High School Longitudinal Study Research Articles

Enhancing high-school dropout identification: a collaborative approach integrating human and machine insights

Despite its proven success in various fields such as engineering, business, and healthcare, human–machine collaboration in education remains relatively unexplored. This study aims to highlight the advantages of human–machine collaboration for improving the efficiency and accuracy of decision-making processes in educational settings. High school dropout prediction serves as a case study for examining human–machine collaboration’s efficacy. Unlike previous research prioritizing high accuracy with immutable predictors, this study seeks to bridge gaps by identifying actionable factors for dropout prediction through a framework of human–machine collaboration. Utilizing a large dataset from the High School Longitudinal Study of 2009 (HSLS:09), two machine learning models were developed to predict 9th-grade students’ high school dropout history. Results indicated that the Random Forest algorithm outperformed the deep learning algorithm. Model explainability revealed the significance of actionable variables such as students’ GPA in the 9th grade, sense of school belonging, self-efficacy in mathematics and science, and immutable variables like socioeconomic status in predicting high school dropout history. The study concludes with discussions on the practical implications of human–machine partnerships for enhancing student success.

The Interplay of CTE Credit-Taking, Occupational Program Choice, and Full-Time Work Directly After High School

We examined the impact of secondary Career and Technical Education (CTE) credit-taking on students attaining full-time employment following graduation from high school in the United States, and whether such credit-taking impacted students entering employment in a related field. We focused on occupational programs, and we used four levels of CTE credit-taking (Aliaga, 2023). Similarly, we examined the impact of job-related school strategies on full-time employment and working in a related field. This study was conducted using data from the United States High School Longitudinal Study of 2009. We found that different levels of CTE credit-taking do predict working full-time after school, depending on the occupational program, and they also predict working in a related field.

STEM Pathway and College Progression: The Link Between Engineering CTE and Postsecondary Outcomes for Students With Learning Disabilities

Despite growing calls to increase diversity in science, technology, engineering, and mathematics (STEM) fields, students with learning disabilities (SWLDs) remain underrepresented in STEM at the postsecondary level. Considering this call for increased diversity as a means to expand and strengthen STEM success, we used the High School Longitudinal Study of 2009 to explore how participation in engineering career and technical education (E-CTE) links to postsecondary educational outcomes for SWLDs. Particularly, we examined how E-CTE participation relates to postsecondary remedial course taking, enrollment in a 4-year postsecondary institution, and declaration of a STEM major. Results from school fixed-effects estimations suggest that each credit of E-CTE earned is associated with fewer remedial college courses, a higher likelihood of enrolling in a 4-year as opposed to sub-baccalaureate institution, and increased odds of declaring a STEM major. To conclude, we discuss the implications of our findings for both policymakers and practitioners.

Concept-Focused and Procedure-Focused Instruction on the Algebra Performance of Grade 9 Students With and Without Mathematics Difficulty.

Developing both conceptual and procedural knowledge is important for students' mathematics competence. This study examined whether Grade 9 general education mathematics teachers' self-reported use of concept-focused instruction (CFI) and procedure-focused instruction (PFI) were associated differently with ninth graders' algebra achievement after 2.5 years, depending on students' mathematics difficulty (MD) status. Data for this study were drawn from the High School Longitudinal Study for the years 2009-2010 and 2011-2012 (N = 19,104). Multiple regression analyses indicated that students with MD who participated in Grade 9 mathematics classrooms where teachers self-reported the use of less CFI and more PFI were more positively associated with having higher algebra achievement after 2.5 years. Conversely, students without MD in classrooms where mathematics teachers self-reported the use of more CFI and less PFI were positively associated with having higher algebra achievement after 2.5 years. However, this study's findings do not suggest that teachers should disregard CFI and provide only PFI when teaching students with MD. Because the data set did not include any variable to discover whether teachers provided sufficient support (i.e., evidence-based practices) for students with MD, who have more constraints in their cognitive skills compared to students without MD, to benefit from CFI, the findings of this study should be interpreted cautiously. Directions for future research and practical implications are discussed.

