enrollment) despite a dramatic demographic shift that led to greater proportions of educationally disadvantaged students in the GEAR UP cohorts.  相似文献   

2.
The purpose of this study was to evaluate the impact of the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP) on college readiness outcomes using a quasi-experimental design. GEAR UP is designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education by providing 6-year grants to states and district partnerships to provide services at high-poverty middle and high schools. Specifically, this study sought to evaluate whether 173 schools that participated in GEAR UP showed increases in the percentages of students who were prepared to enter and succeed in postsecondary education, as compared to students from similar, non-GEAR UP schools. Seven years (2003–2009) of matched cohort data were compiled to include all regular (e.g., nonspecial education) high schools with grade 12 enrollment as documented by the National Center for Educational Statistics. Participation in and performance on three College Board assessments that measure college readiness at the high school level (SAT, PSAT/NMSQT, and AP) as well as percent free/reduced-price lunch were used to identify comparable schools. Results showed that, overall, the GEAR UP program showed positive evidence of improving college readiness outcomes for low income students using a variety of college readiness measures.  相似文献   

3.

In the United States, the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) fosters relationships between racial-ethnic and low-income adolescents and adults and peers who help them and their families take formal steps toward pursuing a college degree. However, the extent to which GEAR UP students seek teachers, counselors, parents, or friends to prepare for college during program participation is underexplored in the literature. Using the Theory of Reasoned Action as a guiding framework, this study examined the extent to which GEAR UP participant attitudes, subjective norms, and intentions influenced whether participants sought academic support from teachers, counselors, parents, or friends during an academic semester. Strong direct and indirect effects were found in structural equation models examining GEAR UP student subjective norms, intentions, and behaviors regarding seeking academic support from friends. The data on students seeking academic support from school personnel and parents were less conclusive. Participation in GEAR UP activities influenced these relationships. Implications for how practitioners and researchers support the college readiness of adolescents in GEAR UP are discussed.

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4.
系列教育机会均等与“快速启动规划”   总被引：1，自引：1，他引：1  
“早期获得大学升学意识和准备规划”是近几年美国联邦教育部实施的一系列旨在提高全国教育质量、调整学生自身发展态势、促进系列教育机会均等的资助项目之一。该项目对社会处境不利学生升学抱负与意愿和学业准备进行早期开发与培养，在提高中学生学业水平和升学比例等方面的实践初见成效，很值得我们探讨和借鉴。  相似文献   

5.
"早期获得大学升学意识和准备规划"是近几年美国联邦教育部实施的一系列旨在提高全国教育质量、调整学生自身发展态势、促进系列教育机会均等的资助项目之一.该项目对社会处境不利学生升学抱负与意愿和学业准备进行早期开发与培养,在提高中学生学业水平和升学比例等方面的实践初见成效,很值得我们探讨和借鉴.  相似文献   

6.
This transcendental phenomenological investigation examined urban students’ experiences in Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), an afterschool college readiness program. The federally funded program provides low-income and minority students information and access to services that lead to increased opportunities for post-secondary education. Interviews with 10 participants revealed that (a) navigating the college system; (b) expansion of career options; (c) counseling relationship; (d) personal insight; and (e) future orientation were major themes. Implications for school counselor preparation and practice are discussed.  相似文献   

7.
为了帮助弱势学生群体顺利升入大学,增加他们接受高等教育的机会,美国联邦政府制定了一系列专门针对这类学生群体的大学预备计划,并取得了显著的成效.其中备受关注且得到普遍认可的是TRIO计划和GEARUP计划.这两项计划虽然在具体内容上存在些许差异,但他们也具有一些共同的特征和原则,如充足的财政支持、完善的信息渠道、重视家长参与、开展早期干预活动,并借助于政府、学校、大学和社会组织的力量共同增加处境不利学生群体的高等教育入学机会.  相似文献   

