Dissertations / Theses: 'Education, Higher. High school students'

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Williams, Kristen K. "From aspirations to access the role of place in the facilitators of and barriers to postsecondary education attendance /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/833.

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Barr, Denny Hayes. "High Academically Achieving Rural High School Students' Perceptions of the Influences on Their College Choice Decisions." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788082.

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Research on college choice decisions of high school students has increased over the past forty years but has generally centered on demographic characteristics such as race, gender, or socio-economic status of students. There has been little research on the influences on the college choice decisions of high academically achieving students from rural areas. Nationally, 27% of rural high school students attend four-year colleges, compared to 37% of students who come from urban or suburban areas. In addition, 73% of students choose to attend college within their home state. However, preliminary data from one rural school system in North Carolina showed that over a two-year period, 96.45% of students who attend high school in that county school system remained in the state of North Carolina for college. This data implies that rural high school students remain in state for college at a higher rate than students from urban and suburban areas and do not seek admission to highly prestigious colleges around the United States to which they may be attractive candidates for admission. Seven to nine students and the faculty member or members who works most closely with students during their college search were interviewed from one rural high school each in North Carolina, South Carolina, and Virginia to determine their perceptions of the influences on their college choice processes. Focus group sessions were held with the student participants at each of the high schools to insure the accuracy and understanding of data and to expand on themes identified during the coding of data. This study found that rural students face a variety of barriers in their college search processes. These barriers, both real and perceived, worked to lead rural students to choose in state colleges that were in proximity to their homes. Rural students and the high school faculty who work with them often work with incomplete or inaccurate information of the opportunities available to students outside of their own states of residence.

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McNeil-McDaniel, Arrickia. "Exploring students' decisions to attend an early college high school." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/67.

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This dissertation explores factors that play a role in students' decisions to attend one Northern California Early College High School (NCECHS). It also examines how students perceive their experiences of their decision after they have enrolled. The history of the public education has long been marked by an achievement gap between White and Asian students and students from other ethnic groups. In spite of efforts to address this issue, the gap continues to widen. Early College High Schools (ECHS's) are examples of reform models that are developed to support student achievement among undeserved groups. Without an understanding of the factors that influence student decisions to attend ECHS's and an understanding of the ways students perceive their experiences in such schools; administrators and teachers in these schools are left to more or less "guess" at the most effective ways to structure curriculum and instruction. A qualitative analysis was used to explore student perception and experiences. A survey asked students to share the primary factors that influenced their decision to attend NCECHS, instead of a traditional public school. Findings from this research suggest that the participant's perceived costs and benefits were based on both personal preferences and rational choices. Some aspects of the program that were especially pleasing to students included having the opportunity to earn a high school diploma, earn college credit and earn an associate's degree at the same time. Many students expressed dissatisfaction and anxiety with attending this ECHS. Frustration with the college enrollment process, prerequisites, heavy workloads, time management, fear of academic failure, relationships with instructors and disassociation from friends were also among the findings of this study.

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Dunnavant, Heather Elise. "High School Graduation Coaches| Supporting At-Risk High School Students." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720302.

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This study investigated the effectiveness of a new dropout prevention program, Project WALK, which was launched at a low-income high school in Missouri during the 2012-2013 school year. After examining alarming dropout statistics, Washington High School chose 40 students to participate in a new program, Project WALK, which was designed to use graduation coaches to improve at-risk students' performance. The program's six graduation coaches formed relationships with at-risk students, monitored student progress, and consistently communicated with parents, teachers, and school administrators about the at-risk students. The researcher, an administrator at the school, gathered quantitative data to measure the effects of the intervention and qualitative data to measure the perceptions of the students who participated. The quantitative data collected for this study enabled the researcher to assess whether the graduation coach had an effect on each student's attendance, discipline, and number of credits earned during the time of the intervention compared to other years the student was in high school. The researcher considered secondary data in order to compare students' performances before and after the intervention and thus to test for a correlation between a student's being paired with a graduation coach and student outcomes such as attendance, discipline, and number of credits earned. In addition to quantitative methods, the use of qualitative methods enabled the researcher to describe and analyze student perceptions of their experiences. Little is known about the perceived experiences of individual students who are considered to be at risk of dropping out of high school. Because qualitative data on this subject have been lacking, the qualitative component of the present study could lend greater insight into the effectiveness of interventions in students' lives. This study looked at 30 males, 10 females, 20 general education students, and 20 special education students. The results of this study indicated that the graduation coaches were beneficial in preventing dropouts, which suggests that the strategy of using graduation coaches is a promising one for serving at-risk students. These findings inform the work of educational specialists, practitioners, and school systems personnel who design interventions to help reduce the dropout rates in schools.