Reciprocal relationship between self-efficacy and achievement in mathematics among high school students

Self-efficacy or perceived ability refers to the confidence an individual has in their ability to successfully perform a specific task. Previous researchers have demonstrated the importance of self-efficacy beliefs and its impact on predicting students’ mathematics performances. Specifically, gender has been regarded as an important moderator variable in the prediction of achievement from measures of affect. To this end, using data from High School Longitudinal Study of 2009, this study utilized the multi-group analysis under the framework of structural equation modeling to examine gender differences in the reciprocal relationship between mathematics self-efficacy and mathematics achievement. The results showed that there were statistically significant differences between male students and female students in the reciprocal relationship between mathematics self-efficacy and mathematics achievement; the impact of prior mathematics achievement on later mathematics achievement was stronger than the impact of prior mathematics self-efficacy on later mathematics self-efficacy. Significance of these findings were discussed in this paper.

Participation and Persistence in High School Elective Music Ensembles

In this study, we examined demographic patterns of participation and persistence in high school elective music ensembles. We extend prior research that has only compared music and non-music students by explicitly modeling persistence across multiple years of ensemble enrollment. The research draws on data from the High School Longitudinal Study of 2009 and employs a zero-inflated Poisson regression model to analyze the data. This hurdle model, suitable for count data with a large number of zero observations, allows us to jointly examine factors related to enrolling in at least 1 year of a music ensemble (moving from 0 years to 1 year of music) and those factors related to accruing additional years of music ensemble enrollment (moving beyond 1 year to multiple years). We found that family socioeconomic status, birth-assigned sex, academic achievement, shared parent/student outside arts event attendance, and out-of-school arts engagement were significant predictors of both students’ music participation and persistence. By examining persistence, we add important nuance to the prior research examining demographic predictors of elective high school music enrollment, particularly for issues of birth-assigned sex and socioeconomic status in the choral context.

Longitudinal associations between Latine parents' support and their adolescents' science motivation and STEM career expectations.

Parents' science support and adolescents' motivational beliefs are associated with adolescents' expectations for their future occupations; however, these associations have been mostly investigated among White, middle-class samples. Framed by situated expectancy-value theory, the current study investigated: (1) the associations between parents' science support in 9th grade and Latine adolescents' science intrinsic value, utility value, and STEM career expectations in 11th grade, and (2) whether these indicators and the relations among them differed by adolescents' gender and parents' education. Study participants included Latine adolescents (n = 3060; Mage = 14.4 years old; 49% female) in the United States from the High School Longitudinal Study of 2009. Analyses revealed a significant, positive association between parents' science support and Latine adolescents' science utility value. Additionally, there was a significant, positive association between parents' science support and Latinas' science intrinsic value, but not for Latinos' science intrinsic value. Latine adolescents' science utility value, but not their science intrinsic value, predicted their concurrent STEM career expectations. Though there were no significant mean level differences in adolescents' science utility value or parents' science support based on adolescents' gender, the measure of adolescents' science intrinsic value varied across girls and boys. Finally, adolescents whose parents had a college degree received greater science support from parents compared to adolescents whose parents had less education than a college degree. Findings suggest parents' science support and adolescents' intrinsic and utility values have potential associations with Latine adolescents' STEM career expectations near the end of high school.

Examining changes in adolescents' high school math and science motivational beliefs and their relations to parental STEM support and STEM major choice at the intersectionality of gender and college generation status.

Drawing on the situated expectancy-value, dimensional comparison theories, and the intersectionality approach, this article examined the changes in adolescents' math and science motivational beliefs, the parental and college correlates of those beliefs, and the differences at the intersection of gender and college generation status (i.e., female and male first- and continuing-generation college students). Findings based on the nationally representative high-school longitudinal study data (N = 12,070; Mage = 14 years; 54% female students; 28% first-generation college students; and 14% Latinx, 9% Black, 10% Asian, and 57% White) suggest that although adolescents' math and science ability self-concepts declined during high school, their science interest remained stable, and their math and science utility values increased. Adolescents' motivational beliefs in ninth grade and the changes from ninth to 11th grade positively predicted whether they declared a science, technology, engineering, and mathematics (STEM) college major. Parents' ninth-grade STEM support was more consistently associated with adolescents' concurrent beliefs compared to the changes in their beliefs. Finally, we found that female first-generation college students, who were more likely to be Latinx and Black students, tended to have lower math and science motivational beliefs, received less parental STEM support, and were less likely to choose a STEM major than their peers. The findings of this study indicate adolescents' math and science motivational development in high school matters for their college majors and that certain understudied groups, including female first-generation college students, may experience acute marginalization in STEM and warrant further attention. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Unpacking the Gap: Socioeconomic Background and the Stratification of College Applications in the United States

