High School Attendance Research Articles

Does parental migration matter in access to academic high schools for left-behind children in China?

Enrolling in academic high schools always predicts one can have higher educational achievements, such as access to university later. Using data from China Family Panel Studies, this paper examines whether and how parental migration affects the high school attainment of left-behind children. Results indicate that exposure to parental migration in childhood lowers the probability of attending vocational high school but increases the likelihood of enrolling in academic high school. The effect is more substantial for the left behind children who are from rural areas, with siblings, or second-born or later. The findings also suggest a potential psychological mechanism that inhibits the educational achievement of left-behind children. Specifically, left-behind children exhibit lower expectations for educational attainment and hold beliefs that individual success is attributed to external factors, which may discourage them from pursuing higher education achievements. Further, migrant parents also show lower expectations for their children's educational attainment. Our findings highlight the crucial role of psychological manifestations induced by parental migration in determining high school attendance and offer insights for developing policies aimed at promoting educational equity.

Beyond Averages: Unpacking Disparities in School-Based Vaccination Coverage in Eastern Sydney: An Ecological Analysis.

School vaccination programs are crucial for achieving high immunisation coverage among adolescents, but substantial disparities exist across schools and regions. This ecological study aimed to determine associations between school characteristics and vaccination coverage for diphtheria-tetanus-acellular pertussis (dTpa) and human papillomavirus (HPV) vaccines among year 7 students in southeastern Sydney. An analysis of data from 70 mainstream schools participating in the 2019 South Eastern Sydney Local Health District School Vaccination Program utilised quasi-Poisson regression models to assess associations between vaccination coverage and school attendance, socio-educational status, Aboriginal enrolments, language background other than English (LBOTE), school sector (government, Catholic, or independent), and coeducation status. Median school coverage was 88% for dTpa, 88% for HPV-girls, and 86% for HPV-boys, with interquartile ranges of 82-93%, 84-92%, and 78-91%, respectively. Higher school attendance was associated with increased dTpa vaccination coverage (PR 1.14, 95% CI 1.02-1.27). Single-sex schools showed higher HPV vaccination coverage compared to coeducational schools for both girls (PR 2.24, 95% CI 2.04-2.46) and boys (PR 1.89, 95% CI 1.72-2.08). No significant associations were found for ICSEA, Aboriginal enrolments, LBOTE, or school sector. School attendance and coeducational status significantly influenced vaccination coverage, with differential impacts on dTpa and HPV vaccines. These findings highlight the need for targeted strategies to address disparities in school-based vaccination programs. Research using qualitative methods could be useful to understand the beliefs and attitudes contributing to these disparities in vaccine uptake so that programs can be tailored to maximise participation.

Impact of COVID-19 on school attendance in South Africa. Analysis of sociodemographic characteristics of learners

The outbreak of COVID-19 had resulted in the complete closure of schools in nearly all countries across the globe. However, reopening after prolonged closure may adversely affect the school attendance of learners, with long-term implications for life outcomes. Given the limited studies on the subject, this study aims at examining the impact of COVID-19 on the school attendance of learners in South Africa and how this outcome is exacerbated by underlying socioeconomic factors using National Income Dynamics Study-Coronavirus Rapid Mobile Survey data (NIDS-CRAM). The findings reveal that COVID-19 has led to a sharp drop of 48.2% in the school attendance of learners following the reopening of schools after the state of national disaster-based lockdown. The study has demonstrated that the impact of COVID-19 on the school attendance of learners varies according to socioeconomic factors such as gender, race, geographical area, family size, and the economic status of the learners’ parents and provincial location. Sociodemographic characteristics such as African race, coloured race, Asian race, female gender, rural location, large household size, and Eastern Cape are associated with lower school attendance among learners. Based on these findings, educational-based policy needs to include these sociodemographic factors to promote a high school attendance rate among learners. This may include a shift from a blanket approach to geographical, racial, family, and gender-based interventions.

