High School Campus Research Articles

Who's Taking the Advanced Placement Courses and How Are They Doing: A Statewide Two-Year Study

Enrollment in Advanced Placement courses in all high school campuses in the State of Texas was examined for the 2004-2005 and the 2005 2006 school years to determine the extent to which student diversity was present. A higher percentage of the female student body, 17%, was enrolled in Advanced Placement courses than was the male student body, 13%. Almost a fifth of the White student body was enrolled in Advanced Placement courses, compared with slightly over 10% of the Hispanic student body and the African American student body. The percentages of economically disadvantaged students, Limited English Proficient, and students with special learning needs were low, as anticipated. Student success in these courses, however, differed as a function of gender and ethnicity, with African American students experiencing the least success. Of interest was that Hispanic students demonstrated the highest degree of success in these courses. Implications of these findings are discussed.

Voices from Lawrence, Kansas: Diverse Adult Learners in a University Community

Nestled in a neighborhood of modest bungalows, the Lawrence Adult Learning Center (LALC) is a part of the greater Lawrence High School campus. The high school annex building houses LALC, along with Native American Student Services, special education offices and personnel, and Lawrence Public Schools Nursing Services.

A PUBLIC JOURNALISM RESPONSE TO ORGANIZATIONAL ETHICS VIOLATIONS

In summer 2001, residents of a small Midwestern town in the United States were confronted with an incomprehensible trauma, thrusting them into a national public health crisis involving toxic mold contamination. The conflict centered on an infected high school campus, fearful and angry community members, and an intractable school board. Assertive coverage by the local press not only provided substantial investigative reporting, but gave focus and voice to an oppressed public. Written from personal experience, this research narrative critiques the ethics of public servants and identifies three significant windows of illumination when local press coverage made alternative viewpoints known, built understanding and stimulated deliberation, helping to lead the community through this period of crisis. As a consequence of this practice of public journalism, the local press demonstrated its vital role in cultivating good citizenship when public stewardship fails.

Existence and Predictors of Soft Drink Advertisements in Pennsylvania High Schools

The objective of this study was to describe the extent and locations of soft drink advertisements on high school campuses in Pennsylvania and identify factors related to extent of these advertisements. Surveys were distributed to 271 school foodservice directors in a random sample of high schools in Pennsylvania. These high schools were selected to be representative of the entire population of high schools in Pennsylvania based on chosen demographic characteristics. A three-phase survey strategy was used, involving distribution of a postcard reminder 1 to 2 weeks after the initial survey distribution, and mailing of a second survey to nonrespondents 1 to 2 weeks after mailing of the postcard. Two hundred twenty-eight school foodservice directors (84%) returned surveys. Linear multiple regression analyses were done using SPSS (version 11.5.1, 2002, SPSS Inc, Chicago, IL). Approximately two thirds (66.5%) of respondents indicated soft drink advertisements exist in at least one location in their school, with the most prevalent locations being on vending machines (62%) and school grounds, such as playing fields (27%). Slightly more than 10% of respondents indicated soft drink advertisements displayed in the cafeteria. Extent of soft drink advertisement locations was positively related to existence of a pouring-rights contract, subscription to Channel One, and receipt of incentives from soft drink bottlers based on sales, but negatively related to average daily participation in school lunch. These findings suggest that commercialization and sales incentives might interact to contribute to school environments that are not “nutrition-friendly.” Schools’ efforts to establish wellness policies as mandated by the Child Nutrition and WIC Reauthorization Act of 2004 provide ideal opportunities to examine school environments for advertising that might conflict with the healthful environments they are aiming to establish, and perhaps to develop policies to address these practices.

