Urban High School Research Articles

Intrinsic Motivation and School Outcomes for Underprivileged Urban High School Students

In a longitudinal study 9th-10th grade, we aimed to understand whether academic motivation was associated with changes in school outcomes with 463 students from low-income urban high schools with large Latinx enrollments. We tracked students’ GPA, school attendance, out-of-school suspension records, and intrinsic motivation for two consecutive school years. First, we observed similar means of intrinsic motivation at medium-high levels for these students over the first two years of high school. We depicted a quadratic GPA trajectory that showed small decreases in the 9th grade followed by a modest recovery in Spring of 10th grade. Attendance significantly decreased and out-of-school suspensions increased from 9th to 10th grade. Second, intrinsic motivation in 9th grade was positively associated with GPA in two consecutive semesters—Spring of 9th grade and Fall of 10th grade, which may help students with higher intrinsic motivation offset previous GPA decline by small effect sizes. Third, intrinsic motivation was positively related to better school attendance in 10th grade, but the effect size was small. Our findings, however, indicate that intrinsic motivation’s associations with GPA and attendance were not wholly consistent. Finally, intrinsic motivation was negatively related to out-of-school suspension in 9th and 10th grades with moderate effect sizes.

A STUDY ON SOCIO ECONOMIC STATUS IN RELATION TO THEIR ACADEMIC ACHIEVEMENT AMONG HIGH SCHOOL STUDENTS

The main objective of this research is to study the level of socio-economic status of high school students in relation to their academic achievement. This study involves a survey method. The sample size of the study was 200 high school students who were selected through random sampling technique. The main hypotheses of the study are the level of socio-economic status among high school students in relation to their academic achievement. There is no significant difference between the mean score on the level of socio-economic status in relation to their academic achievement among high school students with respect to their demographic variables such as gender, school location, family types and birth order. The statistical procedures used in this study were; Mean, standard deviation, t test and F-test to analyze the data. Major findings of the study: i). The level of socio-economic status and academic achievement among high school students is above average. ii). Male high school students are significantly higher than female students in terms of socio-economic status and academic achievement. iii). Rural and urban high school students were found to be similar in level of socio-economic status in relation to their academic achievement. iv). Individual families of high school students have significantly higher socio-economic status relative to their academic achievement than joint families. v). Consequently, there is no significant difference in the level of socio-economic status among high school students with respect to their birth order in relation to their academic achievement. My conclusion is that the present study reveals that the level of socio-economic status and academic achievement among high school students is above average. KEYWORDS: Socio-Economic Status, Health Status, Environment, Academic Achievement, High School Students.

Contesting the boundaries of physics teaching: What it takes to transform physics education toward justice‐centered ends

AbstractThe underrepresentation of Black Americans in physics has been persistent for so long that it seems to have constrained physics educators' collective imagination when it comes to conceptualizing and pursuing equity in physics teaching and learning. Drawing on a teacher research study that foregrounds justice‐centered physics teaching, this article pushes past the “equity as access” narrative toward more expansive visions of equity and justice by reimagining physics education as a liberatory praxis. Accordingly, this study explores the complexities that emerged while expanding the boundaries of physics learning to embrace a justice‐centered curriculum through a Youth Participatory Science (YPS) project. Taught in the context of a freshman physics course at an urban public high school, this YPS project engaged students in designing solar energy systems for an African‐American community historically harmed by environmental racism. Critically evaluating curricular documents, I juxtaposed the traditional goals of physics learning with respect to definitions of community needs and assets. Simultaneously, I investigated the ways in which canonical physics knowledge dialectically interacts with interdisciplinary knowledge throughout the defining, investigating, and intervening phases of the YPS cycle. Throughout this process, I considered how physics learning provides opportunities to either reproduce or transform existing power relations within the sociopolitical and environmental schema of the community. The critical understandings constructed from this study frame what it takes to repurpose physics teaching and learning for environmental justice, specifically emphasizing the agentic pedagogical and curricular decisions teachers must negotiate to transform physics education for liberatory purposes.

