High School Entry Research Articles

The Effect of Shortening High-School Duration by One Year on Student Outcomes: Evidence from Ghana

Abstract In 2010, the government of Ghana shortened the duration of senior high school by one year. As a result of this policy, the 2009 and 2010 high-school entry cohorts experienced exogenously different years of education but took the same exit exam in 2013. Using nationwide administrative data on the two cohorts, we find that the one-year reduction in schooling substantially worsened performance in all subjects. The most economically significant declines occurred in two core subjects with the lowest historical pass rates—core mathematics and integrated science. Analysis by gender shows larger detrimental effects for female students in science, technology, engineering, and mathematics subjects. We also find suggestive evidence that the policy negatively impacted students in the long term.

Transitioning from Secondary Level (8 – 12) To Higher Institution Entry Towards Enhancing Curriculum Design: A Case of The Namibian Education System

This study examines the critical transition from secondary education to higher institutions in Namibia, focusing on grades 8-12 and entry into higher education. It uses a framework that highlights the interplay between Senior High School (SHS) profiles, entry requirements, transitioning, and curriculum redesign. The research addresses key issues, such as public universities' entry criteria, SHS graduates' preparedness for university life, and the relationship between entry requirements and transitioning readiness. Additionally, it explores how SHS profiles influence this transition and its implications for curriculum redesign. By reviewing existing literature and collecting quantitative and qualitative data, the study aims to offer insights that inform interventions and policy reforms. The findings are intended to guide educational stakeholders, policymakers, and practitioners in improving the transition process, promoting academic success and overall development for Namibian students.

The Effect of Early College High Schools on STEM Bachelor's Degree Attainment: Evidence from North Carolina

Abstract With growing demand for workers in science, technology, engineering, mathematics (STEM) and health care, it is important to assess not only whether education interventions impact educational attainment, but also students’ majors. This study examines the impact of Early College High Schools (ECHSs) on bachelor's degree attainment by field of study using data on four hundred thousand students from North Carolina (7,300 in an ECHS). Using propensity score weighting, I find that ECHSs increase bachelor's degree attainment within ten years of high school entry by 4.7 percentage points (19 percent over baseline), with STEM degree attainment increasing by 1.3 to 2.4 points (18 to 34 percent). However, within STEM and STEM-related fields, ECHSs increase degrees in the natural sciences (1.3 points or 45 percent), math/computer science (0.6 points or 60 percent), and psychology (1.2 points or 57 percent), but have null and directionally negative effects on engineering (−0.1 points or −7 percent) and health care (−0.3 points or −17 percent). Patterns are generally similar across student subgroups, though male students drive increases in computer science/mathematics, whereas female and White students drive decreases in health care. Thus, ECHSs increase STEM degree attainment overall, but more research is needed to examine whether intensive dual-enrollment experiences like the ECHS may create barriers or disincentives to pursuing certain STEM fields.

APPLICATION OF BAGGING CART IN THE CLASSIFICATION OF ON-TIME GRADUATION OF STUDENTS IN THE STATISTICS STUDY PROGRAM OF TANJUNGPURA UNIVERSITY

The timeliness of graduation is used as the success of students in pursuing education which can be seen from the time taken and measured by the predicate of graduation obtained. The characteristics of students who tend to graduate not or on time can be analyzed using classification techniques. Classification and Regression Tree (CART) is one of the classification tree methods. There is a weakness in CART, which is less stable in predicting a single classification tree. The weaknesses in CART can be improved by using Ensemble methods, one of which is Bootstrap Aggregating (Bagging) which can reduce classification errors and increase accuracy in a single classification model. This study aims to classify and determine the accuracy of Bagging CART in the case of the accuracy of student graduation classification. The number of samples used is 140 data on the graduation status of Untan Statistics Study Program students from Period I of the 2017/2018 academic year to Period II of the 2022/2023 academic year. The variables used are the timeliness of graduation which is categorized into two namely Not and On Time, Gender, Semester 1 GPA, Semester 2 GPA, Semester 3 GPA, Semester 4 GPA, Region of Origin Domicile, High School Accreditation, Entry Path, Scholarship, and first TUTEP. A good classification can be seen from the accuracy value. The CART method obtained an accuracy value of 70%. While using the CART Bagging method obtained an accuracy value of 85.71%. Based on the accuracy value obtained, the application of the CART Bagging method can increase accuracy and correct classification errors on a single CART classification tree by 15.71% by resampling 25 times.

Attitudes towards HPV Vaccination Policy Strategies to Improve Adolescent Vaccination Coverage among Pediatric Providers in New York State.