AbstractWhile a substantial body of work has shown that higher-SES students tend to apply to more selective colleges than their lower-SES counterparts, we know relatively less about why students differ in their application behavior. In this study, we draw upon a sociological approach to educational stratification to unpack the SES-based gap in college application selectivity. Using data from the High School Longitudinal Study of 2009, we examine the contribution of theoretical factors to the class-based gap in the selectivity of college applications. Namely, from the rational action model we estimate the contribution of performance differentials and choice differentials, while from the status attainment model we look at the level and type of educational expectations as well as the number of applications submitted. Through a series of Heckman selection models, as well as a Blinder-Oaxaca decomposition analysis, we can explain 85% of the gap in college application selectivity between students in the top and bottom SES quintiles. In turn, we estimate that 60% of this explained portion is due to rational action mechanisms such as grades and test scores while 35% is due to status attainment mechanisms. Finally, we reveal that SES moderates the relationship between type of expectations and application selectivity. We find that the payoff to higher expectations (in terms of selective applications) disproportionately accrues to higher-SES students.

Not everyone is the same: How Demographic, Contextual, and Instructional Factors Contribute to Mathematics Identity in Various Student Populations

Research suggests a positive mathematics identity is associated with increased achievement and engagement in mathematics. However, previous large scale research on mathematics identity has examined students as a homogeneous group, ignoring differences that may exist due gender, race, or ability level. Additionally, research examining conceptual instruction has focused on the effect it has on achievement, but not on the way it improves identity. This study addresses these two gaps by examining the contribution conceptual instruction makes to the mathematics identity of students and how that contribution differs when considering race, gender, and achievement. This secondary analysis of survey data from the High School Longitudinal Study of 2009 uses multiple regression to investigate the relationship between conceptual instruction and mathematics identity in a sample of over 23,000 ninth graders. I divided the sample by achievement level to look for different relationships between samples of low and high achieving students across the United States. Findings show that conceptual instruction positively contributes to student mathematics identity and reveals race to be a significant moderator in this relationship

Unveiling leadership priorities: a comparative study of principal time use across high school types

PurposeAs responsibilities of high school principals continue to expand, their workweeks become longer, and their attention is stretched in multiple directions. How principals from various school types use their time is influenced by their organizational structures and external policies. To gain deeper insights into the workload, priorities and constraints faced by high school principals, this study examines principal time use (PTU) patterns across different school types, including traditional public schools (TPSs), charter schools, Catholic schools and non-Catholic private schools.Design/methodology/approachDrawing on the national representative data from the High School Longitudinal Study of 2009 in the USA, this study examines and compares PTU in various leadership tasks across different school types, controlling for school and principal characteristics.FindingsAmong various high school types, principals in TPS had the longest workweeks. However, the extended workweek did not necessarily result in significantly more hours or a larger proportion of their time dedicated to instructional leadership. Instead, TPS principals allocated more time to administrative tasks and student affairs than principals in other school types.Originality/valueBy examining PTU of different school types, this study adds new evidence on the influence of contextual factors on leadership behavior. It also offers policy implications to enhance principals’ capacities, alleviate their workload and to prioritize time use in different leadership domains.

The Use of Reparametrization and Constraints on Linear Models to Parse Qualitative and Quantitative Information for a Set of Predictors

The following study shows how reparameterizations and constraints of the general linear model can serve to parse quantitative and qualitative aspects of predictors. We demonstrate three different approaches. The study uses data from the High School Longitudinal Study of 2009 on mathematics course-taking and achievement as an example. Results show that all mathematics courses are not equally predictive of math achievement. Thus, taking into account qualitative aspects of mathematics courses is useful. The study ends with a justification of quantifying qualitative aspects of predictors relative to a criterion with extensions to other linear models.