Online teaching, gender differences and education outcomes: Evidence from Chinese urban high schools during the COVID-19

We examine the short- and medium-term impacts of online teaching during COVID-19 on the academic performance of high school freshmen, employing unique data from three high schools of different academic performance levels in Zhejiang Province, China. We find that relative to the cohort not affected by COVID-19 and experiencing no online teaching in their freshman year, online teaching had short-term negative effects on Chinese performance in the high-performing school and math performance in the mid-performing school but no significant effects on other tests and in the low-performing school. The negative effects disappeared eight months after students returned to traditional classroom teaching, and students in the high-performing school indeed experienced a significant positive effect in math performance. Moreover, following online teaching, girls in key classes in the high-performing school performed better in math in both the short and medium term, significantly narrowing the math performance gap with their male classmates, while boys in the low-performing school experienced significant declines in both Chinese and math in the medium term.

Comparison of Urban versus Industry Normative Values of Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT™).

mimic the normative data creation of ImPACT™ to examine the effect of socioeconomic status (SES) on ImPACT™ composite scores. A retrospective cross-sectional design analyzed completed computerized neuropsychological test data (ImPACT™) obtained to establish the baseline scores of cognitive function from males aged 13-15 years (n = 300) and 16-18 years (n = 331) from an urban high school system. Comparisons between baseline scores and normative ImPACT™ values were calculated utilizing t-tests with ImPACT™ composite scores serving as dependent variables. significant differences between age-dependent urban composite scores and ImPACT™ normative values for 13-15- and 16-18-year-olds were found for Composite Verbal Memory, Composite Visual Memory, Composite Motor and Composite Reaction Time (p < 0.01). Significant differences exist between urban high school athletes and ImPACT™-provided age-dependent normative scores, with urban participants performing below age-dependent normative values. These findings support establishing SES appropriate normative values when baseline test scores are not available for direct comparison in order to provide better evaluation and post-concussion management across diverse populations.

Learning about Confucian ecological ethics to promote education for sustainable development in Chinese secondary chemistry education

Abstract Incorporating cultural aspects into science education has recently been stressed in many non-Western societies. However, Chinese traditional cultures are rarely discussed in Chinese science classrooms. Hence, a teaching intervention integrating Confucian ecological ethics and education for sustainable development in secondary chemistry classrooms was designed, implemented online due to the COVID-19 pandemic, and analyzed. It focuses on discussing aspects of Confucian ecological ethics in the context of a lesson plan on the socio-scientific issue of plastic use. Sixty-five 10th-grade students from an urban key public high school in Beijing voluntarily attended this research. Based on the analysis of their feedback it is suggested that Confucian ecological ethics can improve students’ environmental awareness. Most students acknowledged that Confucian ecological ethics could promote Chinese sustainability-oriented chemistry education with a value-oriented approach.

Peer observation to foster collective teacher efficacy: teachers' perceptions about collegial visits

PurposeThis study explored teachers' perceptions of a specific, collaborative peer observation structure, collegial visits, and collegial visits' connection to collective teacher efficacy (CTE). The research question was: how do teachers perceive collegial visits, particularly with respect to their influence on CTE?Design/methodology/approachWithin this qualitative descriptive study, 13 K-12 educators from three northeastern USA schools (one urban high school and a suburban middle and elementary school) were interviewed individually and/or in a focus group.FindingsUtilizing social cognitive theory as a framework for analysis, the authors found a theme of a shift from uninformed to informed perceptions of the collective. Results demonstrated that collegial visits foster positive CTE beliefs.Practical implicationsSince collegial visits were found to increase participants' CTE, a construct others have associated with increased student achievement, school leaders should consider implementing collegial visits as a professional learning structure in their schools after considering their specific context.Originality/valueThough there has been recent scholarship connecting peer observations and CTE, there has been no research, to date, to examine the effect of the specific structure of collegial visits on CTE.