Pediatric providers' stances on HPV vaccination-related policies are largely unknown. To gain insight into pediatric providers' perspectives and potential recommendations for directed policy, we conducted a cross-sectional survey of the American Academy of Pediatrics members in New York. Almost all providers expressed confidence in discussing the HPV vaccine with patients (98.6%, n = 72). Among common barriers to vaccination, providers listed parental safety concerns (n = 60, 82.2%), vaccination not being required for school entry (n = 59, 80.8%), and moral opposition to vaccination (n = 48, 65.8%). Among all respondents, 29 (39.7%), 13 (17.8%), and 2 (2.7%) agreed the vaccine should be required for middle, high, and tertiary school entry, respectively. Support for pharmacist-provision of the vaccine varied, with 31 (42.5%) providers expressing support. Most providers supported adolescent self-consent to vaccination, (n = 67, 91.8%). Providers continued to encounter barriers to HPV vaccination and indicated support of HPV vaccination mandates for school entry, pharmacist provision of the vaccine, and adolescent self-consent to vaccination.

Entry and School-based Assessment Grades as Predictors of Senior School Certificate Examination Grades in Mathematics

The study investigated the extent to which students’ entry grades and scores from their school-based assessment grades (i.e., end of term and mock examination grades) can predict their senior school leaving certificate examination grades in core mathematics. The study employed the exploratory research design to investigate the predictive validity of students’ high school entry grades and their school-based assessment grades in determining their West African Senior School Certificate Examination (WASSCE) grades. The study involved 989 students in a high school in the Eastern Region of Ghana who took the WASSCE in 2017, 2018 and 2019. A correlation analysis of the data revealed a significant positive and moderate relationship between the core mathematics school-based assessment grades of the students and their senior school leaving certificate examination grades. Also, a multiple regression analysis of the validity of the school-based assessment scores in predicting the students’ senior school certificate examination (SSCE) grades revealed that 44.1% of the total variance in students’ performance in the SSCE are accounted for by three school-based assessment variables (entry grade, end of term scores and mock examination scores) when combined.

Disparate Oral and Written Language Abilities in Adolescents With Cochlear Implants: Evidence From Narrative Samples.

In spite of improvements in language outcomes for children with hearing loss (HL) arising from cochlear implants (CIs), these children can falter when it comes to academic achievement, especially in higher grades. Given that writing becomes increasingly relevant to educational pursuits as children progress through school, this study explored the hypothesis that one challenge facing students with CIs may be written language. Participants were 98 eighth graders: 52 with normal hearing (NH) and 46 with severe-to-profound HL who used CIs. Oral and written narratives were elicited and analyzed for morphosyntactic complexity and global narrative features. Five additional measures were collected and analyzed as possible predictors of morphosyntactic complexity: Sentence Comprehension of Syntax, Grammaticality Judgment, Expressive Vocabulary, Forward Digit Span, and Phonological Awareness. For oral narratives, groups performed similarly on both morphosyntactic complexity and global narrative features; for written narratives, critical differences were observed. Compared with adolescents with NH, adolescents with CIs used fewer markers of morphosyntactic complexity and scored lower on several global narrative features in their written narratives. Adolescents with NH outperformed those with CIs on all potential predictor measures, except for Sentence Comprehension of Syntax. Moderately strong relationships were found between predictor variables and individual measures of morphosyntactic complexity, but no comprehensive pattern explained the results. Measures of morphosyntactic complexity and global narrative features were not well correlated, suggesting these measures are assessing separate underlying constructs. Adolescents with CIs fail to show writing proficiency at high school entry equivalent to that of their peers with NH, which could constrain their academic achievement. Interventions for children with CIs need to target writing skills, and writing assessments should be incorporated into diagnostic assessments. https://doi.org/10.23641/asha.17139059.

Enquête quantitative sur le sommeil d’adolescents tout-venant français : insomnie, anxiété-dépression et rythmes circadiens

IntroductionInsomnia is a sleep disorder that particularly affects teenagers. Its psychic and physical consequences are major and make it a public health priority. The main purpose of the study was to provide contemporary data on adolescent sleep and to explore the intrications between insomnia and mood disorders while investigating the chronotype responsibility. MethodA battery of questionnaires was offered to 1,036 French teenagers, enrolled in secondary school, aged between 12 and 20 years old and living in urban areas for middle school students and in rural areas for high school students. It was mainly composed of the Insomnia Severity Index (ISI), the Hospital Anxiety and Depression Scale (HADS) and the - Morningness-Eveningness Questionnaire (MEQ). The authorities responsible for ethics and professional conduct have issued a favorable opinion. ResultsThis study demonstrated that anxiety, depression, gender and age were factors linked to insomnia, reaffirming a female predisposition and asserting a high school entry effect (especially at 15 years old). The results also indicated that a tendency to vesperality increased the risk and the level of insomnia, thus evoking the responsibility of circadian typologies in this sleep disorder. ConclusionThis study underlines the importance of prevention and screening for insomnia when entering high school, as well as the need, in sleep disorder clinics and in psychotherapy, to deal with individual circadian rhythms, their consequences and organizational choices in the sleep/wakefulness articulation.