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Davis, Maria Salome E. "Dual enrollment| A correlational analysis of high-school students' participation and college persistence in Florida." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3648295.

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The purpose of this quantitative correlational study was to determine the relationship between dual enrollment (DE) participation and college persistence among 399 high-school students enrolled in the five campuses of a state college in southeastern Florida from Fall 2010 to Fall 2012 using archived student records. Multiple regression was used to examine the correlation between college persistence and DE credits earned, GPA earned in DE courses, and algebra grades and to determine which variable was the greatest predictor of college persistence. The results of the study indicated that there was a significant but small correlation between DE participation and college persistence. Using analysis of variance, the result showed that there was a significant difference between the college persistence of DE and non-DE students. DE students had a mean college persistence score higher than non-DE students. The results of the study using Pearson correlation also showed that there was no significant correlation between GPA earned in DE courses and college persistence. No significant correlation between algebra grades and college persistence was found. The most important result of this study indicated that there was a highly significant correlation between a student’s DE credits earned and his or her college persistence and the best predictor of college persistence was the DE credits earned. Based on these findings, more research is required to investigate how DE and non-DE students compare in terms of the relationship between the variables GPA, DE credits earned, algebra grades, and college persistence.

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Amador, Luis A. "Motivators and Demotivators of Dominican Immigrant High School ESL Students in Puerto Rico." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5601.

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The problem is that Dominican student immigrants enrolling in Puerto Rican high schools need to be English proficient and the English as second language program (ESL) is not effectively supporting these students to develop English proficiency to graduate from the target high school. The purpose of this qualitative case study was to understand the perceptions of Dominican immigrant ESL students regarding motivators and demotivators in ESL classes to develop English proficiency at the target site. Using Krashen's conceptual framework, students' perceptions of motivators and demotivators regarding ESL classes, and their suggestions for improving the ESL instruction were explored. A qualitative case study design, using purposeful sampling was used to collect data through semi structured one-on-one interviews from 8 ESL students who met the criteria of being a Dominican ESL student and being 18 years or older. Data were analyzed using ATLAS.ti 7. The findings indicated more time and instructional support was needed for ESL students to develop English proficiency and targeted professional development was needed for the ESL teachers. Themes emerging from the findings were that ESL teachers should (a) use motivators and specific instructional strategies, (b) be aware of demotivators, and that (c) additional instructional time was needed to improve students' English proficiency. A white paper with recommendations to improve ESL instruction developed to present to district stakeholders. The adoption of these recommendations will result in social change by strengthening ESL students' English and literacy support, leading to ESL students' academic success, high school graduation and opportunities to attend college or join the workforce.

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Chandler-Melton, Jamiyla. "Factors that Impact African American High School Equivalency (HSE) Students' Pursuit of Higher Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2474.

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African Americans account for a disproportionate percentage of students who pursue college education in comparison to European Americans. Indeed, a considerable number of African American High School Equivalency (HSE) students are not enrolling in college once they earn their HSE diploma. The purpose of this qualitative case study was to examine 3 African American HSE students' perceptions about factors that influenced their pursuit of higher education at the selected HSE study site. These 3 students were selected for their inclusion because of their ethnicity, enrollment in the HSE program, academic underpreparedness and lack of pursuit of higher education, and strong feelings to share about the phenomenon under study. The theoretical framework was based on Vygotsky's sociocultural theory of human learning. The research question focused on assessing African American HSE students' lack of pursuit of higher education. Semistructured focus group interview and individual interview data were thematically analyzed using open-coding. Findings revealed that participants believed the lack of high school credentials, family background, intrinsic motivation and educational values, sociocultural influences, teacher and peer influence, and socioeconomic factors impacted their pursuit of higher education. A professional development project was developed based on study findings to provide HSE educators with training on the HSE exam, Common Core State Standards, and best practices to enrich the academic achievement of African American HSE students at the study site. Results have implications for positive social change among African American HSE students by emphasizing the importance of higher education on educational, sociocultural, professional, and personal advancement.

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Hockersmith, Wendy. "Transition Experiences of First-Generation Students Enrolled in a High School to Community College Partnership Program." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076140.

