Junior High School Students’ Perception about Simple Environmental Problem as an Impact of Problem based Learning

Science.gov (United States)

Tapilouw, M. C.; Firman, H.; Redjeki, S.; Chandra, D. T.

2017-09-01

Environmental problem is a real problem that occur in student’s daily life. Junior high school students’ perception about environmental problem is interesting to be investigated. The major aim of this study is to explore junior high school students’ perception about environmental problems around them and ways to solve the problem. The subject of this study is 69 Junior High School Students from two Junior High School in Bandung. This study use two open ended question. The core of first question is environmental problem around them (near school or house). The core of second question is the way to prevent or to solve the problem. These two question are as an impact of problem based learning in science learning. There are two major findings in this study. The first finding, based on most students’ perception, plastic waste cause an environmental problem. The second finding, environmental awareness can be a solution to prevent environmental pollution. The third finding, most student can classify environmental pollution into land, water and air pollution. We can conclude that Junior High School Students see the environmental problem as a phenomenon and teacher can explore environmental problem to guide the way of preventing and resolving environmental problem.

Demographic Factors Affecting Internet Using Purposes of High School Students

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Kilic, Abdullah Faruk; Güzeller, Cem Oktay

2017-01-01

This study aimed at determining the impact of demographic factors on the Internet usage purposes of high school students. The population of the study consisted of students between 9th and 12th grades from the Anatolian high schools, science high schools, social sciences high schools, sports high schools and fine arts high schools in Turkey. The…

Emotional Impact of Cardiopulmonary Resuscitation Training on High School Students

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Abdullah Alismail

2018-01-01

Full Text Available BackgroundThe American Heart Association (AHA has implemented several programs to educate the public about cardiopulmonary resuscitation (CPR. A common issue in bystander CPR is the fear of hurting the victim. As a result, the victim may not receive CPR in time. The purpose of this study was to measure the emotional impact of CPR training on high school students using two approved AHA courses.MethodsA total of 60 students participated in this study. These students had a mean age of 15.4 ± 1.2 years old and were selected from a high school in Southern California. Subjects were divided into two groups, Basic Life Support (BLS (n1 = 31 and Hands-Only™ CPR (n2 = 29. Emotional impacts were assessed by having each subject answer a questionnaire based on given scenarios before and after their training session.ResultsThere was a significant difference in both groups when comparing positive-emotion scores before and after the training (BLS: 30.3 ± 6.0 vs. 34.5 ± 6.7, p < 0.001; Hands-Only 27.9 ± 5.0 vs. 32.1 ± 6.5, p < 0.001. In addition, both groups showed significant reductions in negative-emotion scores (BLS: 29.2 ± 6.7 vs. 23.7 ± 6.5, p < 0.001 and Hands-Only: 26.8 ± 6.1vs. 24.8 ± 7.7, p = 0.05.ConclusionOur results indicate that the AHA programs have positive effects on students’ emotional response. We recommend that future studies include an in-depth study design that probes the complexity of students’ emotions after completing an AHA session.

The Electrical and Technology Curriculum of an Urban Charter High School and Its Impact for the Female in Academic and Trades Settings

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Conway, Thomas Robert

2010-01-01

This study explores the impact of the electrical and technology curriculum of an urban charter high school in Philadelphia for the alumnae of the school. The study found a positive impact that empowered the alumnae to face gender and racial discrimination in their apprenticeship program. It also found a positive impact for alumnae that are not…

Impact of Sport-related Games on High School Students’ Communication Skills

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Ozturk Ozden Tepekoylu

2015-09-01

Full Text Available In Recent studies underline the fact that adolescents are, at many times, likely to experience serious communication problems with their families and close environments. So, the aim of this study is to determine positive impact of sport-related games, which are performed as extracurricular activities, on high school students’ communication skills. In the study, pre, & post-tests was utilized with the control group’s experimental patterns. Two participant groups were made up of totally 30 high school students, 15 of whom would be in the experimental group and the rest of whom were in the control group. The former group was given sport- related 20 applications for 10 weeks during which the latter group would not deal with any extracurricular activities. Meanwhile, before and after the applications, data was collected by means of “The Communication Skills Scale” which was developed by Korkut (1996 and then analysed through “two-way ANCOVA” test techniques. Results clarify that the considerable gap in scores of the students’ pre, & post-tests perception concerning their communication skills are clearly attributed to sport-related games and it was also established that scores of the students in the experimental group were meaningfully higher than ones in the control group. However, perception of communication skills in the both groups was not significantly different by sex of the students. Moreover, the common effect of sex and participation on sport- related games was not found statistically meaningful in terms of communication skills. Consequently, it could be said that sport-related games impact positively communication skills.

IMPACT OF SCHOOL TUTORING IN THE PROJECTION OF HIGH SCHOOL ADULT STUDENTS, SEMIPRESENTIAL MODALITY

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Héctor José Peinado-Guevara

2011-01-01

Full Text Available The semipresential modality at high school level for adults, as the offered in the nightlife high school of the Universidad Autonoma de Sinaloa, that creates high expectations for Sinaloa´s society, to give the student an opportunity to continue its educational development in high school level and, lead him to continue with their vocational training. With this investigation, and given to their conditions, the objective it´s to know the competitive level at the beginning and during the development in the institution, also to identify the influence of the school tutoring in the development of adult students in high school. It was identified the income profile of students to the institution; was necessary to rescue the results of CENEVAL and EDAOM tests, practiced at the entry of students to the institution. Together this tools, was necessary to practice two questionnaires to evaluate the students perception about their teachers; and another one to identify the main problems they faced and the function of their school tutor in the institution. With the data obtained, were identified some deficiencies of semipresential system, especially in educational planning. Even though the students recognizes that the tutoring its fundamental to the incorporation of students to academic activities and that exists a high level of acceptance to the programs set by the institution.

The Impact of School Violence on Self-Esteem and Depression among Taiwanese Junior High School Students

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Chen, Ji-Kang; Wei, Hsi-Sheng

2011-01-01

The majority of research on the outcome of school violence has been conducted in Western countries. Empirical studies on how school violence impacts student psychological well-being in a Chinese cultural context are relatively limited. The aim of this study was to address this gap by exploring how student maltreatment by teachers, student…

High school sports programs differentially impact participation by sex

OpenAIRE

Keith M. Drake; Meghan R. Longacre; Todd MacKenzie; Linda J. Titus; Michael L. Beach; Andrew G. Rundle; Madeline A. Dalton

2015-01-01

Background: Among numerous health benefits, sports participation has been shown to reduce the risk of overweight and obesity in children and adolescents. Schools represent an ideal environment for increasing sports participation, but it is unclear how access and choice influence participation and whether characteristics of the school sports program differentially influence boys' and girls' participation. The purpose of this study was to evaluate the characteristics of high school athletic pro...

Demographic Factors Affecting Internet Using Purposes of High School Students

OpenAIRE

Abdullah Faruk Kılıç; Cem Oktay Güzeller

2017-01-01

This study aimed at determining the impact of demographic factors on the Internet usage purposes of high school students. The population of the study consisted of students between 9th and 12th grades from the Anatolian high schools, science high schools, social sciences high schools, sports high schools and fine arts high schools in Turkey. The sample was chosen through the stratified and cluster sampling procedure. The students were chosen randomly depending on the regions of their school at...

Variables that impact the implementation of project-based learning in high school science

Science.gov (United States)

Cunningham, Kellie

Wagner and colleagues (2006) state the mediocrity of teaching and instructional leadership is the central problem that must be addressed if we are to improve student achievement. Educational reform efforts have been initiated to improve student performance and to hold teachers and school leaders accountable for student achievement (Wagner et al., 2006). Specifically, in the area of science, goals for improving student learning have led reformers to establish standards for what students should know and be able to do, as well as what instructional methods should be used. Key concepts and principles have been identified for student learning. Additionally, reformers recommend student-centered, inquiry-based practices that promote a deep understanding of how science is embedded in the everyday world. These new approaches to science education emphasize inquiry as an essential element for student learning (Schneider, Krajcik, Marx, & Soloway, 2002). Project-based learning (PBL) is an inquiry-based instructional approach that addresses these recommendations for science education reform. The objective of this research was to study the implementation of project-based learning (PBL) in an urban school undergoing reform efforts and identify the variables that positively or negatively impacted the PBL implementation process and its outcomes. This study responded to the need to change how science is taught by focusing on the implementation of project-based learning as an instructional approach to improve student achievement in science and identify the role of both school leaders and teachers in the creation of a school environment that supports project-based learning. A case study design using a mixed-method approach was used in this study. Data were collected through individual interviews with the school principal, science instructional coach, and PBL facilitator. A survey, classroom observations and interviews involving three high school science teachers teaching grades 9

Impact of the mobile phone on junior high-school students' friendships in the Tokyo metropolitan area.

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Kamibeppu, Kiyoko; Sugiura, Hitomi

2005-04-01

The proportion of having keitai (Japanese mobile phone) has increased rapidly in young children. To research how junior high school students use their own keitai and to examine the impact of using it on their psychology, especially on their friendship, we recruited 651 students, grade 8, from five public junior high schools in the Tokyo metropolitan area. Each student participant completed a questionnaire that we had created. The response rates were 88.8% (n = 578) for participants. The proportion of having their own keitai was 49.3% (n = 285) and that of not having it was 50.7% (n = 293). We found that they used it much more frequently for e-mail than as a phone. Most of them exchanged e-mails between schoolmates, and more than a half of them exchanged e-mails more than 10 times a day. Sociable students estimated that their own keitai was useful for their friendship. But they experienced some insecurity or started staying up late at night engaged in e-mail exchanges, and they thought that they could not live without their own keitai. Our findings suggest that keitai having an e-mail function play a big part in the junior high-school students' daily life, and its impact on students' friendships, psychology, or health should be discussed among students to prevent keitai addiction.

The Impact of Problem-Based Learning Approach to Senior High School Students’ Mathematics Critical Thinking Ability

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Reviandari Widyatiningtyas

2015-07-01

Full Text Available The study was report the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students’ prior mathematical ability to student’s mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from excellent and moderate school level. The research instruments a set of mathematical critical thinking ability test, and the data were analyzed by using two ways ANOVA and t-test. The research found that the problem based learning approach has significant impact to the ability of students’ mathematics critical thinking in terms of school level and students’ prior mathematical abilities. Furthermore. This research also found that there is no interaction between learning approach and school level, and learning approach and students’ prior mathematics ability to students’ mathematics critical thinking ability.

Impact of Experience Corps(®) participation on school climate.

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Parisi, Jeanine M; Ramsey, Christine M; Carlson, Michelle C; Xue, Qian-Li; Huang, Jin; Romani, William A; McGill, Sylvia; Seeman, Teresa E; Tanner, Elizabeth K; Barron, Jeremy; Tan, Erwin J; Gruenewald, Tara L; Diibor, Ike; Fried, Linda P; Rebok, George W

2015-07-01

We examined the impact of the Experience Corps(®) (EC) program on school climate within Baltimore City public elementary schools. In this program, teams of older adult volunteers were placed in high intensity (>15 h per week), meaningful roles in public elementary schools, to improve the educational outcomes of children as well as the health and well-being of volunteers. During the first year of EC participation, school climate was perceived more favorably among staff and students in EC schools as compared to those in comparison schools. However, with a few notable exceptions, perceived school climate did not differ for staff or students in intervention and comparison schools during the second year of exposure to the EC program. These findings suggest that perceptions of school climate may be altered by introducing a new program into elementary schools; however, research examining how perceptions of school climate are impacted over a longer period is warranted.

Impact of Experience Corps® Participation on School Climate

Science.gov (United States)

Parisi, Jeanine M.; Ramsey, Christine M.; Carlson, Michelle C.; Xue, Qian-Li; Huang, Jin; Romani, William A.; McGill, Sylvia; Seeman, Teresa E.; Tanner, Elizabeth K.; Barron, Jeremy; Tan, Erwin; Gruenewald, Tara L.; Diibor, Ike; Fried, Linda P.; Rebok, George W.

2015-01-01

We examined the impact of the Experience Corps® (EC) program on school climate within Baltimore City public elementary schools. In this program, teams of older adult volunteers were placed in high intensity (>15 hours per week), meaningful roles in public elementary schools, to improve the educational outcomes of children as well as the health and well-being of volunteers. During the first year of EC participation, school climate was perceived more favorably among staff and students in EC schools as compared to those in comparison schools. However, with a few notable exceptions, perceived school climate did not differ for staff or students in intervention and comparison schools during the second year of exposure to the EC program. These findings suggest that perceptions of school climate may be altered by introducing a new program into elementary schools; however, research examining how perceptions of school climate are impacted over a longer period is warranted. PMID:25708453

Impact of Texas high school science teacher credentials on student performance in high school science

Science.gov (United States)

George, Anna Ray Bayless

A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public records request to the Texas Education Agency (TEA) and the State Board for Educator Certification (SBEC). Analysis was performed through the use of canonical correlation analysis and multiple linear regression analysis. The results of the multiple linear regression analysis indicate that a larger percentage of students met the passing standard on the Science TAKS state attended schools in which a large portion of the high school science teachers held post baccalaureate degrees, elementary and physical science certifications, and had 11-20 years of teaching experience.

The Impact of Active Visualisation of High School Students on the Ability to Memorise Verbal Definitions

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Šmajdek, Anamarija; Selan, Jurij

2016-01-01

The era of visual communication influences the cognitive strategies of the individual. Education, too, must adjust to these changes, which raises questions regarding the use of visualisation in teaching. In the present study, we examine the impact of visualisation on the ability of high school students to memorise text. In the theoretical part of…

High School Principals and the High School Journalism Program.

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Peterson, Jane W.

A study asked selected high school principals to respond to statements about the value of high school journalism to the high school student and about the rights and responsibilities of the high school journalist. These responses were then checked against such information as whether or not the high school principal had worked on a high school…

School-wide implementation of the elements of effective classroom instruction: Lessons from a high-performing, high-poverty urban school

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Dyson, Hilarie

2008-10-01

relationships and interactions among students, teachers, parents, and community. Suggestion for future research include a deep examination of how and why culturally relevant pedagogy supports students of color, research on leadership and its impact on creating a positive school climate and culture to produce high student achievement by students of color, and the impact of early education programs on student achievement among poor students and students of color.

Impact of the school lunch program on overweight and obesity among junior high school students: a nationwide study in Japan.

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Miyawaki, A; Lee, J S; Kobayashi, Y

2018-06-05

Japan has experienced a low prevalence of childhood obesity. The Japanese nationwide school lunch program is suggested to have helped this phenomenon, but it has not been proven. From official statistics, we combined annual data for 2006-15 about the prefecture-level school lunch coverage rate for public junior high school students and the prefecture-level nutritional indicators calculated by randomly selected age-sex groups of 13-15-year olds: the percentage of overweight, obese or underweight children, who are 20% heavier, 30% heavier or 20% lighter than the standard weight by sex, age and height; and mean body weight (kg) or height (cm). We estimated the impact of the school lunch coverage rate on the nutritional indicators in subsequent years, adjusting for the lagged dependent variable and dummies for prefecture, age and year. A 10 percentage point increase in the prefecture-level school lunch coverage rate significantly decreased the percentage of overweight (0.37%, 95% CI: 0.18-0.56) and obesity (0.23%, 0.10-0.37) in subsequent years among boys, but not among girls. No significant effect on the percentage of underweight or mean body weight/height was observed for either sex. Appropriate nutritional intake through school lunch may be effective to reduce childhood obesity.

Harmfulness of smoking among high school students

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Iwona Rotter

2013-03-01

Full Text Available Introduction: The aim of the study was to assess the level of awareness of smoking and non smoking students on harmful impact of nicotine and cigarette smoke on human body. Material and methods: The study was carried out in March 2011 in high schools in Szczecin. Own elaborated questionnaire was used. 288 students from high school, technical college and vocational school were tested. Results: The majority of responders (95,1% claimed that cigarette smoke is harmful both for passive and active smokers. They most often pinpoint the direct cause connected with smoking to pulmonary diseases (264 persons and cancers (240 persons. Almost 90% of students found negative impact of tobacco products on development of fetus of pregnant women. Overwhelming majority of respondents (83,2% feels anxious if it comes to stay in a room filled with smoke. Conclusions: The awareness of high school students on negative influence of smoking on human body is quite satisfactory, but there is still a need for more education in the range of diseases and symptoms connected with smoking.

The Impact of Socioeconomic Status on Achievement of High School Students Participating in a One-to-One Laptop Computer Program

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Weers, Anthony J.

2012-01-01

The purpose of this study was to determine the impact of socioeconomic status on the achievement of high school students participating in a one-to-one laptop computer program. Students living in poverty struggle to achieve in schools across the country, educators must address this issue. The independent variable in this study is socioeconomic…

The Implementation and Impact of Evidence-Based Mathematics Reforms in High-Poverty Middle Schools: A Multi-Site, Multi-Year Study

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Balfanz, Robert; Mac Iver, Douglas J.; Byrnes, Vaughan

2006-01-01

This article reports on the first 4 years of an effort to develop comprehensive and sustainable mathematics education reforms in high poverty middle schools. In four related analyses, we examine the levels of implementation achieved and impact of the reforms on various measures of achievement in the first 3 schools to implement the Talent…

Analyses of the Impact of School Uniforms on Violence in North Carolina Public High Schools

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Johnson, Wesley Scott

2010-01-01

This study incorporated a multiple-methods design utilizing both quantitative and qualitative data. The quantitative portion investigated several annual reports distributed by the North Carolina Department of Public Instruction (NCDPI) to explore the impact of school uniform policies on incidents of crime and violence and occurrences of…

How Does School Mobility Impact Indicators of Academic Achievement for Highly Mobile Students?

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Tanner-McBrien, Laura

2010-01-01

Children who are homeless or in foster care change schools more often than their non-mobile peers. The impact of school mobility increases their risk of academic failure (Evans, 1996; Ingersoll, Scamman, & Eckerling, 1989; Mao, 1997, Mehana & Reynolds, 2003; Reynolds & Wolf, 1999). Laws enforcing the right of students to remain in…

Impact of Fruit Smoothies on Adolescent Fruit Consumption at School

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Bates, Dylan; Price, Joseph

2015-01-01

We examine the impact of serving fruit smoothies during school breakfast on fruit consumption among middle school and high school students. We draw on observational plate-waste data over a 10-week period during which fruit smoothies were introduced for breakfast at two Utah schools. Our total sample includes 2,760 student-day observations. We find…

Impact of Maine's statewide nutrition policy on high school food environments.

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Whatley Blum, Janet E; Beaudoin, Christina M; O'Brien, Liam M; Polacsek, Michele; Harris, David E; O'Rourke, Karen A

2011-01-01

We assessed the effect on the food environments of public high schools of Maine's statewide nutrition policy (Chapter 51), which banned "foods of minimal nutritional value" (FMNV) in public high schools that participated in federally funded meal programs. We documented allowable exceptions to the policy and describe the school food environments. We mailed surveys to 89 high school food-service directors to assess availability pre-Chapter 51 and post-Chapter 51 of soda, other sugar-sweetened beverages, and junk food. Frequency data were tabulated pre-Chapter 51 and post-Chapter 51, and Fisher exact test was used to assess significance in changes. We conducted food and beverage inventories at 11 high schools. The survey return rate was 61% (N = 54). Availability of soda in student vending significantly decreased pre-Chapter 51 versus post-Chapter 51 (P = .04). No significant changes were found for other sugar-sweetened beverages and junk food. Exceptions to Chapter 51 were permitted to staff (67%), to the public (86%), and in career and technical education programs (31%). Inventories in a subset of schools found no availability of soda for students, whereas other sugar-sweetened beverages and junk food were widely available in à la carte, vending machines, and school stores. Candy, considered a FMNV, was freely available. Soda advertisement on school grounds was common. Student vending choices improved after the implementation of Chapter 51; however, use of FMNV as the policy standard may be limiting, as availability of other sugar-sweetened beverages and junk food was pervasive. School environments were not necessarily supportive of the policy, as advertisement of soda was common and some FMNV were available. Furthermore, local exceptions to Chapter 51 likely reduced the overall effect of the policy.

Impact of nutritional status at the onset of elementary school on academic aptitude test achievement at the end of high school in a multicausal approach.

Science.gov (United States)

Ivanovic, Daniza M; Rodríguez, María Del Pilar N; Pérez, Hernán T; Alvear, Jorge A; Almagià, Atilio F; Toro, Triana D; Urrutia, María Soledad C; Cruz, Arturo L; Ivanovic, Rodolfo M

2009-07-01

Like in many other countries, few investigations have been carried out in Chile to measure the long-term effects of nutritional status at an early age on scholastic achievement in a multicausal approach. The objectives of the present study were to describe the impact of nutritional, intellectual, family, educational and socio-economic variables at the onset of elementary school in 1987 that may affect achievement on the academic aptitude test (AAT) taken in 1998 at the end of high school, and to quantify the impact of these independent variables on the AAT. The present study comprises two cross-sectional stages: in 1987, a representative sample of 813 elementary school first-grader Chilean children from the Metropolitan Region was randomly chosen; in 1998, 12 years later, 632 school-age children were located and only 351 of them graduated from high school and, from these, 260 students took the AAT. In 1987 nutritional status was assessed through anthropometric parameters, intellectual ability by the Raven's Progressive Matrices Test, scholastic achievement through Spanish language and mathematics tests, and socio-economic status using Graffar's modified scale; family variables were also recorded. Maternal schooling, scholastic achievement, intellectual ability and head circumference-for-age z-score (anthropometric indicator of both nutritional background and brain development) all in 1987 were the independent variables with the greatest explanatory power for AAT variance in 1998 (r2 0.402). These results provide a foundation to identify the risk factors at an early age that affect AAT scores and should be useful to improve nutritional and educational policies.

The Impacts of Philadelphia's Accelerated Schools on Academic Progress and Graduation.

OpenAIRE

Hanley Chiang; Brian Gill

2010-01-01

This report evaluates the impacts of Philadelphia’s accelerated schools—alternative high schools serving students at high risk of dropping out—on enrollees’ graduation rates and on rates of credit accumulation for recent enrollees.

Sexual Harassment, Bullying, and School Outcomes for High School Girls and Boys.

Science.gov (United States)

Gruber, James; Fineran, Susan

2016-01-01

A comparison of the impact of bullying and sexual harassment on five school outcomes was conducted on a sample of high school students. Results revealed that sexual harassment was a stronger predictor than bullying of all school outcomes for both sexes, but especially for girls. This study suggests that sexual harassment, which activates sexist and heterosexist stereotypes, erodes school engagement, alienates students from teachers, and adversely affects academic achievement, to a greater degree than bullying does. © The Author(s) 2015.

Federal High School Graduation Rate Policies and the Impact on Georgia

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Nebraska

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Hawaii

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Mississippi

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Illinois

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on California

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Colorado

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Indiana

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Arizona

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Louisiana

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Michigan

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Connecticut

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Delaware

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Florida

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Arkansas

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Maine

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Alaska

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Minnesota

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Alabama

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Nevada

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Massachusetts

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Montana

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Missouri

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Maryland

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Kansas

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Idaho

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Kentucky

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

High School Start Times and the Impact on High School Students: What We Know, and What We Hope to Learn.

Science.gov (United States)

Morgenthaler, Timothy I; Hashmi, Sarah; Croft, Janet B; Dort, Leslie; Heald, Jonathan L; Mullington, Janet

2016-12-15

Several organizations have provided recommendations to ensure high school starts no sooner than 08:30. However, although there are plausible biological reasons to support such recommendations, published recommendations have been based largely on expert opinion and a few observational studies. We sought to perform a critical review of published evidence regarding the effect of high school start times on sleep and other relevant outcomes. We performed a broad literature search to identify 287 candidate publications for inclusion in our review, which focused on studies offering direct comparison of sleep time, academic or physical performance, behavioral health measures, or motor vehicular accidents in high school students. Where possible, outcomes were combined for meta-analysis. After application of study criteria, only 18 studies were suitable for review. Eight studies were amenable to meta-analysis for some outcomes. We found that later school start times, particularly when compared with start times more than 60 min earlier, are associated with longer weekday sleep durations, lower weekday-weekend sleep duration differences, reduced vehicular accident rates, and reduced subjective daytime sleepiness. Improvement in academic performance and behavioral issues is less established. The literature regarding effect of school start time delays on important aspects of high school life suggests some salutary effects, but often the evidence is indirect, imprecise, or derived from cohorts of convenience, making the overall quality of evidence weak or very weak. This review highlights a need for higher-quality data upon which to base important and complex public health decisions. © 2016 American Academy of Sleep Medicine

Impact of a Mental Health Curriculum on Knowledge and Stigma Among High School Students: A Randomized Controlled Trial.

Science.gov (United States)

Milin, Robert; Kutcher, Stanley; Lewis, Stephen P; Walker, Selena; Wei, Yifeng; Ferrill, Natasha; Armstrong, Michael A

2016-05-01

This study evaluated the effectiveness of a school-based mental health literacy intervention for adolescents on knowledge and stigma. A total of 24 high schools and 534 students in the regional area of Ottawa, Ontario, Canada participated in this randomized controlled trial. Schools were randomly assigned to either the curriculum or control condition. The curriculum was integrated into the province's grade 11 and 12 "Healthy Living" courses and was delivered by teachers. Changes in mental health knowledge and stigma were measured using pre- and posttest questionnaires. Descriptive analyses were conducted to provide sample characteristics, and multilevel modeling was used to examine study outcomes. For the curriculum condition, there was a significant change in stigma scores over time (p = .001), with positive attitudes toward mental illness increasing from pre to post. There was also a significant change in knowledge scores over time (p mental health (p mental health literacy of an integrated, manualized mental health educational resource for high school students on knowledge and stigma. Findings also support the applicability by teachers and suggest the potential for broad-based implementation of the educational curriculum in high schools. Replication and further studies are warranted. Clinical trial registration information-Impact of a Mental Health Curriculum for High School Students on Knowledge and Stigma; http://clinicaltrials.gov/; NCT02561780. Copyright © 2016 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

The Impact of Visual Impairment on Perceived School Climate

Science.gov (United States)

Schade, Benjamin; Larwin, Karen H.

2015-01-01

The current investigation examines whether visual impairment has an impact on a student's perception of the school climate. Using a large national sample of high school students, perceptions were examined for students with vision impairment relative to students with no visual impairments. Three factors were examined: self-reported level of…

Understanding the Impact of an Apprenticeship-Based Scientific Research Program on High School Students' Understanding of Scientific Inquiry

Science.gov (United States)

Aydeniz, Mehmet; Baksa, Kristen; Skinner, Jane

2011-01-01

The purpose of this study was to understand the impact of an apprenticeship program on high school students' understanding of the nature of scientific inquiry. Data related to seventeen students' understanding of science and scientific inquiry were collected through open-ended questionnaires. Findings suggest that although engagement in authentic…

The school food environment and adolescent obesity: qualitative insights from high school principals and food service personnel

Directory of Open Access Journals (Sweden)

Ellerbeck Edward F

2007-05-01

Full Text Available Abstract Objectives To examine high school personnel's perceptions of the school environment, its impact on obesity, and the potential impact of legislation regulating schools' food/beverage offerings. Methods Semi-structured interviews were conducted with the principal (n = 8 and dietitian/food service manager (n = 7 at 8 schools (4 rural, 4 suburban participating in a larger study examining the relationship between the school environment and adolescent health behavior patterns. Results Principal themes included: 1 Obesity is a problem in general, but not at their school, 2 Schools have been unfairly targeted above more salient factors (e.g., community and home environment, 3 Attempts at change should start before high school, 4 Student health is one priority area among multiple competing demands; academic achievement is the top priority, 5 Legislation should be informed by educators and better incorporate the school's perspective. Food service themes included: 1 Obesity is not a problem at their school; school food service is not the cause, 2 Food offerings are based largely on the importance of preparing students for the real world by providing choice and the need to maintain high participation rates; both healthy and unhealthy options are available, 3 A la carte keeps lunch participation high and prices low but should be used as a supplement, not a replacement, to the main meal, 4 Vending provides school's additional revenue; vending is not part of food service and is appropriate if it does not interfere with the lunch program. Conclusion Discrepancies exist between government/public health officials and school personnel that may inhibit collaborative efforts to address obesity through modifications to the school environment. Future policy initiatives may be enhanced by seeking the input of school personnel, providing recommendations firmly grounded in evidence-based practice, framing initiatives in terms of their potential impact on the

Availability of high school extracurricular sports programs and high-risk behaviors.

Science.gov (United States)

Cohen, Deborah A; Taylor, Stephanie L; Zonta, Michela; Vestal, Katherine D; Schuster, Mark A

2007-02-01

The Surgeon General has called for an expansion of school-based extracurricular sports programs to address the obesity epidemic. However, little is known about the availability of and participation in high school extracurricular sports and how participation in these sports is related to high-risk behaviors. We surveyed Los Angeles County public high schools in 2002 to determine the number of extracurricular sports programs offered and the percentage of students participating in those programs. We used community data on rates of arrests, births, and sexually transmitted diseases (STDs) among youth to examine associations between risk behaviors and participation in sports programs. The average school offered 14 sports programs, and the average participation rate was 39% for boys and 30% for girls. Smaller schools and schools with higher percentages of disadvantaged students offered fewer programs. The average school offering 13 or fewer programs had 14% of its students participating, while the average school offering 16 or more programs had 31% of its students participating in sports. Controlling for area-level demographics, juvenile arrest rates and teen birth rates, but not STD rates, were lower in areas where schools offered more extracurricular sports. Opportunities for participation in high school extracurricular sports are limited. Future studies should test whether increased opportunities will increase physical activity and impact the increasing overweight problem in youths.

The Path to College Calculus: The Impact of High School Mathematics Coursework

Science.gov (United States)

Sadler, Philip; Sonnert, Gerhard

2018-01-01

This study addresses a longstanding question among high school mathematics teachers and college mathematics professors: Which is the best preparation for college calculus-- (a) a high level of mastery of mathematics considered preparatory for calculus (algebra, geometry, precalculus) or (b) taking calculus itself in high school? We used a data set…

Blended Learning and Student Engagement in an Urban High School

Science.gov (United States)

Johnson, Courtney

2017-01-01

A metropolitan school district wanted to understand blended learning as it existed in one of their high schools. Blended learning had been school-wide for four years, and district administrators wanted to know how students, teachers, and school administrators perceived blended learning and its impact on student engagement. This was a…

Interactive Whiteboard Technologies in High School: A Comparison of Their Impact on the Levels of Measure That Determine a Return on Investment

Science.gov (United States)

Schipper, Joseph M.; Yocum, Russell G.

2016-01-01

This quantitative, quasi-experimental, nonequivalent group study examined the impact on levels of measure that determine a return on investment of differing forms of interactive whiteboard (IWB) technology used at a high school in a suburban school district in southeastern Virginia. Three forms of IWB were compared: a full-screen IWB, a mobile…

The Impact of Low, Moderate, and High Military Family Mobility School District Transfer Rates on Graduating Senior High School Dependents' Achievement and School Engagement

Science.gov (United States)

Rippe, Jeffrey K.

