Percent Of High School Graduates Research Articles

Identifying Discourse Elements in Writing by Longformer for NER Token Classification

Current automatic writing feedback systems cannot distinguish between different discourse elements in students' writing. This is a problem because, without this ability, the guidance provided by these systems is too general for what students want to achieve on arrival. This is cause for concern because automated writing feedback systems are a great tool for combating student writing declines. According to the National Assessment of Educational Progress, less than 30 percent of high school graduates are gifted writers. If we can improve the automatic writing feedback system, we can improve the quality of student writing and stop the decline of skilled writers among students. Solutions to this problem have been proposed, the most popular being the fine-tuning of bidirectional encoder representations from Transformers models that recognize various utterance elements in student written assignments. However, these methods have their drawbacks. For example, these methods do not compare the strengths and weaknesses of different models, and these solutions encourage training models over sequences (sentences) rather than entire articles. In this article, I'm redesigning the Persuasive Essays for Rating, Selecting, and Understanding Argumentative and Discourse Elements corpus so that models can be trained for the entire article, and I've included Transformers, the Long Document Transformer's bidirectional encoder representation, and the Generative Improving a pre trained Transformer 2 model for utterance classification in the context of a named entity recognition token classification problem. Overall, the bi-directional encoder representation of the Transformers model railway using my sequence-merging preprocessing method outperforms the standard model by 17% and 41% in overall accuracy. I also found that the Long Document Transformer model performed the best in utterance classification with an overall f-1 score of 54%. However, the increase in validation loss from 0.54 to 0.79 indicates that the model is overfitting. Some improvements can still be made due to model overfittings, such as B. Implementation of early stopping techniques and further examples of rare utterance elements during training.

Undergraduate disarmament and nonproliferation education: gaps, opportunities, and new approaches

ABSTRACTDespite living in a nuclear-weapon state, young Americans are generally ill-informed about weapons of mass destruction (WMD) and their means of control. The result is both widespread apathy toward nonproliferation and disarmament decision making among the general public and a looming personnel crisis within government sectors that enact policy in these domains. Considering that 67 percent of high school graduates in the United States go on to pursue a bachelor’s degree, exposing more undergraduates to nonproliferation and disarmament issues could contribute to addressing both of these challenges. The present study analyzes how these issues are already being taught at select US colleges and universities and explores ways to introduce them to more students that align with current priorities in higher education, such as interdisciplinary learning, digital humanities, and data-science learning. It also proposes concrete steps that the WMD policy community can take to help institutions of higher education integrate these topics more broadly into their curricula. The anticipated result is greater support for education in this important issue area across different stakeholders in academia, as well as increased engagement with these critical issues among a more diverse population of young people.

One way to increase enrollment

In their book That Used to Be Us: How America Fell Behind in the World It Invented and How We Came Back, authors Thomas L. Friedman and Michael Mandelbaum posit that the future of the United States rests firmly on the shoulders of our education system. However, the authors report that only 25 percent of high school graduates who enroll in an undergraduate degree program are prepared for college work, and approximately 40 percent are required to take remedial courses. Only 60 percent will graduate in six years. And companies spend more than $3 billion annually on remedial training. The book cites many additional negative statistics, all indications that unless things change, the United States will continue to fall farther and farther behind other countries.

Economics Course Enrollments in U.S. High Schools

High school transcript data were used in this study to estimate the percentage of high school graduates who complete an economics course, and to examine course-taking trends in economics from 1982 to 2009. In 2009, 58 percent of high school graduates took an economics course, up from about 45 percent from 1990 to 2005. The increases in economics enrollments over the years included in this study are consistent with the trends in the number of states mandating an economics course to be taken for graduation. Estimated percentages are reported across the demographics of high school students. Enrollments in economics are compared to enrollments in other high school social studies courses.