Understanding the Work of Professional Learning Communities for English Language Learner Teachers: Possibilities and Limitations From Two Urban High Schools

The collaboration and learning of high school English language learner (ELL) teachers is an overlooked aspect of policy and research regarding the opportunities and outcomes of emergent bilingual (EB) students. In order to better understand the work of ELL teachers, this study examined their participation in an important setting: the professional learning community (PLC), a space with potential for promoting more equitable student outcomes. Analysis of ELL teachers’ participation in PLCs at two urban high schools, and the topics addressed in PLC meetings, provides implications for teacher and student learning, and reinforces the significance of ELL teacher expertise.

Challenges Encountered by Grade 10 Teachers in Implementing Selective Learning for Enhancing Learning Interest in Rural Schools in South Africa

Given the existing teaching and learning challenges in South Africa’s Basic Education system, selective learning will likely encounter implementation challenges as a method of enhancing effective learning interest in schools. Teachers have identified ineffectiveness and negative attitudes as some of the curriculum’s implementation challenges in the past and present. Against this background, this study explored the challenges that Grade 10 teachers encounter when implementing selective learning in schools. A qualitative research methodology was adopted for the study through the grounded theory approach. It utilized grounded theory as a research design and interpretive paradigm to guide the researcher. Data was collected using semistructured interviews as a data collection instrument. The sample consisted of eight teachers as participants from rural and urban high schools in the Mangaung District in Free State Province in South Africa. The study adopted purposive sampling techniques to select participants. Participants were qualified and experienced teachers with teaching qualifications and more than two years of teaching experience. The data was analysed using thematic analysis as a method of analysis. The thematic results revealed that teachers experience various challenges in implementing selective learning to enhance effective learning interest among Grade 10 learners. These include lack of adaptation, confusion, lack of teachers’ training, and shortage of resources. This study concludes that selective learning could be a helpful tool for enhancing compelling learning interest in South African schools regardless of the implementation challenges. Keywords: Selective learning, Learning Interest, Grade 10 Teachers, Shortage of Resources, Grade 10 Learners

Information Without Guidance: Managing the College Search Process in Urban Schools

Despite high aspirations, many students do not complete postsecondary education. Some scholars advocate for providing more college information to increase enrollment and reduce attainment gaps but this approach overlooks what school counselors and students do with information. Based on interviews and participant observations drawn from 20 urban high schools, this study explores how counselors and students make use of online college information in postsecondary education guidance. The findings reveal that counselors feel students hold responsibility for many aspects of their college searches. Students easily find college information online but experience challenges in understanding it, which leaves them with unanswered questions. Abundant college information may enable counselors to adopt the role of managing the college search process instead of directly guiding students. Scaffolding, active engagement, and additional resources are needed to support counselors and students in college guidance.

PROFESSIONAL PREFERENCES OF URBAN AND RURAL HIGH SCHOOL STUDENTS: COMPARATIVE ANALYSIS

The actuality of the problem of professional preference defining and studying of high school students is increasing. This is due to the fact that the successfulness of a professional orientation work in schools is one of the important indicators of modernization of Kazakhstani education as a guarantee of future youth employment and competitive positions in labour market. Given article is devoted to the studying the professional preferences of urban and rural high school students. The aim of the research is determining factors, similarities and differences that affecting on professional preferences of urban and rural high school students. In theoretical part of the given article was made an overview of scientific conceptions of professional preferences of high school students. The empirical part shows the results of the research conducted by questionnaire method among students (N=270) of urban and rural high school students (Almaty city and Almaty region). The results of the research demonstrate that students of urban high schools apply independently career guidance and counselling institutions outside of school, as well as rural youth prefer only school career guidance activities. Psychological testing is the widely used form of professional orientation work in urban and rural schools. The main factors which were affected by changes in the professional preferences of urban youth are the demand for particular specialities in the labour market, as well as on students of rural schools affect of social ties. Rural youth don’t have a concrete position in choosing not only a profession, also a higher educational institution. The high level of remuneration is very important in future job as urban as rural youth. The results of the study can be used to develop recommendations and further improve the effectiveness of vocational guidance for young people in the education system.

Dietary Knowledge, Attitudes, and Behaviors Related to Obesity and Highly Underweight Among Urban Chinese High School Students: A Cross-Sectional Study.