2012-01-01

The results of this study suggest that there were no significant differences in the academic performance of military dependents' with low (n = 20), moderate (n = 20), and high (n = 20) mobility school district transfer rates compared to non-military control students (n = 20) before completing high school. The findings were not consistent with…

Empowering the Middle: A High School Study Skills Program and Its Impact on Academic Achievement and Self-Efficacy

Science.gov (United States)

Simmons, Stephanie Yvette

2017-01-01

This study examined the impact of a self-regulatory skills course on the academic achievement and self-efficacy of 11th-grade students. The researcher compared intervention and control groups participants' pre- and posttest scores on the General Self-Efficacy Scale and the Learning and Study Skills Assessment Inventory-High School version. Scores…

The Effects of Math Acceleration in Middle School at the High School Level

Science.gov (United States)

Dossenbach, Chris Payton

2017-01-01

The purpose of this mixed-methods capstone is to investigate the effectiveness of the math acceleration initiative that began in the studied school district in 2009 and the impact the initiative has had on mathematics enrollment at the high school level. This research project followed cohorts of students during the 2012-2013 and 2013-2014 school…

The Impact of Cyberbullying on the Self-Esteem and Academic Functioning of Arab American Middle and High School Students

Science.gov (United States)

Yousef, Wael Shaher Mohammed; Bellamy, Al

2015-01-01

Introduction: Cyberbullying has received a considerable amount of attention within the academic and public literature. However, very little if any cyberbullying research has been conducted among Arab American students. This current study explored the impact of cyberbullying among middle and high school Arab American students on their self-esteem…

Federal High School Graduation Rate Policies and the Impact on New Mexico

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on New York

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on New Hampshire

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on New Jersey

Science.gov (United States)

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

The Impact of Educational Intervention on Aggression Level among High School Students in Ilam-Iran

Directory of Open Access Journals (Sweden)

Adel Bahari

2017-01-01

Full Text Available BackgroundManagement and control of adolescence aggression improves constructive relationships, quality of life, and academic achievement. This research aimed to study the impact of educational intervention on reduction of aggression among male high school students in Ilam city, Iran.Materials and MethodsThis quasi-experimental intervention study using the pretest-posttest method was conducted on 70 aggressive male high school students in Ilam who were selected using the convenience sampling method. First, students were asked to fill out the Buss-Perry Aggression Questionnaire (BPAQand 70 of them with the highest score of aggression were selected as the sample. They received educational intervention for eight 90-minute sessions  during one month. Then post-test data were collected and follow-up at three months after the intervention and statistically analyzed using SPSS-20.ResultsThe mean age of subjects was 15.81±1.24 years old. 83% belonged to the urban community and 12.5% belonged to the rural community. The results showed that the educational intervention was effective in reduction of aggression levels and its four subscales (P

The Effect of Minimum Wage Rates on High School Completion

Science.gov (United States)

Warren, John Robert; Hamrock, Caitlin

2010-01-01

Does increasing the minimum wage reduce the high school completion rate? Previous research has suffered from (1. narrow time horizons, (2. potentially inadequate measures of states' high school completion rates, and (3. potentially inadequate measures of minimum wage rates. Overcoming each of these limitations, we analyze the impact of changes in…

Effects of Problem Based Economics on High School Economics Instruction

Science.gov (United States)

Finkelstein, Neal; Hanson, Thomas

2011-01-01

The primary purpose of this study is to assess student-level impacts of a problem-based instructional approach to high school economics. The curriculum approach examined here was designed to increase class participation and content knowledge for high school students who are learning economics. This study tests the effectiveness of Problem Based…

The Perceptions of Principals and Teachers Regarding Mental Health Providers' Impact on Student Achievement in High Poverty Schools

Science.gov (United States)

Perry, Teresa

2012-01-01

This study examined the perceptions of principals and teachers regarding mental health provider's impact on student achievement and behavior in high poverty schools using descriptive statistics, t-test, and two-way ANOVA. Respondents in this study shared similar views concerning principal and teacher satisfaction and levels of support for the…

Impacts of Traditional Bullying and Cyberbullying on the Mental Health of Middle School and High School Students

Science.gov (United States)

Hase, Craig N.; Goldberg, Simon B.; Smith, Douglas; Stuck, Andrew; Campain, Jessica

2015-01-01

A critical debate within the field of school psychology has centered on the relationship between bullying and cyberbullying in terms of prevalence, overlap, and impact. The current study sought to address the following questions: (1) Does cyberbullying create new victims or merely a new means of victimization? (2) Does cyberbullying uniquely…

High Stakes Testing and Its Impact on Rural Schools.

Science.gov (United States)

Hodges, V. Pauline

2002-01-01

The movement to standardization and high-stakes testing has been driven by ideological and political concerns and has adversely affected teaching/learning, democratic discourse, and educational equity. Rural schools are hit harder because of geographic isolation and insufficient staff and resources. Testing used for purposes other than measuring…

High school students with asthma: attitudes about school health, absenteeism, and its impact on academic achievement.

Science.gov (United States)

Krenitsky-Korn, Susan

2011-01-01

Asthma is the most frequent reason for absence from school; it accounts for one-third of all days of missed instruction, placing students at risk for academic failure and social isolation. This study compared high school students with asthma with those without asthma, and examined the relationship of their attitudes toward school health services, absenteeism, academic achievement, and the supposition that school nurse services play an essential part in the academic process. Surveys were completed by all students who participated in the study. Twenty-eight students with asthma reported levels of illness and school nurse support in an additional survey. Data revealed that students with asthma were absent more frequently, scored lower in mathematics, and participated less in school activities than their peers without asthma. Their level of illness did not predict the number of days absent, which was negatively correlated with achievement and positively correlated with students' permissive attitudes toward absenteeism. Findings indicate that school nurse interventions were sources of physical, social, emotional, and academic support.

Listening to the Voices of Civically Engaged High School Students

Science.gov (United States)

Preus, Betty; Payne, Rachel; Wick, Carly; Glomski, Emily

2016-01-01

This study examines why a group of students representing two high schools became involved in an activist organization, the benefits they gained as a result, the impact they had on their school and community, and their recommendations for how school personnel can foster civic engagement in young people. The student-led group campaigned for a school…

Transitions in the Swedish school system and the impact on student’s positive self-reported-health

OpenAIRE

Holmström, Malin Rising; Olofsson, Niclas; Asplund, Kenneth; Kristiansen, Lisbeth

2014-01-01

Background To explore three school based transitions and their impact on positive self- reported- health (SRH), pre-school to elementary school (6–10 y), elementary school to junior high school (10-13y), and junior high school to upper secondary school/high school (13-16y), in a long-term longitudinal population based study. Methods The study followed three cohorts through one school transition each. A longitudinal study with data from 6693 Health Dialogue questionnaires were used. Data were ...

Transitions in the Swedish school system and the impact on student's positive self-reported-health.

Science.gov (United States)

Holmström, Malin Rising; Olofsson, Niclas; Asplund, Kenneth; Kristiansen, Lisbeth

2014-10-07

To explore three school based transitions and their impact on positive self-reported-health (SRH), pre-school to elementary school (6-10 y), elementary school to junior high school (10-13 y), and junior high school to upper secondary school/high school (13-16 y), in a long-term longitudinal population based study. The study followed three cohorts through one school transition each. A longitudinal study with data from 6693 Health Dialogue questionnaires were used. Data were collected in the middle of Sweden during 2007-2012 with school children age 6-16 years old. Several significant factors were identified with an impact for a positive self-reported-health among children age 6-16 y; not feeling sad or depressed, afraid or worried, positive school environment (schoolyard and restrooms), not bullied, good sleep, daily physical activity and ability to concentrate. There was no single factor identified, the factors differed according to gender and age. The study have identified several gender and age specific factors for successful school transitions relevant for a positive SRH. This is valuable information for school staff, parents and school children and provides a possibility to provide support and assistance when needed.

The Impact of State Legislation and Model Policies on Bullying in Schools

Science.gov (United States)

Terry, Amanda

2018-01-01

Background: The purpose of this study was to determine the impact of the coverage of state legislation and the expansiveness ratings of state model policies on the state-level prevalence of bullying in schools. Methods: The state-level prevalence of bullying in schools was based on cross-sectional data from the 2013 High School Youth Risk Behavior…

Making an Impact Statewide to Benefit 21st-Century School Leadership

Science.gov (United States)

Hewitt, Kimberly Kappler; Mullen, Carol A.; Davis, Ann W.; Lashley, Carl

2012-01-01

How can institutions of higher education, local education agencies, and departments of education partner to build capacity for 21st-Century school leadership? The model (IMPACT V) we describe utilizes a systems-wide partnership approach to cultivate shared leadership within influenced middle and high schools statewide to leverage technology as a…

Associations of Teen Dating Violence Victimization with School Violence and Bullying among US High School Students

Science.gov (United States)

Vivolo-Kantor, Alana M.; Olsen, Emily O'Malley; Bacon, Sarah

2016-01-01

Background: Teen dating violence (TDV) negatively impacts health, mental and physical well-being, and school performance. Methods: Data from a nationally representative sample of high school students participating in the Centers for Disease Control and Prevention (CDC)'s 2013 Youth Risk Behavior Survey (YRBS) are used to demonstrate associations…

Less efficient oculomotor performance is associated with increased incidence of head impacts in high school ice hockey.

Science.gov (United States)

Kiefer, Adam W; DiCesare, Christopher; Nalepka, Patrick; Foss, Kim Barber; Thomas, Staci; Myer, Gregory D

2018-01-01

To evaluate associations between pre-season oculomotor performance on visual tracking tasks and in-season head impact incidence during high school boys ice hockey. Prospective observational study design. Fifteen healthy high school aged male hockey athletes (M=16.50±1.17years) performed two 30s blocks each of a prosaccade and self-paced saccade task, and two trials each of a slow, medium, and fast smooth pursuit task (90°s -1 ; 180°s -1 ; 360°s -1 ) during the pre-season. Regular season in-game collision data were collected via helmet-mounted accelerometers. Simple linear regressions were used to examine relations between oculomotor performance measures and collision incidence at various impact thresholds. The variability of prosaccade latency was positively related to total collisions for the 20g force cutoff (p=0.046, adjusted R 2 =0.28). The average self-paced saccade velocity (p=0.020, adjusted R 2 =0.37) and variability of smooth pursuit gaze velocity (p=0.012, adjusted R 2 =0.47) were also positively associated with total collisions for the 50g force cutoff. These results provide preliminary evidence that less efficient oculomotor performance on three different oculomotor tasks is associated with increased incidence of head impacts during a competitive ice hockey season. The variability of prosaccade latency, the average self-paced saccade velocity and the variability of gaze velocity during predictable smooth pursuit all related to increased head impacts. Future work is needed to further understand player initiated collisions, but this is an important first step toward understanding strategies to reduce incidence of injury risk in ice hockey, and potentially contact sports more generally. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Chemistry, the Central Science? The History of the High School Science Sequence

Science.gov (United States)

Sheppard, Keith; Robbins, Dennis M.

2005-01-01

Chemistry became the ''central science'' not by design but by accident in the US high schools. The three important factors, which had their influence on the high school science, are sequenced and their impact on the development of US science education, are mentioned.

High School Principals in the Vortex: Accountability, Autonomy, and Social Justice

Science.gov (United States)

Batsell, Holly

2013-01-01

As schools across Arizona worked to meet NCLB's AYP requirement in 2010-2011, they were also labeled and sanctioned by AZ Learns. This phenomenological study focused on six effective high school principals in two Arizona school districts to ascertain how accountability policies impacted the principals' job responsibilities, autonomy, and ability…

Delaying Middle School and High School Start Times Promotes Student Health and Performance: An American Academy of Sleep Medicine Position Statement.

Science.gov (United States)

Watson, Nathaniel F; Martin, Jennifer L; Wise, Merrill S; Carden, Kelly A; Kirsch, Douglas B; Kristo, David A; Malhotra, Raman K; Olson, Eric J; Ramar, Kannan; Rosen, Ilene M; Rowley, James A; Weaver, Terri E; Chervin, Ronald D

2017-04-15

During adolescence, internal circadian rhythms and biological sleep drive change to result in later sleep and wake times. As a result of these changes, early middle school and high school start times curtail sleep, hamper a student's preparedness to learn, negatively impact physical and mental health, and impair driving safety. Furthermore, a growing body of evidence shows that delaying school start times positively impacts student achievement, health, and safety. Public awareness of the hazards of early school start times and the benefits of later start times are largely unappreciated. As a result, the American Academy of Sleep Medicine is calling on communities, school boards, and educational institutions to implement start times of 8:30 AM or later for middle schools and high schools to ensure that every student arrives at school healthy, awake, alert, and ready to learn. © 2017 American Academy of Sleep Medicine

San Diego's High School Dropout Crisis

Science.gov (United States)

Wilson, James C.

2012-01-01

This article highlights San Diego's dropout problem and how much it's costing the city and the state. Most San Diegans do not realize the enormous impact high school dropouts on their city. The California Dropout Research Project, located at the University of California at Santa Barbara, has estimated the lifetime cost of one class or cohort of…

The impact of truant and alcohol-related behavior on educational aspirations: a study of US high school seniors.

Science.gov (United States)

Barry, Adam E; Chaney, Beth; Chaney, J Don

2011-08-01

Truancy and alcohol use are quality indicators of academic achievement and success. However, there remains a paucity of substantive research articulating the impact these deviant behaviors have on an adolescent's educational aspirations. The purpose of this study is to assess whether recent alcohol use and truancy impact students' educational aspirations among a nationally representative sample of US high school seniors. This study conducted a secondary data analysis of the Monitoring the Future project data, 2006. Logistic regression was conducted to assess how alcohol use and truancy affected educational aspirations. Subsequent interaction effects were assessed in the final multivariable model. Demographic variables such as age, sex, race, and father and mother's educational level were included as covariates in the regression model. Results indicate that as students engage in increased alcohol use and/or truancy, educational aspirations decrease. Thus, students who indicated a desire to attend a 4-year college/university were less likely to engage in high-risk drinking behavior and/or truancy. Moreover, in testing the interaction between truancy and alcohol use, as it relates to educational aspirations, the logistic regression model found both of these independent variables to be statistically significant predictors of the likelihood students would attend a 4-year college/university. To ensure that adolescents further their education and maximize their potential life opportunities, school and public health officials should initiate efforts to reduce alcohol consumption and truancy among students. Furthermore, future research should examine the risk and protective factors that may influence one's educational aspirations. © 2011, American School Health Association.

The Impact of High School on the Leadership Development of African American Male Scholar-Athletes

Science.gov (United States)

Fuller, Rhema; Harrison, C. Keith; Bukstein, Scott; Martin, Brandon E.; Lawerence, Malia; Parks, Cliff

2017-01-01

The purpose of this article is to examine how the high school setting assisted the leadership development of African American males. Additionally, we explored how the leadership developed in high school was applied in the post-high school setting. We utilized purposeful sampling to identify and recruit African American male scholar-athletes (N =…

Authoritative school climate and high school dropout rates.

Science.gov (United States)

Jia, Yuane; Konold, Timothy R; Cornell, Dewey

2016-06-01

This study tested the association between school-wide measures of an authoritative school climate and high school dropout rates in a statewide sample of 315 high schools. Regression models at the school level of analysis used teacher and student measures of disciplinary structure, student support, and academic expectations to predict overall high school dropout rates. Analyses controlled for school demographics of school enrollment size, percentage of low-income students, percentage of minority students, and urbanicity. Consistent with authoritative school climate theory, moderation analyses found that when students perceive their teachers as supportive, high academic expectations are associated with lower dropout rates. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The impact of language and high-stakes testing policies on elementary school English language learners in Arizona.

Directory of Open Access Journals (Sweden)

Wayne E. Wright

2006-05-01

Full Text Available This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs in Arizona regarding school language and accountability policies—Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB; and Arizona LEARNS, the state’s high-stakes testing and accountability program. The instrument, consisting of 126 survey questions plus open-ended interview question, was designed to obtain teacher’s views, to ascertain the impact of these polices, and to explore their effectiveness in improving the education of ELL students. The survey was administered via telephone to 40 teacher participants from different urban, rural and reservation schools across the state. Each participant represents the elementary school in their respective school district which has the largest population of ELL students. Analyses of both quantitative and qualitative data reveal that these policies have mostly resulted in confusion in schools throughout the state over what is and is not allowed, and what constitutes quality instruction for ELLs, that there is little evidence that such policies have led to improvements in the education of ELL students, and that these policies may be causing more harm than good. Specifically, teachers report they have been given little to no guidance over what constitutes sheltered English immersion, and provide evidence that most ELL students in their schools are receiving mainstream sink-or-swim instruction. In terms of accountability, while the overwhelming majority of teachers support the general principle, they believe that high-stakes tests are inappropriate for ELLs and participants provided evidence that the focus on testing is leading to instruction practices for ELLs which fail to meet their unique linguistic and academic needs. The article concludes with suggestions for needed changes to improve the quality of

Transitions from high school to college.

Science.gov (United States)

Venezia, Andrea; Jaeger, Laura

2013-01-01

The vast majority of high school students aspire to some kind of postsecondary education, yet far too many of them enter college without the basic content knowledge, skills, or habits of mind they need to succeed. Andrea Venezia and Laura Jaeger look at the state of college readiness among high school students, the effectiveness of programs in place to help them transition to college, and efforts to improve those transitions. Students are unprepared for postsecondary coursework for many reasons, the authors write, including differences between what high schools teach and what colleges expect, as well as large disparities between the instruction offered by high schools with high concentrations of students in poverty and that offered by high schools with more advantaged students. The authors also note the importance of noncurricular variables, such as peer influences, parental expectations, and conditions that encourage academic study. Interventions to improve college readiness offer a variety of services, from academic preparation and information about college and financial aid, to psychosocial and behavioral supports, to the development of habits of mind including organizational skills, anticipation, persistence, and resiliency. The authors also discuss more systemic programs, such as Middle College High Schools, and review efforts to allow high school students to take college classes (known as dual enrollment). Evaluations of the effectiveness of these efforts are limited, but the authors report that studies of precollege support programs generally show small impacts, while the more systemic programs show mixed results. Dual-enrollment programs show promise, but the evaluation designs may overstate the results. The Common Core State Standards, a voluntary set of goals and expectations in English and math adopted by most states, offer the potential to improve college and career readiness, the authors write. But that potential will be realized, they add, only if the

One-to-One Computing and Student Achievement in Ohio High Schools

Science.gov (United States)

Williams, Nancy L.; Larwin, Karen H.

2016-01-01

This study explores the impact of one-to-one computing on student achievement in Ohio high schools as measured by performance on the Ohio Graduation Test (OGT). The sample included 24 treatment schools that were individually paired with a similar control school. An interrupted time series methodology was deployed to examine OGT data over a period…

New Approach to reduce High School Dropout Rates

Directory of Open Access Journals (Sweden)

Mauricio Cristhian Portillo-Torres

2015-05-01

Full Text Available From 2006 to 2014, the Ministry of Public Education of Costa Rica implemented four strategic actions to reduce high school dropout rates. The main purpose of these actions was to promote student participation and student identification with their school. Studies prepared by the Ministry of Education and the Comptroller of the Republic were revised to assess the impact of these actions. The result of these actions does not show an actual decrease in the number of students who leave high school. Therefore, a more holistic view is necessary to ensure the students’ stay. This review suggests using use the concept of student engagement and applying a three tier system-wide dropout preventive actions: universal, targeted and intensive.

Principals' Leadership Practices and Mathematics Pass Rate in Jamaican High Schools

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Palmer, David; Hermond, Douglas; Gardiner, Carl

2014-01-01

This research was intended to explore the degree to which leadership practices impacted Jamaican schools' mathematics achievement. More specifically, the researchers examined Jamaica's high school students' CSEC mathematics performance in relation to principals' instructional leadership behaviors as measured by teachers' perceptions, using Kouzes…

Impact of parenting practices on adolescent achievement: authoritative parenting, school involvement, and encouragement to succeed.

Science.gov (United States)

Steinberg, L; Lamborn, S D; Dornbusch, S M; Darling, N

1992-10-01

This article examines the impact of authoritative parenting, parental involvement in schooling, and parental encouragement to succeed on adolescent school achievement in an ethnically and socio-economically heterogeneous sample of approximately 6,400 American 14-18-year-olds. Adolescents reported in 1987 on their parents' general child-rearing practices and on their parents' achievement-specific socialization behaviors. In 1987, and again in 1988, data were collected on several aspects of the adolescents' school performance and school engagement. Authoritative parenting (high acceptance, supervision, and psychological autonomy granting) leads to better adolescent school performance and stronger school engagement. The positive impact of authoritative parenting on adolescent achievement, however, is mediated by the positive effect of authoritativeness on parental involvement in schooling. In addition, nonauthoritativeness attenuates the beneficial impact of parental involvement in schooling on adolescents achievement. Parental involvement is much more likely to promote adolescent school success when it occurs in the context of an authoritative home environment.

Middle School Concept Helps High-Poverty Schools Become High-Performing Schools

Science.gov (United States)

Picucci, Ali Callicoatte; Brownson, Amanda; Kahlert, Rahel; Sobel, Andrew

2004-01-01

The results of a study conducted by the Charles A. Dana Center at the University of Texas at Austin for the U.S. Department of Education during the 2001-02 school year showed that elements of the middle school concept can lead to improved student performance, even in high-poverty schools. This article describes common elements of the middle school…

The Impact of Private Schools on Educational Attainment in the State of São Paulo

Science.gov (United States)

Stern, Jonathan M. B.

2015-01-01

This study uses a comprehensive dataset on secondary school students in Brazil to examine the impact of private school enrollment on educational attainment in São Paulo. The results show that private school students (across all levels of tuition) perform better than their public school counterparts on Brazil's high school exit exam, even after…

High School Students' Perception of University Students as STEM Representatives

DEFF Research Database (Denmark)

Poulsen, Eva Lykkegaard

The Danish government has an ambition to recruit more high school students into STEM edu-cations (science, technology, engineering and/or mathematics). The students’ choice of further education is based on the people and jobs they have knowledge of. Therefore, to recruit more students into STEM....... Some representatives transmit infor-mation and are thereby definers, whereas other representatives illustrates as personal examples and are thereby models. This study focuses on high school students’ views on STEM representatives and the impact these representatives have on the high school students...... studies, it is important to introduce high school students to good STEM representatives to make possible the development of potential STEM identities. A potential identity within a specific subject area relies on at least a situation bound relation-ship to the subject area or the person representing it...

Video incident analysis of concussions in boys' high school lacrosse.

Science.gov (United States)

Lincoln, Andrew E; Caswell, Shane V; Almquist, Jon L; Dunn, Reginald E; Hinton, Richard Y

2013-04-01

Boys' lacrosse has one of the highest rates of concussion among boys' high school sports. A thorough understanding of injury mechanisms and game situations associated with concussions in boys' high school lacrosse is necessary to target injury prevention efforts. To characterize common game-play scenarios and mechanisms of injury associated with concussions in boys' high school lacrosse using game video. Descriptive epidemiological study. In 25 public high schools of a single school system, 518 boys' lacrosse games were videotaped by trained videographers during the 2008 and 2009 seasons. Video of concussion incidents was examined to identify game characteristics and injury mechanisms using a lacrosse-specific coding instrument. A total of 34 concussions were captured on video. All concussions resulted from player-to-player bodily contact. Players were most often injured when contact was unanticipated or players were defenseless (n = 19; 56%), attempting to pick up a loose ball (n = 16; 47%), and/or ball handling (n = 14; 41%). Most frequently, the striking player's head (n = 27; 79%) was involved in the collision, and the struck player's head was the initial point of impact in 20 incidents (59%). In 68% (n = 23) of cases, a subsequent impact with the playing surface occurred immediately after the initial impact. A penalty was called in 26% (n = 9) of collisions. Player-to-player contact was the mechanism for all concussions. Most commonly, injured players were unaware of the pending contact, and the striking player used his head to initiate contact. Further investigation of preventive measures such as education of coaches and officials and enforcement of rules designed to prevent intentional head-to-head contact is warranted to reduce the incidence of concussions in boys' lacrosse.

Impact of school staff health on work productivity in secondary schools in Massachusetts.

Science.gov (United States)

Alker, Heather J; Wang, Monica L; Pbert, Lori; Thorsen, Nancy; Lemon, Stephenie C

2015-06-01

Healthy, productive employees are an integral part of school health programs. There have been few assessments of work productivity among secondary school staff. This study describes the frequency of 3 common health risk factors--obesity, depressive symptoms, and smoking--and their impact on work productivity in secondary school employees. Employees of secondary schools in Massachusetts (N = 630) participated in a longitudinal weight gain prevention intervention study. Assessment completed at baseline, 1-year and 2-year follow-up included survey assessments of health risk factors as well as measurements for height, weight, and body mass index (BMI). The survey also included a depression inventory and Work Limitations Questionnaire. Data analysis included multivariate mixed effect models to identify productivity differences in relation to BMI, depressive symptoms, and smoking in this population stratified by position type (teacher and other school staff). The sample included 361 teachers and 269 other school staff. Obesity, depressive symptoms, and smoking were significantly associated with work productivity, including workdays missed because of health concerns (absenteeism) and decreases in on-the-job productivity because of health concerns (presenteeism). Three common health conditions, namely obesity, depressive symptoms, and smoking, adversely affect the productivity of high school employees. © 2015, American School Health Association.

Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students.

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Li, Ping; Zhou, Nan; Zhang, Yuchi; Xiong, Qing; Nie, Ruihong; Fang, Xiaoyi

2017-01-01

School engagement plays a prominent role in promoting academic accomplishments. In contrast to the relative wealth of research that examined the impact of students' school engagement on their academic achievement, considerably less research has investigated the effect of high school students' prior achievement on their school engagement. The present study examined the relationship between prior achievement and school engagement among Chinese high school students. Based on the Dweck's social-cognitive theory of motivation, we further examined the moderating effect of students' theories of intelligence (TOIs) on this relationship. A total of 4036 (2066 girls) students from five public high school enrolled in grades 10 reported their high school entrance exam achievement in Chinese, Math and English, school engagement, and TOIs. Results showed that (a) students' prior achievement predicted their behavioral, emotional, and cognitive engagement, respectively, and (b) the association between prior achievement and behavioral, emotional, and cognitive engagement is strong for students with an incremental theory but not for those with an entity theory in the emotional and cognitive engagement. These findings suggest that prior achievement and incremental theory were implicated in relation to adolescents' school engagement. Implications and future research directions were discussed.

Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students

Directory of Open Access Journals (Sweden)

Ping Li

2017-09-01

Full Text Available School engagement plays a prominent role in promoting academic accomplishments. In contrast to the relative wealth of research that examined the impact of students’ school engagement on their academic achievement, considerably less research has investigated the effect of high school students’ prior achievement on their school engagement. The present study examined the relationship between prior achievement and school engagement among Chinese high school students. Based on the Dweck’s social-cognitive theory of motivation, we further examined the moderating effect of students’ theories of intelligence (TOIs on this relationship. A total of 4036 (2066 girls students from five public high school enrolled in grades 10 reported their high school entrance exam achievement in Chinese, Math and English, school engagement, and TOIs. Results showed that (a students’ prior achievement predicted their behavioral, emotional, and cognitive engagement, respectively, and (b the association between prior achievement and behavioral, emotional, and cognitive engagement is strong for students with an incremental theory but not for those with an entity theory in the emotional and cognitive engagement. These findings suggest that prior achievement and incremental theory were implicated in relation to adolescents’ school engagement. Implications and future research directions were discussed.

School Leadership Development in Western Australia: An Impact Study.

Science.gov (United States)

Wildy, Helen; Wallace, John

1995-01-01

Reports an impact study of the Western Australian School Leadership Program, a development program for administrators. Questionnaires completed by 357 program participants and 287 colleagues indicated the impact of the training on leader behavior in schools. The effect was enhanced when several leaders from the same school had participated. (SLD)

Investigating the Impact of the Cisco 21st Century Schools Initiative on Forrest County Agricultural High School. Summative Report

Science.gov (United States)

Ba, Harouna; Meade, Terri; Pierson, Elizabeth; Ferguson, Camille; Roy, Amanda; Williams, Hakim

2009-01-01

Forrest County Agricultural High School (FCAHS) is located in Brooklyn, a small rural town in southern Mississippi and part of the Hattiesburg Metropolitan Statistical Area. Unlike the other schools that participated in the Cisco 21S initiative, FCAHS is not part of a larger school district. Therefore, the unit of analysis throughout this summary…

One-to-One Mobile Technology in High School Physics Classrooms: Understanding Its Use and Outcome

Science.gov (United States)

Zhai, Xiaoming; Zhang, Meilan; Li, Min

2018-01-01

This study examined ways in which high school students used mobile devices in physics classrooms and after school, and the impact of in-class and after-school mobile technology use on their physics learning performance and interest. We collected data from 803 high school freshmen in China after they had used mobile devices for over five months. A…

The Impact of Appearance Management Training, Work Status, and Plans after High School on Opinions Regarding Appearance at Work and School

Science.gov (United States)

Freeburg, Beth Winfrey; Arnett, Sally E.

2010-01-01

The purpose of this study was to measure the effect of appearance management training, work status, and plans after high school on students' opinions about appearance at school and at work. A nonprobability sample of 132 high school juniors and seniors in a consumer education class were administered the Appearance Management Survey before and…

Incarcerated Mothers and Fathers: How their Absences Disrupt Children’s High School Graduation

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Anh- Luu Huynh- Hohnbaum

2015-05-01

Full Text Available The United States is faced with a growing number of children who have incarcerated parents and nearly one quarter of children who fail to complete high school. It has been shown that parental incarceration negatively impacts academic outcomes. This study examined whether parental incarceration affects children’s high school graduation. Data on 12,418 young adults was drawn from the Add Health Wave IV dataset. Logistic regression analyses examined differences between maternal and paternal incarceration and the effects of chronicity of incarceration. Whereas both were found to reduce the likelihood that children will complete high school, maternal incarceration had a greater impact. This study fills gaps in the literature examining differences in parental incarceration. Practice and policy implications are discussed.

Single season changes in resting state network power and the connectivity between regions distinguish head impact exposure level in high school and youth football players

Science.gov (United States)

Murugesan, Gowtham; Saghafi, Behrouz; Davenport, Elizabeth; Wagner, Ben; Urban, Jillian; Kelley, Mireille; Jones, Derek; Powers, Alex; Whitlow, Christopher; Stitzel, Joel; Maldjian, Joseph; Montillo, Albert

2018-02-01

The effect of repetitive sub-concussive head impact exposure in contact sports like American football on brain health is poorly understood, especially in the understudied populations of youth and high school players. These players, aged 9-18 years old may be particularly susceptible to impact exposure as their brains are undergoing rapid maturation. This study helps fill the void by quantifying the association between head impact exposure and functional connectivity, an important aspect of brain health measurable via resting-state fMRI (rs-fMRI). The contributions of this paper are three fold. First, the data from two separate studies (youth and high school) are combined to form a high-powered analysis with 60 players. These players experience head acceleration within overlapping impact exposure making their combination particularly appropriate. Second, multiple features are extracted from rs-fMRI and tested for their association with impact exposure. One type of feature is the power spectral density decomposition of intrinsic, spatially distributed networks extracted via independent components analysis (ICA). Another feature type is the functional connectivity between brain regions known often associated with mild traumatic brain injury (mTBI). Third, multiple supervised machine learning algorithms are evaluated for their stability and predictive accuracy in a low bias, nested cross-validation modeling framework. Each classifier predicts whether a player sustained low or high levels of head impact exposure. The nested cross validation reveals similarly high classification performance across the feature types, and the Support Vector, Extremely randomized trees, and Gradboost classifiers achieve F1-score up to 75%.

Authoritative School Climate and High School Dropout Rates

Science.gov (United States)

Jia, Yuane; Konold, Timothy R.; Cornell, Dewey

2016-01-01

This study tested the association between school-wide measures of an authoritative school climate and high school dropout rates in a statewide sample of 315 high schools. Regression models at the school level of analysis used teacher and student measures of disciplinary structure, student support, and academic expectations to predict overall high…

A Case Study: The Impact of an Immersion Experience on the Vocation of Lay Teacher-Leaders in American Jesuit High Schools

Science.gov (United States)

Schreiber, Martin J.

2012-01-01

The purpose of this case study explores the impact of an immersion experience to a least developed country on the vocation of lay teacher leaders in American Jesuit High Schools. Nine lay teacher leaders engaged in a four stage process of immersion from November 2009 to August 2010. The study employed the conceptual framework of Edward…

Biodiesel and Integrated STEM: Vertical Alignment of High School Biology/Biochemistry and Chemistry

Science.gov (United States)

Burrows, Andrea C.; Breiner, Jonathan M.; Keiner, Jennifer; Behm, Chris

2014-01-01

This article explores the vertical alignment of two high school classes, biology and chemistry, around the core concept of biodiesel fuel production. High school teachers and university faculty members investigated biodiesel as it relates to societal impact through a National Science Foundation Research Experience for Teachers. Using an action…

Impact of juvenile idiopathic arthritis on schooling

Directory of Open Access Journals (Sweden)

Bouaddi Ilham

2013-01-01

Full Text Available Abstract Background Juvenile idiopathic arthritis (JIA is the most common arthropathy of childhood. Different diseases affect school attendance to varying degrees. The aim of this study was to assess the impact of juvenile idiopathic arthritis (JIA on Moroccan children’s schooling. Methods Thirty-three children with JIA were included in this study, having been previously diagnosed according to the classification criteria of the International League of Associations for Rheumatology (ILAR. Seventy-four healthy children were recruited to serve as controls. Data was obtained for all children on their school level, educational performance, and attendance. The rate of absenteeism due to health complications was noted. Results All healthy children were able to attend school (p Conclusions Our study suggested that the schooling of children with JIA was negatively impacted due to the disorder. More studies, with a larger sample of children, are needed to confirm our findings.