Using National Data to Understand the Contextual Factors and Negative Experiences that Explain Racial Differences in the School Misbehavior of Ninth Grade Boys and Girls

The literature linking adulthood criminality to cumulative disadvantage and early school misbehavior demonstrates that understanding the mechanisms underlying student behavior and the responses of teachers and administrators is crucial in comprehending racial/ethnic disparities in actual or perceived school misbehavior. We use data on 19,160 ninth graders from the nationally representative High School Longitudinal Study of 2009 to show that boys’ and girls’ negative achievement and negative experiences with teachers relate more closely to school misbehavior than the contextual measures (e.g., negative peer climate, proportion Black) that have often been emphasized as most salient for misbehavior. Differences in negative achievement and experiences completely explain Black boys’, Latinx boys’, and Black girls’ heightened levels of school misbehavior relative to White youth, and Asian boys’ and girls’ lower levels of school misbehavior. In contrast, differences in negative achievement and experiences only partially explain Latinx girls’ higher levels of school misbehavior relative to White girls.

Is Working in College Worth It? How Hours on the Job Affect Postsecondary Outcomes

Many students work during college to offset rising costs, but significant time on the job affects postsecondary outcomes. Analyzing the High School Longitudinal Study (N = 4,418), this article estimates the effects of hours worked on grades, credits earned, persistence, stopping out (i.e., unenrolling for 5 months before reenrolling), and dropping out. The polynomial regression analysis shows that after adjusting for background characteristics, prior academic achievement, institution types, and family obligations, “traditional” undergraduate students begin seeing deleterious effects at 20 hours, which becomes even more severe for those working 28+ hours (and the worst for Pell Grant recipients working long hours). While some work was good for students, on average, financial and family circumstances help explain the curvilinear relationships.

Influence of Physical Activity, SES`, Perceived Safety, and Demographic Factors on the GPA of Latinx Students: Results from the High School Longitudinal Study

Physical Activity is an important contributor to health, both physical and cognitive. The relationship between physical activity and educational outcomes has been explored in various venues. Little research, however, has interrogated this subject longitudinally, especially for a national sample of Latinx students. To make up that gap, this paper employs data from the High School Longitudinal Study (HSLS), hierarchical regression modeling, and intersectionality theory to study and evaluate the relative impact of Extracurricular Activities, School Attitudes, and impact of demographics on Personal Health and Physical Education Grade Point Average (GPA); the participants were 1,829 Latinx high school students. The High School Longitudinal Study is a nationally representative, longitudinal study of ninth graders followed through their secondary and postsecondary years. Further, we examined the results separately for male and female Latinx students, to achieve a better understanding of physical activity and academic achievement from the female perspective. Our findings reinforce the importance of participating in sports and extracurricular activities in fostering positive educational outcomes for Latinx students, male, and female, nationally. Finally, recommendations are offered to parents, community leaders, teachers, school administrators, and policymakers regarding implementation strategies to optimize the benefits of Physical Activity to Latinx students.

Exploring the role of high school engineering courses in promoting science attitudes for students with learning disabilities

AbstractDemand for engineering‐interested and proficient high school graduates continues to grow across the nation. However, there remains a severe gap in college participation and employment in engineering fields for students with learning disabilities (SWLDs). One potential way to encourage SWLDs to consider engineering as a profession and promote the development of key science attitudes may be through engineering and technology career and technical education (E‐CTE) coursework. In this study, we address the following research questions: Do SWLDs take E‐CTE courses in the early years of high school at different rates compared to students without learning disabilities? What is the relationship between early E‐CTE coursetaking and science attitudes (self‐efficacy, utility, identity), and does this differ for students with and without learning disabilities? How do specific engineering career expectations change with respect to enrollment in early E‐CTE coursework, and do these differ for students with and without learning disabilities? We utilize the High School Longitudinal Study of 2009 (HSLS) to respond to the research questions through moderation models and a student fixed effects methodology. Ultimately, we found no evidence of SWLD underrepresentation in E‐CTE in high school. However, SWLDs were expected to benefit more than the general population from E‐CTE participation with respect to higher levels of science self‐efficacy and science identity. Implications from these findings include how to encourage persistence along the engineering pathway, the growth of career pathway policies at the state level, and how to incorporate E‐CTE practices in academic courses.