Asian‐Pacific Islander Adolescent Sexual Orientation and Defensive Aggression*

Objective. This study used the differential‐outcomes hypothesis as a theoretical guide to examine the association of Guam's same‐sex‐ and both‐sex‐oriented Asian‐Pacific Islander adolescents and their participation in defensive aggression.Methods. Using ordinary least squares multiple regression analysis we tested the hypothesis with a probability sample of Guam's Asian‐Pacific high school students.Results. The results of the study demonstrated that same‐sex‐oriented males were less likely to participate in physical aggression and that same‐sex‐oriented adolescent females were significantly more likely to report that they had participated in defensive aggression.Conclusions. Same‐sex‐oriented females are more likely than same‐sex‐oriented males to participate in defensive aggression, primarily because they may be more likely to experience threatening situations on Guam's high school campuses.

Administrative Visibility and Its Effect on Classroom Behavior

A study was conducted on a junior high school campus in the Midwest to evaluate the influence an assistant principal can have on classroom instruction. The study included 489 ninth-grade students and was conducted over an 18-week period. It examined the effect of assistant principals' visibility on classroom behavior. The results indicate that an increased level of assistant principal visibility resulted in a decrease in student disciplinary referrals. A statistical analysis of the data was performed and the results were significant.

A School-Based Program to Improve Life Skills and to Prevent HIV Infection in Multicultural Transgendered Youth in Hawai'i

Abstract Chrysalis is a weekly after-school drop-in group on O'ahu high school campuses for transgendered and questioning youth. Nine Chrysalis members, nine demographically matched TG youth, and five key informants participated in a study to evaluate program effectiveness in improving life skills and preventing HIV infection. Chrysalis members scored better than comparison group members in school participation, educational and career goals, self-esteem, friends and peer support, family, physical safety, sex reassignment surgery, alcohol and drug use, and safer sex self-efficacy. Chrysalis members and key informants cited positive adult TG role models and peer support as key factors in the program's success.

Fast food sales on high school campuses: results from the 2000 California high school fast food survey.

Fast food sales on high school campuses: results from the 2000 California high school fast food survey.

A Comparison of Learning Outcomes for Dual-Enrollment Mathematics Students Taught by High School Teachers Versus College Faculty

Dual enrollment, an accelerated mechanism allows high school students to enroll in college courses while concurrently enrolled in high school (Title XVI, Florida Statutes, 1999), is available in 47 states, 21 of which have comprehensive programs where the state subsidizes the tuition for the courses and students receive credit toward both college and high school graduation (Education Commission of the States, 2001). Considerably flexible by design, dual enrollment courses can be taught on high school or college campuses, by high school teachers or college faculty members, and may take place before, during, or after normal high school hours. Depending on local agreements, program logistics or statutes, such programs may also be called dual credit or enrollment; however, the basic premise of providing postsecondary enrollment options to high school students remains the same. Unlike those students enrolled in Advanced Placement (AP) courses, dual enrollment students do not need to take test administered by an external source to qualify for the college credit. In AP courses a tremendous premium is placed on one day's performance (Harkins, 1998, p. 60). awarding of credit through dual enrollment is based upon the entire course, giving teachers many opportunities to evaluate learning (p. 62). Studies show dual enrollment partnerships are beneficial to students, parents, high schools, and postsecondary alike (Greenburg, 1989). Motivated students earn college credit in high school, parents realize substantial financial savings, high schools are able to offer courses might otherwise not be available to students, and colleges gain access to some of the high schools' brightest students. While the concept is simple, it is not without problems. premise of dual enrollment programs has been motivated high school students could build transcript of college coursework that would move students through the baccalaureate process quicker (Windham, 1997, p. 9). However, from the start there has been increasing concern about the willingness of colleges to accept the credit earned . (Wilbur & LaFay Jr., 1978, p. 23). students have to repeat the courses they took as dual enrollment students once they enroll at university, then the acceleration aspect of dual enrollment is lost (Windham, 1997, p. 10). If credits cannot be easily transferred, the intent of the program cannot be realized. Generally, acceptance of credits earned through dual enrollment can only be guaranteed at the institution (or in the case of Florida, the state system) offers the program. In fact, primary limitation of dual enrollment continues to be transferability of credit. Greenburg (1989) found There is no guarantee credits be accepted at other institutions (p. 25). The college credits earned by students ... are transferable only to the extent other colleges are willing to accept them (p. 29) and the transferability of the college credits earned by the high school students depends on the articulation the community college has been able to arrange with four-year institutions (p. 36). Policymakers across the country are raising concerns, as some students are finding concurrent enrollment credits earned while they were in high school not (Boswell, 2001, p. 13). As with any transfer credits, each institution evaluates and accepts credits in accordance with the institution's own policies. When it comes to dual enrollment credits, proponents see it as win-win program (Mees, 1999) will significantly cut down the time and expense to an associate or baccalaureate degree (Andrews, 2000, p. 16). sentiment of many university officials, however, was summed up by Gary Ripple, Lafayette College's director of admissions. We believe college-level course should be offered on college campus, taught by college professor, with college students in the room. …