Why Do Students Drop Out of High School?: The Case Study of Kasi District in Lao PDR

Purpose: This study explored why high school students decided to drop out in rural area of Lao PDR and further aimed to propose possible prevention to improve the drop out situation of the countries.
 Originality: Previous research that primarily focused on specific factors and dropout rate cannot explained why students decided to leave high school in early grade. Therefore, using comprehensive framework including individual and institutional factors, this study examined the dropout factors from individual perspective in qualitative way.
 Methodology: The study uses an explanatory sequential mixed method approach that employs both a questionnaire and interviews. Total 30 participants engaged in interviews including students and their parents, teachers and governmental officials. A thematic analysis was utilized for data analysis.
 Result: The results highlight that at the individual level, such as lack of motivation, peer pressure, early marriage, and cultural norms, pose barriers to high school attendance. Low household income and negative family dynamics also contribute significantly to dropout rates, with agricultural demands and family particular situations. Insufficient school resources, including materials and extracurricular activities, along with a shortage of qualified teachers, affect student engagement. Additionally, the community's low human and social capital increase dropout rates by limiting employment opportunities.
 Conclusions and Implication: The results indicated that both individual and institutional factors played a role in the dropout decision-making process. Furthermore, they suggested essential considerations such as examining job prospects for high school graduates in the local community, and evaluating the availability of resources within the school and community to assist students at risk of dropping out.

1. COVID-19 and High School Attendance: Modeling Latent Trajectories and the Influence of School Policies and Practices

1. COVID-19 and High School Attendance: Modeling Latent Trajectories and the Influence of School Policies and Practices

Associations between type 1 diabetes and educational outcomes: an Aotearoa/New Zealand nationwide birth cohort study using the Integrated Data Infrastructure

Aims/hypothesisType 1 diabetes is one of the most common chronic diseases of childhood. It is hypothesised that the metabolic and psychosocial consequences of type 1 diabetes may affect educational outcomes; however, existing literature presents conflicting results. This study aimed to assess whether educational outcomes differ for young people with and without type 1 diabetes in Aotearoa/New Zealand (NZ).MethodsThis was a nationwide 9 year birth cohort study of all people born in NZ from 1993 to 2001 using linked administrative data held within the Integrated Data Infrastructure, a national research database containing linked health and non-health data. Educational outcomes of high school attainment, high school attendance and university enrolment were measured from age 13 years until 20 years. Generalised linear regression models with log link and Gaussian distributions were used to compare educational outcomes between those with and those without type 1 diabetes, adjusting for sociodemographic and maternal characteristics.ResultsOf the 442,320 children in the birth cohort, type 1 diabetes was identified in 2058 (0.47%) (mean [SD] age of type 1 diabetes diagnosis 7.7 [3.4] years). Educational outcomes were significantly lower for children with type 1 diabetes than for those without type 1 diabetes, including for any high school qualification (RR 0.97 [95% CI 0.95, 0.99]), university entrance-level high school attainment (RR 0.88 [95% CI 0.84, 0.92]), regular high school attendance (RR 0.91 [95% CI 0.85, 0.97]) and university enrolment (RR 0.93 [95% CI 0.88, 0.98]), even after adjusting for sociodemographic and maternal factors. In addition, educational outcomes were substantially lower for those with post type 1 diabetes diagnosis hospitalisations for diabetic ketoacidosis and hypoglycaemia.Conclusions/interpretationIn this whole NZ birth cohort study, type 1 diabetes was associated with lower educational outcomes spanning secondary school and into university enrolment. Ongoing efforts to support students with type 1 diabetes are needed, particularly for those with a greater risk profile.Graphical

Factors associated with the adoption of extreme weight control behavior by non-obese adolescents: a secondary analysis

BackgroundMisperceptions about obesity is common among adolescents. Adolescents who overestimate their body size tend to indulge in extreme weight control behaviors. However, little is known about the factors involved in the adoption of extreme weight control behavior (EWCB) by non-obese adolescents who are mistaken for being overweight. This study identified factors associated with unhealthy behaviors among normal/underweight high school students who overestimate their body image and attempt to lose weight.DesignA secondary analysis of nationally representative data from the Korea Youth Risk Behavior Survey focused on adolescents who attended vocational and academically oriented high schools.MethodsThe analysis included data from 4,286 non-obese respondents (15–18 years) who overestimated their body weight. Of them, 2,887 were girls (66.5%), while 1,399 were boys (33.5%). Multiple logistic regression was used to investigate risk factors for EWCB by sex. A statistical analysis reflecting strata, clusters, and weights of the complex sampling design was adopted.ResultsOf the respondents, 674 (23.3%) girls and 162 (11.5%) boys reported EWCB. For both sexes, vocational high school attendance and depression were significantly influenced by EWCB. EWCB was linked to perceived stress in girls and living in a big city in boys.ConclusionsThe findings suggest the importance of providing quality health education, including that for non-obese adolescents, in school obesity prevention programs along with the expansion of tailored intervention programs based on sex, following a consideration of the characteristics of high schools as well as individuals.