"Falling through the Cracks": Challenges for High School Students with Autism Spectrum Disorder

Science.gov (United States)

Hedges, Susan H.; Kirby, Anne V.; Sreckovic, Melissa A.; Kucharczyk, Suzanne; Hume, Kara; Pace, Stephanie

2014-01-01

High school students with autism spectrum disorder (ASD) often struggle in the complex social and academic secondary environment. Current literature suggests postsecondary success is limited for adults with ASD, but little is known about the high school experiences of individuals with ASD that may be impacting their postsecondary outcomes. Focus…

School-Within-A-School (Hawaii Nui High) Hilo High School Report 1969-70.

Science.gov (United States)

Hawaii Univ., Honolulu. Social Welfare Development and Research Center.

The second year of operation of Hilo High School's "School-Within-A-School" [SWS] program is evaluated in this paper. Planning, training, and program implementation are described in the document. The following are the results of the program: There was an improvement in attendance among project students when compared to their record in…

Economy's Impact on Schools. Research Brief

Science.gov (United States)

Williamson, Ronald

2010-01-01

The current economic environment has impacted American families and the schools their children attend. Families are dealing with joblessness, increased poverty and hunger, less access to medical care, increased mental health issues, and greater instability in the family unit. Schools work with more and more students from families dealing with…

Associations of Teen Dating Violence Victimization With School Violence and Bullying Among US High School Students*

Science.gov (United States)

Vivolo-Kantor, Alana M.; Olsen, Emily O’malley; Bacon, Sarah

2016-01-01

BACKGROUND Teen dating violence (TDV) negatively impacts health, mental and physical well-being, and school performance. METHODS Data from a nationally representative sample of high school students participating in the Centers for Disease Control and Prevention (CDC)’s 2013 Youth Risk Behavior Survey (YRBS) are used to demonstrate associations of physical and sexual TDV with school violence-related experiences and behaviors, including bullying victimization. Bivariate and adjusted sex-stratified regressions assessed relationships between TDV and school violence-related experiences and behaviors. RESULTS Compared to students not reporting TDV, those experiencing both physical and sexual TDV were more likely to report carrying a weapon at school, missing school because they felt unsafe, being threatened or injured with a weapon on school property, having a physical fight at school, and being bullied on school property. CONCLUSIONS School-based prevention efforts should target multiple forms of violence. PMID:27374352

In the Face of Anti-LGBQ Behaviour: Saskatchewan High School Students' Perceptions of School Climate and Consequential Impact

Science.gov (United States)

Morrison, Melanie A.; Jewell, Lisa; McCutcheon, Jessica; Cochrane, Donald B.

2014-01-01

In Canada, there is a dearth of research on school climate for lesbian, gay, bisexual, and questioning (LGBQ) students. Using social networking, 60 students from high schools in Saskatchewan participated in a climate survey. Results indicated that anti-LGBQ speech was widespread, as were other forms of harassment. The more victimization that was…

Journalism Beyond High School.

Science.gov (United States)

Turner, Sally

2001-01-01

Discusses the shift from high school journalism to college journalism for students. Describes the role of the high school journalism advisor in that process. Offers checklists for getting to know a college publication. Outlines ways high school journalism teachers can take advantage of journalism resources available at local colleges and…

Beyond Socioeconomic Status: The Impact of Principal Leadership in Urban and High-Poverty Turnaround Schools

Science.gov (United States)

Adejumo, Mojisola

2017-01-01

The quest to transform failing urban and high-poverty schools in America has been a slippery uphill battle since the banner of war was raised against the many schools serving impoverished children. As battle rages, a few are schools leading their students, teachers, parents, and community to victory by turning their once-failing schools into…

Psychological Impact of Cyber-Bullying: Implications for School Counsellors

Science.gov (United States)

Nordahl, Jennifer; Beran, Tanya; Dittrick, Crystal J.

2013-01-01

Cyber-bullying is a significant problem for children today. This study provides evidence of the psychological impact of cyber-bullying among victimized children ages 10 to 17 years (M = 12.48, SD = 1.79) from 23 urban schools in a western province of Canada (N = 239). Students who were cyber-bullied reported high levels of anxious,…

New Mexico High School Supercomputing Challenge, 1990--1995: Five years of making a difference to students, teachers, schools, and communities. Progress report

Energy Technology Data Exchange (ETDEWEB)

Foster, M.; Kratzer, D.

1996-02-01

The New Mexico High School Supercomputing Challenge is an academic program dedicated to increasing interest in science and math among high school students by introducing them to high performance computing. This report provides a summary and evaluation of the first five years of the program, describes the program and shows the impact that it has had on high school students, their teachers, and their communities. Goals and objectives are reviewed and evaluated, growth and development of the program are analyzed, and future directions are discussed.

The Impact of High School Science Teachers' Beliefs, Curricular Enactments and Experience on Student Learning during an Inquiry-Based Urban Ecology Curriculum

Science.gov (United States)

McNeill, Katherine L.; Pimentel, Diane Silva; Strauss, Eric G.

2013-01-01

Inquiry-based curricula are an essential tool for reforming science education yet the role of the teacher is often overlooked in terms of the impact of the curriculum on student achievement. Our research focuses on 22 teachers' use of a year-long high school urban ecology curriculum and how teachers' self-efficacy, instructional practices,…

A Peer-Led High School Transition Program Increases Graduation Rates Among Latino Males.

Science.gov (United States)

Johnson, Valerie L; Simon, Patricia; Mun, Eun-Young

2014-01-01

The present study investigated the impact of a manualized high school transition program, the Peer Group Connection (PGC) program, on the graduation rate at a low-income, Mid-Atlantic high school. The program utilized twelfth grade student peer leaders to create a supportive environment for incoming ninth grade students. Results of a randomized control trial demonstrated that male students who participated in the program during ninth grade were significantly more likely to graduate from high school within four years than male students in the control group (81% versus 63%). Findings suggest that peers can be effective in delivering a school-based, social emotional learning intervention and that it is possible to intervene in the ninth grade to influence the probability of high school graduation.

Mathematics Achievement with Digital Game-Based Learning in High School Algebra 1 Classes

Science.gov (United States)

Ferguson, Terri Lynn Kurley

2014-01-01

This study examined the impact of digital game-based learning (DGBL) on mathematics achievement in a rural high school setting in North Carolina. A causal comparative research design was used in this study to collect data to determine the effectiveness of DGBL in high school Algebra 1 classes. Data were collected from the North Carolina…

Youth as Design Partners: Age-Appropriate Websites for Middle and High School Students

Science.gov (United States)

Chow, Anthony S.; Smith, Kathelene McCarty; Sun, Katherine

2012-01-01

This study explored the impact of using best practices identified in previous studies in designing age-appropriate websites for middle and high school youth. Utilizing a mixed-method approach, 31 middle and 22 high school youth took part in six focus groups across four states. Participants were introduced to a website specifically designed for…

High school and college biology: A multi-level model of the effects of high school biology courses on student academic performance in introductory college biology courses

Science.gov (United States)

Loehr, John Francis

The issue of student preparation for college study in science has been an ongoing concern for both college-bound students and educators of various levels. This study uses a national sample of college students enrolled in introductory biology courses to address the relationship between high school biology preparation and subsequent introductory college biology performance. Multi-Level Modeling was used to investigate the relationship between students' high school science and mathematics experiences and college biology performance. This analysis controls for student demographic and educational background factors along with factors associated with the college or university attended. The results indicated that high school course-taking and science instructional experiences have the largest impact on student achievement in the first introductory college biology course. In particular, enrollment in courses, such as high school Calculus and Advanced Placement (AP) Biology, along with biology course content that focuses on developing a deep understanding of the topics is found to be positively associated with student achievement in introductory college biology. On the other hand, experiencing high numbers of laboratory activities, demonstrations, and independent projects along with higher levels of laboratory freedom are associated with negative achievement. These findings are relevant to high school biology teachers, college students, their parents, and educators looking beyond the goal of high school graduation.

High impact of implementation on school-based smoking prevention

DEFF Research Database (Denmark)

Bast, Lotus Sofie; Due, Pernille; Bendtsen, Pernille

2016-01-01

prevention trial-the X:IT study. METHODS: A cluster-randomized trial testing is a multi-component intervention to prevent smoking among adolescents in 94 Danish elementary schools (51 intervention, 43 control schools). Participants were grade 7 pupils (mean age 12.5 years). Data was collected by electronic...... into account the complexity of the concept nor the intervention. The objective of the present study was to develop an overall quantitative measure of implementation fidelity, to examine the degree of implementation fidelity and the association of implementation and effect of a randomized school-based smoking...... questionnaires among pupils at baseline (n = 4161), the first follow-up (n = 3764), and the second follow-up (n = 3269) and among school coordinators at intervention schools at the first and second follow-up (50 and 39 coordinators). INTERVENTION: The intervention included three components: (1) smoke-free school...

The impact of anti-smoking laws on high school students in Ankara, Turkey

Directory of Open Access Journals (Sweden)

Melike Demir

2015-12-01

Full Text Available ABSTRACT OBJECTIVE: To determine the factors affecting the smoking habits of high school students, their thoughts about changes resulting from anti-smoking laws, and how they are affected by those laws. METHODS: In this cross-sectional study, 11th-grade students at eight high schools in Ankara, Turkey, were invited to complete a questionnaire. RESULTS: A total of 1,199 students completed the questionnaire satisfactorily. The mean age of the respondents was 17.0 0.6 years; 56.1% were female, of whom 15.3% were smokers; and 43.9% were male, of whom 43.7% were smokers (p < 0.001. The independent risk factors for smoking were male gender, attending a vocational school, having a sibling who smokes, having a friend who smokes, and poor academic performance. Of the respondents, 74.7% were aware of the content of anti-smoking laws; 81.8% approved of the restrictions and fines; and 8.1% had quit smoking because of those laws. According to the respondents, the interventions that were most effective were the (television broadcast of films about the hazards of smoking and the ban on cigarette sales to minors. The prevalence of smoking was highest (31.5% among students attending vocational high schools but lowest (7.5% among those attending medical vocational high schools. Although 57.1% of the smokers were aware of the existence of a smoking cessation helpline, only 3.7% had called, none of whom had made any attempt to quit smoking. CONCLUSIONS: Although most of the students evaluated were aware of the harmful effects of smoking and approved of the anti-smoking laws, only a minority of those who smoked sought professional help to quit.

Evaluating High School IT

Science.gov (United States)

Thompson, Brett A.

2004-01-01

Since its inception in 1997, Cisco's curriculum has entered thousands of high schools across the U.S. and around the world for two reasons: (1) Cisco has a large portion of the computer networking market, and thus has the resources for and interest in developing high school academies; and (2) high school curriculum development teams recognize the…

Demographic Factors Affecting Internet Using Purposes of High School Students

Directory of Open Access Journals (Sweden)

Abdullah Faruk Kılıç

2017-01-01

Full Text Available This study aimed at determining the impact of demographic factors on the Internet usage purposes of high school students. The population of the study consisted of students between 9th and 12th grades from the Anatolian high schools, science high schools, social sciences high schools, sports high schools and fine arts high schools in Turkey. The sample was chosen through the stratified and cluster sampling procedure. The students were chosen randomly depending on the regions of their school attendance. The sample for this research numbered 3170 students. The research was conducted in the second term of the 2014-2015 academic year. The data were obtained through online forms and the bases of participation are honesty, sincerity, and volunteerism. The data collection tool is a questionnaire and a demographic information form prepared by the researchers. Chi-square Automatic Interaction Detector (CHAID analysis was conducted through SPSS in order to determine the demographic factors affecting the purposes of internet usage among high school students. The results of this research show that 9th grade students in Turkey mostly use the Internet to do homework while students from other grades mostly use the Internet for social networking. The male students use the Internet for playing video games more frequently in comparison with female students. Also, socioeconomic status affects the purpose of Internet usage. Hence it is suggested that teachers talking to male students might use the examples of computers and games and with female students they might relate the topics to social media.

Pedagogical Stances of High School ESL Teachers: "Huelgas" in High School ESL Classrooms

Science.gov (United States)

del Carmen Salazar, Maria

2010-01-01

This article presents a qualitative case study of the pedagogical stances of high school English as a Second Language (ESL) teachers, and the subsequent responses of resistance or conformity by their English Language Learners (ELLs). The participants include three high school ESL teachers and 60 high school ESL students of Mexican origin. Findings…

From Great to Good: Principals' Sensemaking of Student Performance Decline in Formerly High Achieving High Poverty Schools

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Darbonne, Deborah

2016-01-01

School level leadership is second only to effective instruction as essential to high student achievement (Leithwood, Louis, Anderson & Wahlstrom, 2004). Although factors such as socioeconomic levels and parental involvement contribute to the academic success of students, school leadership outweighs the impact of those factors. In the era of…

Case Studies of Leading Edge Small Urban High Schools. Relevance Strategic Designs: 8. High Tech High School

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Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

2008-01-01

This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

Teacher-led relaxation response curriculum in an urban high school: impact on student behavioral health and classroom environment.

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Wilson, H Kent; Scult, Matthew; Wilcher, Marilyn; Chudnofsky, Rana; Malloy, Laura; Drewel, Emily; Riklin, Eric; Saul, Southey; Fricchione, Gregory L; Benson, Herbert; Denninger, John W

2015-01-01

Recent data suggest that severe stress during the adolescent period is becoming a problem of epidemic proportions. Elicitation of the relaxation response (RR) has been shown to be effective in treating anxiety, reducing stress, and increasing positive health behaviors. The research team's objective was to assess the impact of an RR-based curriculum, led by teachers, on the psychological status and health management behaviors of high-school students and to determine whether a train-the-trainer model would be feasible in a high-school setting. The research team designed a pilot study. The setting was a Horace Mann charter school within Boston's public school system. Participants were teachers and students at the charter school. The team taught teachers a curriculum that included (1) relaxation strategies, such as breathing and imagery; (2) psychoeducation regarding mind-body pathways; and (3) positive psychology. Teachers implemented this curriculum with students. The research team assessed changes in student outcomes (eg, stress, anxiety, and stress management behaviors) using preintervention/postintervention surveys, including the Perceived Stress Scale (PSS), the State-Trait Anxiety Inventory-Form Y (STAI-Y), the stress management subscale of the Health-promoting Lifestyle Profile II (HPLP-II), the Rosenberg Self-Esteem Scale (RSES), the Locus of Control (LOC) questionnaire, and the Life Orientation Test-Revised (LOTR). Classroom observations using the Classroom Assessment Scoring System (CLASS)-Secondary were also completed to assess changes in classroom environment. Using a Bonferroni correction (P management behaviors at that point. Using a Bonferroni correction (P management behaviors (P classroom productivity (eg, increased time spent on activities and instruction from pre- to postintervention). This study showed that teachers can lead an RR curriculum with fidelity and suggests that such a curriculum has positive benefits on student emotional and behavioral

Early College High Schools

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Dessoff, Alan

2011-01-01

For at-risk students who stand little chance of going to college, or even finishing high school, a growing number of districts have found a solution: Give them an early start in college while they still are in high school. The early college high school (ECHS) movement that began with funding from the Bill and Melinda Gates Foundation 10 years ago…

Measuring the Level of Effectiveness of the High School Assistant Principal and the High School Instructional Leadership Team (ILT) in Preparing Their English I, II, and III Teachers and Students for End of Course/TN Ready Assessments

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Black, Rhonda

2016-01-01

This research study addressed measuring the level of instructional leadership effectiveness of the high school assistant principal and the high school instructional leadership teams (ILT) at over forty (40) Shelby County Schools. More specifically, this research study examined their impact on teacher effectiveness and student achievement in their…

Administrator Leadership Styles and Their Impact on School Nursing.

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Davis, Charles R

2018-01-01

In comparison to other professional staff in an educational based setting, the registered professional school nurse has unique roles, responsibilities, education, training, and scope of practice. In carrying out this unique and specialized role, school nurses operate under a building administrator, the leader of the building and often the immediate supervisor of the school nurse. In addition, many school nurses in small districts are the only registered professional nurse employed by the school. The building administrator's leadership style not only sets the tone for the day-to-day operations in the school but also impacts the school nurse functioning and program implementation. This article reviews the three most common types of leadership styles as defined by Kurt Lewin-laissez-faire, democratic, and coercive/authoritarian-and their potential impact on school nursing practice. In addition, the article provides recommendations for school nurses for successful practice with regard to supervisor leadership styles.

Participation in Summer School and High School Graduation in the Sun Valley High School District

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Trujillo, Gabriel

2012-01-01

This study examines the effectiveness of a summer school credit recovery program in the Sun Valley High School District. Using logistic regression I assess the relationship between race, gender, course failure, school of origin and summer school participation for a sample of students that failed one or more classes in their first year of high…

High School Students' Perception of University Students as STEM Representatives

DEFF Research Database (Denmark)

Poulsen, Eva Lykkegaard

’ potential identities. It shows that the students preferred STEM representatives resembled themselves in some aspects (primarily social and health aspects) and fit their perceptions of a typical person working in STEM in other aspects (knowledge seeking, hard-working etc.). At least two different...... studies, it is important to introduce high school students to good STEM representatives to make possible the development of potential STEM identities. A potential identity within a specific subject area relies on at least a situation bound relation-ship to the subject area or the person representing it....... Some representatives transmit infor-mation and are thereby definers, whereas other representatives illustrates as personal examples and are thereby models. This study focuses on high school students’ views on STEM representatives and the impact these representatives have on the high school students...

The Effects of the Great Recession on Educational Attainment: Evidence from a Large Urban High School District

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Mordechay, Kfir

2017-01-01

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…

The impact of anti-smoking laws on high school students in Ankara, Turkey

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Demir, Melike; Karadeniz, Gulistan; Demir, Fikri; Karadeniz, Cem; Kaya, Halide; Yenibertiz, Derya; Taylan, Mahsuk; Yilmaz, Sureyya; Sen, Velat

2015-01-01

ABSTRACT OBJECTIVE: To determine the factors affecting the smoking habits of high school students, their thoughts about changes resulting from anti-smoking laws, and how they are affected by those laws. METHODS: In this cross-sectional study, 11th-grade students at eight high schools in Ankara, Turkey, were invited to complete a questionnaire. RESULTS: A total of 1,199 students completed the questionnaire satisfactorily. The mean age of the respondents was 17.0 ± 0.6 years; 56.1% were female, of whom 15.3% were smokers; and 43.9% were male, of whom 43.7% were smokers (p academic performance. Of the respondents, 74.7% were aware of the content of anti-smoking laws; 81.8% approved of the restrictions and fines; and 8.1% had quit smoking because of those laws. According to the respondents, the interventions that were most effective were the (television) broadcast of films about the hazards of smoking and the ban on cigarette sales to minors. The prevalence of smoking was highest (31.5%) among students attending vocational high schools but lowest (7.5%) among those attending medical vocational high schools. Although 57.1% of the smokers were aware of the existence of a smoking cessation helpline, only 3.7% had called, none of whom had made any attempt to quit smoking. CONCLUSIONS: Although most of the students evaluated were aware of the harmful effects of smoking and approved of the anti-smoking laws, only a minority of those who smoked sought professional help to quit. PMID:26785961

Impact of Science Tutoring on African Americans' Science Scores on the High School Students' Graduation Examination

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Davis, Edward

This study investigated the relationship between an after-school tutorial program for African American high school students at a Title I school and scores on the science portion of the High School Graduation Examination (HSGE). Passing the examination was required for graduation. The target high school is 99% African American and the passing rate of the target high school was 42%---lower than the state average of 76%. The purpose of the study was to identify (a) the relationship between a science tutorial program and scores on the science portion of the HSGE, (b) the predictors of tutoring need by analyzing the relationship between biology grades and scores on the science portion of the HSGE, and (c) the findings between biology grades and scores on the science portion of the HSGE by analyzing the relationship between tutorial attendance and HSGE scores. The study was based on Piaget's cognitive constructivism, which implied the potential benefits of tutorials on high-stakes testing. This study used a 1-group pretest-posttest, quantitative methodology. Results showed a significant relationship between tutoring and scores on the biology portion of the HSGE. Results found no significant relationship between the tutorial attendance and the scores on the biology portion of the HSGE or between the biology grades and scores on the biology portion of the HSGE before tutoring. It has implications for positive social change by providing educational stakeholders with empirically-based guidance in determining the potential benefit of tutorial intervention strategies on high school graduation examination scores.

Concussion Knowledge and Reporting Behavior Differences Between High School Athletes at Urban and Suburban High Schools.

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Wallace, Jessica; Covassin, Tracey; Nogle, Sally; Gould, Daniel; Kovan, Jeffrey

2017-09-01

We determined differences in knowledge of concussion and reporting behaviors of high school athletes attending urban and suburban high schools, and whether a relationship exists between underreporting and access to an athletic trainer in urban schools. High school athletes (N = 715) from 14 high schools completed a validated knowledge of concussion survey consisting of 83 questions. The independent variable was school type (urban/suburban). We examined the proportion of athletes who correctly identified signs and symptoms of concussion, knowledge of concussion and reasons why high school athletes would not disclose a potential concussive injury across school classification. Data were analyzed using descriptive, non-parametric, and inferential statistics. Athletes attending urban schools have less concussion knowledge than athletes attending suburban schools (p urban schools without an athletic trainer have less knowledge than urban athletes at schools with an athletic trainer (p urban schools and 10 reasons for not reporting. Concussion education efforts cannot be homogeneous in all communities. Education interventions must reflect the needs of each community. © 2017, American School Health Association.

High school sports programs differentially impact participation by sex

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Keith M. Drake

2015-09-01

Conclusion: Sports participation has previously been shown to confer a number of health benefits; as such, school sports programs may be an important, effective, and underused target for public health efforts, including obesity prevention programs. Efforts to increase physical activity among youth should consider both access and choice in school athletic programs. Schools may need to use different strategies to increase sports participation in boys and girls.

Fixing High Schools

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Perkins-Gough, Deborah

2005-01-01

Reports from national education organizations in the US indicate the sorry state of high schools in the country that are accused of failing to adequately prepare their graduates for college or for the workforce, highlighting what is a serious problem in light of the troubled state of the US economy. The need to improve high schools is urgent and…

High school incompletion and childhood maltreatment among street-involved young people in Vancouver, Canada.

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Barker, Brittany; Kerr, Thomas; Dong, Huiru; Wood, Evan; DeBeck, Kora

2017-03-01

While the link between educational attainment and future health and wellness is well understood, little investigation has considered the potential impacts of distinct forms of childhood maltreatment on high school completion. In the present study, the relationship between five categories of childhood maltreatment (physical, emotional, and sexual abuse, and physical and emotional neglect) and completion of high school education were examined using the Childhood Trauma Questionnaire (CTQ). From September 2005 to May 2013, data were collected for the At-Risk Youth Study (ARYS), a cohort of street-involved young people who use illicit drugs in Vancouver, Canada. We used logistic regression to examine the relationship between childhood maltreatment and high school completion, while controlling for a range of potential confounding variables. Specifically, five separate models for each category of maltreatment and two combined models were employed to examine the relative associations between, and cumulative impact of, different forms of childhood maltreatment and educational attainment. Among 974 young people, 737 (76%) reported not completing high school. In separate multivariable analyses physical abuse, emotional abuse, physical neglect, and emotional neglect remained positively and independently associated with an incomplete high school education. In a combined multivariable model with all forms of childhood maltreatment considered together, emotional abuse (adjusted odds ratio = 2.08; 95% confidence interval: 1.51-2.86) was the only form of maltreatment that remained significantly associated with an incomplete high school education. The cumulative impact assessment indicated a moderate dose-dependent trend where the greater the number of different forms of childhood maltreatment the greater the risk of not completing a high school education. These findings point to the need for trauma-informed interventions to improve educational attainment among vulnerable young

The Small, Stand-Alone Early College: Impact on High School Outcomes

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Glennie, Elizabeth; Unlu, Fatih; Furey, Jane

2016-01-01

North Carolina's Early College model is the subject of an IES-funded eleven-year longitudinal experimental study that utilized a lottery process to assign early college applicants to either treatment or control groups. This paper presents findings related to high school outcomes. The primary goal of the early college model is to increase the…

Comparison of physical activities of female football players in junior high school and high school.

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Inoue, Yuri; Otani, Yoshitaka; Takemasa, Seiichi

2017-08-01

[Purpose] This study aimed to compare physical activities between junior high school and high school female football players in order to explain the factors that predispose to a higher incidence of sports injuries in high school female football players. [Subjects and Methods] Twenty-nine female football players participated. Finger floor distance, the center of pressure during single limb stance with eyes open and closed, the 40-m linear sprint time, hip abduction and extension muscle strength and isokinetic knee flexion and extension peak torque were measured. The modified Star Excursion Balance Test, the three-steps bounding test and three-steps hopping tests, agility test 1 (Step 50), agility test 2 (Forward run), curl-up test for 30 seconds and the Yo-Yo intermittent recovery test were performed. [Results] The high school group was only significantly faster than the junior high school group in the 40-m linear sprint time and in the agility tests. The distance of the bounding test in the high school group was longer than that in the junior high school group. [Conclusion] Agility and speed increase with growth; however, muscle strength and balance do not develop alongside. This unbalanced development may cause a higher incidence of sports injuries in high school football players.

The Impact of Collective Bargaining on Teacher Transfer Rates in Urban High-Poverty Schools

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Nelson, F. Howard

2006-01-01

Data in this report reveals that collectively bargaining agreements are not the source of the teacher quality problem in urban school districts. The data shows that collective bargaining agreements are associated with reduced teacher transfer activity, especially in high-poverty schools, and less reliance on first-year teachers to staff…

Awareness and knowledge about human papillomavirus among high school students in China.

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Tang, Shuang-yang; Liu, Zhi-hua; Li, Le; Cai, Heng-ling; Wan, Yan-ping

2014-01-01

To investigate awareness and knowledge of human papillomavirus (HPV) infection among high school students and to provide a basis for health education on HPV infection for high school students in China. A questionnaire on HPV awareness and knowledge was administered to 900 high school students in Xiangtan City of Hunan Province in China by layer cluster sampling. A total of 848 anonymous valid questionnaires were received from volunteers who completed the questionnaire correctly. Only 10.1% had heard of HPV, and of those only 18.6% knew that HPV could lead to cervical cancer. Single factor analysis indicated that home address, age, grade, academic achievement, sex history, gender, father's education level and mother's education level were impact factors for HPV knowledge of high school students. Multiple regression analysis showed 4 independent risk factors associated with HPV knowledge: academic achievement, sex history, gender, and mother's education level. The limited knowledge came primarily from television and radio broadcasts (59.3%), the Internet (57.0%), parents (25.6%), medical workers (20.9%), and teachers (18.6%). High school students lack HPV knowledge, which is affected by multiple factors. Targeted health education of all sorts must be provided. Both schools and families are responsible for reinforcing HPV education provided to high school students.

A Research on the Impact of Internet Use in American Elementary School Libraries

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Feng-Hsiung Hou

2003-03-01

Full Text Available The purpose of this research was to explore the impact of Internet use in American elementary school libraries operations and to find the best way for use Internet tools in elementary school libraries operations. This study may offer important information about the impact of Internet usage for elementary school library s operations. The research question was: Is the Internet usage having significant impact for organizational operations in the American elementary school libraries? This study employed survey research to conduct the research process. Research participants were 50 administrators in 50 elementary school libraries; Texas, U.S.A. Descriptive statistics was used to analyze the impact of Internet applied in the elementary school libraries. Results indicated that there was a significant impact of the Internet usage in American elementary school libraries operations. The author suggests that elementary school libraries organizational leaders need pay attention to the impact of Internet usage in their business and they also need plan how to utilize the Internet into their elementary school libraries in the future.

The Fiscal Impacts of School Choice in New Hampshire

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Gottlob, Brian J.

2004-01-01

This study addresses the fiscal impacts of school choice in New Hampshire. The author uses one example from the 2003 New Hampshire legislative session to illustrate the fiscal impacts of school choice on New Hampshire and its communities. He develops a unique database of individual and household level responses from the 2000 Census of New…

Did the 18 Drinking Age Promote High School Dropout? Implications for Current Policy.

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Plunk, Andrew D; Agrawal, Arpana; Tate, William F; Cavazos-Rehg, Patricia; Bierut, Laura J; Grucza, Richard A

2015-09-01

Disagreement exists over whether permissive minimum legal drinking age (MLDA) laws affected underage adolescents (e.g., those age 17 years with the MLDA of 18). We used MLDA changes during the 1970s and 1980s as a natural experiment to investigate how underage exposure to permissive MLDA affected high school dropout. MLDA exposure was added to two data sets: (a) the 5% public use microdata samples of the 1990 and 2000 censuses (n = 3,671,075), and (b) a combined data set based on the 1991-1992 National Longitudinal Alcohol Epidemiological Survey (NLAES) and the 2001-2002 National Epidemiological Survey on Alcohol and Related Conditions (NESARC; n = 16,331). We used logistic regression to model different thresholds of MLDA on high school dropout. We also estimated models conditioned on demographic variables and familial risk of developing alcohol problems. Only the MLDA of 18 predicted high school dropout. Exposure was associated with 4% and 13% higher odds of high school dropout for the census and NLAES/NESARC samples, respectively. We noted greater impact on women (5%-18%), Blacks (5%-19%), and Hispanics (6%). Self-report of parental alcohol problems was associated with 40% higher odds, which equals a 4.14-point increase in dropout rate for that population. The MLDA of 18 likely had a large impact on high school dropout rates, suggesting that the presence of legal-aged peers in a high school setting increased access to alcohol for younger students. Our results also suggest that policy can promote less dangerous drinking behavior even when familial risk of alcohol use disorders is high.

Delayed high school start times later than 8:30am and impact on graduation rates and attendance rates.

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McKeever, Pamela Malaspina; Clark, Linda

2017-04-01

The first purpose of this study was to investigate changes in high school graduation rates with a delayed school start time of later than 8:30am. The second aim of the study was to analyze the association between a delayed high school start time later than 8:30am and attendance rates. In the current study, a pre-post design using a repeated-measures analysis of variance was used to examine changes in attendance and graduation rates 2 years after a delayed start was implemented. Public high schools from 8 school districts (n=29 high schools) located throughout 7 different states. Schools were identified using previous research from the Children's National Medical Center's Division of Sleep Medicine Research Team. A total membership of more than 30,000 high school students enrolled in the 29 schools identified by the Children's National Medical Center's Research Team. A pre-post design was used for a within-subject design, controlling for any school-to-school difference in the calculation of the response variable. This is the recommended technique for a study that may include data with potential measurement error. Findings from this study linked a start time of later than 8:30am to improved attendance rates and graduation rates. Attendance rates and graduation rates significantly improved in schools with delayed start times of 8:30am or later. School officials need to take special notice that this investigation also raises questions about whether later start times are a mechanism for closing the achievement gap due to improved graduation rates. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

School and class-level variations and patterns of physical activity: a multilevel analysis of Danish high school students.