"What is hip?" and Other Inquiries in Jazz Slang Lexicography

Jazz musicians depend on intercommunication to achieve and maintain a sense of spontaneity. Musicians encourage each other vocally or through their instruments to attain higher levels of performance. connection with audience is also vocal and visceral. Because original function of jazz was to accompany social dancers, a jazz audience's physical responses signaled the musicians to continue or heighten their level of intensity. Among musicians themselves, the jam session exists as the central agency for communicating in a common musical language, in atmosphere of collective spontaneity. Parallels between the sense of community in a jam session and open forum of discussants are clear--a successful session, like group conversation, depends on courtesy, decorum, and mutual respect as well as open-mindedness and willingness to listen. Thus, the connection between music and language manifests itself in the jazz context. As jazz itself evolved from the experience of African Americans, so did the argot that jazz musicians spoke rise from what is called jive language. H. L. Mencken, in a supplement to his American Language, defined jive language as an amalgam of Negro-slang from Harlem and the argots of drug addicts and the pettier sort of criminals, with occasional additions from the Broadway gossip columns and the high school campus. [1] linking of jazz and the underworld is not uncommon. Louis Armstrong recalled his days in the Storyville section of New Orleans, where pimps, gamblers, and prostitutes congregated among musicians playing in the hangouts where they plied their trades. [2] Chicago jazzmen Mezz Mezzrow [3] and Jimmy McPartland [4] have documented their experiences among gangsters and other lowlifes during Prohibition. In his preface to the Dictionary of American Slang, Stewart Berg Flexner remarks that the need to use slang terms reflects a need to reject the mainstream, to rebel against the squares, in order to be accepted as insider. He writes, We would rather share or accept vices than be excluded from a social group. For this reason, for self-defense, and to create aura (but not the fact) of modernity and individuality, much of our slang purposely expresses amorality, cynicism, and 'toughness.'[5] Jazz musicians and their followers saw themselves as outsiders: that is to say, in opposition to the mainstream society at large, to more traditional musicians and listeners, to critics, to authorities, to particular bandleaders, clubowners and union officials, and even to other jazz musicians of a former or a succeeding generation. Between 1934 and 1970, glossaries of jazz slang terms appeared in print, either as articles, appendixes to autobiographies of prominent jazz musicians, or entire volumes referred to as dictionaries. An examination of some of these glossaries and dictionaries, as well as several specific words, can highlight some possible origins as well as a steady and lively evolution of jazz parlance over time. In a 1932 article for American Speech, James Hart suggested that jazz slang found its way into the cultural mainstream through incorporation into popular song lyrics, for strictly commercial reasons. [6] He wrote, The use of correct language in jazz will stamp a writer's songs as unnecessarily highbrow and hence hinder his sales. Therefore, the song writer allows the vernacular to slip into his compositions wherever it suggests itself. To illustrate this, Hart mentioned the colloquial use of contractions in titles, such as 'S Wonderful and Wha'd Ja Do to Me; the reconnotation of family words mama, papa, and baby into a context of adult relationships; and particularly the vocalization of instrumental sounds, such as Vo-do-de-o-do, Boop-boop-a-doop, and Diga-diga-do-digadoo-doo. Arguably, Tin Pan Alley's version of jazz speech as reflected in song titles and lyrics distantly resembles that spoken by jazz players and others in their immediate social circles. …