Differences in literacy, education level, and healthcare attendance in two different Roma subgroups from Transylvania, Romania

Abstract Background: Literacy and education levels were demonstrated to be low in the Roma population. The outcomes after the implementation of different educational policies, in different countries, were not properly assessed for Roma subgroups until now. Aims: We aimed to study literacy, education level, and healthcare attendance in two well-defined Roma subgroups, compared to the majority population, in a specific Transylvanian rural region. Material and methods: A non-interventional, cross-sectional comparative survey was conducted in 2016-2017 between two Roma subgroups and the general population, from a rural region in Transylvania regarding their literacy, education level and healthcare attendance. Results: Illiteracy was 33.3%, 66.6%, and 4.2% in the Gabor, Lovari Roma, and general population (p < 0.001). 29.5% of the Gabors and 45.6% of the Lovari Roma did not attend any school, compared to 2.7% of the general population. Almost none of the Roma population attended school after finishing 8 classes. Healthcare service attendance was significantly lower for the Roma subgroups, and directly related to their education level. 32.7% of the Gabors, 28.3% of the Lovari Roma, comparing to 7.3% of the general population never attended the general practitioner (p < 0.001). Conclusions: Gabor Roma population had a significantly lower proportion of illiteracy and a higher school attendance than Lovari Roma group, but still illiterate by a high percentage. The Roma’s healthcare attendance was far lower than the general population’s, having been even worse in the Gabor group. Healthcare counseling was directly correlated with education level.

Do Community College “Promise” Programs With Low-Bar Merit Criteria Improve High School Performance?

Objective/Research Question: Community college “Promise” programs have proliferated recently, particularly in areas with many low-income, academically struggling students. Many Promise programs restrict eligibility by high school performance but set eligibility thresholds quite low. As such they function as “low-bar” merit scholarships, and merit scholarships are often believed to incentivize improved academic performance. But do such “low-bar” merit scholarships boost high school attendance and grades? Methods: We investigate impacts of one such program, the Milwaukee Area Technical College Promise, on high school students in Milwaukee Public Schools, exploiting program design features to identify treatment effects through a differences-in-differences strategy. Results: The program appears to have marginally improved high school grades while slightly lowering attendance. These effects cancel each other out in terms of meeting combined GPA and attendance eligibility thresholds. Estimated positive impacts on GPA were statistically significant but very small for males, Black students, free lunch eligible students, special education students and current English language learners, while impacts on attendance were negative for most subgroups. The positive GPA effect was restricted to the program’s second year. Conclusions: We do not find strong evidence that low-bar scholarships are effective at improving academic performance. Policymakers should reconsider conventional wisdom underlying inclusion of merit criteria in broad-based scholarships.

Differences in physical activity behaviors between university women from metropolitan, micropolitan, and rural areas

Objective: Rural and emerging adult women report low physical activity (PA) levels. This study identified differences in current self-reported PA levels and perceived resources among US university women from metropolitan, micropolitan, and rural areas. Participants: Women were ages 18–24 y, full-time students who attended in-person university classes before COVID-19. Methods: They completed an online cross-sectional survey between July-September 2020 collecting demographic, university PA (via IPAQ), and perceived PA resource data. Results: Most participants reported metropolitan area high school (70.4%) and university (92.3%) attendance. Metropolitan participants did less job-related moderate PA during university (0.0 (0.0–360.0) MET-min) than rural (160.0 (0.0–1320.0) MET-min) participants. Metropolitan and micropolitan participants identified more high school community and natural resources than rural participants. Rural participants identified more university campus and community resources than metropolitan participants. Conclusions: University women reported similar levels of PA regardless of the rurality of their high school community.

The Effect of Catholic Education on Economic Ideology

Religious adherence, church attendance, and economic ideology have long been intertwined. We discuss the compatibility between Catholic doctrine and individual-based free market systems and then examine the effect of Catholic school attendance on an individual’s belief in and support for a capitalist economic system. Using individual level survey data, we find a positive relationship between attendance at Catholic schools and capitalist ideology as measured by an index that contrasts individual versus government action and responsibility in the economy. While attendance at Catholic school is associated with a stronger emphasis on individual, rather than governmental, responsibility in the economy, the effect is driven largely by Catholic high school or college attendance, reflecting an increased exposure to Catholic faith during the formative years of late adolescence.

Complex early childhood experiences: Characteristics of Northern Territory children across health, education and child protection data.