8.
Nearly 60 percent of college students today are women. Using longitudinal data on a nationally representative cohort of eighth grade students in 1988, I examine two potential explanations for the differential attendance rates of men and women—returns to schooling and non-cognitive skills. The attendance gap is roughly five percentage points for all high school graduates. Conditional on attendance, however, there are few differences in type of college, enrollment status or selectivity of institution. The majority of the attendance gap can be explained by differences in the characteristics of men and women, despite some gender differences in the determinants of college attendance. I find that higher non-cognitive skills and college premiums among women account for nearly 90 percent of the gender gap in higher education. Interestingly, non-cognitive factors continue to influence college enrollment after controlling for high school achievement.  相似文献   

9.
This article compares the learning approaches of students on an initial teacher education programme. Using a mixed method approach, the study examines differences between mature learners and direct entry students, across the domains of deep, strategic and surface learning approaches. Following the quantitative phase, group interviews were conducted to gain additional insights into the factors, which impacted learning approach. Significant differences were evident between both cohorts. The key categories that contributed to learning approach included; motivation to learn, collaborative and competitive learning, prior educational experiences and school placement. The findings provide insights into the diversity of student cohorts.  相似文献   

10.
This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed.  相似文献   

11.
The aim of this paper is to report outcomes of a school-based programme aiming to promote achievement, attendance and positive perceptions towards the school climate and social-emotional adaptation among students with disabilities (SWD). The programme included a series of training and social activities for school staff, parents and children followed by implementation of the knowledge gained through these activities. The programme lasted one school year and data were collected through quantitative and qualitative methods. Results of the study indicated enhanced student attendance and achievement, social-emotional development, and positive perceptions about the school climate. In addition, parents and teachers were mostly content with development of students and the attempts of their schools to prompt student learning. Findings of this research indicate the significance of the holistic approach in educating SWD in mainstream schools and confirm that schools can make progress relying on their internal structures and planned action.  相似文献   

12.
The bulk of public debate on education focuses on schools and school differences. Ideally, the characteristics of schools that add value to student performance can be identified and implemented for other schools. However, such scenarios assume that school effects are sizable, stable across cohorts, and consistent across subject areas. This study tests these assumptions by analysing school effects in both primary and secondary schools in 5 achievement domains with administrative data from almost all government school students in Victoria, Australia. Gross school effects are reasonably large but show only moderate stability. However, in net progress models which control for prior achievement, school effects are substantially smaller, display only low levels of stability across cohorts, and are not consistent across achievement domains. Therefore, it is difficult to identify schools that consistently increase (or decrease) student performance across subject areas beyond that expected by students’ intake characteristics, most notably prior student performance. Other policy goals are recommended.  相似文献   

13.
Using data from the National Education Longitudinal Study of 1988, this study documented college attendance patterns of rural youth in terms of the selectivity of first postsecondary institution of attendance, the timing of transition to postsecondary education, and the continuity of enrollment. The study also examined how these college attendance patterns among rural students differed from those among their nonrural counterparts and which factors explained these rural–nonrural differences. Results showed that rural youth were less likely than their nonrural counterparts to attend a selective institution. In addition, rural youth were more likely to delay entry to postsecondary education compared to their urban counterparts. Finally, rural students were less likely than their urban counterparts to be continuously enrolled in college. Much of these rural–nonrural disparities in college attendance patterns were explained by rural–nonrural differences in socioeconomic status and high school preparation. Policy implications, limitations of the study, and future research directions are also discussed.  相似文献   

14.
College attendance is an impending major life change for many high school students. Attendance at particular colleges or universities is also a crucial issue for marketers of higher education institutions. This study reports the results of a survey of college-bound high school seniors in the midst of the college choice process. Specific stressors are identified and significant sex differences are discussed. Higher education marketers, guidance counselors, and even parents should find these results useful in reducing perceived risk by communicating relevant information about key stressors to deciding students.  相似文献   