This study aimed to identify dietary knowledge, attitudes, and behaviors related to obesity and highly underweight among urban Chinese high school students. Using the data of 403 high school students from a cross-sectional survey in 2022, multinomial logistic regression analysis was conducted with the body mass index as the objective variable (reference: normal weight), dietary knowledge, attitudes, and behaviors as the explanatory variables, adjusted for sex. Both obesity and highly underweight were most strongly related to incorrect dietary knowledge of desirable types of diets. Additionally, obesity was related to inappropriate dietary attitudes regarding the importance of diet, eating at irregular meal-times, and eating without chewing well, while highly underweight was related to picky eating and not having three meals per day, but not related to attitudes. The incorrect knowledge of desirable type of diet was related to both obesity and highly underweight, while other risk factors of knowledge, attitudes, and behaviors related to obesity or highly underweight differed respectively. These findings should be useful in examining effective nutrition education for urban Chinese high school students.

Assessment of Knowledge, Attitude, and Practice of Menstrual Hygiene among Adolescent Girls in Urban and Rural Schools of Belagavi - An Observational Study

Background Due to taboos and sociocultural constraints surrounding menstruation and menstrual practices teenage girls continue to be unaware of scientific facts and hygienic health practices about their periods which can result in adverse health effects in the future.Objective To compare menstrual hygiene among adolescent girls in urban and rural areas of Belagavi.Methods This observational survey study which included 100 young adolescent high school girls aged 12-16 years as per inclusion and exclusion criteria was carried out in rural and urban schools in Belagavi. Data were collected using a menstrual hygiene management survey questionnaire regarding the knowledge practice and attitude towards menstrual hygiene.Results This observational survey study revealed that awareness and hygiene practices during menstruation were quite low in rural adolescent high school girls compared to urban adolescent high school girls.Conclusion This study concludes that practice knowledge and attitude towards menstrual hygiene was higher among adolescent girls in urban schools as compared to rural adolescent girls.

Utility of education and educational aspiration of urban and rural high school students over the past 20 years: A historical comparative study based on three birth cohorts

Utility of education and educational aspiration of urban and rural high school students over the past 20 years: A historical comparative study based on three birth cohorts

Behaviors and attitudes concerning disposable masks and the environment: A D.C. high school case study

Disposable masks became increasingly prevalent during the COVID-19 pandemic resulting in their ubiquity in the environment. Looking back at the pandemic reveals how disposable masks that end up in our environment consistently and negatively impacted species’ health. Disposable masks shed microplastics, a microscopic form of synthetic material that can contain heavy metals and other hazardous chemicals, including endocrine disruptors, which have negative impacts on the health of humans and other species in the environment. This study explores the trends in disposable mask litter in the Northwest Washington, D.C. area, and behaviors and individual approaches to handling the disposal of masks by high school students. We conducted a study of mask litter in the Northwest D.C. area via a qualitative survey of D.C. high school students and a quantitative survey of mask usage among students. Additionally, we collected data on disposable mask litter in Northwest D.C. to quantify abundance in the region. Disposable masks found in the study area may contribute to some adverse ecological effects in the local community. This study contributes to the knowledge of mask litter, specifically on the mask disposal habits of an urban high school student body during the pandemic. We hypothesized that disposable mask litter resulted from individual actions due to a lack of awareness about environmental pollution. Our results showed that individual actions did play a large role in generating disposable mask litter. We aim to bring awareness of improper mask disposal and the associated environmental pollution to the forefront of students and residents of the D.C. area.

Revisiting the correlates of youth attitudes toward the police: The role of conservative and liberal crime ideology

Two fairly consistent findings in the attitudes toward the police research are: (1) White citizens hold more favorable attitudes than citizens of color and (2) youth, particularly African American youth, possess less favorable perceptions than adults. However, only recently have scholars begun to explore the impact of political ideology on youths' perceptions of law enforcement. Using data collected through a survey of urban high school students, the current study extends the prior research by exploring the role conservative and liberal crime ideologies play in explaining the attitudes of adolescents toward the police. The findings indicate that conservative crime ideology and, contrary to expectations, liberal crime ideology both have significant and positive relationships with attitudes toward the police. Other measures commonly found in the existing literature, such as race, negative police-initiated contact, and vicarious police conduct, remained significant after controlling for both types of crime ideology. As a result, in the future, scholars must include ideology when examining youth attitudes toward the police or risk misspecified models.