Early identification of vulnerable children to protect them from harm and support them in achieving their long-term potential is a community priority. This is particularly important in the Northern Territory (NT) of Australia, where Aboriginal children are about 40% of all children, and for whom the trauma and disadvantage experienced by Aboriginal Australians has ongoing intergenerational impacts. Given that shared social determinants influence child outcomes across the domains of health, education and welfare, there is growing interest in collaborative interventions that simultaneously respond to outcomes in all domains. There is increasing recognition that many children receive services from multiple NT government agencies, however there is limited understanding of the pattern and scale of overlap of these services. In this paper, NT health, education, child protection and perinatal datasets have been linked for the first time. The records of 8,267 children born in the NT in 2006-2009 were analysed using a person-centred analytic approach. Unsupervised machine learning techniques were used to discover clusters of NT children who experience different patterns of risk. Modelling revealed four or five distinct clusters including a cluster of children who are predominantly ill and experience some neglect, a cluster who predominantly experience abuse and a cluster who predominantly experience neglect. These three, high risk clusters all have low school attendance and together comprise 10-15% of the population. There is a large group of thriving children, with low health needs, high school attendance and low CPS contact. Finally, an unexpected cluster is a modestly sized group of non-attendees, mostly Aboriginal children, who have low school attendance but are otherwise thriving. The high risk groups experience vulnerability in all three domains of health, education and child protection, supporting the need for a flexible, rather than strictly differentiated response. Interagency cooperation would be valuable to provide a suitably collective and coordinated response for the most vulnerable children.

The influence of cultural capital and educational milestones in Gaokao

Following the global economic downturn triggered by the COVID-19 pandemic, China’s economy also experienced significant repercussions. In light of this economic context, an imperative need arises for research to comprehensively assess the employment landscape. Given that the youth population constitutes a pivotal demographic in the labor market, a meticulous examination of their job-seeking dynamics assumes paramount importance, as it holds the potential to catalyze China’s economic development. A pivotal determinant in securing desirable employment opportunities is the possession of credential certificates, elevating the significance of gaining admission to prestigious universities. Central to this endeavor is the performance in the Gaokao, the final examination that serves as the gateway to higher education. Furthermore, the quality of education received by students can significantly impact their ability to excel in the job market. Drawing upon existing literature on the Gaokao, as well as government data concerning youth unemployment rates and high school attendance, this study establishes a compelling connection between city type and cultural capital levels on student behavior during the Gaokao. Moreover, it underscores the critical role played by this milestone examination in contributing to the persistently high youth unemployment rates. These findings shed light on the intricate interplay between education, societal factors, and employment outcomes, which is essential for policymakers and stakeholders aiming to bolster China’s economic resilience in a post-pandemic era.

A Benefit-Cost Analysis of BackTrack, a Multi-Component, Community-Based Intervention for High-Risk Young People in a Rural Australian Setting.

BackTrack is a multi-component, community-based program designed to build capacity amongst high-risk young people. The aim of this study was to conduct a benefit-cost analysis of BackTrack, which was implemented in Armidale, a rural town in New South Wales, Australia. Costs and benefits were identified, measured and valued in 2016 Australian dollars. Costs were estimated from program financial and administrative records. Benefits were estimated using a pre-post design and conservative economic assumptions. Benefits included education attendance or completion; employment; engagement with health service providers; reduced homelessness; economic productivity; reduced vandalism to local infrastructure; reduced youth crime; reduced engagement with the justice system; and program income generated by participants. The counterfactual baseline was zero educational outcome, based on discussions with BackTrack staff and expert informants. We tested this assumption compared to the assumption that participants had a Year 8 education. There was evidence of significant quantifiable improvements in several outcomes: high school attendance or completion, vocational education attendance or completion, unskilled or vocationally qualified employment and economic productivity. Reduced homelessness, engagement with health services and acquisition of job readiness skills, as well as reduced local infrastructure vandalism and reduced crime were further quantifiable improvements. The net social benefit of BackTrack was estimated at $3,267,967 with a benefit-cost ratio of 2.03, meaning that every dollar invested in BackTrack would return $2.03 in benefits. BackTrack represents a viable funding option for a government interested in addressing the needs of high-risk young people.

Delayed high school start times and graduation and attendance rates over 4 years: the impact of race and socioeconomics.