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Steenholt, Carina Bjørnskov; Pisinger, Veronica Sofie Clara; Danquah, Ida Høgstedt; Tolstrup, Janne Schurmann

2018-02-14

There is limited knowledge of physical activity (PA) patterns among high school students. High schools plays an important role as context for the students, but it is uncertain to what extent schools influence student participation in PA during leisure time. The purpose of this study is to describe patterns of PA and assess variations between schools and classes in PA, in a large cohort of Danish high school students. Self-reported cross-sectional data came from The Danish National Youth Study, comprising a total of 70,674 students attending 119 different schools and 3213 classes. Multilevel logistic regressions were applied to evaluate the association between socio-demographic variables and patterns of PA, and to assess the impact of schools and classes on PA measures. Students whose parents have achieved a lower level of education, older students and girls of perceived ethnic minority generally participated less in several forms of PA during leisure time. Substantial variations between schools were observed in terms of participation in PA at school during leisure time and in terms of use of active transportation to and from school. The school-level accounted for 9% (intra-class correlation coefficient (ICC) = 0.09 (95% CI: 0.06-0.11)) and 8% (ICC = 0.08 (95% CI: 0.07-0.11)) of the variation for participation in PA during leisure time and active transportation. Overall, students whose parents achieved a lower level of education, older students and girls of perceived ethnic minority represent vulnerable groups in relation to participation in several forms of PA during leisure time. The ICCs indicate that schools, in particular, have the potential to influence participation in PA at school during leisure time and active transportation to and from school. Thus, high schools should encourage and facilitate activities aimed at engaging students in PA during leisure time as well as encourage active transportation.

Effectiveness of Health Education Teachers and School Nurses Teaching Sexually Transmitted Infections/Human Immunodeficiency Virus Prevention Knowledge and Skills in High School

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Borawski, Elaine A.; Tufts, Kimberly Adams; Trapl, Erika S.; Hayman, Laura L.; Yoder, Laura D.; Lovegreen, Loren D.

2015-01-01

Background: We examined the differential impact of a well-established human immunodeficiency virus (HIV)/sexually transmitted infections (STIs) curriculum, Be Proud! Be Responsible!, when taught by school nurses and health education classroom teachers within a high school curricula. Methods: Group-randomized intervention study of 1357 ninth and…

Assessing the impact participation in science journalism activities has on scientific literacy among high school students

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Farrar, Cathy

As part of the National Science Foundation Science Literacy through Science Journalism (SciJourn) research and development initiative (http://www.scijourn.org ; Polman, Saul, Newman, and Farrar, 2008) a quasi-experimental design was used to investigate what impact incorporating science journalism activities had on students' scientific literacy. Over the course of a school year students participated in a variety of activities culminating in the production of science news articles for Scijourner, a regional print and online high school science news magazine. Participating teachers and SciJourn team members collaboratively developed activities focused on five aspects of scientific literacy: placing information into context, recognizing relevance, evaluating factual accuracy, use of multiple credible sources and information seeking processes. This study details the development process for the Scientific Literacy Assessment (SLA) including validity and reliability studies, evaluates student scientific literacy using the SLA, examines student SLA responses to provide a description of high school students' scientific literacy, and outlines implications of the findings in relation to the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012) and classroom science teaching practices. Scientifically literate adults acting as experts in the assessment development phase informed the creation of a scoring guide that was used to analyze student responses. Experts tended to draw on both their understanding of science concepts and life experiences to formulate answers; paying close attention to scientific factual inaccuracies, sources of information, how new information fit into their view of science and society as well as targeted strategies for information seeking. Novices (i.e., students), in contrast, tended to ignore factual inaccuracies, showed little understanding about source credibility and suggested

Effects of Two Concussions on the Neuropsychological Functioning and Symptom Reporting of High School Athletes.

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Tsushima, William T; Geling, Olga; Arnold, Monica; Oshiro, Ross

2016-01-01

To assess the effects of two sports-related concussions on neuropsychological functioning and symptom reporting, the Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) was administered to 483 high school athletes. Three groups of athletes were determined based on the number of previous concussions: no concussion (n = 409), 1 concussion (n = 58), and 2 concussions (n = 16). The results showed that the three groups did not differ in terms of their ImPACT composite scores (Verbal Memory, Visual Memory, Reaction Time, and Processing Speed) and the Total Symptom Score. As there are only a few studies that have reported the sequelae of 2 concussions in high school athletes, it is premature to declare that a repeated concussion does not have persistent neurocognitive effects on high school athletes.

The Relationship between High School Math Courses, High School GPA, and Retention of Honors Scholarships

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Megert, Diann Ackerman

2005-01-01

This research examined the high school transcripts of honors scholarship recipients to identify a better criterion for awarding scholarships than high school grade point average (GPA) alone. Specifically, this study compared the honors scholarship retention rate when the scholarship was awarded based on completed advanced high school math classes…

Switching Schools: Reconsidering the Relationship Between School Mobility and High School Dropout

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Gasper, Joseph; DeLuca, Stefanie; Estacion, Angela

2014-01-01

Youth who switch schools are more likely to demonstrate a wide array of negative behavioral and educational outcomes, including dropping out of high school. However, whether switching schools actually puts youth at risk for dropout is uncertain, since youth who switch schools are similar to dropouts in their levels of prior school achievement and engagement, which suggests that switching schools may be part of the same long-term developmental process of disengagement that leads to dropping out. Using data from the National Longitudinal Survey of Youth 1997, this study uses propensity score matching to pair youth who switched high schools with similar youth who stayed in the same school. We find that while over half the association between switching schools and dropout is explained by observed characteristics prior to 9th grade, switching schools is still associated with dropout. Moreover, the relationship between switching schools and dropout varies depending on a youth's propensity for switching schools. PMID:25554706

Cooperative Learning in the Advanced Algebra and Trigonometry Mathematics High School Classroom

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Jozsa, Alison

2017-01-01

Over the past three decades, researchers have found cooperative learning to have positive effects on student achievement in various subject areas and levels in education. However, there are limited studies on the impact of cooperative learning on student achievement in the area of high school mathematics. This study examined the impact of…

The Impact of Organizational Culture on High School Teachers' Self-Efficacy, Job Satisfaction, and Student Achievement

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DeNicola, Thomas C.

2015-01-01

The purpose of this study was to examine the impact that school culture, comprised of the variables cultivating a culture of collaboration, employing a data-informed focus on improvement through professional communication, and organizational commitment had on teachers' self-efficacy (teacher autonomy, interpersonal efficacy, and professional…

A Study of School Size among Alabama’s Public High Schools

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Ronald A. Lindahl

2012-01-01

Full Text Available The purpose of this study was to examine the relationship between the size of Alabama’s public high schools, selected school quality and financial indicators, and their students’ performance on standardized exams. When the socioeconomic level of the student bodies is held constant, the size of high schools in Alabama has relatively little relationship with 11th grade student (both regular and special education performance on the reading and math portions of the Alabama High School Graduation Exam (AHSGE. High schools’ average daily attendance rates and pupil-to-computer (and computer with Internet connections ratios do not vary in accordance with school size. Higher percentages of highly qualified teachers are found in Alabama’s largest high schools. There was very little difference in the percentage of teachers with a master’s degree or above across school size categories. Very little difference exists across size categories in regard to mean expenditures per pupil (range = $7,322 to $7,829. However, districts of the large high schools exert over twice the effort of those with small high schools (3.2 mills to 1.5 mills and approximately 50 percent greater local effort than the districts of the medium-size high schools.

At-risk high school seniors: Science remediation for Georgia's High School Graduation Test

Science.gov (United States)

Carroll, Carolyn M.

State departments of education have created a system of accountability for the academic achievement of students under the mandate of the No Child Left Behind Act of 2001. The Georgia Department of Education established the Georgia High School Graduation Test (GHSGT) as their method of evaluating the academic achievement of high school students. The GHSGT consist of five sections and students must pass all five sections before students they are eligible to receive a diploma. The purpose of the study was to examine the effects of teacher-lead and computer based remediation for a group of high school seniors who have been unsuccessful in passing the science portion of the GHSGT. The objectives of this study include (a) Identify the most effective method of remediation for at-risk students on the science section of the GHSGT, and (b) evaluate the methods of remediation for at-risk students on the science section of GHSGT available to high school students. The participants of this study were at-risk seniors enrolled in one high school during the 2007-2008 school year. The findings of this research study indicated that at-risk students who participated in both types of remediation, teacher-led and computer-based, scored significantly higher than the computer-based remediation group alone. There was no significant relationship between the test scores and the number of times the students were tested.

School Start Times for Middle School and High School Students - United States, 2011-12 School Year.

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Wheaton, Anne G; Ferro, Gabrielle A; Croft, Janet B

2015-08-07

Adolescents who do not get enough sleep are more likely to be overweight; not engage in daily physical activity; suffer from depressive symptoms; engage in unhealthy risk behaviors such as drinking, smoking tobacco, and using illicit drugs; and perform poorly in school. However, insufficient sleep is common among high school students, with less than one third of U.S. high school students sleeping at least 8 hours on school nights. In a policy statement published in 2014, the American Academy of Pediatrics (AAP) urged middle and high schools to modify start times as a means to enable students to get adequate sleep and improve their health, safety, academic performance, and quality of life. AAP recommended that "middle and high schools should aim for a starting time of no earlier than 8:30 a.m.". To assess state-specific distributions of public middle and high school start times and establish a pre-recommendation baseline, CDC and the U.S. Department of Education analyzed data from the 2011-12 Schools and Staffing Survey (SASS). Among an estimated 39,700 public middle, high, and combined schools* in the United States, the average start time was 8:03 a.m. Overall, only 17.7% of these public schools started school at 8:30 a.m. or later. The percentage of schools with 8:30 a.m. or later start times varied greatly by state, ranging from 0% in Hawaii, Mississippi, and Wyoming to more than three quarters of schools in Alaska (76.8%) and North Dakota (78.5%). A school system start time policy of 8:30 a.m. or later provides teenage students the opportunity to achieve the 8.5-9.5 hours of sleep recommended by AAP and the 8-10 hours recommended by the National Sleep Foundation.

Hip-Hop High School: A Study of the Attitudes, Beliefs and Perceptions of Suburban High School Faculty towards Representation of the Hip-Hop Culture

Science.gov (United States)

Rowland, Ronald K.

2011-01-01

Research historically has demonstrated that a generational disconnect between the popular cultures from which students and teachers define normative behavior can impact classroom management and student learning. The purpose of this study was to examine attitudes, beliefs and perceptions of high school faculty toward the hip-hop culture and its…

Does Shortening the School Week Impact Student Performance? Evidence from the Four-Day School Week

OpenAIRE

D. Mark Anderson; Mary Beth Walker

2015-01-01

School districts use a variety of policies to close budget gaps and stave off teacher layoffs and furloughs. More schools are implementing four-day school weeks to reduce overhead and transportation costs. The four-day week requires substantial schedule changes as schools must increase the length of their school day to meet minimum instructional hour requirements. Although some schools have indicated this policy eases financial pressures, it is unknown whether there is an impact on student ou...

Student and high-school characteristics related to completing a science, technology, engineering or mathematics (STEM) major in college

Science.gov (United States)

LeBeau, Brandon; Harwell, Michael; Monson, Debra; Dupuis, Danielle; Medhanie, Amanuel; Post, Thomas R.

2012-04-01

Background: The importance of increasing the number of US college students completing degrees in science, technology, engineering or mathematics (STEM) has prompted calls for research to provide a better understanding of factors related to student participation in these majors, including the impact of a student's high-school mathematics curriculum. Purpose: This study examines the relationship between various student and high-school characteristics and completion of a STEM major in college. Of specific interest is the influence of a student's high-school mathematics curriculum on the completion of a STEM major in college. Sample: The sample consisted of approximately 3500 students from 229 high schools. Students were predominantly Caucasian (80%), with slightly more males than females (52% vs 48%). Design and method: A quasi-experimental design with archival data was used for students who enrolled in, and graduated from, a post-secondary institution in the upper Midwest. To be included in the sample, students needed to have completed at least three years of high-school mathematics. A generalized linear mixed model was used with students nested within high schools. The data were cross-sectional. Results: High-school predictors were not found to have a significant impact on the completion of a STEM major. Significant student-level predictors included ACT mathematics score, gender and high-school mathematics GPA. Conclusions: The results provide evidence that on average students are equally prepared for the rigorous mathematics coursework regardless of the high-school mathematics curriculum they completed.

Evaluation of the Alliance for Climate Education's national high school edutainment program (Invited)

Science.gov (United States)

Lappe, M.; Flora, J.; Saphir, M.; Roser-Renouf, C.; Maibach, E.; Leiserowitz, A.

2013-12-01

The Alliance for Climate Education educates high school students on the science of climate change and inspires them to create effective solutions. Since 2009, ACE has reached over 1.6 million students nationwide with its multi media assembly presentation. In this paper, we evaluate the climate science knowledge, beliefs, attitudes, behavior and communication impact of the ACE Assembly program in a random sample of 49 schools (from population of 779) and a panel of 1,241 high school students. Pre and post assembly surveys composed of questions from the Global Warming Six Americas segmentation and intervention specific questions were administered in classrooms. We demonstrate that exposure to climate science in an engaging edutainment format changes youths' beliefs, involvement, and behavior positively and moves them to more climate science literate audience segments. The net impact of scaled and engaging programs for youth could be a population shift in climate science literacy and positive engagement in the issue of climate change. In addition, such programs can empower youth for deeper engagement in school programs, personal action, political and consumer advocacy.

Neighbourhood ethnic diversity buffers school readiness impact in ESL children.

Science.gov (United States)

Puchala, Chassidy; Vu, Lan T H; Muhajarine, Nazeem

2010-01-01

Contextual factors, as measured by neighbourhood characteristics, shape the experiences children have and affect their "school readiness", i.e., whether they are well or poorly prepared for the transition from home to kindergarten. This study assessed the independent effects of individual and neighbourhood factors on school readiness; specifically, it examined whether and to what degree neighbourhood factors modified children's language ability and thus their school readiness in a population of children in Saskatoon, Saskatchewan. The study included all children attending kindergarten in 2001, 2003 and 2005 in Saskatoon. School readiness and child characteristics were measured by the Early Development Instrument (EDI). The EDI measures child development at school commencement in five domains: physical health and well-being, social competence, emotional maturity, cognitive and language development, and communication skills and general knowledge. Data from the 2001 Census were used to characterize Saskatoon's neighbourhoods. Multilevel modeling examined the independent and buffering or exacerbating effects of individual and neighbourhood factors on the relation between English as a Second Language (ESL) status in children and EDI domain scores. ESL children had significantly lower scores on all EDI domains compared with non-ESL children. Certain factors (e.g., younger age, male, Aboriginal status, having special needs) were significantly related to lower readiness in terms of the emotional maturity, and communication skills and general knowledge domains. Importantly, children who lived in neighbourhoods that were highly transient (with a higher proportion of residents who had moved in the previous year) had lower EDI scores on both domains, and those in neighbourhoods with lower rates of employment had lower EDI scores on communication skills and general knowledge. Neighbourhood ethnic diversity mitigated the negative impact of ESL status on school readiness for both

School connectedness and high school graduation among maltreated youth.

Science.gov (United States)

Lemkin, Allison; Kistin, Caroline J; Cabral, Howard J; Aschengrau, Ann; Bair-Merritt, Megan

2018-01-01

Maltreated youth have higher rates of school dropout than their non-maltreated peers. School connectedness is a modifiable predictor of school success. We hypothesized maltreated youth's school connectedness (supportive relationships with adults at school and participation in school clubs) would be positively associated with high school graduation. We included youth with at least one Child Protective Services (CPS) report by age twelve from Longitudinal Studies of Child Abuse and Neglect, a prospective cohort study. Participation in extracurricular activities and adult relationships reported at age 16, high school graduation/General Education Development (GED) status reported at age 18, and demographics were provided by youth and caregivers. Maltreatment data were coded from CPS records. The outcome was graduation/receipt of GED. Multivariable logistic regressions examined the association between school connectedness and graduation/receipt of GED, controlling for confounders. In our sample of 318 maltreated youth, 73.3% graduated. School club was the only activity with a statistically significant association with graduation in bivariate analysis. Having supportive relationships with an adult at school was not significantly associated with graduation, though only 10.7% of youth reported this relationship. Maltreated youth who participated in school clubs had 2.54 times the odds of graduating, adjusted for study site, gender, poverty status, caregiver high school graduation status, and age at first CPS report (95% CI: [1.02, 6.33]). Few maltreated youth reported relationships with adults at school, and additional efforts may be needed to support these vulnerable youth. School club participation may represent an opportunity to modify maltreated youth's risk for school dropout. Copyright © 2017 Elsevier Ltd. All rights reserved.

Experiences of Adolescents with Type 1 Diabetes as They Transition from Middle School to High School

Science.gov (United States)

Fleischman, Katie; Smothers, Melissa K.; Christianson, Heidi F.; Carter, Laura; Hains, Anthony A.; Davies, W. Hobart

2011-01-01

The purpose of this study was to explore the experiences of adolescents with Type 1 Diabetes Mellitus (T1DM) as they transitioned into high school in order to understand the contextual factors that impact diabetic health-related behaviors and self-identity. A qualitative interviewing methodology called consensual qualitative research (CQR) was…

Impact of School Staff Health on Work Productivity in Secondary Schools in Massachusetts

Science.gov (United States)

Alker, Heather J.; Wang, Monica L.; Pbert, Lori; Thorsen, Nancy; Lemon, Stephenie C.

2015-01-01

Background: Healthy, productive employees are an integral part of school health programs. There have been few assessments of work productivity among secondary school staff. This study describes the frequency of 3 common health risk factors--obesity, depressive symptoms, and smoking--and their impact on work productivity in secondary school…

Impact of the "Planning to be Active" leisure time physical exercise program on rural high school students.

Science.gov (United States)

Hortz, Brian; Petosa, Rick

2006-10-01

The purpose of the study was to evaluate the effects of a Social Cognitive Theory-based intervention designed to increase the frequency of leisure time planned moderate and vigorous physical exercise among rural high school students attending physical education class. Students in treatment and comparison groups were exposed to an activity-based physical education curricula. The treatment group received eight behavioral skill-building lessons integrated into the existing curriculum. The Social Cognitive Theory-based educational treatment increased levels of moderate physical exercise occurring outside the classroom. This study demonstrated an impact on adolescent leisure time moderate physical exercise using classroom instruction. The intervention was most effective with students who were previously sedentary. The curricular approaches used to promote regular moderate exercise may be useful for sedentary adolescents.

A Multisite Study of High School Mathematics Curricula and the Impact of Taking a Developmental Mathematics Course in College

Science.gov (United States)

Harwell, Michael; Dupuis, Danielle; Post, Thomas R.; Medhanie, Amanuel; LeBeau, Brandon

2014-01-01

The relationship between high school mathematics curricula and the likelihood of students who enroll in a developmental (non-credit bearing) course in college taking additional mathematics courses was studied. The results showed that high school mathematics curriculum, years of high school mathematics completed, and ACT mathematics scores were…

How Insecurity impacts on school attendance and school drop out among urban slum children in Nairobi

Directory of Open Access Journals (Sweden)

Chimaraoke Izugbara

2008-06-01

Full Text Available This paper discusses how perceptions of personal security can impact on school enrolment and attendance. It mainly focuses on threats of physical harm, crime, and community and domestic violence. These security fears can include insecurity that children suffer from as they go to school, maybe through the use of unsafe routes; insecurity that children feel at school; and the insecurity they suffer from in their homes. Although poverty can be a source and/or an indicator of insecurity, this paper does not focus solely on poverty as it is well covered elsewhere in the literature. The paper relies on qualitative data col- lected in Korogocho and Viwandani slum areas in Nairobi, Kenya between October and November 2004. The paper analyses data from individual interviews and focus group interviews and focuses on the narrative of slum dwellers on how insecurity impacts on educational attainment. The conclusion in this paper is that insecure neighbourhoods may have a negative impact on schooling. As a result policies that address insecurity in slum neighbourhoods can also improve school attendance and performance.

Evaluating High School Students' Anxiety and Self-Efficacy towards Biology

Science.gov (United States)

Çimen, Osman; Yilmaz, Mehmet

2015-01-01

Anxiety and self-efficacy are among the factors that impact students' performance in biology. The current study aims to investigate high school students' perception of biology anxiety and self-efficacy, in relation to gender, grade level, interest in biology, negative experience associated with biology classes, and teachers' approaches in the…

A Research on the Impact of Internet Use in American Elementary School Libraries

OpenAIRE

Feng-Hsiung Hou

2003-01-01

The purpose of this research was to explore the impact of Internet use in American elementary school libraries operations and to find the best way for use Internet tools in elementary school libraries operations. This study may offer important information about the impact of Internet usage for elementary school library s operations. The research question was: Is the Internet usage having significant impact for organizational operations in the American elementary school libraries? This study e...

Timetabling at High Schools

DEFF Research Database (Denmark)

Sørensen, Matias

on the publicly available XHSTT format for modeling instances and solutions of the HSTP) and the Danish High School Timetabling Problem (DHSTP). For both problems a complex Mixed-Integer Programming (MIP) model is developed, and in both cases are empirical tests performed on a large number of real-life datasets......High school institutions face a number of important planning problems during each schoolyear. This Ph.D. thesis considers two of these planning problems: The High School Timetabling Problem (HSTP) and the Consultation Timetabling Problem (CTP). Furthermore a framework for handling various planning....... The second part contains the main scienti_c papers composed during the Ph.D. study. The third part of the thesis also contains scienti_c papers, but these are included as an appendix. In the HSTP, the goal is to obtain a timetable for the forthcoming school-year. A timetable consists of lectures scheduled...

Especially for High School Teachers

Science.gov (United States)

Howell, J. Emory

1999-09-01

Secondary School Feature Articles * Authentic Research within the Grasp of High School Students, by Annis Hapkiewicz, p 1212 * JCE Classroom Activity #19: Blueprint Photography by the Cyanotype Process, by Glen D. Lawrence and Stuart Fishelson, p 1216A Author Recognition A new program has been instituted to recognize high school teachers who are authors or coauthors of manuscripts published in the Journal. In May, letters were sent to teachers who wrote articles published in JCE beginning with Volume 74 (1997). If you were an author, you should have received a letter from us in late May or early June stating that your high school principal has been sent a Certificate of High School Author Recognition to be presented to you at a suitable occasion. Because the letters were sent late in the school year, you may not see the certificate until fall, or you may not receive your letter until then if we had only your school address. If you have authored or coauthored an article published in JCE and did not receive a letter, please contact me using the information about the Secondary School Chemistry Editor appearing on the Information Page in this issue. Syllabus Swap In the August issue, this column contained an invitation to exchange high school syllabi. The day after my copy of the August issue arrived, I received an email from a teacher indicating an interest in participating in an exchange. If you are interested, check the August "Especially for High School Chemistry Teachers" column for a brief discussion of the informal exchange program, or contact me. Research Conducted by High School Students In his June 1999 editorial "Learning Is a Do-It-Yourself Activity", p 725, John Moore wrote about the need to engage students actively in the learning process. As I have mentioned in this column previously, research conducted by students is one means of accomplishing this goal. In this issue, p 1212, Annis Hapkiewicz explains how she has drawn her Okemos [Michigan] High School

The Negative Impact of Community Stressors on Learning Time: Examining Inequalities between California High Schools

Science.gov (United States)

Mirra, Nicole; Rogers, John

2015-01-01

Allocated classroom time is not the same as time available for learning--a host of economic and social stressors undermine learning time in schools serving low-income students. When time is limited, it is hard to meet rigorous learning standards. The challenge is compounded in high-poverty schools where community stressors place additional demands…

Educational Impact of a School Breakfast Programme in Rural Peru

Science.gov (United States)

Cueto, Santiago; Chinen, Marjorie

2008-01-01

In this paper, we present data from an evaluation of the educational impact of a school breakfast program implemented in rural schools in Peru. The results showed positive effects on school attendance and dropout rates, and a differential effect of the breakfast program on multiple-grade and full-grade schools. Particularly in multiple-grade…

Carpet Aids Learning in High Performance Schools

Science.gov (United States)

Hurd, Frank

2009-01-01

The Healthy and High Performance Schools Act of 2002 has set specific federal guidelines for school design, and developed a federal/state partnership program to assist local districts in their school planning. According to the Collaborative for High Performance Schools (CHPS), high-performance schools are, among other things, healthy, comfortable,…

Education of Non-European Ancestry Immigrant Students in Suburban High Schools

Science.gov (United States)

Shodavaram, Mary P.; Jones, Lisa A.; Weaver, Laurie R.; Marquez, Judith A.; Ensle, Anne L.

2009-01-01

The purpose of this study was to examine suburban high school teachers' beliefs about non-European ancestry immigrant students; more specifically, suburban teachers' beliefs regarding the impact of students' cultural backgrounds on academic performance were examined. Non-European ancestry immigrant students are those students whose ancestral…

Examining Summer Laboratory Research Apprenticeships for High School Students as a Factor in Entry to MD/PhD Programs at Matriculation

Science.gov (United States)

Tai, Robert H.; Kong, Xiaoqing; Mitchell, Claire E.; Dabney, Katherine P.; Read, Daniel M.; Jeffe, Donna B.; Andriole, Dorothy A.; Wathington, Heather D.

2017-01-01

Do summer laboratory research apprenticeships during high school have an impact on entry into MD/PhD programs? Apart from the nearly decade-long span of time between high school and matriculation into an MD/PhD program, young people have many life-shaping experiences that presumably impact their education and career trajectories. This quantitative…

Administrator Leadership Styles and Their Impact on School Nursing Part II. A High-Performance School Nurse-Building Administrator Relationship Model.

Science.gov (United States)

Davis, Charles R; Lynch, Erik J

2018-06-01

There is a significant disparity in roles, responsibilities, education, training, and expertise between the school nurse and building administrator. Because of this disparity, a natural chasm must be bridged to optimize student health, safety, well-being, and achievement in the classroom while meeting the individual needs of both professionals. This article constructs and presents a new school nurse-building administrator relationship model, the foundation of which is formed from the pioneering and seminal work on high-performance professional relationships and outcomes of Lewin and Drucker. The authors posit that this new model provides the framework for successful school nurse-building administrator interactions that will lead to optimal student outcomes.

School lunch and snacking patterns among high school students: Associations with school food environment and policies

Directory of Open Access Journals (Sweden)

Story Mary

2005-10-01

Full Text Available Abstract Objectives This study examined associations between high school students' lunch patterns and vending machine purchases and the school food environment and policies. Methods A randomly selected sample of 1088 high school students from 20 schools completed surveys about their lunch practices and vending machine purchases. School food policies were assessed by principal and food director surveys. The number of vending machines and their hours of operation were assessed by trained research staff. Results Students at schools with open campus policies during lunchtime were significantly more likely to eat lunch at a fast food restaurant than students at schools with closed campus policies (0.7 days/week vs. 0.2 days/week, p Conclusion School food policies that decrease access to foods high in fats and sugars are associated with less frequent purchase of these items in school among high school students. Schools should examine their food-related policies and decrease access to foods that are low in nutrients and high in fats and sugars.

The Impact of Servant Leadership Practices in an Urban Focus Elementary School

Science.gov (United States)

Davis-Elenis, Sharon V.

2016-01-01

This study examined the impact of servant leadership practices as perceived by faculty and staff in an urban Focus elementary school. A mixed-methods design was used to explore the impact of the school leader's servant leadership practices on the behavior and perceptions of the faculty and staff, and the challenges a school leader faces as a…

High-Performance Schools: Affordable Green Design for K-12 Schools; Preprint

Energy Technology Data Exchange (ETDEWEB)

Plympton, P.; Brown, J.; Stevens, K.

2004-08-01

Schools in the United States spend $7.8 billion on energy each year-more than the cost of computers and textbooks combined, according to a 2003 report from the National Center for Education Statistics. The U.S. Department of Energy (DOE) estimates that these high utility bills could be reduced as much as 25% if schools adopt readily available high performance design principles and technologies. Accordingly, hundreds of K-12 schools across the country have made a commitment to improve the learning and teaching environment of schools while saving money and energy and protecting the environment. DOE and its public- and private-sector partners have developed Energy Design Guidelines for High Performance Schools, customized for nine climate zones in U.S. states and territories. These design guidelines provide information for school decision makers and design professionals on the advantages of energy efficiency and renewable energy designs and technologies. With such features as natural day lighting, efficient electric lights, water conservation, and renewable energy, schools in all types of climates are proving that school buildings, and the students and teachers who occupy them, are indeed high performers. This paper describes high performance schools from each of the nine climate zones associated with the Energy Design Guidelines. The nine case studies focus on the high performance design strategies implemented in each school, as well as the cost savings and benefits realized by students, faculty, the community, and the environment.

School-Based Drug Abuse Prevention Programs in High School Students

Science.gov (United States)

Sharma, Manoj; Branscum, Paul

2013-01-01

Drug abuse, or substance abuse, is a substantial public health problem in the United States, particularly among high school students. The purpose of this article was to review school-based programs implemented in high schools for substance abuse prevention and to suggest recommendations for future interventions. Included were English language…

Case Studies of Leading Edge Small Urban High Schools. Personalization Strategic Designs: 9. MetWest High School

Science.gov (United States)

Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

2008-01-01

This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

The Effect of High School Shootings on Schools and Student Performance

OpenAIRE

Louis-Philippe Beland; Dongwoo Kim

2015-01-01

We analyze how fatal shootings in high schools affect schools and students using data from shooting databases, school report cards, and the Common Core of Data. We examine schools’ test scores, enrollment, and number of teachers, as well as graduation, attendance, and suspension rates at schools that experienced a shooting, employing a difference-in-differences strategy that uses other high schools in the same district as the comparison group. Our findings suggest that homicidal shootings s...

Catholic High Schools and Rural Academic Achievement.

Science.gov (United States)

Sander, William

1997-01-01

A study of national longitudinal data examined effects of rural Catholic high schools on mathematics achievement, high school graduation rates, and the likelihood that high school graduates attend college. Findings indicate that rural Catholic high schools had a positive effect on mathematics test scores and no effect on graduation rates or rates…

Teaching Ethics to High School Students

Science.gov (United States)

Pass, Susan; Willingham, Wendy

2009-01-01

Working with two teachers and thirty-four high school seniors, the authors developed procedures and assessments to teach ethics in an American high school civics class. This approach requires high school students to discover an agreement or convergence between Kantian ethics and virtue ethics. The authors also created an instrument to measure…

Reforming High School Science for Low-Performing Students Using Inquiry Methods and Communities of Practice

Science.gov (United States)

Bolden, Marsha Gail

Some schools fall short of the high demand to increase science scores on state exams because low-performing students enter high school unprepared for high school science. Low-performing students are not successful in high school for many reasons. However, using inquiry methods have improved students' understanding of science concepts. The purpose of this qualitative research study was to investigate the teachers' lived experiences with using inquiry methods to motivate low-performing high school science students in an inquiry-based program called Xtreem Science. Fifteen teachers were selected from the Xtreem Science program, a program designed to assist teachers in motivating struggling science students. The research questions involved understanding (a) teachers' experiences in using inquiry methods, (b) challenges teachers face in using inquiry methods, and (c) how teachers describe student's response to inquiry methods. Strategy of data collection and analysis included capturing and understanding the teachers' feelings, perceptions, and attitudes in their lived experience of teaching using inquiry method and their experience in motivating struggling students. Analysis of interview responses revealed teachers had some good experiences with inquiry and expressed that inquiry impacted their teaching style and approach to topics, and students felt that using inquiry methods impacted student learning for the better. Inquiry gave low-performing students opportunities to catch up and learn information that moved them to the next level of science courses. Implications for positive social change include providing teachers and school district leaders with information to help improve performance of the low performing science students.

Impact of the Arizona NExSS Winter School on Interdisciplinary Knowledge and Attitudes

Science.gov (United States)

Huff, Cierra; Burnam-Fink, Michael; Desch, Steven; Apai, Dániel

2018-01-01

The Nexus for Exoplanet System Science (NExSS) is a NASA-funded research coordination network whose focus is on investigating exoplanet diversity and devising strategies for searching for life on exoplanets. The fields of exoplanets and astrobiology are inherently highly interdisciplinary. Progress in these fields demands that researchers with various scientific backgrounds understand the issues and techniques of allied fields of study, including the tools and approaches used to solve different problems, as well as their limitations.In 2016, the NExSS teams at Arizona State University (ASU) and University of Arizona (UA) hosted 32 graduate students and postdoctoral researchers from various scientific backgrounds for one week at the Arizona NExSS Winter School. To bridge the gaps between fields and promote interdisciplinarity, students participated in lessons, field trips, hands-on activities, and a capstone proposal-writing activity. To assess the impact of the School on knowledge and attitudes about other fields, we administered a pre- and post-School questionnaire designed using the Impact Analysis Method of Davis & Scalice (2015).The results show that all participants gained knowledge at the School, especially in areas outside their primary field of study. The questionnaire revealed interesting differences in attitudes as well. When asked whether the geochemistry of Earth without life is predictable, planetary scientists were more likely than average to say yes, and geologists were more likely than average to say no. Their attitudes had converged after participation in the School. These results demonstrate that the Arizona NExSS Winter School was impactful not just in the knowledge gained, but in the interdisciplinary attitudes of students.