College Readiness, Early Post-secondary Academic Performance and the GED Degree: Evidence from Kentucky

Abstract We use detailed administrative data from Kentucky to provide robust descriptive evidence on the relationship between the General Educational Development (GED) degree, college readiness, and early post-secondary (PSE) academic performance. Following previous work in this area, we address selection issues by focusing on a sample of students who are identified as at-risk prior to high school entry. Our results suggest the GED credential is not a credible signal of PSE readiness, particularly in mathematics. GED graduates attain a lower first semester GPA and are also less likely to re-enroll in second semester courses. We also find that changes made to the GED exam in 2014 to enhance student readiness in PSE institutions did not yield meaningful improvements. Finally, we investigate the extent to which differences in math coursework can explain estimated GED-related math readiness gaps, finding coursework to account for about for about 40 percent of the observed gap.

College Readiness, Early Post-Secondary Academic Performance and the GED Degree: Evidence from Kentucky

The General Education Development (GED) certificate is recognized as a credible alternative to a high school diploma in the US. In this paper, we use detailed administrative data from the state of Kentucky to measure the efficacy of a GED degree. We examine the association between the GED college readiness and early post-secondary academic performance. Following previous work in this area, we address selection issues by focusing on a sample of students who are identified as at-risk prior to high school entry. Our results suggest the GED credential is not a credible signal of PSE readiness, particularly in the area of mathematics. GED graduates attain a lower first semester GPA and are also less likely to re-enroll in second semester courses. Differences in the highest level of high school math coursework between GED holders and traditional graduates account for a majority of the observed GED related math-readiness disparities. We also test whether the substantial changes made to the GED exam in 2014 improved student readiness in PSE institutions, however we find no meaningful improvements in PSE math readiness.

Using holistic admissions in pre-licensure programs to diversify the nursing workforce.

Changing demographics, the shift to community prevention and health promotion, complexity of medical care advances, and chronicity requires nursing professionals who are attuned to the diverse healthcare needs of communities. Nursing schools are beginning to build on holistic admission procedures that are being used by other healthcare disciplines to be more inclusive in the evaluation of applicants. This article outlines the background of holistic admissions and a State University implementation for prospective prelicensure nursing student admissions that reflect institutional mission and goals to create a more inclusive learning environment. The School of Nursing has five years of experience in holistic admissions of a second baccalaureate entry program and now is applying those procedures to high school entry nursing applicants. This article shares the complex vetting required in obtaining statewide academic and local stakeholder approval to change freshmen admission procedures across a University system. New applicant holistic admission appraisal included aptitude, characteristics, and experiences along with academic metrics. Recruitment, selection, and admission procedures are multifaceted and require change at the University and State levels to achieve the goal of a more diverse student population. Implementing creative holistic admissions processes will better align the future-nursing workforce with communities they serve.

Early identification of first-year students at risk of dropping out of high-school entry medical school: the usefulness of teachers' ratings of class participation.

Dropping out from undergraduate medical education is costly for students, medical schools, and society in general. Therefore, the early identification of potential dropout students is important. The contribution of personal features to dropout rates has merited exploration. However, there is a paucity of research on aspects of student experience that may lead to dropping out. In this study, underpinned by theoretical models of student commitment, involvement, and engagement, we explored the hypothesis of using inferior participation as an indicator of a higher probability of dropping out in year 1. Class participation was calculated as an aggregate score based on teachers' daily observations in class. The study used a longitudinal dataset of six cohorts of high-school entry students (N = 709, 67% females) in one medical school with an annual intake of 120 students. The findings confirmed the initial hypothesis and showed that lower scores of class participation in year 1 added predictive ability to pre-entry characteristics (Pseudo-R2 raised from 0.22 to 0.28). Even though the inclusion of course failure in year 1 resulted in higher explanatory power than participation in class (Pseudo-R2 raised from 0.28 to 0.63), ratings of class participation may be advantageous to anticipate dropout identification, as those can be collected prior to course failure. The implications for practice are that teachers' ratings of class participation can play a role in indicating medical students who may eventually drop out. We conclude that the scores of class participation can contribute to flagging systems for the early detection of student dropouts.