Glendale Junior College: THE FIRST DECADE

Research Article| December 01 2000 Glendale Junior College: THE FIRST DECADE Mike Eberts Mike Eberts Search for other works by this author on: This Site PubMed Google Scholar Southern California Quarterly (2000) 82 (4): 397–419. https://doi.org/10.2307/41172037 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Cite Icon Cite Search Site Citation Mike Eberts; Glendale Junior College: THE FIRST DECADE. Southern California Quarterly 1 December 2000; 82 (4): 397–419. doi: https://doi.org/10.2307/41172037 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentSouthern California Quarterly Search This content is only available via PDF. Copyright 2000 Historical Society of Southern California Article PDF first page preview Close Modal You do not currently have access to this content.

Seen But Not Heard

Seen But Not Heard

A MEASURE OF SUBJECTIVE HAPPINESS: PRELIMINARY RELIABILITY AND CONSTRUCT VALIDATION

Using a ''subjectivist'' approach to the assessment of happiness, a new 4-item measure of global subjective happiness was developed and validated in 14 studies with a total of 2 732 participants. Data was collected in the United States from students on two college campuses and one high school campus, from community adults in two California cities, and from older adults. Students and community adults in Moscow, Russia also participated in this research. Results indicated that the Subjective Happiness Scale has high internal consistency, which was found to be stable across samples. Test-retest and self-peer correlations suggested good to excellent reliability, and construct validation studies of convergent and discriminant validity confirmed the use of this scale to measure the construct of subjective happiness. The rationale for developing a new measure of happiness, as well as advantages of this scale, are discussed.

How Should Districts Serve Twice Exceptional Students?

In a small Texas rural school district with a high school campus of fewer than 200 students in grades 9 to 12, a professional team of educators discovered a twice exceptional student. The student we will call Rich had been identified as needing special education services at the second grade in his academic journey.

“Guys and Dolls”: A Musical Fable of Broadway

Frank Loesser (1910-69) belongs to that sparsely populated circle of American songwriters from pre-rock era who wrote both music and lyrics to their songs; he was a man of prodigious talents and accomplishments. His older brother, Arthur, had a distinguished career as a concert pianist, teacher and author, a fact that once prompted Frank to jokingly refer to himself as the evil of two Loessers. In fact, he demanded of himself uncompromising standards that elevate him to a position of preeminence in arena of American musical theater. Loesser never repeated himself or fell victim to formulas; each artistic and box office success only led him to strike out in a new direction. Where's Charley (1948), an old-fashioned farce, was succeeded by Guys & Dolls (1950), which presented a radically different story and set of characters. The Most Happy Fella (1956) was based on Sidney Howard's gripping drama Knew What They Wanted. Loesser transformed it into a musical drama of operatic proportions. How To Succeed in Business without Really Trying (1961) was adapted from Shepherd Mead's best seller of same loquacious title. It was a spoof of corporate world that featured a hero who was a conniving brat-not material out of which successful Broadway musicals are usually made. It won a Pulitzer Prize. Loesser's most famous work and, arguably, his best is Guys & Dolls. The original production ran for almost three years on Broadway. There followed a London production, an all-black cast production, a movie version, innumerable productions in supper clubs and summer stock companies across country, countless amateur performances on college and high school campuses, and it was very successfully revived on Broadway in 1992. There is no means of verifying this, but Guys & Dolls may be most performed musical ever. This article examines Guys & Dolls in attempt to uncover some of secrets of its magic. The Genre Guys & Dolls: A Musical Fable of Broadway, opened in New York on November 24, 1950, and had a run of 1,200 performances. The music and lyrics were work of Frank Loesser; Book was written by Abe Burrows and Jo Swerling;' George S. Kaufman was director. Guys & Dolls is a hybrid musical theater piece in sense that it combines elements of both musical comedy and musical play.2 The basic thrust of a musical comedy is to present a succession of song types-ballads, duets, pattersmixed with concerted numbers, dances and humor. These are strung out on what is usually a tenuous story line involving two pairs of lovers, one romantic, other more lighthearted, and a cast of colorful supporting characters. Cole Porter's Anything Goes (1934) is a superlative example of genre. A musical play uses many of same ingredients, but places greater emphasis on development of characters and exposition of a believable, cohesive story: actions, spoken lines and songs are closely interrelated and develop organically. Such is case with Jerome Kern's/Oscar Hammerstein's Show Boat (1927), to cite but one of many fine examples of this genre. Historically, musical comedies have produced more hit songs than have musical plays (though there are numerous exceptions to this general rule). This is not due to a difference in quality: songs from musical comedies are not necessarily better than those from musical plays. It has to do, rather, with a difference in function and context. Cole Porter's I Get a Kick Out of You has been recorded many times by dozens of singers over course of several decades. It is a wonderful song, but its raison d'etre is not limited to characters who sing it in Anything Goes. The song has a life of its own, divorced from that musical comedy, and can be successfully performed outside that context. In contrast, many fine songs, integral to musical plays for which they were written, have little chance of becoming hits in broader commercial market because they are too closely wedded to specific characters and situations. …