Creating a peaceful school learning environment: the impact of an antibullying program on educational attainment in elementary schools.

Science.gov (United States)

Fonagy, Peter; Twemlow, Stuart W; Vernberg, Eric; Sacco, Frank C; Little, Todd D

2005-07-01

The impact of a bullying and violence prevention program on education attainment was studied in five elementary schools (K-5), over a 5-year period. A multiple baseline design was used and academic attainment test scores of 1,106 students were monitored before and after the introduction of the program across the school district. This sample was contrasted with an equivalent control sample of 1,100 students from the school district who attended schools that did not join the program. Program participation was associated with pronounced improvements in the students' achievement test scores. Notable reductions in the scores of those students who left schools with active programs were also observed. This simple, low-cost anti-violence intervention, involves all those who work in schools, not just students. It appears to significantly benefit educational performance of children in the participating elementary schools. The program focuses attention on the interaction between the bully, victim and audience of bystanders who are seen as pivotal in either promoting or ameliorating violence. Buy in to the philosophy by teachers & administration is high, because the format allows each school to create materials with its own personal stamp, and since there is no classroom curriculum add on, the burden to teachers is vastly reduced. Psychiatrists who work with schools could easily assist a school to put the program in place as part of their consultation work.

Credentialing high school psychology teachers.

Science.gov (United States)

Weaver, Kenneth A

2014-09-01

The National Standards for High School Psychology Curricula (American Psychological Association, 2013b) require a teacher with considerable psychology content knowledge to teach high school psychology courses effectively. In this study, I examined the initial teaching credential requirements for high school psychology teachers in the 50 states plus the District of Columbia. Thirty-four states (the District of Columbia is included as a state) require the social studies credential to teach high school psychology. An analysis of the items on standardized tests used by states to validate the content knowledge required to teach social studies indicates little or no presence of psychology, a reflection of psychology's meager presence in the social studies teacher preparation curricula. Thus, new teachers with the social studies teaching credential are not prepared to teach high school psychology according to the National Standards. Approval of The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (National Council for the Social Studies, 2013) presents an opportunity to advocate for establishing a psychology credential in the 34 states. (c) 2014 APA, all rights reserved.

The influence of school holiday timing on epidemic impact.

Science.gov (United States)

Eames, K T D

2014-09-01

The impact of reactive school closure on an epidemic is uncertain, since it is not clear how an unplanned closure will affect social mixing patterns. The effect of school holidays on social mixing patterns is better understood. Here, we use mathematical models to explore the influence of the timing of school holidays on the final size and peak incidence of an influenza-like epidemic. A well-timed holiday can reduce the impact of an epidemic, in particular substantially reducing an epidemic's peak. Final size and peak incidence cannot both be minimized: a later holiday is optimal for minimizing the final size, while an earlier holiday minimizes peak incidence. Using social mixing data from the UK, we estimated that, had the 2009 influenza epidemic not been interrupted by the school summer holidays, the final size would have been about 20% larger and the peak about 170% higher.

Analysis of Institutional Competitiveness of Junior High Schools through the Admission Test to High School Education

Science.gov (United States)

Armendáriz, Joyzukey; Tarango, Javier; Machin-Mastromatteo, Juan Daniel

2018-01-01

This descriptive and correlational research studies 15,658 students from 335 secondary schools in the state of Chihuahua, Mexico, through the results of the examination of admission to high school education (National High School Admission Test--EXANI I from the National Assessment Center for Education--CENEVAL) on logical-mathematical and verbal…

Perceptions of anti-smoking messages amongst high school students in Pakistan

Directory of Open Access Journals (Sweden)

Imam Syed H

2011-02-01

Full Text Available Abstract Background Surveys have provided evidence that tobacco use is widely prevalent amongst the youth in Pakistan. Several reviews have evaluated the effectiveness of various tobacco control programs, however, few have taken into account the perceptions of students themselves regarding these measures. The aim of this study was to determine the most effective anti-smoking messages that can be delivered to high-school students in Pakistan, based on their self-rated perceptions. It also aimed to assess the impact of pictorial/multi-media messages compared with written health warnings and to discover differences in perceptions of smokers to those of non-smokers to health warning messages. Methods This study was carried out in five major cities of Pakistan in private English-medium schools. A presentation was delivered at each school that highlighted the well-established health consequences of smoking using both written health warnings and pictorial/multi-media health messages. Following the presentation, the participants filled out a graded questionnaire form, using which they rated the risk-factors and messages that they thought were most effective in stopping or preventing them from smoking. The Friedman test was used to rank responses to each of the questions in the form. The Wilcoxon Signed Rank test used to analyze the impact of pictorial/multi-media messages over written statements. The Mann Whitney U test was used to compare responses of smokers with those of non-smokers. Results Picture of an oral cavity cancer, videos of a cancer patient using an electronic voice box and a patient on a ventilator, were perceived to be the most effective anti-smoking messages by students. Addiction, harming others through passive smoking and impact of smoking on disposable incomes were perceived to be less effective messages. Pictorial/multi-media messages were perceived to be more effective than written health warnings. Health warnings were perceived as

Using immersive healthcare simulation for physiology education: initial experience in high school, college, and graduate school curricula.

Science.gov (United States)

Oriol, Nancy E; Hayden, Emily M; Joyal-Mowschenson, Julie; Muret-Wagstaff, Sharon; Faux, Russell; Gordon, James A

2011-09-01

In the natural world, learning emerges from the joy of play, experimentation, and inquiry as part of everyday life. However, this kind of informal learning is often difficult to integrate within structured educational curricula. This report describes an educational program that embeds naturalistic learning into formal high school, college, and graduate school science class work. Our experience is based on work with hundreds of high school, college, and graduate students enrolled in traditional science classes in which mannequin simulators were used to teach physiological principles. Specific case scenarios were integrated into the curriculum as problem-solving exercises chosen to accentuate the basic science objectives of the course. This report also highlights the historic and theoretical basis for the use of mannequin simulators as an important physiology education tool and outlines how the authors' experience in healthcare education has been effectively translated to nonclinical student populations. Particular areas of focus include critical-thinking and problem-solving behaviors and student reflections on the impact of the teaching approach.

School Uniforms in Urban Public High Schools

Science.gov (United States)

Draa, Virginia Ann Bendel

2005-01-01

The purpose of this study was to determine whether or not the implementation of a mandatory uniform policy in urban public high schools improved school performance measures at the building level for rates of attendance, graduation, academic proficiency, and student conduct as measured by rates of suspensions and expulsions. Sixty-four secondary…

High School Physics Courses & Enrollments: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

Science.gov (United States)

White, Susan; Tesfaye, Casey Langer

2014-01-01

This report examines enrollments in high school physics during the 2012-13 school year. Based on data from the most recent survey (which includes both public and private high schools in the U.S.), it is estimated that 39% of the class of 2013 took high school physics before graduating. During the 2012-13 school year, 1.38 million students were…

Healthier Standards for School Meals and Snacks: Impact on School Food Revenues and Lunch Participation Rates.

Science.gov (United States)

Cohen, Juliana F W; Gorski, Mary T; Hoffman, Jessica A; Rosenfeld, Lindsay; Chaffee, Ruth; Smith, Lauren; Catalano, Paul J; Rimm, Eric B

2016-10-01

In 2012, the updated U.S. Department of Agriculture school meals standards and a competitive food law similar to the fully implemented version of the national Smart Snack standards went into effect in Massachusetts. This study evaluated the impact of these updated school meal standards and Massachusetts' comprehensive competitive food standards on school food revenues and school lunch participation. Revenue and participation data from 11 Massachusetts school districts were collected from 2011 to 2014 and analyzed in 2015 using multilevel modeling. The association between the change in compliance with the competitive food standards and revenues/participation was assessed using linear regression. Schools experienced declines in school food revenues of $15.40/student in Year 1 from baseline (p=0.05), due to competitive food revenue losses. In schools with 3 years of data, overall revenues rebounded by the second year post-implementation. Additionally, by Year 2, school lunch participation increased by 15% (p=0.0006) among children eligible for reduced-price meals. Better competitive food compliance was inversely associated with school food revenues in the first year only; an absolute change in compliance by 10% was associated with a $9.78/student decrease in food revenues over the entire school year (p=0.04). No association was seen between the change in compliance and school meal participation. Schools experienced initial revenue losses after implementation of the standards, yet longer-term school food revenues were not impacted and school meal participation increased among children eligible for reduced-price meals. Weakening the school meal or competitive food guidelines based on revenue concerns appears unwarranted. Copyright © 2016 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Student Socioeconomic Status and Gender: Impacts on School Counselors' Ratings of Student Personal Characteristics and School Counselors' Self-Efficacy

Science.gov (United States)

Glance, Dorea E.

2012-01-01

This research focused on how students' socioeconomic status and gender impact school counselors' ratings of student personal characteristics and school counselor self-efficacy. While previous literature focuses on how students' socioeconomic status and gender impact school counselors' ratings of academic characteristics such as…

Effects of repetitive subconcussive head trauma on the neuropsychological test performance of high school athletes: A comparison of high, moderate, and low contact sports.

Science.gov (United States)

Tsushima, William T; Ahn, Hyeong Jun; Siu, Andrea M; Yoshinaga, Kara; Choi, So Yung; Murata, Nathan M

2018-02-02

The aim of this study was to examine the neuropsychological test results of non-concussed high school athletes playing at three different levels of contact sports. Based on the concussion risk data of 12 different sports, a High Contact group (n=2819; wrestling/martial arts, cheerleading, track and field, football), a Moderate Contact group (n=2323; softball, basketball, soccer), and a Low Contact group (n=1580; baseball, volleyball, water polo, tennis, cross-country) were formed and compared in terms of their scores on the Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT). The results revealed that the High Contact group obtained small but statistically poorer performances in ImPACT Visual Memory, Visual Motor Speed, Impulse Control, and Total Symptom scores compared to the Moderate and Low Contact groups. The High Contact group also had poorer Reaction Time scores compared to the Low Contact group. No differences between the Moderate and Low Contact groups were noted. The findings, along with prior similar results, tentatively raise concerns that participant in high contact sports, exposed to repetitive subconcussive head trauma, may be at greater risk for lowered neuropsychological functioning and increased symptoms, compared to other high school athletes. In view of the preliminary nature of this investigation, more research into the effects of frequent head impacts in high school sports is strongly recommended.

High School Physics Availability: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

Science.gov (United States)

White, Susan; Tesfaye, Casey Langer

2014-01-01

In this report, the authors share their analysis of the data from over 3,500 high schools in the U.S. beginning with an examination of the availability of physics in U.S. high schools. The schools in their sample are a nationally-representative random sample of the almost 25,000 high schools in forty-nine of the fifty states. Table 1 shows the…

The Association between Bullying and Psychological Health among Senior High School Students in Ghana, West Africa

Science.gov (United States)

Owusu, Andrew; Hart, Peter; Oliver, Brittney; Kang, Minsoo

2011-01-01

Background: School-based bullying, a global challenge, negatively impacts the health and development of both victims and perpetrators. This study examined the relationship between bullying victimization and selected psychological variables among senior high school (SHS) students in Ghana, West Africa. Methods: This study utilized data from the…

The role of picture of process (pp) on senior high school students’ collision concept learning activities and multirepresentation ability

Science.gov (United States)

Sutarto; Indrawati; Wicaksono, I.

2018-04-01

The objectives of the study are to describe the effect of PP collision concepts to high school students’ learning activities and multirepresentation abilities. This study was a quasi experimental with non- equivalent post-test only control group design. The population of this study were students who will learn the concept of collision in three state Senior High Schools in Indonesia, with a sample of each school 70 students, 35 students as an experimental group and 35 students as a control group. Technique of data collection were observation and test. The data were analized by descriptive and inferensial statistic. Student learning activities were: group discussions, describing vectors of collision events, and formulating problem-related issues of impact. Multirepresentation capabilities were student ability on image representation, verbal, mathematics, and graph. The results showed that the learning activities in the three aspects for the three high school average categorized good. The impact of using PP on students’ ability on image and graph representation were a significant impact, but for verbal and mathematical skills there are differences but not significant.

The Impact of Problem-Based Learning Approach to Senior High School Students' Mathematics Critical Thinking Ability

Science.gov (United States)

Widyatiningtyas, Reviandari; Kusumah, Yaya S.; Sumarmo, Utari; Sabandar, Jozua

2015-01-01

The study reported the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students' prior mathematical ability to student's mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from…

ELWIRA "Plants, wood, steel, concrete - a lifecycle as construction materials": University meets school - science meets high school education

Science.gov (United States)

Strauss-Sieberth, Alexandra; Strauss, Alfred; Kalny, Gerda; Rauch, Hans Peter; Loiskandl, Willibald

2016-04-01

out in close cooperation between the scientists and the high school students, (b) high school students perform classical as well as advanced laboratory testing procedures on the selected materials under the guidance of researchers. They determine a set of mechanical properties and mechanical short and long term performance indicators, such as compression strength, Young modulus, fracture energy etc., (c) field tests on sites are performed to specify climatic characteristics of the examined materials, in order to find out their impact on the surrounding microclimate caused by for instance solar radiation and air temperature, and (d) finally an energy balance (CO2) for the selected materials over their entire life cycle will be carried out by the scientists. These results will provide an important contribution to a sustainable, climate-friendly and resource conserving handling with building materials. The aim of this poster is to present and discuss alternative scientific approaches of scientific working between scientists and high school students and to discuss the learning outcomes already obtained by the high school students within the project "Plants, wood, steel, concrete - a lifecycle as construction materials" ELWIRA.

Using social impact borrowing to expand preschool through third grade programs in urban public schools.

Science.gov (United States)

Temple, Judy A; Reynolds, Arthur J

Budget constraints and difficulty raising taxes limit school districts from expanding education programming even when research shows that additional expenditures would generate economic benefits that are greater than costs. Recently, coalitions of private investors, philanthropists, education practitioners, and government finance analysts have emerged to create opportunities to expand education services that promise high rates of social net benefits without raising taxes or reducing other expenditures. These collaborators have a strong interest in obtaining careful estimates of educational program effectiveness. We describe the use of social-impact borrowing to increase access to the Child-Parent Center preschool-through-third-grade intervention for at-risk students in the Chicago Public School District. The partners include the city, school district, investors, nonprofit organizations, and a university. The key to the feasibility of social-impact borrowing is the ability to document that early intervention can reduce the need for later special-education services. With the help of private investors and nonprofit organizations, it is possible for public school districts to finance services with funds from private sources and use future cost savings to repay this debt. We discuss how social-impact borrowing is being used in Chicago and in Salt Lake County as the nation's first two instances of using pay-for-performance social-impact borrowing to support early education.

The Impact of Legalized Abortion on High School Graduation through Selection and Composition

Science.gov (United States)

Whitaker, Stephan

2011-01-01

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 circumstances 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…

Mentoring in Schools: An Impact Study of Big Brothers Big Sisters School-Based Mentoring

Science.gov (United States)

Herrera, Carla; Grossman, Jean Baldwin; Kauh, Tina J.; McMaken, Jennifer

2011-01-01

This random assignment impact study of Big Brothers Big Sisters School-Based Mentoring involved 1,139 9- to 16-year-old students in 10 cities nationwide. Youth were randomly assigned to either a treatment group (receiving mentoring) or a control group (receiving no mentoring) and were followed for 1.5 school years. At the end of the first school…

Effectiveness of health education teachers and school nurses teaching sexually transmitted infections/human immunodeficiency virus prevention knowledge and skills in high school.

Science.gov (United States)

Borawski, Elaine A; Tufts, Kimberly Adams; Trapl, Erika S; Hayman, Laura L; Yoder, Laura D; Lovegreen, Loren D

2015-03-01

We examined the differential impact of a well-established human immunodeficiency virus (HIV)/sexually transmitted infections (STIs) curriculum, Be Proud! Be Responsible!, when taught by school nurses and health education classroom teachers within a high school curricula. Group-randomized intervention study of 1357 ninth and tenth grade students in 10 schools. Twenty-seven facilitators (6 nurses, 21 teachers) provided programming; nurse-led classrooms were randomly assigned. Students taught by teachers were more likely to report their instructor to be prepared, comfortable with the material, and challenged them to think about their health than students taught by a school nurse. Both groups reported significant improvements in HIV/STI/condom knowledge immediately following the intervention, compared to controls. Yet, those taught by school nurses reported significant and sustained changes (up to 12 months after intervention) in attitudes, beliefs, and efficacy, whereas those taught by health education teachers reported far fewer changes, with sustained improvement in condom knowledge only. Both classroom teachers and school nurses are effective in conveying reproductive health information to high school students; however, teaching the technical (eg, condom use) and interpersonal (eg, negotiation) skills needed to reduce high-risk sexual behavior may require a unique set of skills and experiences that health education teachers may not typically have. © 2015, American School Health Association.

The Impact of the Louisiana Scholarship Program on Racial Segregation in Louisiana Schools. Louisiana Scholarship Program Evaluation Report #3. Technical Report

Science.gov (United States)

Egalite, Anna J.; Mills, Jonathan N.; Wolf, Patrick J.

2016-01-01

The question of how school choice programs affect the racial stratification of schools is highly salient in the field of education policy. We use a student-level panel data set to analyze the impacts of the Louisiana Scholarship Program (LSP) on racial segregation in public and private schools. This targeted school voucher program provides funding…

Wax Impaction in Nigerian School Children. | Eziyi | East and ...

African Journals Online (AJOL)

Background: Impacted wax has been classified as an ear disease. It can cause pain, itching, tinnitus hearing loss or otitis externa. The prevalence of cerumen impaction varies. The aim of this study was to determine the prevalence of impacted ear wax in primary school children and to determine, if there is any association ...

Sequence Curriculum: High School to College. Middlesex Community College/Haddam-Killingworth High School. Final Report.

Science.gov (United States)

Middlesex Community Coll., Middletown, CT.

Through a collaborative effort between Middlesex Community College (MxCC) and Haddam-Killingworth High School (HKHS), students taking specific high school courses in television production, broadcast journalism, electronics, and photography are granted college credit by MxCC upon admission to the college's Broadcast Communication Program. The…

School Superintendents' Use of Electronic Communication Technology and Its Impact on Their Efficacy as a School District Leader

Science.gov (United States)

Brock, Cecilia

2017-01-01

As apex leaders, school superintendents are impacted by the continuous demand to be effective while utilizing electronic communication technology. The purpose of this study is to investigate how the use of electronic communication technology impacts a school superintendent's efficacy. Public education, in the twenty-first century, finds itself in…

Methodological Lessons Learned from Conducting Civic Education Research in High Schools

Science.gov (United States)

Matto, Elizabeth C.; Vercellotti, Timothy

2012-01-01

With the growing size of the "Millennial Generation" and its potential impact on American democracy, the civic education of this cohort deserves study. Using news media and discussion of politics at home and in the classroom at four public high schools in New Jersey, we conducted an experiment to measure changes in media use, political…

Lifelines for High School Climate Change Education

Science.gov (United States)

Gould, A. D.

2012-12-01

The Lifelines project aims to establish a network of practicing high school teachers actively using climate change curricula by creating professional learning communities (PLCs) of teachers who, through remote meetings and workshops, maintain ongoing communication and sharing of best practices among colleagues to strengthen knowledge and promote effective teaching strategies. The project explores techniques to achieve the most effective teleconferencing meetings and workshops. This promotes not only teaching about minimizing environmental impacts of human activity, but minimizes environmental impacts of professional development — practicing what we preach. To date, Lifelines PLCs have set up websites and e-mail lists for sharing information. Teleconferences and webinars have been held using services such as Skype, ReadyTalk, and Wiggio. Many of the meetings have been recorded and archived for the benefit of members who could not attend in real-time.

Rebellion in a High School.

Science.gov (United States)

Stinchcombe, Arthur L.

The premise of this book is that high school rebellion is an "expression of alienation from socially present authorities." Such rebellion is a manifestation of "expressive alienation" and has the quality of hatred or sullenness. Rebellious high school students are likely to be non-utilitarian, negativistic, hedonistic, and to stress group…

Continuing Care in High Schools: A Descriptive Study of Recovery High School Programs

Science.gov (United States)

Finch, Andrew J.; Moberg, D. Paul; Krupp, Amanda Lawton

2014-01-01

Data from 17 recovery high schools suggest programs are dynamic and vary in enrollment, fiscal stability, governance, staffing, and organizational structure. Schools struggle with enrollment, funding, lack of primary treatment accessibility, academic rigor, and institutional support. Still, for adolescents having received treatment for substance…

Impact of an Engineering Case Study in a High School Pre-Engineering Course

Science.gov (United States)

Rutz, Eugene; Shafer, Michelle

2011-01-01

Students at an all-girls high school who were enrolled in an introduction to engineering course were presented an engineering case study to determine if the case study affected their attitudes toward engineering and their abilities to solve engineering problems. A case study on power plants was implemented during a unit on electrical engineering.…

Especially for High School Teachers

Science.gov (United States)

Emory Howell, J.

1999-11-01

many of our readers. The High School/College Interface Luncheon was part of the very rich day-long High School Program at the New Orleans ACS Meeting. Shown here (from left) are Glenn Crosby, the luncheon speaker; Lillie Tucker-Akin, the High School Day program chair; and Fred Johnson, Assistant Superintendent of Shelby County (TN) schools and Immediate Past President of NSTA. The recipient of the James Bryant Conant Award in High School Chemistry Teaching is Frank G. Cardulla, who taught for many years at Niles North High School, Skokie, Illinois. His extensive record of service to fellow teachers includes editing the JCE "View from My Classroom" feature for several years and writing several articles, as well as his recent appointment to the JCE Board of Publication. The recipient of the George C. Pimentel Award in Chemical Education is Jerry A. Bell of the American Chemical Society in Washington, DC. An author of numerous articles appearing in JCE and a member of the JCE Board of Publication for several years, he currently serves as Board Chair. The 16th Biennial Conference on Chemical Education Readers who attended the 15th BCCE in Waterloo, Ontario, know that much of the programming at these conferences is of interest to high school teachers. Many work shops, papers, and demonstrations are presented by high school teachers. There are many other outstanding papers and posters, plenary speakers, and exciting demonstrations. The 16th BCCE will be held at the University of Michigan in Ann Arbor, July 30-August 3, 2000. Among the high school teachers already scheduled to present workshops at the 16th BCCE are George Hague, Lynn Hershey, and Jack Randall, and there will be many more before the program is completed. The High School Chemistry Program Chair is Tim Graham, Roosevelt High School (MI). The Organizing Committee is seeking the assistance of local sections of the American Chemical Society within a 300-mile radius of Ann Arbor in providing support for high school

Estimating impacts of a breakfast in the classroom program on school outcomes.

Science.gov (United States)

Anzman-Frasca, Stephanie; Djang, Holly Carmichael; Halmo, Megan M; Dolan, Peter R; Economos, Christina D

2015-01-01

Short-term impacts of breakfast consumption on diet quality and cognitive functioning have been reported, but more evidence is needed to draw causal inferences about long-term impacts of school breakfast on indicators of school engagement and academic achievement. To estimate the impact of a Breakfast in the Classroom (BIC) program on School Breakfast Program participation, school attendance, and academic achievement. This quasi-experimental study included a sample of 446 public elementary schools from a large, urban US school district that served predominantly low-income, racial/ethnic minority students. A total of 257 schools (57.6%) implemented a BIC program during the 2012-2013 academic year, whereas 189 (42.4%) did not. School- and grade-level data from 2012-2013 and grade-level achievement data from the prior year were collected from school district records across the elementary schools. Hypotheses that a BIC program would improve school breakfast participation at the school level, school attendance at the grade level (kindergarten through sixth grade), and academic achievement at the grade level (second through sixth grades) were tested using propensity score weights to adjust for demographic differences between the BIC and non-BIC schools. The BIC program was linked with increased breakfast participation during the academic year (F10,414=136.90, Pperforming attendance analyses in the subset of grade levels for which achievement data were available, results were mostly consistent, although there was a group × time interaction (F10,1891=1.94, P=.04) such that differences between least squares means in the BIC vs non-BIC groups did not reach statistical significance at every month. There were no group differences in standardized test performance in math (57.9% in the BIC group vs 57.4% in the non-BIC group; F1,1890=0.41, P=.52) or reading (44.9% in the BIC group vs 44.7% in the non-BIC group; F1,1890=0.15, P=.70). Findings add to the evidence that BIC can

A photovoice study of school belongingness among high school students in Norway.

Science.gov (United States)

Lieblein, Vaiva Sunniva Deraas; Warne, Maria; Huot, Suzanne; Laliberte Rudman, Debbie; Raanaas, Ruth Kjærsti

2018-12-01

Although high school graduation is important for living conditions and health throughout life, many students do not complete. In Norway's northern most county, Finnmark, up to 45% of students do not complete high school. Contrary to prior research that has primarily focused on causes for dropout, this study's aim was to deepen understanding of factors that support high school attendance. A strengths-based participatory approach using photovoice addressed attendance factors as perceived by seven participating students from one high school in Finnmark. Qualitative content analysis of data generated through group dialogue about participant-generated photos and individual interviews identified six factors important for students' school attendance: a supportive school environment, a good learning environment, recuperation and recreation, family and friends, goals and ambitions, and place attachment. Related aspects of a supportive environment and belongingness, where school staff made important contributions to promoting a positive environment, were essential.

Race and Academic Achievement in Racially Diverse High Schools: Opportunity and Stratification.

Science.gov (United States)

Muller, Chandra; Riegle-Crumb, Catherine; Schiller, Kathryn S; Wilkinson, Lindsey; Frank, Kenneth A

2010-04-01

BACKGROUND/CONTEXT: Brown v Board of Education fundamentally changed our nation's schools, yet we know surprisingly little about how and whether they provide equality of educational opportunity. Although substantial evidence suggests that African American and Latino students who attend these schools face fewer learning opportunities than their White counterparts, until now, it has been impossible to examine this using a representative sample because of lack of data. PURPOSE/OBJECTIVE/RESEARCH QUESTION/FOCUS OF STUDY: This study uses newly available data to investigate whether racially diverse high schools offer equality of educational opportunity to students from different racial and ethnic groups. This is examined by measuring the relative representation of minority students in advanced math classes at the beginning of high school and estimating whether and how this opportunity structure limits the level of achievement attained by African American and Latino students by the end of high school. SETTING: This study uses data from the Adolescent Health and Academic Achievement Study (AHAA) and its partner study, the National Longitudinal Study of Adolescent Health (Add Health), a stratified, nationally representative study of students in U.S. high schools first surveyed in 1994-1995. POPULATION/PARTICIPANTS/SUBJECTS: Two samples of racially diverse high schools were used in the analysis: one with African Americans, Whites, and Asians (26 schools with 3,149 students), and the other with Latinos, Whites, and Asians (22 schools with 2,775 students). RESEARCH DESIGN: Quantitative analyses first assess how high schools vary in the extent to which minority students are underrepresented in advanced sophomore math classes. Hierarchical multilevel modeling is then used to estimate whether racial-ethnic differences in representation in advanced math have an impact on African American and Latino students' achievement by the end of high school, relative to the Whites and Asians

Examining the Impact of Acculturation and Perceived Social Support on Mathematics Achievement among Latino/a High School Students

Science.gov (United States)

Neseth, Hans; Savage, Todd A.; Navarro, Rachel

2009-01-01

The current migration of Latino/as into the United States has many schools struggling to meet the unique academic needs of this particular group of students. Previous research suggests level of acculturation and perceived social support impact mathematics achievement amongst Latino/a students. The current study employed hierarchical and…

Targeted Funding for Educationally Disadvantaged Students: A Regression Discontinuity Estimate of the Impact on High School Student Achievement

Science.gov (United States)

Henry, Gary T.; Fortner, C. Kevin; Thompson, Charles L.

2010-01-01

Evaluating the impacts of public school funding on student achievement has been an important objective for informing education policymaking but fraught with data and methodological limitations. Findings from prior research have been mixed at best, leaving policymakers with little advice about the benefits of allocating public resources to schools…

Investigating the impact of SMS speak on the written work of English first language and English second language high school learners

Directory of Open Access Journals (Sweden)

Winzker, Kristy

2009-12-01

Full Text Available This study examined the impact of SMS speak on the written work of English first language (L1 and English second language (L2 grade 8s and 11s. The aim was to establish whether these learners make use of features of SMS speak in their English written work. The participants, 88 learners from an English-Afrikaans dual medium school, completed questionnaires from which the frequency and volume of their SMS use were determined, as well as the features of SMS speak they reportedly use while SMSing. In addition, samples of their English essays were examined for the following features of SMS speak: (deliberate spelling errors; lack of punctuation; over-punctuation; omission of function words; and use of abbreviation, acronyms, emoticons and rebus writing. The questionnaires indicated that these learners are avid users of the SMS. All participants reported using features of SMS speak in their SMSes, and more than 40% reported using SMS speak in their written school work. Despite this, features of SMS speak infrequently occurred in the written work of the learners, which could indicate that the learners are able to assess when it is and is not appropriate to use a certain variety of language. That said, a number of SMS speak features were indeed present in the samples, which indicates that SMS speak had some impact on the written work of these learners. Not all of the nonstandard features of their written English could, however, necessarily be attributed to the influence of SMS speak; specifically some of the spelling and punctuation errors could have occurred in the written English of high school learners from before the advent of cell phones.

Green accounts & day high schools

DEFF Research Database (Denmark)

Jørgensen, Michael Søgaard

1997-01-01

The arcticle presents the concept of green accounts and describes how it can be used in the daily work and the teaching at day high schools.......The arcticle presents the concept of green accounts and describes how it can be used in the daily work and the teaching at day high schools....

High Pressure Reform: Examining Urban Schools' Response to Multiple School Choice Policies

Science.gov (United States)

Holme, Jennifer Jellison; Carkhum, Rian; Rangel, Virginia Snodgrass

2013-01-01

Over the past several decades, policymakers have sought to address the problem of school failure by exposing traditional public schools to competitive market forces. In this analysis, we examine how two traditional public schools in a "high pressure/high choice" urban school cluster in Texas responded to a number of overlapping choice…

The Impact of E-Education on At Risk High School Students' Science Achievement and Experiences during Summer School Credit Recovery Courses

Science.gov (United States)

Phillips, Pamela Prevette

Nationally, at risk students make up to 30% of U.S. students in public schools. Many at risk students have poor attendance, are disengaged from the learning environment and have low academic achievement. Educational failure occurs when students do not complete the required courses and as a result do not receive a high school diploma or a certificate of attendance. Many at risk students will not graduate; nearly one-third of all United States high school students have left the public school system before graduating, which has been referred to as a national crisis. Many at risk students fail science courses that are required for graduation, such as biology. Clearly, many students are not responding positively to the conditions in many public school classrooms, suggesting the need for different methods of educating at risk students, such as e-education. Three research questions guided the study: 1) Who are the students in an e-education, online summer school credit recovery course? 2) Do students' beliefs about their learning environment or other personal factors influence their academic achievement?, and 3) How do students describe their experiences of an e-education science course? This mixed methods study investigates thirty-two at risk students who were enrolled in one of three e-education science education courses (biology, earth science, and physical science) during a summer session in a rural county in a southeastern US state. These students failed their most recent science course taken in a traditional classroom setting. Artino's (2010) social-cognitive model of academic motivation and emotion was used as a theoretical framework to highlight the salient motivational factors toward learning science (e.g., task characteristics, task value beliefs, positive emotions). Student data included pre and post tests for all e-education lessons, a final exam, survey data (Students Motivation towards Science Learning (SMTSL), time (on task and idle), field notes, and

Using Mobile Communication Technology in High School Education: Motivation, Pressure, and Learning Performance

Science.gov (United States)

Rau, Pei-Luen Patrick; Gao, Qin; Wu, Li-Mei

2008-01-01

Motivation and pressure are considered two factors impacting vocational senior high school student learning. New communication technology, especially mobile communication technology, is supposed to be effective in encouraging interaction between the student and the instructor and improving learning efficiency. Social presence and information…

The Effect of High School Shootings on Schools and Student Performance

Science.gov (United States)

Beland, Louis-Philippe; Kim, Dongwoo

2016-01-01

We analyze how fatal shootings in high schools affect schools and students using data from shooting databases, school report cards, and the Common Core of Data. We examine schools' test scores, enrollment, number of teachers, graduation, attendance, and suspension rates at schools that experienced a shooting, employing a difference-in-differences…

Attitudes of High School Students towards Geometry

Directory of Open Access Journals (Sweden)

Esat Avcı

2014-12-01

Full Text Available In this research, attitudes of high school students towards geometry were investigated in terms of gender, grade, types of the field and school. Population of research includes students who were studying at high school in five distincs of Mersin in 2013-2014 academical year. Sample of research includes 935 students from twelve high schools. Attitude scale which was developed by Su-Özenir (2008 was used for data collection. For data analysis, mean, standart deviation, t test and ANOVA were used. A meaningful difference between students’ attitudes towards geometry and variance of gender and grade level wasn’t observed, on the other hand a meaningful difference according to field and school type is observed.Key Words:    Attitudes towards geometry, high school geometry lesson, attitude scale

Investing in High School

Science.gov (United States)

Green, Daniel G.