Preparing Preparatory Year English Language Learners for Professional Colleges: An Evaluation of Current Placement System

The present study aims to analyze the pros and cons of both the existing system (English for General Purposes for one year and English for Specific Purposes for six months)and the proposed one (both ESP and EGP for one year) in Preparatory Year Programme (PYP) in Qassim University. It starts with an assumption that if the students are placed on the medical or science track in level-1 instead of level-2, they can be better prepared for the professional colleges after studying ESP for a full year.The study uses quantitative research approach by analyzing the data statistically in a comprehensive way. The complete record of high school grades, Pre-PYP tests and the first semester results of 615 PYP students in the main branch have been thoroughly studied. Likewise, 50 medical male, 50 medical female, 50 science male and 50 science female students have been surveyed on the 5-point Likert scale with 10-items quantitative tool. Major finding is that existing system of placing the students on medical and science tracks in the 2nd semester is better as the students get refined and polished due to the competition and hard work in the 1st semester of PYP. They remain both intrinsically and extrinsically motivated that despite their low performance on the high school exams, aptitude test and entry test, they still have another chance of being placed on the medical track (the first choice of majority of the students). The study, nevertheless, recommends reforms in the existing system without changing it drastically.

Preparing Preparatory Year English Language Learners for Professional Colleges: An Evaluation of Current Placement System

The present study aims to analyze the pros and cons of both the existing system (English for General Purposes for one year and English for Specific Purposes for six months)and the proposed one (both ESP and EGP for one year) in Preparatory Year Programme (PYP) in Qassim University. It starts with an assumption that if the students are placed on the medical or science track in level-1 instead of level-2, they can be better prepared for the professional colleges after studying ESP for a full year.The study uses quantitative research approach by analyzing the data statistically in a comprehensive way. The complete record of high school grades, Pre-PYP tests and the first semester results of 615 PYP students in the main branch have been thoroughly studied. Likewise, 50 medical male, 50 medical female, 50 science male and 50 science female students have been surveyed on the 5-point Likert scale with 10-items quantitative tool. Major finding is that existing system of placing the students on medical and science tracks in the 2nd semester is better as the students get refined and polished due to the competition and hard work in the 1st semester of PYP. They remain both intrinsically and extrinsically motivated that despite their low performance on the high school exams, aptitude test and entry test, they still have another chance of being placed on the medical track (the first choice of majority of the students). The study, nevertheless, recommends reforms in the existing system without changing it drastically.

Policy analysis on the education of the difficult-to-live group in Osaka ―Focusing on various issues concerning high school entry mainly―

Policy analysis on the education of the difficult-to-live group in Osaka ―Focusing on various issues concerning high school entry mainly―

Psychological traits regarding competitiveness are related to the incidence of anterior cruciate ligament injury in high school female athletes

BackgroundThe purpose of this study was to investigate the relationship between psychological competitive ability and the incidence of noncontact ACL injuries among high school female athletes. MethodsA three-year prospective cohort study was conducted using 300 15-year-old high school female athletes with no previous injuries or symptoms in their lower limbs (106 handball players and 194 basketball players). At baseline, their psychological competitive abilities were assessed using a self-administered questionnaire—the Diagnostic Inventory of Psychological Competitive Ability (DIPCA.3). After the baseline examination was performed at high school entry, all players were prospectively followed for 36months to document any subsequent incidence of ACL injury, according to their coaches. An unpaired t-test with Welch's correction was performed to compare the differences in the psychological competitive abilities between the injured and uninjured players. ResultsOf the 300 players, 25 (8.3%) experienced a noncontact ACL injury during the three-year observation period. The injured players had significantly higher total DIPCA.3 scores for psychological competitive ability than the uninjured players (169.9±18.8 vs. 159.2±21.6, P=.036). Additionally, the injured players had significantly higher scores than the uninjured players in the following categories: aggressiveness, volition for self-realization, volition for winning, judgment, and cooperation. However, no significant differences were observed in patience, self-control, ability to relax, concentration, confidence, decision, and predictive ability. ConclusionsHigh psychological competitive ability was associated with the incidence of noncontact ACL injuries in high school female athletes. Level of evidenceLevel II (prospective cohort study).

Medical student satisfaction, coping and burnout in direct-entry versus graduate-entry programmes.