Attendance: Cause or Effect?

Koorie High School is a Government school. It is not the school's real name but it is the name I will be using for this article.Koorie High School is an innercity comprehensive high school from Years 7-12 in Sydney. It has a total population of 344 students, 186 at the Intensive English Unit on a different site and 158 in the mainstream high school campus. Fifty-five percent of the 158 students are Aboriginal. There are also 32 students in the Back-To-School Program, an annex of the main high school. All of these students are Aboriginal. I will mainly be referring to the main high school and no reference will be made to the Intensive English Unit as they are not part of this study.

Adolescents and Substance Abuse Testing: Consideration of treatment models

Substance abuse testing and treatment programs for adolescents using drugs are receiving increased attention on high school campuses. Many policymakers question drug testing and the treatment models for adolescent substance abusers. This paper explores the impact of drug testing. Treatment models and approaches for substance abuse are presented. It is recommended that treatment counselors explore drug testing in relationship to treatment models for substance use. We advise counselors to consider comprehensive programs for adolescents based on their belief systems and values assigned to moral, medical and social models of treatment.

A Predictive Model for the Marketing of Home Economics

The objective of this study was to identify the influences that persuaded students to select home economics as their major course of study in higher education. Subjects were 574 students currently enrolled in an introductory home economics course. The study used a linear discriminant analysis design with selection of major as the dependent variable. Findings from the study indicate that the statistically significant positive influences on students' selecting home economics as their major course of study were (a) friends, (b) high school home economics teachers, (c) posters, (d) displays and exhibits, and (e) home economics college faculty members. The statistically significant negative influences were (a)family, (b) high school teachers (other than home economics teachers), (c) radio advertisements, and (d) campus recruitment days or nights. The specialty majors included in home economics were analyzed by group. Statistically significant variables for specialty majors varied for each group.

A Psychometric Analysis of the Charles F. Kettering Climate Instrument

This paper describes a multivariate analysis of scores on the Charles F. Kettering School Climate Profile, a measure of climate. A total of 906 administrators, teachers, and students from a high school campus in a large school district in the southwestern United States completed the General Climate Profile. Primary and second-order factor analysis suggested different subscales than those given for the profile. Refinements are offered to make the instrument more effective for a high school population.

Factorial Structure of the Charles F. Kettering Climate Profile

A statistical analysis was made of scores on the Charles F. Kettering scale, a popular measure of school climate. The study centered on a multivariate analysis of the Genera] Climate Factors section. The 822 subjects were from an elementary, junior high, and two high school campuses of a large school district in the southwestern United States. Factor analyses show that the subscales group in a different manner than was proposed by the scale's developers. This study suggests new subscales be designed to improve over-all validity.