2012-01-01

Strapped for cash, a Massachusetts high school creates its own venture capital fund to incentivize teachers to create programs that improve student learning. The result has been higher test scores and higher job satisfaction. One important program is credited with helping close the achievement gap at the school, while others have helped ambitious…

Especially for High School Teachers

Science.gov (United States)

Howell, J. Emory

1999-12-01

Chemistry and the Environment This issue contains more than 20 articles relating to the environment. Several articles of potential interest are indicated in the Table of Contents with the SSC mark (). Others are not so indicated because they depict use of expensive instrumentation or costly procedures, but if you have an interest in environmental chemistry you may wish to examine all the environmentally related articles. While many of the articles, both marked and unmarked, are targeted to college-level environmental chemistry curricula or to introductory courses for non-major, the methods described in several could be readily adapted to high school chemistry courses. One article likely to be of interest to teachers is found in News from Online, pp 1608-1609. The author explains how to use the U.S. Environment Protection Agency's EnviroMapper Web site to view and query environmental information. She mentioned finding a hazardous waste handler located near her home, so I decided to check the area near my home. I quickly located a natural gas salt dome storage facility marked on the map and, with a few more mouse clicks, I found information that included status of compliance with regulations, amounts of each compound released to the air in tons per year, and how to contact the corporation owning the site. Email and Web site addresses were included for the convenience of anyone wishing to contact the corporation. Students could learn a great deal about where they live that is relevant to chemistry by using the EPA site. Additional Web sites dealing with environmental issues and chemistry are cited in the sidebar at the bottom of p 1609. Among the articles that could be adapted to an advanced high school chemistry class or possibly even to an introductory class is one titled Bridge of Mandolin County (pp 1671-1672). It describes a case-study strategy similar to the scenarios used in ChemStudy. Students analyze information from various sources, including laboratory

How High School Students Select a College.

Science.gov (United States)

Gilmour, Joseph E., Jr.; And Others

The college selection process used by high school students was studied and a paradigm that describes the process was developed, based on marketing theory concerning consumer behavior. Primarily college freshmen and high school seniors were interviewed, and a few high school juniors and upper-level college students were surveyed to determine…

High School Students’ Social Media Addiction

OpenAIRE

Deniz, Levent; Gürültü, Ercan

2018-01-01

Theaim of this study is to investigate high school students’ social mediaaddiction. The study was conducted with 473 students who were educated in2014-2015 academic year at 6 different schools in İstanbul, Eyüp disctrict.‘Social Media Addiction Scale’ developed by Tutgun, Ünal and Deniz (2015) wasused to determine the students’ social media addiction. The results in general showedthat high school students have a medium level social media addiction. Besides,it was also concluded that high scho...

Case Studies of Leading Edge Small Urban High Schools. Core Academic Strategic Designs: 2. Noble Street Charter High School

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Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

2008-01-01

This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

Evaluation of the Illinois High School to College Success Report: Technical Report

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Klostermann, Brenda; Cameron, Sean; Hamel, Rachel; Newberry, Melissa

2013-01-01

This report provides findings from an evaluation of the newly designed Illinois High School to College Success Report (HS2CSR). The evaluation study examined the dissemination, usefulness, and impact on collaborative efforts of the new HS2CSR. Education stakeholders' suggestions for improving the report are also included. Recommendations to…

Eye Injuries in High School and Collegiate Athletes.

Science.gov (United States)

Boden, Barry P; Pierpoint, Lauren A; Boden, Rebecca G; Comstock, R Dawn; Kerr, Zachary Y

Although eye injuries constitute a small percentage of high school and college sports injuries, they have the potential to be permanently debilitating. Eye injury rates will vary by sport, sex, and between the high school and college age groups. Descriptive epidemiology study. Level 3. Data from eye injury reports in high school and college athletes were obtained from the National High School Sports-Related Injury Surveillance System, High School Reporting Information Online (HS RIO) database over a 10-year span (2005-2006 through 2014-2015 school years) and the National Collegiate Athletic Association (NCAA) Injury Surveillance Program (ISP) over an 11-year span (2004-2005 through 2014-2015 school years). Injury rates per 100,000 athlete-exposures (AEs), injury rate ratios (RRs), and 95% CIs were calculated. Distributions of eye injuries by diagnosis, mechanism, time loss, and surgery needs were also examined. A total of 237 and 273 eye injuries were reported in the HS RIO and the NCAA ISP databases, respectively. The sports with the highest eye injury rates (per 100,000 AEs) for combined high school and college athletes were women's basketball (2.36), women's field hockey (2.35), men's basketball (2.31), and men's wrestling (2.07). Overall eye injury rates at the high school and college levels were 0.68 and 1.84 per 100,000 AEs, respectively. Eye injury rates were higher in competition than practice in high school (RR, 3.47; 95% CI, 2.69-4.48) and college (RR, 3.13; 95% CI, 2.45-3.99). Most injuries were contusions (high school, 35.9%; college, 33.3%) and due to contact (high school, 89.9%; college, 86.4%). Only a small percentage of injuries resulted in time loss over 21 days (high school, 4.2%; college, 3.0%). Eye injury rates and patterns vary by sport, sex, and between the high school and college age groups. Although severe injuries do occur, most eye injuries sustained by high school and college athletes are minor, with limited time loss and full recovery

An equivalence study of interview platform: Does videoconference technology impact medical school acceptance rates of different groups?

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Ballejos, Marlene P; Oglesbee, Scott; Hettema, Jennifer; Sapien, Robert

2018-02-14

Web-based interviewing may be an effective element of a medical school's larger approach to promotion of holistic review, as recommended by the Association of American Medical Colleges, by facilitating the feasibility of including rural and community physicians in the interview process. Only 10% of medical schools offer videoconference interviews to applicants and little is known about the impact of this interview modality on the admissions process. This study investigated the impact of overall acceptance rates using videoconference interviews and face-to-face interviews in the medical school selection process using an equivalence trial design. The University of New Mexico School of Medicine integrated a videoconferencing interview option for community and rural physician interviewers in a pseudo-random fashion during the 2014-2016 admissions cycles. Logistic regression was conducted to examine whether videoconference interviews impacted acceptance rates or the characteristics of accepted students. Demographic, admissions and diversity factors were analyzed that included applicant age, MCAT score, cumulative GPA, gender, underrepresented in medicine, socioeconomic status and geographic residency. Data from 752 interviews were analyzed. Adjusted rates of acceptance for face-to-face (37.0%; 95% CI 28.2, 46.7%) and videoconference (36.1%; 95% CI 17.8, 59.5%) interviews were within an a priori ± 5% margin of equivalence. Both interview conditions yielded highly diverse groups of admitted students. Having a higher medical college admission test score, grade point average, and self-identifying as disadvantaged increased odds of admission in both interview modalities. Integration of the videoconference interview did not impact the overall acceptance of a highly diverse and qualified group of applicants, and allowed rural and community physicians to participate in the medical school interview process as well as allowed campus faculty and medical student committee members

The Effects of Computer Programming on High School Students' Reasoning Skills and Mathematical Self-Efficacy and Problem Solving

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Psycharis, Sarantos; Kallia, Maria

2017-01-01

In this paper we investigate whether computer programming has an impact on high school student's reasoning skills, problem solving and self-efficacy in Mathematics. The quasi-experimental design was adopted to implement the study. The sample of the research comprised 66 high school students separated into two groups, the experimental and the…

ENTREPRENEURIAL INTENTION AMONG SENIOR HIGH SCHOOL STUDENTS IN THE SUNYANI MUNICIPALITY

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George Lord Opoku-Antwi

2012-01-01

Full Text Available Most policymakers and academics agree that entrepreneurship is critical to the development and well-being of society. Entrepreneurs create jobs. They drive and shape innovation, speeding up structural changes in the economy. By introducing new competition, they contribute indirectly to productivity. Entrepreneurship is thus a catalyst for economic growth and national competitiveness. While there has been significant research on the causes of entrepreneurial propensity, only a limited number of studies have focused on the entrepreneurial intent among students (especially Senior High School students. Currently, in Ghana graduate unemployment has become an albatross around the necks of the average school leaver in particular and the society in general. Graduate unemployment has increased the already high dependency syndrome and many believe entrepreneurship is the number one medicine to this unfortunate situation. 42-item questions were used to assess the entrepreneurial intention. Two mixed and two single-sex institutions in the Sunyani municipality were studied. The sample size for the study was 499 for the four (4 institutions. Data was analyzed via SPSS-17.0. The study seeks: to identify the impact of family business on entrepreneurial intention; to assess the students’ perception on the impact of education on entrepreneurial intention; to identify the risk-taking propensity of senior high school (SHS students in the Sunyani Municipality; to compare males’ entrepreneurial intentions with females; to examine SHS students’ orientation towards entrepreneurship. It is believed that the ideal stage to acquire basic knowledge about entrepreneurship and to foster a positive attitude towards entrepreneurship is during childhood and adolescence years. Generally, entrepreneurial intention among SHS students in the Sunyani municipality is high according to this study.

Pedagogical Practice of Training Teachers in Elementary School and Social Impact

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Miraida Josefina-Linares

2016-01-01

Full Text Available In educational practice of training teachers of elementary school, in Venezuela, it emphasizes meaningful interactions in teaching learning process; which they do not always answer to the demands of reflexive educational practice to make teachers redefine their role, functions and learn training to their students. The objective of this research consists of assessing socio-educative contradictions of pedagogical practice of the training teachers in elementary school and its social impact. As a result of it, the training teachers achieved sensitization for its educative practical ; an organized and qualified plan of Learning Projects; going through three levels of training: low, middle and high, as well as, discreet transformations in way of thinking, feeling, and acting, corresponding with contexts.

Inadequate Helmet Fit Increases Concussion Severity in American High School Football Players.

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Greenhill, Dustin A; Navo, Paul; Zhao, Huaqing; Torg, Joseph; Comstock, R Dawn; Boden, Barry P

2016-05-01

There is limited information on the relationship between football helmet fit and concussion severity. Poor helmet fit may predispose football players to a more severe concussion. Descriptive epidemiology study. Level 3. Data from concussion injury reports were obtained from the National High School Sports-Related Injury Surveillance System over a 9-year period. Symptoms, duration, and helmet parameters (fit, interior padding) were analyzed for all first-time concussions. Data from 4580 concussions were analyzed. Patients who suffered concussions with a helmet that did not fit properly (3.22%), as determined by an athletic trainer, had higher rates of drowsiness (RR, 1.46; P = 0.005), hyperexcitability (RR, 2.38; P = 0.047), and sensitivity to noise (RR, 1.88; P football helmet is a risk factor for a concussion with more symptoms and of longer duration. Concussions of longer duration are also more common in players with an air bladder-lined helmet. Current high school football rules should mandate supervision and maintenance of helmet fit throughout the season, prior to impact. Team physicians, athletic trainers, coaches, and high school officials should ensure proper oversight of helmet fit in high school athletes to decrease concussion severity and duration. © 2016 The Author(s).

THE HIGH SCHOOL COUNSELOR BEFORE CONFLICTS AND THE SCHOOL VIOLENCE

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Rubén Sánchez-Carranza

2016-01-01

Full Text Available This article aims to reflect on the figure and role of high school counselor in the task of addressing conflict situations in which students are immersed. The existence of a rising tide of violence in school conflicts and how important it is to know what countries in Europe , Asia and Latin America is done to promote a culture of peace is recognized. What happened it is exposed in a high school in Germany and how questions from the critical eye that are applicable to our Mexican reality are issued. Finally, it highlights the importance of skills that the counselor must possess or develop to prevent school conflicts escalate to levels of violence.Finally experience working with the School counselors S033 about this subject area is described.

Impact of sleep on executive functioning in school-age children with Down syndrome.

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Esbensen, A J; Hoffman, E K

2018-06-01

Sleep problems have an impact on executive functioning in the general population. While children with Down syndrome (DS) are at high risk for sleep problems, the impact of these sleep problems on executive functioning in school-age children with DS is less well documented. Our study examined the relationship between parent-reported and actigraphy-measured sleep duration and sleep quality with parent and teacher reports and neuropsychology assessments of executive functioning among school-age children with DS. Thirty school-age children with DS wore an actigraph watch for a week at home at night. Their parent completed ratings of the child's sleep during that same week. Children completed a neuropsychology assessment of their inhibitory control, ability to shift and working memory. Their parents and teachers completed rating scales to assess these same constructs of executive functioning. Parent reports of restless sleep behaviours on the Children's Sleep Habits Questionnaire (CSHQ), but not actigraph-measured sleep period or efficiency, were predictive of parent reports of concerns with inhibitory control, shifting and working memory, and of teacher reports of inhibitory control. No measure of sleep was predictive of executive functioning as measured by the neuropsychology assessment. The study findings corroborate the preliminary literature that parent-reported sleep problems are related to executive functioning in school-age children with DS, particularly in the area of inhibitory control across home and school. These findings have implications for understanding contributing factors to academic performance and school behaviour in school-age children with DS. © 2018 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Especially for High School Teachers

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Howell, J. Emory

2000-01-01

Classroom Activity #23 (pp 40A-40B) and in an article by Robert Goldsmith (p 41). The 1999 Nobel Prize in chemistry and the research that led to the awards are discussed in an article beginning on p 14. An account of the 1998 winners appeared in last January's issue (5), providing the basis for another convenient resource file. Water droplets on a surface of Magic Sand. For many students electrochemistry is among the least favorite of the topics included in first- or second-year high school chemistry - despite the many interesting applications that students encounter every day. There are many reasons why students find the topic difficult, but misconceptions about current flow seem to present the largest obstacle to developing a conceptual understanding of electrochemical processes. Two university faculty members and a high school teacher, Huddle, White, and Rogers, have developed a teaching model to help students confront and overcome their misconceptions (pp 104-110). They have conducted studies of the impact of the model's use on student learning in both high school and introductory college chemistry courses. Particularly encouraging were the learning gains made by students with weak academic backgrounds. An action research project focused on student perspectives of small-group learning is described by Towns, Kreke, and Fields (pp 111-119). Although the project involved upper-division undergraduate university students, action research can be useful to any chemistry teacher who wishes to systematically examine and improve instructional methods and strategies. This article may be especially interesting to readers who frequently employ small-group learning techniques in their classroom. Advances in the technology of multimedia delivery are having an impact on the format in which new JCE Software releases are available. In particular, CD-ROM and Internet browsers are becoming increasingly important as the medium and method of access respectively. To better understand what is

Schools That Sustain: Lessening the Environmental Impact of New Construction.

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Peele, Katherine N.; Malone, Sara

2002-01-01

Discusses sustainable school design and its benefits to the environment, offering examples of illustrative schools. Provides suggestions on site selection (such as using smaller sites and recycling existing buildings), sharing facilities with the community, and construction elements that improve environmental impact (such as flexibility,…

The impact of the Canterbury earthquakes on successful school leaving for adolescents.

Science.gov (United States)

Beaglehole, Ben; Bell, Caroline; Frampton, Christopher; Moor, Stephanie

2017-02-01

To examine the impact of the Canterbury earthquakes on the important adolescent transition period of school leaving. Local and national data on school leaving age, attainment of National Certificate of Educational Achievement (NCEA) standards, and school rolls (total registered students for schools) were examined to clarify long-term trends and delineate these from any impacts of the Canterbury earthquakes.  Results: Despite concerns about negative impacts, there was no evidence for increased school disengagement or poorer academic performance by students as a consequence of the earthquakes. Although there may have been negative effects for a minority, the possibility of post-disaster growth and resilience being the norm for the majority meant that negative effects on school leaving were not observed following the earthquakes. A range of post-disaster responses may have mitigated adverse effects on the adolescent population. Implications for Public Health: Overall long-term negative effects are unlikely for the affected adolescent population. The results also indicate that similar populations exposed to disasters in other settings are likely to do well in the presence of a comprehensive post-disaster response. © 2016 The Authors.

[How to understand and facilitate return to school of high school students treated for cancer: analysis of a sociology research-action project].

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Rollin, Zoé

2015-01-01

Based on a sociology research-action project, this article analyses the specific issue of return to school of high school students with cancer. Three detailed cases, illustrating the global results of the study, are presented to highlight the academic trajectories of these students. This situation has a particular impact on juvenile sociability. Moreover, the education of these students does not comply with French educational standards and is very complex for professionals. Finally, social inequalities in education are reinforced by the experience of serious illness, as pedagogical negotiations are even more complex due to the fact that families are not familiar with school practices.

School and district wellness councils and availability of low-nutrient, energy-dense vending fare in Minnesota middle and high schools.

Science.gov (United States)

Kubik, Martha Y; Lytle, Leslie A; Farbakhsh, Kian

2011-01-01

The Child Nutrition and WIC Reauthorization Act of 2004 required school districts participating in the federal school meals program to establish by the start of the 2006-2007 school year policies that included nutrition guidelines for all foods sold on school campus during the school day and policy development involving key stakeholders. For many schools, policy development was done by wellness councils. This study examined the association between having a wellness council and availability of low-nutrient, energy-dense foods/beverages in school vending machines following enactment of the federal legislation. In 2006-2007, Minnesota middle (n=35) and high (n=54) school principals reported whether their school and district had a wellness council. Trained research staff observed foods/beverages in vending machines accessible to students. Low-nutrient, energy-dense foods/beverages (snacks >3 g fat or >200 calories/serving, and soda, fruit/sport drinks and reduced-fat/whole milk) were grouped into seven categories (eg, high-fat baked goods) and a food score was calculated. Higher scores indicated more low-nutrient, energy-dense vending fare. Multivariate linear regression, adjusted for school characteristics, was used to examine associations between scores and a three-category council variable (district-only; district and school; no council). Among schools, 53% had district-only councils, 38% district and school councils, and 9% had no council. Schools with both a district and school council had a significantly lower mean food score than schools without councils (P=0.03). The potential of wellness councils to impact availability of low-nutrient, energy-dense vending fare is promising. There may be an added benefit to having both a school and district council. Copyright © 2011 American Dietetic Association. Published by Elsevier Inc. All rights reserved.

Correlation Among Students’ Family Background, Academic Performance in Junior High School, and Senior High School Tracking in Taiwan

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Ming-Fu Huang

2014-12-01

Full Text Available There were numerous previous studies on educational tracking. However, most of the data adopted in these studies were collected a decade ago, involving sample population 20-64 years of age. Among them, many elderly samples had undergone senior high school tracking in the early years. The present study used the data of students and parents from the 3rd wave (2005 of the Taiwan Education Panel Survey (TEPS. A path analysis was conducted to investigate the inequality of opportunities involved in the influence of student family background on educational tracking at the senior high school stage. The results show: although the overall percentage of junior high school graduates entering advanced levels was approximately 100% and almost all students of different family backgrounds entered advanced levels, the most crucial factor among those affecting educational tracking of senior high school stage was students’ academic performance during junior high school. Students with higher family socioeconomic status and fewer siblings showed better academic performance in junior high schools, and consequently had higher possibilities of entering public senior high schools leading to a more promising future. This indicates that though the inequality in the quantity of opportunities approached 0, the inequality in the quality of opportunities still remained, which fails to support the hypothesis of the maximally maintained inequality of educational opportunity (MMI; however, the result supports the hypothesis of the effectively maintained inequality of educational opportunity (EMI.

A quasi-experimental study of the impact of school start time changes on adolescent sleep.

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Owens, Judith A; Dearth-Wesley, Tracy; Herman, Allison N; Oakes, J Michael; Whitaker, Robert C

2017-12-01

To determine whether simultaneous school start time changes (delay for some schools; advance for others) impact adolescents' sleep. Quasi-experimental study using cross-sectional surveys before and after changes to school start times in September 2015. Eight middle (grades 7-8), 3 secondary (grades 7-12), and 8 high (grades 9-12) schools in Fairfax County (Virginia) public schools. A total of 2017 (6% of ~34,900) students were surveyed before start time changes, and 1180 (3% of ~35,300) were surveyed after. A 50-minute delay (7:20 to 8:10 am) in start time for high schools and secondary schools and a 30-minute advance (8:00 to 7:30 am) for middle schools. Differences before and after start time changes in self-reported sleep duration and daytime sleepiness. Among respondents, 57.5% were non-Hispanic white, and 10.3% received free or reduced-priced school meals. Before start time changes, high/secondary and middle school students slept a mean (SD) of 7.4 (1.2) and 8.4 (1.0) hours on school nights, respectively, and had a prevalence of daytime sleepiness of 78.4% and 57.2%, respectively. Adjusted for potential confounders, students with a 50-minute delay slept 30.1 minutes longer (95% confidence interval [CI], 24.3-36.0) on school nights and had less daytime sleepiness (-4.8%; 95% CI, -8.5% to -1.1%), whereas students with a 30-minute advance slept 14.8 minutes less (95% CI, -21.6 to -8.0) and had more daytime sleepiness (8.0%; 95% CI, 2.5%-13.5%). Both advances and delays in school start times are associated with changes in adolescents' school-night sleep duration and daytime sleepiness. Larger changes might occur with later start times. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

evaluating the impact of the capitation grant and the school feeding

African Journals Online (AJOL)

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Kwame Nkrumah University of Science and Technology, Kumasi, Ghana. ABSTRACT ... on school enrollment, attendance and retention in Ghana. The paper ... sized the impact of education on economic ..... On the other hand School Feeding.

School Shootings Stun Reservation

Science.gov (United States)

Borja, Rhea R.; Cavanagh, Sean

2005-01-01

This article deals with the impact brought by the school shootings at Red Lake Indian Reservation in Minnesota to the school community. A deeply troubled 16-year-old student shot and killed seven other people and himself at a high school. The nation's deadliest school attack since the 1999 slayings at Colorado's suburban Columbine High School took…

Should School Boards Discontinue Support for High School Football?

Science.gov (United States)

Margolis, Lewis H; Canty, Greg; Halstead, Mark; Lantos, John D

2017-01-01

A pediatrician is asked by her local school board to help them decide whether to discontinue their high school football program. She reviews the available evidence on the risks of football and finds it hopelessly contradictory. Some scholars claim that football is clearly more dangerous than other sports. Others suggest that the risks of football are comparable to other sports, such as lacrosse, ice hockey, or soccer. She finds very little data on the long-term sequelae of concussions. She sees claims that good coaching and a school culture that prioritizes the health of athletes over winning can reduce morbidity from sports injuries. In this paper, 3 experts also review the evidence about sports risks and discuss what is known and not known about the science and the ethics of high school football. Copyright © 2017 by the American Academy of Pediatrics.

Parenting styles, adolescents' attributions, and educational outcomes in nine heterogeneous high schools.

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Glasgow, K L; Dornbusch, S M; Troyer, L; Steinberg, L; Ritter, P L

1997-06-01

This article examined the contemporaneous and predictive relations between parenting styles, adolescents' attributions, and 4 educational outcomes. Data were collected from adolescents attending 6 high schools in California and 3 high schools in Wisconsin during the 1987-1988 and 1988-1989 school years. The results of path analyses partially confirmed the central hypotheses. Adolescents who perceived their parents as being nonauthoritative were more likely than their peers to attribute achievement outcomes to external causes or to low ability. Furthermore, the higher the proportion of dysfunctional attributions made for academic successes and failures, the lower the levels of classroom engagement and homework 1 year later. Although adolescents' attributional style provided a bridge between parenting style and 2 educational outcomes, it did not fully explain the impact of parenting on those outcomes. Additional analyses within gender and ethnic subgroups reinforced the overall pattern of findings observed within the entire sample.

The impact of habitual school bag carriage on the health of ...

African Journals Online (AJOL)

School bag carriage represents a considerable daily occupational load for children. The carriage of heavy school bags is a suspected aetiological factor of the daily physical stress of school pupils which negatively impacts on the health of their vertebral column. The objectives of this study was to determine the prevalence of ...

Examining High School Anatomy and Physiology Teacher Experience in a Cadaver Dissection Laboratory and Impacts on Practice

Science.gov (United States)

Mattheis, Allison; Ingram, Debra; Jensen, Murray S.; Jackson, Jon

2015-01-01

This article describes the results of a study that investigated the experiences of a group of high school anatomy and physiology teachers who participated in a cadaver dissection laboratory workshop organized through a university-school partnership. Teacher feedback was collected before, during, and after the workshop through pre-arrival surveys,…

Modeling stability of growth between mathematics and science achievement during middle and high school.

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Ma, Xin; Ma, Lingling

2004-04-01

In this study, the authors introduced a multivariate multilevel model to estimate the consistency among students and schools in the rates of growth between mathematics and science achievement during the entire middle and high school years with data from the Longitudinal Study of American Youth (LSAY). There was no evident consistency in the rates of growth between mathematics and science achievement among students, and this inconsistency was not much influenced by student characteristics and school characteristics. However, there was evident consistency in the average rates of growth between mathematics and science achievement among schools, and this consistency was influenced by student characteristics and school characteristics. Major school-level variables associated with parental involvement did not show any significant impacts on consistency among either students or schools. Results call for educational policies that promote collaboration between mathematics and science departments or teachers.

Hmong Parental Involvement and Support: A Comparison Between Families of High and Low Achieving High School Seniors

Directory of Open Access Journals (Sweden)

Katherine Green

2009-01-01

Full Text Available The Hmong are some of the newest refugees who have settled in the United States with population estimates around 300,000. Unfortunately research has shown many Hmong children are not as successful in their education as their peers. Parental involvement in education has consistently been shown to impact academic success and attendance in higher education programs. Little is known about Hmong parental involvement in their children’s education process. Therefore, this study was done to compare and contrast the general family characteristics, parenting methods, parental involvement philosophies, parental involvement experiences, and parental education expectations in Hmong families of high school seniors classified as either high academic achievers or low achievers. Students were classified into either higher or lower academic achievement groups based on their high school cumulative GPA. Five students were randomly selected for each group and a qualitative research interview method was used to interview the students and both of their parents (n=30. The findings showed the parents of the higher academic achieving students were younger, had higher levels of education, and had better relationships and trust with the students. Parents from both groups did not have any written rules for their children to follow at home, they mainly became involved in their children’s education during the elementary and middle school years, and they did not have any specific preference of an educational level, career, or school for their children after high school. Recommendations for ways Hmong families can be encouraged to participate more in education are made.

Prevalence of Facebook Addiction and Related Factors Among Thai High School Students.

Science.gov (United States)

Khumsri, Jiraporn; Yingyeun, Rungmanee; Mereerat Manwong; Hanprathet, Nitt; Phanasathit, Muthita

2015-04-01

To determine the prevalence ofFacebook (FB) addiction and its related factors among Thai high school students. This cross-sectional study was performed among 972 high school students in four provinces associated with high economic prosperity in Thailand: Bangkok, Ubon Ratchathani, Chiang Mai and Songkhla, utilizing a multistage cluster sampling technique. A self-administrative questionnaire was produced composing of three parts; demographic data, a Thai version of the Bergen Facebook Addiction Scale (Thai-BFAS) and the Thai version of the General Health Questionnaire-28 items. Multivariate analysis was employed to analyze thefactors associated with FB addiction. The prevalence ofFB addiction amongst Thai adolescents was 41.8% (95% CI; 38.6, 45.2). Related factors included gender school location, sufficiency ofpersonalfinance, devices ofFB access, duration ofstaying online via FB, andFB usage during holidays. In addition, every 1-hour increase in usage enhanced the risk for FB addiction (OR = 1.12, 95% CI; 1.05, 1.19). The prevalence of FB addiction in Thai high school students was found to be higher than in many other countries. Relatedfactors should be controlled in order to reduce FB addiction and its detrimental impacts, such as behavior modification and the promotion of healthier free-time activities. Further studies are recommended to understand why FB addiction is so high in Thailand.

School and community predictors of smoking: a longitudinal study of Canadian high schools.

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Lovato, Chris; Watts, Allison; Brown, K Stephen; Lee, Derrick; Sabiston, Catherine; Nykiforuk, Candace; Eyles, John; Manske, Steve; Campbell, H Sharon; Thompson, Mary

2013-02-01

We identified the most effective mix of school-based policies, programs, and regional environments associated with low school smoking rates in a cohort of Canadian high schools over time. We collected a comprehensive set of student, school, and community data from a national cohort of 51 high schools in 2004 and 2007. Hierarchical linear modeling was used to predict school and community characteristics associated with school smoking prevalence. Between 2004 and 2007, smoking prevalence decreased from 13.3% to 10.7% in cohort schools. Predictors of lower school smoking prevalence included both school characteristics related to prevention programming and community characteristics, including higher cigarette prices, a greater proportion of immigrants, higher education levels, and lower median household income. Effective approaches to reduce adolescent smoking will require interventions that focus on multiple factors. In particular, prevention programming and high pricing for cigarettes sold near schools may contribute to lower school smoking rates, and these factors are amenable to change. A sustained focus on smoking prevention is needed to maintain low levels of adolescent smoking.

Frequency and socio-psychological impact of taunting in school-age patients with cleft lip-palate surgical repair.