15.
Abstract

This study evaluated a program to modify the school attendance of special education (SE) high school students. Twenty 1st and 2nd-year SE high school students from a semirural area in the Southeast were randomly assigned to treatment and control groups. Treatment students received social and tangible rewards for good attendance, and their parents were notified whenever they were absent. All tangible rewards were donated by local businesses, and all procedures were implemented by university undergraduates working for course credit. Thus, treatment involved no cost to the high school. We predicted that treatment would lessen the degree to which students would show the decline in attendance that usually occurs over the course of the semester. As expected, students in the control group showed a significant linear decline in their attendance to SE and regular classes, p < .05. In contrast, students in the treatment group showed no significant decline in attendance over the course of the semester. The findings show that programs like the one evaluated here can reduce the absenteeism of SE high school students without any cost to the schools.  相似文献   

16.
Abstract

This study assessed the effects of attending an after-school program (ASP) on a range of outcomes for middle school youths. The program operated for 9 hr per week for 30 weeks and included attendance monitoring and reinforcement, academic assistance, a prevention curriculum, and recreational programming. Participants were 447 students randomly assigned either to the ASP or to after-school activities as usual. Program attendance was sporadic. Although treatment students experienced increased exposure to ASPs relative to controls, nearly all youth in both groups reported participating in some organized activity during the after-school hours, and the number of different activities in which youths reported being involved did not differ across groups. Participation in the treatment reduced time spent with friends with no adults present during the after-school hours. No differences between treatment and control youths were found on measures of conduct problems, academic performance, school attendance, or any of the intermediate behaviors and attitudes targeted. The study replicates findings from the national evaluation of the 21st Century Community Learning Centers Program for middle school students using a more rigorous research design.  相似文献   

17.
This paper investigates pecuniary and non-pecuniary returns to college education for academically marginal students in South Korea. The Korean government limits the number of admission slots at each college by assigning a quota for each year, and the quota is binding. An increase in the quota allows more academically marginal students to enter college. The IV estimation using differences in the ratio of 4-year college quotas to cohort size across regions and cohorts shows that 4-year college attendance of marginal students increases hourly wages by 60.3%-75.5%. College education also increases fringe benefits, life, and job satisfaction.  相似文献   

18.
Current federal government policy initiatives in Aboriginal education and social welfare reform are based on assumptions about the relationship between increased attendance and increased student performance on standardized tests. There are empirical assumptions underlying these policy interventions and their accompanying public debates. Our aim here is to empirically explore the relationships between patterns of student attendance and patterns of student achievement in schools with significant cohorts of Aboriginal and/or Torres Strait Islander students at the school level. Based on an analysis of the publicly available data reported on the ‘MySchool’ website, we find that reforms and policies around attendance have not and are unlikely to generate patterns of improved achievement. Questions about the rationale and rhetoric of government policy focused at the school level as opposed to the need to focus on pedagogy and curriculum are discussed.  相似文献   

19.
Track recommendations provided to students in the final grade of primary education lead the allocation to specific school tracks in secondary education in the Netherlands. Where the results of a standardised test indicate that students are able to go to a higher track level, primary schools are required to reconsider and potentially adjust the track recommendation to a higher level. The current research aimed to (1) investigate trends in the level of track recommendations, double track recommendations and reconsiderations over the years 2014–2015 to 2018–2019, (2) explore the variation in (trends of) track recommendations between Dutch primary schools and their school boards, and (3) assess the association between track recommendations and the school level variables degree of urbanisation and type of primary education. We used multilevel growth curve modelling for continuous and count data based on publicly available school-level population data regarding track recommendations and school leavers tests from 2014–2015 to 2018–2019. The number of double track recommendations has increased over the cohorts, with a slightly decreasing gap between schools in rural and urban areas. The number of reconsiderations first decreased and then increased. The differences in reconsiderations between rural and urban areas are increasing over time. An initial trend towards higher average recommendations stabilising in the later cohorts appeared with no clear pattern for degree of urbanisation. The current study adds to the existing knowledge by assessing longitudinal trends instead of cross-sectional analyses and including multiple stakeholders and factors simultaneously.  相似文献   

20.
New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi‐year study of the first‐year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first‐year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in “non‐lecture activities” (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities—whether live or recorded—can have an important impact on learning outcomes. Anat Sci Educ 11: 366–376. © 2017 American Association of Anatomists.  相似文献   

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