The current study was designed to examine if improvements in high school graduation and attendance rates persist 4 years after start times later than 8:30 am. Socioeconomic status and race were accounted for in the graduation analysis. School-wide attendance and graduation records (n = 28 schools) from 1999-2017 were analyzed in August of 2021 using a repeated-measures analysis of variance at 5 points in time, 1 year predelay and 4 consecutive years postdelay start times. Graduation rates for students in grade 12 (n > 47,000) after postdelay year 4 increased from 80% to 90% (P < .001) and attendance rates in grades 9-12 (n > 80,000) improved from 90% to 93% (P = .012). Attendance and graduation rates for all students improved after 4 years following a delayed start. Economically disadvantaged students and Black students showed significant changes in graduation rates postdelay year 4 and White students significantly improved postdelay years 2, 3, and 4. Adolescent students, especially economically and racially disadvantaged students, have a vulnerability for obtaining adequate sleep. Delaying high school start times is a cost-effective intervention that could promote sufficient sleep and boost graduation and attendance rates. McKeever PM, Dodd R, O'Sullivan DM. Delayed high school start times and graduation and attendance rates over 4 years: the impact of race and socioeconomics. J Clin Sleep Med. 2022;18(11):2537-2543.

The impact of impulsivity and school attendance on COVID-19 spread: A web-based cross-sectional questionnaire.

Some personal and social decisions can be influential in the spread of COVID‐19. There are no studies examining school attendance, impulsivity, COVID‐19 phobia, and psychological resilience together while the effect of some individual and social measures on COVID‐19 has been frequently investigated. In this study 360 participants were evaluated through an online questionnaire method during the peak of the COVID‐19 pandemic. Sociodemographic data form prepared by the researchers, COVID‐19 Phobia Scale, Barratt Impulsivity Scale, and Brief Resilience Scale were used in the study. In all, 20.6% (n = 74) of participants had previously experienced COVID‐19. The rate of individuals who experienced the death of any of their relatives due to COVID‐19 was 17.8%. Only 65.8% of respondents fully complied with government‐implemented measures for the outbreak. School attendance (OR = 1.983, p = .033) and impulsivity (OR = 1.115, p < .001) were found to be positively correlated with COVID‐19. The presence of a significantly higher psychiatric disease admission history in patients with COVID‐19 in binary comparisons did not reach the level of significance in regression analysis. Our results suggest that high school attendance and impulsivity scores are positively correlated with COVID‐19 in young people. Government strategies related to schools need to be carefully reviewed for this reason.

Disparities in High School Graduation by Identity and Disability Using Intermediate and Long-Term Educational Outcomes.

Multiple factors influence a student's success in high school graduation. Individual factors such as disability, racial or ethnic identity, and gender may result in inequity in the school environment, interfering with learning and possibly leading to poorer educational outcomes. This secondary analysis of student educational records (N = 3,782) from 2008-2018 tested the associations among the disability, racial or ethnic identity, gender, and 5th grade attendance on high school attendance and graduation. Linear and logistic regression analysis identified students without a disability had a 40% greater chance of graduation (AOR = 1.4 [95% CI = 1.15, 1.71]) than those with a disability. Students identifying as Black, Hispanic, or Native American had half the odds of graduating compared to White students. When controlling for 9th grade attendance, these disparities decreased. Attendance in 5th grade, disability, and racial and ethnic identity influenced attendance, being on track to graduate, and high school graduation.

The Effect of Community Socioeconomic Context on High School Attendance in China: A Generalized Propensity Score Approach

Many developing countries have experienced increasing spatial inequality, but little is known about the effect of community disadvantages on educational attainment in these societies. Using data from the China Family Panel Studies (2010–2016), I examine the effect of community socioeconomic status (SES) on the transition into high school in urban and rural China, and I explore several mechanisms explaining the community effects. I adopt the generalized propensity score method to estimate the potential probability of high school entrance at different levels of community SES. Results show that community SES is positively associated with high school attendance in both urban and rural China, and the relationship is stronger in more disadvantaged communities in both contexts. In urban areas, the effect of community SES is partly attributable to collective socialization and children’s academic performance. In rural areas, spatial accessibility to high schools and children’s academic performance are the salient mechanisms.

Improving Child Health and Cognition: Evidence from a School-Based Nutrition Intervention in India

Abstract We present experimental evidence on the impact of the use of double-fortified salt in school meals on anemia, cognition, and the learning outcomes of primary school children in rural Bihar, one of the poorest regions of India. We find that a year-long intervention had statistically significant positive impacts on hemoglobin levels and reduced anemia by 20%; however, these health gains did not translate into significant impacts on cognitive performance, test scores, and school attendance. Treatment effects on anemia and test scores were larger for children with higher school attendance. The findings indicate that school-based health interventions are a cost-effective and scalable approach for reducing anemia among school children in resource-constrained countries.

Riding to Learn, Learning to Ride: Early School-busing in Connecticut, 1900–1945

Riding to Learn, Learning to Ride: Early School-busing in Connecticut, 1900–1945