Better Late Than Never? Delayed Enrollment in the High School to College Transition

In this paper, we examine the antecedents and consequences of timing in the transition from high school to college. Using the National Education Longitudinal Study of 1988 (NELS:88), we find that 16 percent of high school graduates postpone enrollment by seven months or more after completing high school. Delayers tend to have some common characteristics: they come from families with few socioeconomic resources, they have performed poorly on standardized tests, they have dropped out of school, and they have exited high school with a GED. We find that even after controlling for these academic and socioeconomic characteristics, students who delay postsecondary enrollment have lower odds of bachelor degree completion. Additionally, we find that delayers are more likely than on-time enrollees to attend less than four-year institutions and to transition to other roles such as spouses or parents before entering college. Controlling for institutional context and life course contingencies, however, does not completely explain the negative relationship between delayed enrollment and degree completion.

Academic Excellence in an Early U. S. High School

This paper explores orientation toward academic excellence in high schools in United States during 19th century. Through a study of first 80 years of Central High School in Philadephia, I find several factors which encouraged academic excellence: a meritocratic ideology, voluntary enrollment, competitive selection of students and faculty, and structure of public education at time. In comparison, modern public high schools have only a limited commitment to merit, compulsory attendance, automatic acceptance of all students, less competitive selection of teachers, and a different structure of public education. In 1983 a series of high-level panels charged that education in United States had lost sight of its once dominant objective, pursuit of academic excellence. The gloomiest assessment came from national Commission on Excellence in Education (1983:5) which warned, the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a nation and a people. Blame for this decline in excellence has been placed at all levels of educational system: from elementary schools, which are accused of failing to ground students sufficiently in basic skills, to colleges, which are charged with failing to provide necessary degree of advanced training. But it is public high school which has received greatest critical attention, and for good reason. The cumulative academic deficits of lower levels of education become more visible in high school; and since latter is highest level of schooling at which attendance is nearly universal, these deficits affect a broader spectrum of population than do failings of colleges. Perhaps most frequently cited evidence of decline in achievement at U.S. high schools is 40 to 50 point drop in average scores on College Board's Scholastic Aptitude Test since early 1960s (Commission on Excellence, 1983:8). However, this is not most compelling proof that could be offered, since this decline in scores was accompanied by a nearly 200 percent increase in number of students enrolled in college during same period (U.S. Bureau of Census, 1982:Table 259). Thus, at least part of drop in test scores may be result of an expansion of educational opportunity rather than a reduction in student achievement. This same caveat applies to another favorite example of growing mediocrity in U.S. high schools. The Commission on Excellence (1983:8) noted that U.S. students scored low on achievement tests compared with students from other industrialized countries; but as Husen (1983) has pointed out, this difference is result of differences in selectivity of various systems of secondary schooling. In United States nearly everyone attends high school and threequarters of students graduate, while in European countries high school is limited to a small number of better students. If much of evidence about low levels of achievement among U.S. high school students is unconvincing, evidence about failure of U.S. high schools to promote academic achievement is stronger. As an institution, modern high school is less academic in orientation and less rigorously academic in application than it once was. The growth of electives in high school curriculum has permitted students to avoid more difficult academic courses, with result that only 31 percent of high school graduates took intermediate algebra, 13 percent took

The Leninist Principle of Connecting the School with Life

About 80 or 90 percent of high school graduates associate their life plans with study in higher and specialized secondary educational institutions and with work in the area of professions of mental labor. However, the real prospect for the majority of youth entering independent life in the 1970s and 1980s is the acquisition of a labor skill. Today the choice of a path in life by youth is in many respects spontaneous and random. Only about 40 percent of those entering higher educational institutions are confident of the correctness of their choice, and about one-third of the graduates are unhappy with the choice they made. When he takes a job, a young person, after ten years in school, is not only compelled immediately to fill gaps in his knowledge and relearn things but to reorient himself psychologically. For many it is only at that moment that the tortuous search for themselves begins, and in connection with a job, a migration from job to job. The losses to all concerned that this involves have a comm...