There is ongoing debate regarding the optimal length of medical training, with concern about the cost of prolonged training. Two simultaneous tracks currently exist in Australia: direct entry from high school and graduate entry for students with a bachelor degree. Medical schools are switching to graduate entry based on maturity, academic preparedness and career-choice surety. We tested the assumption that graduate entry is better by exploring student preferences, coping, burnout, empathy and alcohol use. From a potential pool of 2188 participants, enrolled at five Australian medical schools, a convenience sample of 688 (31%) first and secondyear students completed a survey in the middle of the academic year. Participants answered questions about demographics, satisfaction and coping and completed three validated instruments. Over 90% of students preferred their own entry-type, though more graduate-entry students were satisfied with their programme (82.4% versus 65.3%, p<0.001). There was no difference between graduate-entry and direct-entry students in self-reported coping or in the proportion of students meeting criteria for burnout (50.7% versus 51.2%). Direct-entry students rated significantly higher for empathy (concern, p=0.022; personal distress, p=0.031). Graduate-entry students reported significantly more alcohol use and hazardous drinking (30.0% versus 22.8%; p=0.017). Our multi-institution data confirm that students are generally satisfied with their choice of entry pathway and do not confirm significant psychosocial benefits of graduate entry. Overall, our data suggest that direct-entry students cope with the workload and psychosocial challenges of medical school, in the first 2years, as well as graduate-entry students. Burnout and alcohol use should be addressed in both pathways. Despite studies showing similar academic outcomes, and higher total costs, more programmes in Australia are becoming graduate entry. Further research on non-cognitive issues and outcomes is needed so that universities, government funders and the medical profession can decide whether graduate entry, direct entry, or a mix, is ideal.

STEM‐focused high schools as a strategy for enhancing readiness for postsecondary STEM programs

The logic underlying inclusive STEM high schools (ISHSs) posits that requiring all students to take advanced college preparatory STEM courses while providing student-centered, reform-oriented instruction, ample student supports, and real-world STEM experiences and role models will prepare and inspire students admitted on the basis of STEM interest rather than prior achievement for postsecondary STEM. This study tests that logic model by comparing the high school experiences and achievement of students in ISHSs and comparison schools in North Carolina. After identifying ISHS and non-STEM comparison high schools serving students who were similar in terms of socioeconomic status and academic achievement prior to high school entry, we employed propensity-score weighting and HLM modeling to estimate the impact of attending an ISHS on a set of outcome measures obtained from student surveys and from the state's longitudinal student data system. Analyses of student survey data found that attending an ISHS raises the likelihood that a student will complete pre-calculus or calculus and chemistry in high school, leads to increased involvement in STEM extracurricular and out-of-class activities, and enhances interest in science careers and aspirations to earn a master's or higher degree. Analyses of student outcome data from state administrative records revealed a positive impact of inclusive STEM high school attendance on grade point average (GPA) but not on ACT scores. © 2016 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 53: 709–736, 2016

Using Survival Analysis to Understand Graduation of Students With Disabilities

This study examined when students with disabilities graduated high school and how graduation patterns differed for students based on selected demographic and educational factors. Utilizing statewide data on students with disabilities from Massachusetts from 2005 through 2012, the author conducted discrete-time survival analysis to estimate the conditional probability of high school graduation in a given year after high school entry by disability category and placement in the general education setting. Results suggest that, across all disability categories, the peak conditional probability for graduation occurs 4 years after high school entry. In addition, students with disabilities who are fully included have higher graduation probability profiles than students with disabilities who are educated in substantially-separate settings.

Prevalence and correlates of sipping alcohol in a prospective middle school sample.

Research documents an association between early use of alcohol and adverse outcomes. Most studies on drinking initiation exclude sipping or confound sips with consumption of a full drink. However, even a few sips of alcohol can constitute a meaningful experience for naïve drinkers. Prior research with this project indicated that sipping before middle school predicted subsequent adverse outcomes (at high-school entry), even controlling for child externalizing and sensation seeking and parent alcohol use. The present study extends our prior work by examining the correlates of early sipping and sipping onset. The sample was comprised of 1,023 6th, 7th, and 8th graders (52% female; 24% non-White, and 12% Hispanic). Participants completed Web-based surveys on 5 occasions over the course of 2 years. The prevalence of sipping at Wave 1 was 37%, with 29% of never-sippers initiating sipping within 2 years. Sipping was associated with stronger alcohol-related cognitions and low school engagement as well as contextual influences in the peer, sibling, and parent domains. Sipping onset among never-sippers was prospectively predicted by sensation seeking and problem behavior as well as parental and sibling influences. More important, mere availability of alcohol was a strong correlate both concurrently and prospectively. Further analyses demonstrated that youth who sipped alcohol with parental permission had a lower profile of risk and healthier relationships with parents as compared with youth who reported unsanctioned sipping. Findings point to the importance of considering fine-grained early drinking behavior and call for further attention to sipping in research on initiation of alcohol use.