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Lorot-Marchand, A; Guerreschi, P; Pellerin, P; Martinot, V; Gbaguidi, C C; Neiva, C; Devauchelle, B; Frochisse, C; Poli-Merol, M L; Francois-Fiquet, C

2015-07-01

Cleft lip-palate (CLP) is a "social" pathology because of its impact on the child's facial appearance and speech. School is the first place where children are confronted to others and when they start socializing. Taunting and bullying are common and their psychological impact remains hard to assess. The aim of this study was to evaluate the importance of taunting in school and its impact in CLP patients who had surgical repair. We conducted a multicenter prospective study where we consecutively included patients ≥ 12 years who had CLP repair. During a multidisciplinary consultation they were asked to complete a questionnaire (3 parts: surgical outcomes, taunting and its impact, socio-economic status) previously approved by our psychologists. 55 patients were included (37 B, 18 G) (mean age 15.5 years): 11 CL, 13 CP and 31 CLP. 69% of patients reported having suffered from taunting and peer victimization in school. In 84% of the cases, taunting was linked to the CLP defect itself. The teasing started in primary school to reach a peak of aggressiveness in middle school. 42% of patients reported that bullying occurred at least once a day (16/38). Regarding the psychological impact of taunting, 50% of patients reported sadness, 31% depression and 26.3% were marked for life. At one time or another 29% of patients did not want to attend school because of the teasing. The grade retention rate amounted to 37.7% (20/53), and 2 patients were in special education classes. As a matter of fact, 50% of these children repeated their 1st or 2nd year of primary school. Furthermore, 47% of patients wanted to change something to their face, but 63% of them never spoke to their surgeon about additional surgeries even though they were teased in school. Taunting is common in children with CLP. This study highlights the high frequency and impact of taunting on the daily lives and self-perception of patients with CLP or CLP repair. It is important for healthcare professionals to be

A Phenomenological Study of the Impact of the South Carolina U.S. History End of Course Exam on High School Teachers' Perceptions of Autonomy and Self-Efficacy

Science.gov (United States)

Whitmore, Debra Ann

2017-01-01

The purpose of this phenomenological qualitative study was to describe the impact of the South Carolina U.S. History End of Course Exam (EOCE) on teachers' perceptions of autonomy and self-efficacy for high school U.S. History teachers in the Midlands region of South Carolina. The theory guiding this study was Bandura's (1994) theory of…

High school science fair and research integrity

Science.gov (United States)

Dalley, Simon; Shepherd, Karen; Reisch, Joan

2017-01-01

Research misconduct has become an important matter of concern in the scientific community. The extent to which such behavior occurs early in science education has received little attention. In the current study, using the web-based data collection program REDCap, we obtained responses to an anonymous and voluntary survey about science fair from 65 high school students who recently competed in the Dallas Regional Science and Engineering Fair and from 237 STEM-track, post-high school students (undergraduates, 1st year medical students, and 1st year biomedical graduate students) doing research at UT Southwestern Medical Center. Of the post-high school students, 24% had competed in science fair during their high school education. Science fair experience was similar overall for the local cohort of Dallas regional students and the more diverse state/national cohort of post-high school students. Only one student out of 122 reported research misconduct, in his case making up the data. Unexpectedly, post-high school students who did not participate in science fair anticipated that carrying out science fair would be much more difficult than actually was the case, and 22% of the post-high school students anticipated that science fair participants would resort to research misconduct to overcome obstacles. No gender-based differences between students’ science fair experiences or expectations were evident. PMID:28328976

Schools or Students? Identifying High School Effects on Student Suspensions

Science.gov (United States)

Baker-Smith, E. Christine

2015-01-01

Evidence is clear that discipline in high school is associated with negative outcomes across the life course. Not only are suspensions related to declining academic trajectories during high school in the form of attendance and academic achievement, students suspended once are also more likely to be suspended again and also substantially increase…

The impact of insecticide-treated school uniforms on dengue infections in school-aged children: study protocol for a randomised controlled trial in Thailand.

Science.gov (United States)

Wilder-Smith, Annelies; Byass, Peter; Olanratmanee, Phanthip; Maskhao, Pongsri; Sringernyuang, Luechai; Logan, James G; Lindsay, Steve W; Banks, Sarah; Gubler, Duane; Louis, Valérie R; Tozan, Yesim; Kittayapong, Pattamaporn

2012-11-15

There is an urgent need to protect children against dengue since this age group is particularly sensitive to the disease. Since dengue vectors are active mainly during the day, a potential target for control should be schools where children spend a considerable amount of their day. School uniforms are the cultural norm in most developing countries, worn throughout the day. We hypothesise that insecticide-treated school uniforms will reduce the incidence of dengue infection in school-aged children. Our objective is to determine the impact of impregnated school uniforms on dengue incidence. A randomised controlled trial will be conducted in eastern Thailand in a group of schools with approximately 2,000 students aged 7-18 years. Pre-fabricated school uniforms will be commercially treated to ensure consistent, high-quality insecticide impregnation with permethrin. A double-blind, randomised, crossover trial at the school level will cover two dengue transmission seasons. Practical issues and plans concerning intervention implementation, evaluation, analysing and interpreting the data, and possible policy implications arising from the trial are discussed. clinicaltrial.gov. NCT01563640.

High School Book Fairs

Science.gov (United States)

Fitzgerald, Marianne

2006-01-01

Many secondary students have given up the joy of reading. When asked why they don't read for pleasure, students came up with many different reasons, the first being lack of time. High school students are busy with after school jobs, sports, homework, etc. With the growing number of students enrolled in AP classes, not only is there not much time…

Impact of effective communication in Secondary School ...

African Journals Online (AJOL)

The study examined the impact of effective communication in secondary school administration in Enugu State. It was a descriptive study. The study comprised 659 respondents made up of 28 principals and 631 teachers. The population of the study was obtained through random sampling technique. The instrument used for ...

The New Urban High School: A Practitioner's Guide.

Science.gov (United States)

Big Picture Co., Cambridge, MA.

In October 1996, the Big Picture Company set out to find six urban high schools that use school-to-work strategies as a lever for whole-school reform. In the schools finally selected for the New Urban High Schools Project, and in others examined for the study, "school-to-work" is a misnomer, because the majority of students are entering…

Impact of Training High School Female Students in Ahvaz, Iran in the Social Skills Required to Avoid the Use of Drugs.

Science.gov (United States)

Alavijeh, Freshteh Zamani; Raisi, Zahra; Asadollahi, Abdolrahim; Irani, Reza Davasaz; Kalhori, Sharareh Rostam Niakan

2016-05-01

Gender composition and the soaring trends of drug and tobacco dependency reveal the priority of social skills training related to drug avoidance self-efficacy among female students. The aim of this study was to verify the impact training high school female students to have the social skills needed to avoid the use of drugs. This study was conducted from September 2012 to May 2013 in two high schools in Ahvaz City in southwest Iran. The participants were divided randomly into two groups of 60 students, one experimental group and one control group using the multi-stage simple sampling method. Two questionnaires, i.e. the ASES and TISS questionnaires, were completed before and after the intervention. Descriptive statistics, chi squared, paired-samples t-test, and the independent-samples t-test were used. The participants had a mean age of 14.93 years. Among the 120 participants, 90.8% indicated that they had never smoked a cigarette, and 51.7% of the participants denied having smoked a hookah. There was no significant relationship between the self-sufficiency means of drug avoidance in the two groups of girls before intervention (p ≥ 0.05). However, after intervention, a significant difference was found in test score of self-efficacy of drug avoidance between the two groups, i.e., 94.91 ± 8.3 for the control group versus 99.16 ± 3.8 for the experimental group, p 0.05). The mean values of the pre- and post-test scores of social skill before and after intervention increased significantly only for the experimental group (97.60 ± 19.19 vs. 100.58 ± 12.37, p = 0.03). Educational intervention can significantly enhance social skills for drug avoidance self-efficacy, so it is recommended that such skills be taught in the high school curriculum.

Bullying and HIV Risk Among High School Teenagers: The Mediating Role of Teen Dating Violence.

Science.gov (United States)

Okumu, Moses; Mengo, Cecilia; Ombayo, Bernadette; Small, Eusebius

2017-10-01

Teen dating violence (TDV), bullying, and HIV risk behaviors are public health concerns that impact adolescents in the United States. National estimates reveal high rates of these risk behaviors among high school students. Based on theoretical and empirical evidence, we hypothesized that experiencing teen dating violence (sexual and physical) would mediate the impact of bullying on HIV risk. Data were from the 2013 National Youth Behavior Risk Surveillance Survey (YRBSS) among students who answered questions on bullying, TDV, and HIV risk (N = 13,571). The YRBSS is conducted biennially among 9th- to 12th-grade students nationally. We used multiple regression analysis and Hayes' SPSS process macro to examine the 2 study hypotheses. Findings from bivariate analysis suggest an association between bullying and HIV risk. The study also found associations between physical, sexual teen dating violence and HIV risk. Results also indicate that both physical and sexual teen dating violence mediate the association between bullying and HIV risk. Our findings suggest that multidimensional interventions should be developed to reduce the rate of teen dating violence and combat bullying as a preventative method for HIV risk among high school students. © 2017, American School Health Association.

Bullying and HIV Risk among High School Teenagers: The Mediating Role of Teen Dating Violence

Science.gov (United States)

Okumu, Moses; Mengo, Cecilia; Ombayo, Bernadette; Small, Eusebius

2017-01-01

Background: Teen dating violence (TDV), bullying, and HIV risk behaviors are public health concerns that impact adolescents in the United States. National estimates reveal high rates of these risk behaviors among high school students. Based on theoretical and empirical evidence, we hypothesized that experiencing teen dating violence (sexual and…

Excellence in Urban High Schools: An Emerging District/School Perspective.

Science.gov (United States)

Yin, Robert K.; And Others

This report presents the preliminary findings of the District/Secondary School Study. The study had two purposes: (1) to identify ways of managing urban high schools to produce excellence, and (2) to recommend policy-relevant guidance to existing school and district administrators. The study design focused on the testing of two specific theories…

Building a Virtual High School...Click by Click

Science.gov (United States)

Podoll, Sue; Randle, Darcy

2005-01-01

The Rapid City Academy is the alternative high school program for South Dakota's Rapid City Area Schools, which has an enrollment of about 13,000 K-12 students, with five middle schools feeding two large traditional high schools and the alternative program. A high percentage of students at the academy are considered "at-risk" due to…

The vending and à la carte policy intervention in Maine public high schools.

Science.gov (United States)

Davee, Anne-Marie; Blum, Janet E Whatley; Devore, Rachel L; Beaudoin, Christina M; Kaley, Lori A; Leiter, Janet L; Wigand, Debra A

2005-11-01

A healthy school nutrition environment may be important for decreasing childhood overweight. This article describes a project to make healthier snacks and beverages available in vending machines and à la carte programs in Maine public high schools. Seven public high schools in Maine volunteered to participate in this project. Four schools made changes to the nutrition environment, and three schools that served as controls did not. The nutrition guidelines were to offer only low-fat (not more than 30% of total calories from fat) and low-sugar (not more than 35% by weight of sugar) items in vending machines and à la carte programs. Strategies to implement the project included early communications with school officials, monetary stipends for participation, identification of a school liaison, and a committee at each school to promote the healthy changes. Baseline nutrient content and sales of all competitive foods and beverages were assessed to develop the guidelines for changes in the four schools. Student volunteers at all seven schools were measured for height, weight, diet quality, and physical activity level to assess the impact of the change to the nutrition environment. Baseline measures were taken in the spring semester of 2004. Nutrition changes were made to the à la carte programs and vending machines in the four intervention schools at the start of the fall semester of 2004. Follow-up nutrition assessment and student data collection occurred in the spring semester of 2005. Healthy changes in vending machines were more easily achieved than those made in the à la carte programs. Technical assistance and ongoing support were essential for successful implementation of this intervention. It is possible to improve the nutrition environment of Maine public high schools. Stakeholder support is essential to sustain healthy changes.

Effects of Part-Time Work on School Achievement During High School

Science.gov (United States)

Singh, Kusum; Chang, Mido; Dika, Sandra

2007-01-01

The authors explored the effects of part-time work on school achievement during high school. To estimate the true effects of part-time work on school grades, the authors included family background, students' educational aspirations, and school engagement as controls. Although a substantial literature exists on the relationship of part-time work…

The Preparation of Schools for Serious School Violence: An Analysis of New Mexico Public High Schools

Science.gov (United States)

DiMatteo, Henry

2012-01-01

This study surveyed New Mexico high school principals on their current state of preparedness for serious school violence. The researcher surveyed 119 public high schools, receiving a 65% return rate from a 25-question survey. Specifically, this study analyzed the relationships of three predictor variables: prevention, response, and building of…

A Study of Democratic School Culture Perceptions of Sport High School Students

Science.gov (United States)

Isikgöz, Enes

2016-01-01

In this study; the perceptions of the students studying at sport high schools about democratic school culture were analysed in accordance with different variables. Participants of the research consisted of 216 students studying at Sport High Schools in Sakarya and Batman Provinces of Turkey. The data were collected with the Democratic School…

Middle Grades' School Models and Their Impact on Early Adolescent Self-Esteem

Science.gov (United States)

Booth, Margaret Zoller; Sheehan, Heather Chase; Earley, Mark A.

2007-01-01

Throughout the world, school grade structures are most variable during the early adolescent years when students can find themselves in a variety of school models. This paper investigates the impact of two popular school models in the United States (middle school and K-8) on the self-esteem and self-concept of early adolescents. Based on mixed…

Teacher Accountability at High Performing Charter Schools

Science.gov (United States)

Aguirre, Moises G.

2016-01-01

This study will examine the teacher accountability and evaluation policies and practices at three high performing charter schools located in San Diego County, California. Charter schools are exempted from many laws, rules, and regulations that apply to traditional school systems. By examining the teacher accountability systems at high performing…

Are Middle Schools More Effective

Science.gov (United States)

Bedard, Kelly; Do, Chan

2005-01-01

While nearly half of all school districts have adopted middle schools, there is little quantitative evidence of the efficacy of this educational structure. We estimate the impact of moving from a junior high school system, where students stay in elementary school longer, to a middle school system for on-time high school completion. This is a…

Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School.

Science.gov (United States)

Longobardi, Claudio; Prino, Laura E; Marengo, Davide; Settanni, Michele

2016-01-01

A robust body of research has identified school transitions during adolescence, and in particular the transition from middle to high school, as one of the riskiest phases for school failure, being characterized by significant social, emotional and behavioral changes. This transition is critical even with respect to academic achievement: in Italy, the highest frequency of school dropout can be observed in the 9th and 10th grades, partly as a consequence of poor adjustment to the new school context. The impact of students' relationships with their teachers may be particularly relevant during critical developmental periods. Indeed, student-teacher relationships have been widely recognized as protective factors in school adjustment and, in case of negative relationships, also as a factor that increases the risk of maladjustment. Positive and affective student-teacher relationships may play an important role in students' adaptation to the school environment, favoring both academic achievement and adaptive behaviors. The aim of this study was to investigate the effects of the quality of teacher-student relationships, as perceived by pupils, on academic achievement, and problem and prosocial behaviors during the relevant school transition. The sample consisted of 122 students (55% female). We employed a self-report questionnaire to collect information on: demographic characteristics, quality of the relationship with teachers, problem and prosocial behaviors, and academic achievement. Students filled in the questionnaires twice: once during the 8th grade and 1 year later, during their first year of high school (9th grade). Regression analyses indicated that both average and varying levels of closeness with teachers significantly predicted changes in academic achievement: A perceived increase in closeness in 9th grade, as well as a higher mean closeness level, was associated with an increase in academic achievement. In turn, an increase in the level of perceived conflict

Understanding the impact of school tobacco policies on adolescent smoking behaviour: A realist review

NARCIS (Netherlands)

Schreuders, Michael; Nuyts, Paulien A. W.; van den Putte, Bas; Kunst, Anton E.

2017-01-01

Background: Secondary schools increasingly implement school tobacco policies (STPs) to decrease adolescents' smoking. Recent studies suggested that STPs' impact depends on their implementation. We examined adolescents' cognitive and behavioural responses to STPs that impact adolescents' smoking and

Understanding the impact of school tobacco policies on adolescent smoking behaviour: A realist review

NARCIS (Netherlands)

Schreuders, M.; Nuyts, P.A.W.; van den Putte, B.; Kunst, A.E.

Background Secondary schools increasingly implement school tobacco policies (STPs) to decrease adolescents' smoking. Recent studies suggested that STPs' impact depends on their implementation. We examined adolescents' cognitive and behavioural responses to STPs that impact adolescents' smoking and

National standards for high school psychology curricula.

Science.gov (United States)

2013-01-01

The National Standards for High School Psychology Curricula attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best of teachers to present all of psychology in a single course for students who begin with virtually no formal knowledge of psychology. The standards presented here constitute the first of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These standards provide curricular benchmarks for student learning in the high school course.

Cyberbullying Among Greek High School Adolescents.

Science.gov (United States)

Gkiomisi, Athanasia; Gkrizioti, Maria; Gkiomisi, Athina; Anastasilakis, Dimitrios A; Kardaras, Panagiotis

2017-05-01

To investigate the presence of cyberbullying among Greek students and the efficacy of proposed preventive interventions. Three types of high schools (private, experimental and public) with different politics on on-line aggression were enrolled. All students of the aforementioned schools were asked to complete an anonymous questionnaire. Around 62 % of the high school students experienced cyberbullying by electronic means, especially by cell phone, mostly the public school students (p 0.008). The bully was a stranger in more than 40 % of the cases. Over 60 % of the victims had not seeked help but dealt with the attack on their own. Only 20 % of the victims manifested sleep or eating disorders, physical/ psychological symptoms or changes in their social life as a consequence of the cyber-attack. Cyberbullying is a usual phenomenon among high school students. The bully is frequently unacquainted to the victim. Most of the victims are not physically or psychologically affected by the cyber-attack and do not share the event with anyone. There was a slight difference in the response of the students to cyberbullying among the different school politics of on-line aggression.

High School Exit Exams and Dropout in an Era of Increased Accountability

Science.gov (United States)

Hemelt, Steven W.; Marcotte, Dave E.

2013-01-01

A key form of student-level accountability is the requirement for students to pass high school exit exams (HSEEs) in order to receive a diploma. In this paper, we examine the impact of HSEEs on dropout during a period when these exams became more common and rigorous. Further, we study whether offering alternate pathways to graduation for students…

Analysis of the Impacts of City Year's Whole School Whole Child Model on Partner Schools' Performance

Science.gov (United States)

Meredith, Julie; Anderson, Leslie M.

2015-01-01

City Year is a learning organization committed to the rigorous evaluation of its "Whole School Whole Child" model, which trains and deploys teams of AmeriCorps members to low-performing, urban schools to empower more students to reach their full potential. A third-party study by Policy Studies Associates (PSA) examined the impact of…

Impact of delaying school start time on adolescent sleep, mood, and behavior.

Science.gov (United States)

Owens, Judith A; Belon, Katherine; Moss, Patricia

2010-07-01

To examine the impact of a 30-minute delay in school start time on adolescents' sleep, mood, and behavior. Participants completed the online retrospective Sleep Habits Survey before and after a change in school start time. An independent high school in Rhode Island. Students (n = 201) in grades 9 through 12. Intervention Institution of a delay in school start time from 8 to 8:30 am. Sleep patterns and behavior, daytime sleepiness, mood, data from the Health Center, and absences/tardies. After the start time delay, mean school night sleep duration increased by 45 minutes, and average bedtime advanced by 18 minutes (95% confidence interval, 7-29 minutes [t(423) = 3.36; P students getting less than 7 hours of sleep decreased by 79.4%, and those reporting at least 8 hours of sleep increased from 16.4% to 54.7%. Students reported significantly more satisfaction with sleep and experienced improved motivation. Daytime sleepiness, fatigue, and depressed mood were all reduced. Most health-related variables, including Health Center visits for fatigue-related complaints, and class attendance also improved. A modest delay in school start time was associated with significant improvements in measures of adolescent alertness, mood, and health. The results of this study support the potential benefits of adjusting school schedules to adolescents' sleep needs, circadian rhythm, and developmental stage.

Ability, Parental Valuation of Education and the High School Dropout Decision

DEFF Research Database (Denmark)

Foley, Kelly; Gallipoli, Giovanni; Green, David

of the factor model set out in Carneiro, Hansen, and Heckman (2003). Specically, we consider the impact of cognitive and non-cognitive ability and the value that parents place on education. Our results support three main conclusions. First, cognitive ability at age 15 has a substantial impact on dropping out....... Second, parental valuation of education has an impact of approximately the same size as cognitive ability e ects for medium and low ability teenagers. A low ability teenager has a probability of dropping out of approximately .03 if his parents place a high value on education but .36 if their education......We use a large, rich Canadian micro-level dataset to examine the channels through which family socio-economic status and unobservable characteristics a ect children's decisions to drop out of high school. First, we document the strength of observable socio-economic factors: our data suggest...

The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data

OpenAIRE

Maxwell, Sophie; Reynolds, Katherine J.; Lee, Eunro; Subasic, Emina; Bromhead, David

2017-01-01

School climate is a leading factor in explaining student learning and achievement. Less work has explored the impact of both staff and student perceptions of school climate raising interesting questions about whether staff school climate experiences can add “value” to students' achievement. In the current research, multiple sources were integrated into a multilevel model, including staff self-reports, student self-reports, objective school records of academic achievement, and socio-economic d...

Predicting Psychosocial Maladjustment in Emerging Adulthood From High School Experiences of Peer Victimization.

Science.gov (United States)

Buchanan, Carie M; McDougall, Patricia

2018-01-01

The aim of the present study was to compare recollections of sexual, physical, verbal, social, and cyber peer victimization experienced in high school in terms of depressed affect, self-esteem, and loneliness experienced in university. In all, 247 university students (70 males and 177 females; M = 20.62, SD = 2.54) completed online measures assessing retrospective accounts of their experiences of different forms of peer victimization during high school (i.e., sexual, physical, verbal, social, and cyber) and their current psychosocial adjustment (i.e., self-esteem, depressed affect, and loneliness). Three separate hierarchical multiple regressions were conducted to determine whether different indices of negative psychosocial adjustment are more strongly predicted by experiencing sexual or nonsexual forms of peer victimization. Although many university students recalled experiencing sexual peer victimization in high school at least once at an even higher percentage than verbal and social forms of peer victimization, the results of the present study suggest that social peer victimization in high school predicts higher levels of depressed affect and loneliness in university students than sexual peer victimization experienced in high school. Surprisingly, the young adults reporting higher levels of cyber peer victimization in high school were less lonely in university. Although the hypothesized relationships between each form of peer victimization and specific indices of psychosocial functioning were not consistently supported, these findings suggest that the form of peer victimization matters and may be differentially associated with well-being in emerging adulthood. It is important that future research explores how individual characteristics may further predict varied experiences of peer victimization and the long-term impact of those experiences.

AASA Survey: Impact of the Economic Downturn on School Jobs

Science.gov (United States)

AASA, The School Superintendent's Association, 2009

2009-01-01

As part of an ongoing effort to gauge how school districts across the country are responding to the current economic downturn, the American Association of School Administrators (AASA) continues to assess various measures of economic impact. Earlier AASA surveys addressed trends in districts' initial responses to the downturn, districts'…

Sports-related injuries among high school athletes--United States, 2005-06 school year.

Science.gov (United States)

2006-09-29

Participation in high school sports helps promote a physically active lifestyle. High school sports participation has grown from an estimated 4 million participants during the 1971-72 school year to an estimated 7.2 million in 2005-06. However, despite the documented health benefits of increased physical activity (e.g., weight management, improved self-esteem, and increased strength, endurance, and flexibility), those who participate in athletics are at risk for sports-related injuries. High school athletes account for an estimated 2 million injuries, 500,000 doctor visits, and 30,000 hospitalizations annually. To date, the study of these injuries has been limited by inabilities to calculate injury rates, compare results among groups, and generalize findings from small, nonrepresentative samples. During the 2005-06 school year, researchers at a children's hospital in Ohio used an Internet-based data-collection tool to pilot an injury surveillance system among athletes from a representative national sample of U.S. high schools. This report summarizes the findings of that study, which indicated that participation in high school sports resulted in an estimated 1.4 million injuries at a rate of 2.4 injuries per 1,000 athlete exposures (i.e., practices or competitions). Surveillance of exposure-based injury rates in a nationally representative sample of high school athletes and analysis of injury patterns can help guide activities aimed at reducing these injuries.

Success Despite Socioeconomics: A Case Study of a High-Achieving, High-Poverty School

Science.gov (United States)

Tilley, Thomas Brent; Smith, Samuel J.; Claxton, Russell L.

2012-01-01

This case study of a high-achieving, high-poverty school describes the school's leadership, culture, and programs that contributed to its success. Data were collected from two surveys (the School Culture Survey and the Vanderbilt Assessment of Leadership in Education), observations at the school site, and interviews with school personnel. The…

Short Sleep Duration Among Middle School and High School Students - United States, 2015.

Science.gov (United States)

Wheaton, Anne G; Jones, Sherry Everett; Cooper, Adina C; Croft, Janet B

2018-01-26

Insufficient sleep among children and adolescents is associated with increased risk for obesity, diabetes, injuries, poor mental health, attention and behavior problems, and poor academic performance (1-4). The American Academy of Sleep Medicine has recommended that, for optimal health, children aged 6-12 years should regularly sleep 9-12 hours per 24 hours and teens aged 13-18 years should sleep 8-10 hours per 24 hours (1). CDC analyzed data from the 2015 national, state, and large urban school district Youth Risk Behavior Surveys (YRBSs) to determine the prevalence of short sleep duration (school nights among middle school and high school students in the United States. In nine states that conducted the middle school YRBS and included a question about sleep duration in their questionnaire, the prevalence of short sleep duration among middle school students was 57.8%, with state-level estimates ranging from 50.2% (New Mexico) to 64.7% (Kentucky). The prevalence of short sleep duration among high school students in the national YRBS was 72.7%. State-level estimates of short sleep duration for the 30 states that conducted the high school YRBS and included a question about sleep duration in their questionnaire ranged from 61.8% (South Dakota) to 82.5% (West Virginia). The large percentage of middle school and high school students who do not get enough sleep on school nights suggests a need for promoting sleep health in schools and at home and delaying school start times to permit students adequate time for sleep.

[The impact of nutrient prosperity of the body on the alimentary status of junior high school pupils within the framework of the implementation of health-saving technologies].

Science.gov (United States)

Setko, A G; Trishina, S P; Timoshenko, E P

2014-01-01

In the work there was performed the assessment of the actual nutrition of high school pupils, its impact on the nutritional status and efficiency of the implementation in the modern educational process certified vitamin-mineral complexes as a health-saving component of the optimization of rations. The introduction of additional vitamin-mineral complexes into the food of high school pupils was established to lead to the optimization of nutrition content by most of macro- and micronutrients, which in turn contributed to the increase in the number of children with an adequate supply of the body with vitamins and also contributed to the increase of students with a satisfactory adaptation by 44.3%, cases having sufficient performance reserves by 48.4% and the decrease of the number of children with sharply reduced functional reserves by 4 times.

School-Related Factors Affecting High School Seniors' Methamphetamine Use

Science.gov (United States)

Stanley, Jarrod M.; Lo, Celia C.

2009-01-01

Data from the 2005 Monitoring the Future survey were used to examine relationships between school-related factors and high school seniors' lifetime methamphetamine use. The study applied logistic regression techniques to evaluate effects of social bonding variables and social learning variables on likelihood of lifetime methamphetamine use. The…

The Effects of Toilet and Genital Hygiene Education on High School, Students’ Behavior

Directory of Open Access Journals (Sweden)

Serap Sezgin

2011-01-01

Full Text Available Aims: This study aims to identify the effects of toilet and genital hygiene education on high school student behavior.Methodology: In total, 145 students participated in this study, which took place in January-September 2006. The researchdesign was a single-group pre-test/post-test pre-experiment. The post-test data were obtained by administering the samequestion form to the participants six months later to determine the effects of the education administered. The samplecomprised 145 students, 39 of whom were girls and 106 of whom were boys, studying at Kılıçkaya Boarding SecondarySchool (Turkey, city of Artvin, Yusufeli town.Results: The rate of hand washing before toilet use rose from 66.9% to 79.3%. The rate of failing to keep the genital organsdry decreased from 27.6% to 3.8%. The health education that was delivered led to a noticeable change in the behavior,awareness, and toilet-menstruation hygiene practices of the high school students living in rural areas.Conclusions: Behavioral changes in high school students’ toilet and menstruation hygiene may be established through healtheducation without negatively impacting the co-operation of health trainers, teachers and family members.

Project NANO (nanoscience and nanotechnology outreach): a STEM training program that brings SEM's and stereoscopes into high-school and middle-school classrooms

Science.gov (United States)

Cady, Sherry L.; Blok, Mikel; Grosse, Keith; Wells, Jennifer

2014-09-01

The program Project NANO (Nanoscience and Nanotechnology Outreach) enables middle and high school students to discover and research submicroscopic phenomena in a new and exciting way with the use of optical and scanning electron microscopes in the familiar surroundings of their middle or high school classrooms. Project NANO provides secondary level professional development workshops, support for classroom instruction and teacher curriculum development, and the means to deliver Project NANO toolkits (SEM, stereoscope, computer, supplies) to classrooms with Project NANO trained teachers. Evaluation surveys document the impact of the program on student's attitudes toward science and technology and on the learning outcomes for secondary level teachers. Project NANO workshops (offered for professional development credit) enable teachers to gain familiarity using and teaching with the SEM. Teachers also learn to integrate new content knowledge and skills into topic-driven, standards-based units of instruction specifically designed to support the development of students' higher order thinking skills that include problem solving and evidence-based thinking. The Project NANO management team includes a former university science faculty, two high school science teachers, and an educational researcher. To date, over 7500 students have experienced the impact of the Project NANO program, which provides an exciting and effective model for engaging students in the discovery of nanoscale phenomena and concepts in a fun and engaging way.

The Impact of Tobacco-Free School Policies on Youth Smoking Rates in Florida Public School Districts

Science.gov (United States)

Terry, Amanda; Zhang, Ning Jackie

2016-01-01

Background: Developing and implementing policies to curb and prevent youth tobacco use is of the utmost importance. In Florida, public school districts were authorized to develop tobacco-free school policies through an amendment to the Florida Clean Indoor Air Act in 2011. The purpose of this study is to determine the impact of tobacco-free school…

The Relationship between High School Music Activities and the College Student's Musical Independence. (How Musically Important Are All-State Band, Concert Festival, Private Lessons, Marching Contests, Etc.?).

Science.gov (United States)

Bobbett, Gordon C.; And Others

This paper presents a study attempting to identify and evaluate high school activities that impact instrumental student outcome. High school music activities and their impact on student instrumental outcome from a variety of perspectives were examined. There is a subtle difference between musical independence and musical achievement. Musical…

Effect of Nanotechnology Instructions on Senior High School Students

Science.gov (United States)

Lu, Chow-Chin; Sung, Chia-Chi

2011-01-01

In this research, we cooperate with senior high school teachers to understand current nanotechnology model of senior high school nanotechnology curriculum in Taiwan. Then design senior high school nanotechnology (nano-tech) curriculum to teach 503 senior high school students. After teaching the nano-tech curriculum we use the "Nanotechnology…

Teacher Salaries and the Shortage of High-Quality Teachers in China's Rural Primary and Secondary Schools

Science.gov (United States)

Xuehui, An

2018-01-01

Teacher salary level and structure are not only important factors affecting the supply of primary and secondary school teachers, but they are also crucial to attracting, training, and retaining high-quality teachers, thereby impacting the overall quality of education and teaching in schools. The reform of China's basic education management system…

[Evolution of food supply (apart from school catering) between 2004/2005 and 2009/2010 in middle- and high-schools of Aquitaine, France].

Science.gov (United States)

Langevin, C; Carriere, C; Delmas, C; Péchaud, M; Barberger-Gateau, P; Maurice, S; Thibault, H

2013-02-01

The aim of this study was to assess the evolution of food supply (apart from school catering) between school years 2004/2005 and 2009/2010, in middle- and high-schools from the Aquitaine region (southwest France), in order to evaluate the impact of actions conducted within the framework and the program Nutrition, Prevention and Health of children and adolescents in Aquitaine (southwest France). Two surveys were carried out among all middle- and high-schools of the Aquitaine region in 2004/2005 (n=536) and 2009/2010 (n=539) within the framework of a regional multidisciplinary public health program "Nutrition, prevention and health of children and teenagers in Aquitaine". For both 2004/2005 and 2009/2010, data were collected using the same questionnaire and dealt with school characteristics and modalities of food supply (apart from school catering). Response rate was 84.1% in 2004/2005 and 79.6% in 2009/2010. The proportion of schools offering food to pupils (apart from school catering) significantly decreased in 5 years (from 80.1% to 50.1%, Pcatering) has also been improved: less sweet and fat food, more bread and fruits. This study shows an overall improvement of food supply apart from school catering (food sale, free food and vending machines) in middle- and high-schools from the Aquitaine region (southwest France) between 2004/2005 and 2009/2010. This improvement is related to the proportion of schools offering food (quantitative improvement), as well as to the composition of food supply (qualitative improvement). These results show an improvement of food supply (apart from school catering), suggesting that actions implemented in the framework of the program "Nutrition, prevention and health of children and adolescents in Aquitaine" may have led to these improvements. Copyright © 2012 Elsevier Masson SAS. All rights reserved.

Creating a Comprehensive School Reform Model: The Talent Development High School with Career Academies.