Social and Emotional Learning and Ninth-Grade Students' Academic Achievement.

A central component of adolescents' social and emotional learning (SEL) consists of their ability to foster positive relationship skills through connectedness with their school community. This study focuses on the assessment of student's SEL competencies in relation to their socio-demographic characteristics, formal and informal socialization behaviors, and academic outcomes in both public and private schools. The research is based on the secondary analysis of large-scale nationally representative data from the High School Longitudinal Study of 2009 (HSLS:2009) and focuses on ninth graders experiencing the transition to secondary education. Guided by both SEL and school climate frameworks, we identified survey items that describe students' feelings of acceptance, pride, and support in their grade nine learning environment as indicators of perceptions of school climate and builders of SEL skills and used multivariate statistical analysis to examine how SEL skills and behavioral socialization affect school achievement. Study findings should inform school practitioners in developing academic and socio-cultural programs that incorporate SEL skills development.

A National Study Exploring Factors Promoting Adolescent College Readiness in Math and Science (STEM-CR)

Numerous national and state endeavors have advocated for approaches, funding, and programs focused on expanding the science, technology, engineering, and mathematics (STEM) workforce of the nation and investing in education to cultivate a more diverse and impactful cohort of students who pursue STEM pathways. Educators, support personnel, and policymakers are in a position to engage in discussions about expanding STEM college readiness (STEM-CR) and participation. However, few are cognizant that STEM-CR is a progression that students strive for in developing skills, behaviors, and attitudes that spans over time. The current study established and validated a measurement model of student STEM-CR in mathematics and science utilizing the High School Longitudinal Study of 2009. The model was created based on a multidimensional and theoretical perspective of college readiness using a confirmatory factor analysis and modeling approach that accounted for measurement invariance. The sample ( N = 16,044) comes from a racialized/ethnoracial and socioeconomically diverse high school population in the United States. The findings confirmed that STEM-CR involves four related yet distinct dimensions of Think, Know, Act, and Go. Results also demonstrated soundness of these STEM-CR dimensions by race and gender (key learning skills and techniques/Act). Academic self-efficacy was the strongest dimension of our STEM-CR model and strongly predicted academic achievement and college enrollment. Research and practice implications are discussed.

Influence of Physical Activity, SES`, Perceived Safety, and Demographic Factors on the GPA of Asian American Students: Report of the National High School Longitudinal Study

Physical Activity is an important contributor to health, both physical and cognitive. Relationships among students’ physical activity (PA), sports participation, physical health status, and academic performance have been explored in various academic venues, however, investigating Asian American students nationwide has not yet been covered. Using the latest National High School Longitudinal Study data and the hierarchical regression approach analyzed, this study examined: How the extracurricular PAs, school attitudes, and other demographic variables impact the participants’ personal health, and grade point average (GPA). Participants were 956 Asian American high-school students (AAHSSs). Findings confirmed the importance of participating in PA and identified the relationships between the relative factors. In brief, AAHSSs who participated in after-school PA (including sports) earned a higher GPA. No significant impact on GPA from the AAHSSs’ hours spent on extracurricular activities. Female AAHSSs had a higher GPA than their male counterparts. AAHSSs’ socioeconomic status significantly impacted their educational achievement. Why the way of distributing social resources to all American students is the key to having equal educational opportunities was revealed and explained because the equal distribution of social resources influences educational achievement. Meaningful recommendations are offered to parents, community leaders, teachers, school administrators, and policymakers as well.

Does It Matter How the Rigor of High School Coursework Is Measured? Gaps in Coursework Among Students and Across Grades

AbstractResearch shows that the intensity of high school course‐taking is related to postsecondary outcomes. However, there are various approaches to measuring the intensity of students’ course‐taking. This study presents new measures of coursework intensity that rely on differing levels of quantity and quality of coursework. We used these new indices to provide a current description of variations in high school course‐taking across grades and student subgroups using a nationally representative dataset, the High School Longitudinal Study of 2009. Results showed that for measures emphasizing the quality of coursework the gaps in coursework among underserved students were larger and there was less upward movement in rigor across grades.