The Relationship between Vaping Cannabis and Frequency of Cannabis Use and Cannabis-Related Problems among Urban High School Students

Background: Vaping, including vaping cannabis, is increasing among adolescents. In this longitudinal study, we examined the relationship between vaping cannabis and frequency of cannabis use and related problems over 6 months among adolescents. Material and Methods: Data were from 233 participants (46.8% male, 93.1% African American, mean age = 16.4 years) reporting cannabis use. The Alcohol, Smoking and Substance Involvement Screening Test (ASSIST) assessed frequency of past 30-day cannabis use and cannabis-related problems at baseline, 3- and 6-months post-baseline. We used latent growth curve modeling to compare vaping to non-vaping adolescents on trends in cannabis use frequency and ASSIST cannabis scores. Results: Adolescents who vaped cannabis (11.7%) had higher past 30-day frequency (mean = 17.89 days, SD = 10.49) of cannabis use at baseline compared to adolescents who had not vaped (mean = 12.1 days, SD = 10.93), but reported a significantly sharper decline in frequency of cannabis use (b = −0.34, p = 0.017). A significantly steeper decrease existed in the mean cannabis ASSIST scores for the vaping group than for the non-vaping group (b = −0.34, p = 0.014). Mean ASSIST scores on the cannabis subscale between the two groups were significantly different at 6-month follow-up (Vape mean = 6.00, SD = 8.12 vs. Non-vape mean = 9.6, SD = 9.39; p < 0.021). Conclusions: In a sample of cannabis-using adolescents, adolescents with experience vaping cannabis, compared to adolescents without vaping experience, on average reported sharper decreases in frequency of cannabis use and cannabis-related problems such as health or social problems.

Implementing Project-Based Learning in Urban High School STEM Career Pathways

Project-based learning (PBL) holds promise for students in urban high schools by creating personalized, engaging, and relevant experiences that prepare students for post-secondary pathways. This exploratory study focused on understanding the implementation of PBL in an urban STEM high school that includes career pathways where students engage in work that reflects industry practices. Data revealed essential features of successful PBL, including ideas for supporting and implementing PBL in an urban high school that enrolls students from historically under-resourced communities. Findings highlight the value of PBL for supporting urban students as they explore their interests.

The Effect of a School Registered Nurse Intervention Program on Student Absenteeism

The purpose of this pilot study was to assess the impact of targeted registered nurse (RN) activities in schools with high absenteeism rates. This study employed an interventional design gauging the effect of RN interventions on absenteeism in an urban elementary, middle, and high school. No significant change in overall missed days was noted; however, a significant decrease in absence rates for students with chronic health conditions was observed. Common themes for missed days included illness, bullying, and drama at school. Conclusion: RNs can help identify and manage chronic health conditions in school-age children to reduce absenteeism.

Satisfaction of rural and urban high school students with the functioning of the general secondary education system

The modern system of Russian general education is in a state of permanent crisis. The thing is that during the transition from the Soviet educational system to modern educational standards, all the fundamental foundations of the educational process were changed, while the new standards did not receive due verification. As a result, modern educational standards and programs are regularly adjusted, shifting the vector of study from one direction of school subjects to another. In this case, the most vulnerable element in the educational system is the subject of the educational process – schoolchildren, especially high school students – persons studying from 9th to 11th grade. The existence of a crisis in the education system is confirmed by a wide range of educational services on the market, ranging from private tutors to online schools for preparing for the Unified State Exam. At first glance, there is nothing surprising in the fact that a high school student goes to classes with a tutor or studies at an online school – this will allow him to successfully pass the main state or unified state exam and enroll in a particular educational institution on a budget. But at the same time, this means the fact that the knowledge that is given to the student at school does not satisfy the educational needs of the student, namely the key request regarding the successful passing of the state exam.