Science.gov (United States)

Jordan, Will J.; McPartland, James M.; Legters, Nettie E.; Balfanz, Robert

2000-01-01

Discusses the need for comprehensive reforms in school organization, curriculum and instruction, and professional development to address the problems of large urban high schools. Describes the Talent Development High School with Career Academies model being developed to meet the needs of such schools. (SLD)

Dual Enrollment for High School Students

Science.gov (United States)

Edwards, Linsey; Hughes, Katherine

2011-01-01

Dual enrollment programs allow high school students to enroll in college courses and potentially earn college credit. The term concurrent enrollment is sometimes used interchangeably with dual enrollment, and sometimes to refer to a particular model of dual enrollment. In some programs, students earn high school and college credit simultaneously;…

Impact of Teacher Self-Efficacy on Secondary School Students’ Academic Achievement

Directory of Open Access Journals (Sweden)

Khurram Shahzad

2017-06-01

Full Text Available The study of self-efficacy and its impact on human performance has intrigued many scholars during the last two decades, for example, Clayson and Sheffet, 2006; Nauta, 2004; Muijsand Rejnolds 2001; Bandura, 1997 and Soodak and Podell, 1993. This study was conducted with the objective to find out the impact ofteacher self-efficacy on the secondary school students’ academic achievement. For this purpose, sixty (60 secondary school teachers and a hundred (100 secondary school students in Chiltan Town of Quetta city were randomly selected. To collect the data, teacher self-efficacy questionnaire for teachers was used and to measure students’ academic achievement a test was developed. Data were analyzed through Pearson Correlation and Multiple Regressions. The findings of the study revealed that teacher self-efficacy has a positive impact on the students’ academic achievement. The results of the study and their pedagogical implications have been discussed, and recommendations have been provided for further researches.

Especially for High School Teachers

Science.gov (United States)

Howell, J. Emory

1999-08-01

Care to Share? An Informal Syllabus Exchange A recent email message from Thomas Shiland, who teaches at Saratoga Springs Senior High School, noted that the process of revising the high school chemistry syllabus is underway in New York State. He expressed a strong interest in helping construct a chemistry syllabus that represents the best thinking about appropriate content. He wondered if it would be possible to develop a way in which different secondary chemistry syllabi could easily be exchanged. It is likely that readers from other states and countries are involved in a similar process and might also be interested in exchanging syllabi. Many states do not use the term syllabus to describe their guiding curricular document for chemistry but rather refer to it as a framework or as guidelines. In most cases, the document includes a list of key ideas or topics, performance indicators, and the major understandings associated with each key idea. Such documents would be appropriate for exchange among those of you involved in the revision process. If you are interested in arranging an exchange please contact me by email at j.e.howell@usm.edu or by mail at J. E. Howell, Box 5043, USM, Hattiesburg, MS39406-5043, USA. High School Day Information The High School Chemistry Program at the American Chemical Society National Meeting in New Orleans, Louisiana will be held Sunday, August 22, 1999, at the Doubletree Hotel, 300 Canal Street. If you wish to register only for the High School Day activities, which includes a pass to the ACS Exposition, a special registration form is available from Lillie Tucker-Akin, 2800 Reynard Dr., Tupelo, MS38801; sci4me@aol.com; fax: 662/566-7906. Advance registration is 25 and the cost of the High School Luncheon is 12. Register in advance by August 1, 1999, or from 7:45 to 8:30 a.m. at the High School Day table in the conference room area of the Doubletree. The workshop schedule is shown below. Secondary School Feature Articles * Exploring the

Intrauterine exposure to tobacco and executive functioning in high school.

Science.gov (United States)

Rose-Jacobs, Ruth; Richardson, Mark A; Buchanan-Howland, Kathryn; Chen, Clara A; Cabral, Howard; Heeren, Timothy C; Liebschutz, Jane; Forman, Leah; Frank, Deborah A

2017-07-01

Executive functioning (EF), an umbrella construct encompassing gradual maturation of cognitive organization/management processes, is important to success in multiple settings including high school. Intrauterine tobacco exposure (IUTE) correlates with negative cognitive/behavioral outcomes, but little is known about its association with adolescent EF and information from real-life contexts is sparse. We evaluated the impact of IUTE on teacher-reported observations of EF in urban high school students controlling for covariates including other intrauterine and adolescent substance exposures. A prospective low-income birth cohort (51% male; 89% African American/Caribbean) was followed through late adolescence (16-18 years old). At birth, intrauterine exposures to cocaine and other substances (52% cocaine, 52% tobacco, 26% marijuana, 26% alcohol) were identified by meconium and/or urine assays, and/or maternal self-report. High school teachers knowledgeable about the student and unaware of study aims were asked to complete the Behavior Rating Inventory of Executive Functioning-Teacher Form (BRIEF-TF) annually. Teachers completed at least one BRIEF-TF for 131 adolescents. Multivariable analyses included controls for: demographics; intrauterine cocaine, marijuana, and alcohol exposures; early childhood exposures to lead; and violence exposure from school-age to adolescence. IUTE was associated with less optimal BRIEF-TF Behavioral Regulation scores (p <0.05). Other intrauterine substance exposures did not predict less optimal BRIEF-TF scores, nor did exposures to violence, lead, nor adolescents' own substance use. IUTE is associated with offspring's less optimal EF. Prenatal counseling should emphasize abstinence from tobacco, as well as alcohol and illegal substances. Copyright © 2017 Elsevier B.V. All rights reserved.

Impact E-Learning Platform Moodle on the Physic's Learning Process in the High School's Students

Science.gov (United States)

Torres-Montealban, Jonas; Ruiz-Chavarria, Gregorio; Gomez-Lozoya, Enrique Armando

2011-03-01

As a didactic proposal, moodle e-learning platform was implemented in one of two Physics High School's group at UACH, in order to show how the use of new technologies can improve the learning progress linked to physics concepts. As a result, the first group worked at the same time with inside class activities as well as outside resources from the moodle e-platform. The second group only worked with inside class activities. This teaching application was developed in six sections. Section I defines the educational framework. Section II identifies the key physic's concepts to be studied in each proposed activity. Section III describes the didactic model. Section IV displays the compared results between similarities and differences in both groups. Section VI shows the gathered information in order to be discussed as a topic related on how new technologies improve the Physic's learning process in the high school' students.

A longitudinal study of school belonging and academic motivation across high school.

Science.gov (United States)

Neel, Cari Gillen-O'; Fuligni, Andrew

2013-01-01

This longitudinal study examined how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation. Students from Latin American, Asian, and European backgrounds participated (N = 572; age span = 13.94-19.15 years). In ninth grade, girls' school belonging was higher than boys'. Over the course of high school, however, girls' school belonging declined, whereas boys' remained stable. Within-person longitudinal analyses indicated that years in which students had higher school belonging were also years in which they felt that school was more enjoyable and more useful, above and beyond their actual level of achievement. Results highlight the importance of belonging for maintaining students' academic engagement during the teenage years. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Multiple Past Concussions in High School Football Players

Science.gov (United States)

Brooks, Brian L.; Mannix, Rebekah; Maxwell, Bruce; Zafonte, Ross; Berkner, Paul D.; Iverson, Grant L.

2017-01-01

Background There is increasing concern about the possible long-term effects of multiple concussions, particularly on the developing adolescent brain. Whether the effect of multiple concussions is detectable in high school football players has not been well studied, although the public health implications are great in this population. Purpose To determine if there are measureable differences in cognitive functioning or symptom reporting in high school football players with a history of multiple concussions. Study Design Cross-sectional study; Level of evidence, 3. Methods Participants included 5232 male adolescent football players (mean [±SD] age, 15.5 ± 1.2 years) who completed baseline testing between 2009 and 2014. On the basis of injury history, athletes were grouped into 0 (n = 4183), 1 (n = 733), 2 (n = 216), 3 (n = 67), or ≥4 (n = 33) prior concussions. Cognitive functioning was measured by the Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) battery, and symptom ratings were obtained from the Post-Concussion Symptom Scale. Results There were no statistically significant differences between groups (based on the number of reported concussions) regarding cognitive functioning. Athletes with ≥3 prior concussions reported more symptoms than did athletes with 0 or 1 prior injury. In multivariate analyses, concussion history was independently related to symptom reporting but less so than developmental problems (eg, attention or learning problems) or other health problems (eg, past treatment for psychiatric problems, headaches, or migraines). Conclusion In the largest study to date, high school football players with multiple past concussions performed the same on cognitive testing as those with no prior concussions. Concussion history was one of several factors that were independently related to symptom reporting. PMID:27474382

Empowering High School Students in Scientific Careers: Developing Statewide Partnerships

Science.gov (United States)

Aguilar, C.; Swartz, D.

2008-05-01

Center for Multiscale Modeling of Atmospheric Processes (CMMAP) is a National Science Foundation Science and Technology Center focused on improving the representation of cloud processes in climate models. The Center is divided into three sections including Knowledge Transfer, Research, and Education and Diversity. The Science Education and Diversity mission is to educate and train people with diverse backgrounds in Climate and Earth System Science by enhancing teaching and learning and disseminating science results through multiple media. CMMAP is partnering with two local school districts to host an annual global climate conferences for high school students. The 2008 Colorado Global Climate Conference seeks "To educate students on global and local climate issues and empower them to se their knowledge." The conference is sponsored by CMMAP, The Governor's Energy Office, Poudre School District, Thompson School District, Clif Bar, and Ben and Jerry's Scoop Shop of Fort Collins. The conference seeks to inspire students to pursue future education and careers in science fields. Following an opening welcome from the Governor's Energy Office, Keynote Piers Sellers will discuss his experiences as an atmospheric scientist and NASA astronaut. Students will then attend 3 out of 16 breakout sessions including such sessions as "Hot poems, Cool Paintings, and the treasures of Antiquity of Climate Change", "Mitigation vs Adaptation", "Bigfoot Walks(What Size is our carbon footprint?)" "The Wedges: Reduc ing Carbon Emissions", and "We the People: Climate and Culture of Climate Change" to name a few. Using The Governor's High School Conference on the Environment sponsored by the Wisconsin Center for Environmental Education as a model we are developing statewide partnerships to bring high school students together to look at global climate issues that will impact their future and of which they can be part of the solution through their education and career paths. In addition to

The impact of insecticide-treated school uniforms on dengue infections in school-aged children: study protocol for a randomised controlled trial in Thailand

Directory of Open Access Journals (Sweden)

Wilder-Smith Annelies

2012-11-01

Full Text Available Abstract Background There is an urgent need to protect children against dengue since this age group is particularly sensitive to the disease. Since dengue vectors are active mainly during the day, a potential target for control should be schools where children spend a considerable amount of their day. School uniforms are the cultural norm in most developing countries, worn throughout the day. We hypothesise that insecticide-treated school uniforms will reduce the incidence of dengue infection in school-aged children. Our objective is to determine the impact of impregnated school uniforms on dengue incidence. Methods A randomised controlled trial will be conducted in eastern Thailand in a group of schools with approximately 2,000 students aged 7–18 years. Pre-fabricated school uniforms will be commercially treated to ensure consistent, high-quality insecticide impregnation with permethrin. A double-blind, randomised, crossover trial at the school level will cover two dengue transmission seasons. Discussion Practical issues and plans concerning intervention implementation, evaluation, analysing and interpreting the data, and possible policy implications arising from the trial are discussed. Trial registration clinicaltrial.gov. Registration number: NCT01563640

An Approach to Energy Education for High School, Junior High School and Elementary School Students at Aichi Institute of Technology

Science.gov (United States)

Yukita, Kazuto; Ichiyanagi, Katsuhiro; Mori, Tsuyoshi; Goto, Yasuyuki

This paper discusses the methods of implementation and improvement adopted in the energy education program of “Marugoto Taiken World” (“Total Experience World”) at Aichi Institute of Technology. The program, which is aimed at high school, junior high school and elementary school students, has been carried on at Aichi Institute of Technology for a number of years now, and the authors have been involved in the energy education project for the past four years. During that time, the following four courses have been held : 1) Let's use wind power to generate electricity, 2) Let's use flowers to build a solar battery, 3) Let's use bottles to build a fuel cell battery, 4) Let's make all sorts of batteries.

High School Graduation Rates:Alternative Methods and Implications

OpenAIRE

Jing Miao; Walt Haney

2004-01-01

The No Child Left Behind Act has brought great attention to the high school graduation rate as one of the mandatory accountability measures for public school systems. However, there is no consensus on how to calculate the high school graduation rate given the lack of longitudinal databases that track individual students. This study reviews literature on and practices in reporting high school graduation rates, compares graduation rate estimates yielded from alternative methods, and estimates d...

Highlighting High Performance: Whitman Hanson Regional High School; Whitman, Massachusetts

Energy Technology Data Exchange (ETDEWEB)

2006-06-01

This brochure describes the key high-performance building features of the Whitman-Hanson Regional High School. The brochure was paid for by the Massachusetts Technology Collaborative as part of their Green Schools Initiative. High-performance features described are daylighting and energy-efficient lighting, indoor air quality, solar and wind energy, building envelope, heating and cooling systems, water conservation, and acoustics. Energy cost savings are also discussed.

Risk-Based School Inspections: Impact of Targeted Inspection Approaches on Dutch Secondary Schools

Science.gov (United States)

Ehren, Melanie C.; Shackleton, Nichola

2016-01-01

In most countries, publicly funded schools are held accountable to one inspectorate and are judged against agreed national standards. Many inspectorates of education have recently moved towards more proportional risk-based inspection models, targeting high-risk schools for visits, while schools with satisfactory student attainment levels are…

Trust, Behavior, and High School Outcomes

Science.gov (United States)

Romero, Lisa S.

2015-01-01

Purpose: The purpose of this paper is to contribute to the literature on student trust and to examine the relationship between student trust, behavior, and academic outcomes in high school. It asks, first, does trust have a positive effect on high school outcomes? Second, does trust influence student behavior, exerting an indirect effect on…

High School Redesign Gets Presidential Lift

Science.gov (United States)

Adams, Caralee J.

2013-01-01

President Barack Obama applauded high school redesign efforts in his State of the Union address and encouraged districts to look to successful models for inspiration. Last week, he followed up with a request in his fiscal 2014 budget proposal for a new, $300 million competitive-grant program. Recognition is widespread that high schools need to…

The Classification of Romanian High-Schools

Science.gov (United States)

Ivan, Ion; Milodin, Daniel; Naie, Lucian

2006-01-01

The article tries to tackle the issue of high-schools classification from one city, district or from Romania. The classification criteria are presented. The National Database of Education is also presented and the application of criteria is illustrated. An algorithm for high-school multi-rang classification is proposed in order to build classes of…

Direct Self-Injurious Behavior (D-SIB and Life Events among Vocational School and High School Students

Directory of Open Access Journals (Sweden)

Lili O. Horváth

2018-05-01

Full Text Available Although several studies have recently assessed direct self-injurious behavior (D-SIB among adolescents, it is still understudied in adolescents attending vocational schools: an educational setting generally associated with lower socioeconomic status. After extending the “Saving and Empowering Young Lives in Europe” (SEYLE project to a vocational school population, we examined their D-SIB and life event characteristics compared to the high school population. SEYLE’s Hungarian randomly selected high school sample (N = 995 was completed with a randomly selected vocational school sample (N = 140 in Budapest, Hungary. Participants aged 14–17 years completed the SEYLE project’s self-administered questionnaires. D-SIB lifetime prevalence was significantly higher (29.4% in the vocational school group compared to the high school group (17.2% (Χ2(1 = 12.231, p< 0.001. D-SIB was associated with suicidal ideation in the vocational school group. Different life events were more frequent in the high school than in the vocational school group, and associations between D-SIB and life events differed in the vocational school group compared to the high school group. In conclusion, vocational school students are a vulnerable population with a higher prevalence of D-SIB compared to high school students. Life events and their association with D-SIB also differ in vocational school students compared to high school students. Taking all these into account might contribute to prevention/intervention designed for this population.

Predicting Parental Home and School Involvement in High School African American Adolescents

Science.gov (United States)

Hayes, DeMarquis

2011-01-01

Predictors of parental home and school involvement for high school adolescents were examined within two groups of urban African American parents from various socioeconomic levels. Home involvement was defined as parent-adolescent communication about school and learning, while school involvement was defined in terms of parent attendance and…

Reduced Availability of Sugar-Sweetened Beverages and Diet Soda Has a Limited Impact on Beverage Consumption Patterns in Maine High School Youth

Science.gov (United States)

Whatley Blum, Janet E.; Davee, Anne-Marie; Beaudoin, Christina M.; Jenkins, Paul L.; Kaley, Lori A.; Wigand, Debra A.

2008-01-01

Objective: To examine change in high school students' beverage consumption patterns pre- and post-intervention of reduced availability of sugar-sweetened beverages (SSB) and diet soda in school food venues. Design: A prospective, quasi-experimental, nonrandomized study design. Setting: Public high schools. Participants: A convenience sample from…

James Madison High: A School at the Crossroads

Science.gov (United States)

Stroup, John T.; Salmonowicz, Michael J.; Broom, Christopher C.

2007-01-01

This case tells the story of James Madison High School, which became the epicenter of a debate over the future reorganization and control of large secondary schools in the Los Angeles Unified School District (LAUSD). The LAUSD, recently taken over by the newly elected mayor, was fighting for control of this 3,000-student high school with a charter…

Indoor Air Quality in High Performance Schools

Science.gov (United States)

High performance schools are facilities that improve the learning environment while saving energy, resources, and money. The key is understanding the lifetime value of high performance schools and effectively managing priorities, time, and budget.

[Population impact of a podiatric school health programme].

Science.gov (United States)

Ramos-Galván, José; Álvarez-Ruiz, Verónica; Tovaruela-Carrión, Natalia; Mahillo-Durán, Ramón; Gago-Reyes, Fernando

2016-01-01

This article presents an overview of the work done over the past 12 years in a collaboration between the school communities at various primary and secondary schools and the practical experience managers working in the Preventive and Community Podiatry area of the Podiatry degree at the University of Seville (Spain). The article presents several strategies, which were carried out in the fields of Foot Health for All and Preventive and Community Podiatry as part of the Hermes Research Group (CTS-601) aimed at promoting general foot health. Foot examinations were conducted in a total of 4,630 school pupils, with foot problems being confirmed in 677 of them. Some 7,145 members of the school community were also helped, with these people being reached through educational activities around foot care. The aim of the initiative was to prevent foot damage among children, which could have a harmful impact on their quality of life as adults. Copyright © 2015 SESPAS. Published by Elsevier Espana. All rights reserved.

Constructing "Authentic" Science: Results from a University/High School Collaboration Integrating Digital Storytelling and Social Networking

Science.gov (United States)

Olitsky, Stacy; Becker, Elizabeth A.; Jayo, Ignacio; Vinogradov, Philip; Montcalmo, Joseph

2018-02-01

This study explores the implications of a redesign of a college course that entailed a new partnership between a college neuroscience classroom and a high school. In this course, the college students engaged in original research projects which included conducting brain surgery and behavioural tests on rats. They used digital storytelling and social networking to communicate with high school students and were visited by the students during the semester. The aims of the redesign were to align the course with science conducted in the field and to provide opportunities to disseminate scientific knowledge through emerging technologies. This study investigates the impact of these innovations on the college and high school students' perceptions of authentic science, including their relationship with science-centred communities. We found that these collaborative tools increased college students' perceptions that authentic science entailed communication with the general public, in addition to supporting prior perceptions of the importance of conducting experiments and presenting results to experts. In addition, the view of science as high-status knowledge was attenuated as students integrated non-formal communication practices into presentations, showing the backstage process of learning, incorporating music and youth discourse styles, and displaying emotional engagement. An impact of these hybrid presentation approaches was an increase in the high school students' perceptions of the accessibility of laboratory science. We discuss how the use of technologies that are familiar to youth, such as iPads, social networking sites, and multimedia presentations, has the potential to prioritize students' voices and promote a more inclusive view of science.

Freedom of Expression for High School Journalists: A Case Study of Selected North Carolina Public Schools.

Science.gov (United States)

Phillips, Kay D.

A study examined the freedom of the high school press in North Carolina to determine whether publication guidelines should be in place, and if so, what those guidelines should contain. High school newspaper advisors, high school principals, and high school newspaper editors from large and small, urban and rural, eastern and western high schools…

Impact of Terrorism on Managerial Efficiency of Heads of Secondary Schools in Khyber Pakhtunkhwa, Pakistan

Science.gov (United States)

Khattak, Usman Ghani; Iqba, Javed

2015-01-01

Terrorism has adversely affected the educational environment in Khyber Pakhtoon Khwa Province. This study was conducted to know the impact of Terrorism on managerial efficiency of heads of secondary schools in Khyber Pakhtoon Khwa that included Malakand, Mangawara, Dir, Hangu , Bannu and D I Khan which are the highly affected areas of terrorism.…

Guatemalan school food environment: impact on schoolchildren's risk of both undernutrition and overweight/obesity.

Science.gov (United States)

Pehlke, Elisa L; Letona, Paola; Hurley, Kristen; Gittelsohn, Joel

2016-09-01

Guatemala suffers the double burden of malnutrition with high rates of stunting alongside increasing childhood overweight/obesity. This study examines the school food environment (SFE) at low-income Guatemalan elementary schools and discusses its potential impact on undernutrition and overweight/obesity. From July through October 2013, direct observations, in-depth interviews with school principals (n = 4) and food kiosk vendors (n = 4, 2 interviews each) and also focus groups (FGs) with children (n = 48, 8 FGs) were conducted. The SFE comprises food from school food kiosks (casetas); food from home or purchased in the street; and food provided by the school (refacción). School casetas, street vendors and children's parents largely provide sandwiches, calorie-rich snacks and sugar-sweetened beverages. Refacción typically serves energy dense atol, a traditional beverage. The current school food program (refacción), the overall SFE and the roles/opinions of vendors and principals reveal persistent anxiety concerning undernutrition and insufficient concern for overweight/obesity. Predominant concern for elementary schoolchildren remains focused on undernutrition. However, by the time children reach elementary school (ages 6-12+), food environments should encourage dietary behaviors to prevent childhood overweight/obesity. © The Author 2015. Published by Oxford University Press.

Relations between Popularity and Prosocial Behavior in Middle School and High School Chinese Adolescents

Science.gov (United States)

Lu, Ting; Li, Ling; Niu, Li; Jin, Shenghua; French, Doran C.

2018-01-01

The concurrent and longitudinal associations between popularity, likeability, and prosocial behavior were evaluated in this three-year study of middle school and high school Chinese adolescents. The initial sample included 766 middle school (mean age = 13.3 years) and 668 high school participants (mean age = 16.6 years); there were 880 (399 girls)…

Particle Physics in High School: A Diagnose Study.

Directory of Open Access Journals (Sweden)

Paula Tuzón

Full Text Available The science learning process improves when the contents are connected to students' lives. Particle physics has had a great impact in our society in the last years and has changed the theoretical picture about matter fundamental dynamics. Thus, we think that academic contents about matter components and interactions should be updated. With this study we aim to characterize the level of knowledge of high school students about this topic. We built a test with questions about classical atomic models, particle physics, recent discoveries, social implications and students opinions about it. Contrary to our first suspicion, students' answers show a high variability. They have new physics ideas and show a great interest towards modern concepts. We suggest including an updated view of this topic as part of the curriculum.

Particle Physics in High School: A Diagnose Study.

Science.gov (United States)

Tuzón, Paula; Solbes, Jordi

2016-01-01

The science learning process improves when the contents are connected to students' lives. Particle physics has had a great impact in our society in the last years and has changed the theoretical picture about matter fundamental dynamics. Thus, we think that academic contents about matter components and interactions should be updated. With this study we aim to characterize the level of knowledge of high school students about this topic. We built a test with questions about classical atomic models, particle physics, recent discoveries, social implications and students opinions about it. Contrary to our first suspicion, students' answers show a high variability. They have new physics ideas and show a great interest towards modern concepts. We suggest including an updated view of this topic as part of the curriculum.

STEM Education-An Exploration of Its Impact on Female Academic Success in High School

Science.gov (United States)

Ybarra, Michael E.

The 21st century presents many new career opportunities and choices for women today. However, over the past decade, there has been a growing concern that there will not be enough students trained in Science, Technology, Engineering, and Math (STEM) to fill jobs in the United States. Current research reveals that there will be a need for highly skilled workers in the STEM industries, along with the opportunities to earn higher wages. With these opportunities ahead, it is paramount that secondary schools prepare not only their male students, but also their female students for these lucrative STEM careers. The purpose of this study was to investigate to what degree female high school students enrolled in a STEM academy, and who may play sports, experience academic differences in college preparatory math and science courses, and in the math and science portions of the California Standards Test. Academic differences shall be defined as differences in grade point averages. A comparison will be made of female students who take similar classes and play sports, but who are not enrolled in a STEM academy program. This comparison will then incorporate a quantitative non-experimental research design, along with a chi-square test.

Sexting by high school students: an exploratory and descriptive study.

Science.gov (United States)

Strassberg, Donald S; McKinnon, Ryan K; Sustaíta, Michael A; Rullo, Jordan

2013-01-01

Recently, a phenomenon known as sexting, defined here as the transfer of sexually explicit photos via cell phone, has received substantial attention in the U.S. national media. To determine the current and potential future impact of sexting, more information about the behavior and the attitudes and beliefs surrounding it must be gathered, particularly as it relates to sexting by minors. The present study was designed to provide preliminary information about this phenomenon. Participants were 606 high school students (representing 98 % of the available student body) recruited from a single private high school in the southwestern U.S. Nearly 20 % of all participants reported they had ever sent a sexually explicit image of themselves via cell phone while almost twice as many reported that they had ever received a sexually explicit picture via cell phone and, of these, over 25 % indicated that they had forwarded such a picture to others. Of those reporting having sent a sexually explicit cell phone picture, over a third did so despite believing that there could be serious legal and other consequences attached to the behavior. Given the potential legal and psychological risks associated with sexting, it is important for adolescents, parents, school administrators, and even legislators and law enforcement to understand this behavior.

Principals' Perceptions of Professional Development in High- and Low-Performing High-Poverty Schools

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Moore, Sheila; Kochan, Frances

2013-01-01

This is the second part of a two-part study examining issues related to professional development in high-poverty schools. The findings from the initial study indicated that principals in high-poverty, high-performing schools perceived higher levels of implementation of quality professional development standards in their schools than did principals…

Early College STEM-focused High Schools: A Natural and Overlooked Recruitment Pool for the Geosciences

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Freeman, R.; Bathon, J.; Fryar, A. E.; Lyon, E.; McGlue, M. M.

2017-12-01

As national awareness of the importance of STEM education has grown, so too has the number of high schools that specifically emphasize STEM education. Students at these schools outperform their peers and these institutions send students into the college STEM pipeline at twice the rate of the average high school or more. Another trend in secondary education is the "early college high school" (ECHS) model, which encourages students to prepare for and attend college while in high school. These high schools, particularly ECHS's that focus on STEM, represent a natural pool for recruitment into the geosciences, yet most efforts at linking high school STEM education to future careers focus on health sciences or engineering. Through the NSF GEOPATHS-IMPACT program, the University of Kentucky (UK) Department of Earth and Environmental Science and the STEAM Academy, a STEM-focused ECHS located in Lexington, KY, have partnered to expose students to geoscience content. This public ECHS admits students using a lottery system to ensure that the demographics of the high school match those of the surrounding community. The perennial problem for recruiting students into geosciences is the lack of awareness of it as a potential career, due to lack of exposure to the subject in high school. Although the STEAM Academy does not offer an explicitly-named geoscience course, students begin their first semester in 9th grade Integrated Science. This course aligns to the Next Generation Science Standards (NGSS), which include a variety of geoscience content. We are working with the teachers to build a project-based learning curriculum to include explicit mention and awareness of careers in geosciences. The second phase of our project involves taking advantage of the school's existing internship program, in which students develop professional skills and career awareness by spending either one day/week or one hour/day off campus. We hosted our second round of interns this year. Eventually we

The Impact of Within-School Autonomy on Students' Goal Orientations and Engagement with Mathematics

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Carmichael, Colin; Muir, Tracey; Callingham, Rosemary

2017-01-01

School autonomy has been identified as having an impact on a school's performance, yet less has been reported about the effect this has on students' goal orientations and engagement with mathematics. In a national study conducted in schools across Australia, measures of school autonomy were collected from teachers and school leaders, along with…

Perceptions of High School Principals about Teacher Motivation in in the Metropolitan Area of Medellin, 2015

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Hernán López-Arellano

2017-04-01

Full Text Available This study is an exploratory research with the purpose of measuring perceptions High School principals have about teachers’ motivation in four specific areas: facilities and institutional resources, intrinsic motivation, extrinsic motivation and social impacts. In this article, perceptions of principals working in public and private schools are compared. The authors designed and applied a five Likert-scale questionnaire to determine the perceptions of principals about motivation in their teacher staffs; the tool was implemented in fifty-one schools of the Metropolitan Area of Medellín, Colombia. Data show a higher favorability (i.e., categories with a better score in private schools than in public ones.

Especially for High School Teachers

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Howell, J. Emory

2001-05-01

Literature Cited National Science Education Standards; National Academy Press: Washington, DC, 1996; http://www. nap.edu/readingroom/books/nses/. Principles and Standards for School Mathematics; National Council of Teachers of Mathematics: Washington, DC, 2000; http://standards.nctm.org/. Visit CLIC, an Online Resource for High School Teachers at http://jchemed.chem.wisc.edu/HS/

Using Shared Leadership to Achieve School Improvement Goals: A Qualitative Study of One High School's Journey

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Putman, Leigh Ann

2012-01-01

This qualitative phenomenological study examined the impact of shared leadership committees on school improvement efforts. The research identified which leadership factors lead to successful shared leadership committees and which supports and structures were needed for the committees to be meaningful in regards to school improvement. Certified…

A Positive Model for Reducing and Preventing School Burnout in High School Students

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Aypay, Ayse

2017-01-01

This study aims to develop and test the validity of a model limited to attitude towards the future and subjective well-being for reducing and preventing the school burnout that high school students can experience. The study is designed as a relational screening model conducted over 389 high school students. The data in this study are analyzed…

Impact of E-Learning and Digitalization in Primary and Secondary Schools

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Tunmibi, Sunday; Aregbesola, Ayooluwa; Adejobi, Pascal; Ibrahim, Olaniyi

2015-01-01

This study examines into the impact of e-learning and digitalization in primary and secondary schools, using Greensprings School in Lagos State, Nigeria as a case study. Questionnaire was used as a data collection instrument, and descriptive statistical method was adopted for analysis. Responses from students and teachers reveal that application…

The Impact of Computer and Mathematics Software Usage on Performance of School Leavers in the Western Cape Province of South Africa: A Comparative Analysis

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Smith, Garth Spencer; Hardman, Joanne

2014-01-01

In this study the impact of computer immersion on performance of school leavers Senior Certificate mathematics scores was investigated across 31 schools in the EMDC East education district of Cape Town, South Africa by comparing performance between two groups: a control and an experimental group. The experimental group (14 high schools) had access…

UV tanning advertisements in national high school newspapers.

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Lofgreen, Seth J; Domozych, Renee; Doctor, Monica; Reimer, Christine; Self, Alyssa; Dellavalle, Robert P

2017-04-15

Many young adults have utilized indoor ultraviolet(UV) tanning, putting them at higher risk for development of skin cancers. Prior to the increased regulations on indoor tanning for minors, indoor tanning businesses marketed to teens through modalities such as advertisements in high school newspapers. The purpose of this study was to quantify tanning advertisements in high school newspapers published across the United States between August 2014 and July 2015. Online versions of the newspaper issues were available on issuu.com. Tanning advertisements appeared in 3 of 23 high school newspapers with advertisements of any kind(13%). Among all newspapers with advertisements, 10% were indoor tanning advertisements. One newspaper in Colorado contained advertisements of any kind and had 0 tanning advertisements. A prior study of Colorado high schools showed 11 of 23 schools (48%) to contain tanning advertisements. This suggests that there may be a decrease in indoor UV tanning advertisements owing to increased tanning regulation by state legislatures, national attention to UV tanning, or a general decrease in high school tanning advertisements.

The Impact of a Technology Integration Academy on Instructional Technology Integration in a Texas School District

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