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A significant issue facing high schools is preparing students for their transition to college. High school students who are the first in their family to attend college have more difficulties preparing for this transition. Studies have explored the transition experiences of first-generation college-going students participating in partnership programs, showing that not all program components strengthen the transition experience for this population (Domina & Ruzek, 2012; Jordan, 2006; Watt et al., 2008). Since participation in these programs may contribute to a successful transition experience, it is crucial to expand our understanding of how participation helps these students overcome the numerous challenges in the transition process (Barnett et al., 2012; Choy, 2001). This qualitative study involving interviews of 20 first-generation students examined how a district-level high school to community college readiness partnership program facilitated a successful transition from high school to community college for first-generation college-going students. The study drew on a conceptual framework involving cultural capital (Bourdieu & Passeron, 1977) beyond the “deficit” model (Ovink & Veazey, 2011), social capital (Coleman, 1988), and ecological systems theory (Bronfenbrenner, 1977). Participants described both partnership program components and individualized attention through human resource relationships as being pivotal contributors to their positive transition experience. Although participants stated that the partnership program addressed many barriers to support their successful transition to community college, their transition experience remained challenging at times. Participants shared that their parents’ inexperience with the college process gave them a feeling of “being on their own” during the transition from high school to community college. As a whole, however, participants stated that they had a successful high school to community college transition because the partnership program gave them the background knowledge they needed. In addition, participants shared that with guidance from the partnership program, they felt more prepared than they would have had they not participated in the partnership program. Based on participants’ transition experiences, this study offers a deeper understanding of the aspects of the partnership program that support a successful transition experience, with implications for existing and future programs, as well as policy.

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Varner, Edward Lee. "Why High School Students Participate in Band." Thesis, Concordia University Chicago, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640288.

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The purpose of this study was to examine the factors that motivate high school students to participate in school band. The relationships between music education, academic success, and social engagement in school were explored. A survey questionnaire and interview questions were used to generate response data from 45 high school band members. Data were gathered, coded, and analyzed using qualitative survey and structured interview design techniques. A systematic approach was used to create a viable narrative that, when added to existing literature, provided a better understanding of the topic for those decision makers struggling to find justifications for how and why band is an important option for high school students. Findings from this study support earlier research and provide a strong case for the claim that many students are intellectually, emotionally, expressively, and musically nurtured by membership in school band. Stress relief was a powerful theme throughout student responses and many students indicated that band was an important place where they were able to build their strongest support relationships. The information acquired from this study provided insight into student perceptions about the value of band participation from environmental, behavioral, and cognitive viewpoints and highlighted the importance of band as a social and emotional support space where students are able to find sanctuary from the stressors of their lives.

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Healy, James J. (James Joseph) 1953. "A case study of students entering an early college high school: Changes in academic behavior perceptions." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10457.

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xiii, 153 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. The purpose of this study was to learn more about the transition experiences of one group of high school students ( N = 75) as they began attending one alternative pathway: an Early College High School program on a community college campus. A four-part conceptual framework of college readiness provided a structure from which to explore the experiences of students in the college environment. One of the four framework areas--academic behaviors (self-management)--was the focus of this study. Data were collected by means of a pre-post survey, student interviews, and staff interviews in order to understand better the college readiness perceptions of the students, principally as evidenced by changes in their academic self-management behaviors. The survey data were organized into pre-post group comparisons and were reported in terms of descriptive statistics. The data from semi-structured interviews with participants provided additional insight into changes in the academic and social behaviors of the students. Results indicate that students' academic behaviors changed during the first term of college. Over the eight survey domains measured, mean scores generally increased moderately between the pre and post surveys in several domains associated with academic behaviors, with two key domains--self-awareness and learning habits (i.e., learning strategies/study habits)--showing the most growth. Additionally, student interview comments demonstrated changes at the end of their first term of ECHS in their study habits and in their ownership of their school efforts. The overall changes in students' academic behaviors imply that they learned new skills as a result of participation in the ECHS program. Committee in charge: David Conley, Chairperson, Educational Methodology, Policy, and Leadership; Philip McCullum, Member, Educational Methodology, Policy, and Leadership; Christopher Murray, Member, Special Education and Clinical Sciences; Jean Stockard, Outside Member, Planning Public Policy & Mgmt

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Adkins-Barlow, Vernita Lynn. "Effective Practices of High School Principals' Leadership in Developing Traditionally Underrepresented Students' Higher Education and Future Career Readiness." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638244.

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Political initiatives in response to government reports have focused on students? preparation for higher education and their future careers, and students fall short. School districts and school programs give attention to the application of instructional practices to ensure students? college and career preparation, providing professional development in various instructional methods that address Language Arts and Math skills development, and students fall short. Teachers work tirelessly to use instructional strategies that develop students? critical and computational thinking, communication, collaboration, and creative skills, and students fall short as research indicates that students entering higher education continue to require remedial classes before beginning their college degree programs. This qualitative study design?s purpose was to analyze the effective practices that early college high school principals employ that influence the academic achievement of students traditionally underrepresented in higher education. Thirteen (13) research participants? responses to leadership style, challenges, and solutions in program planning, development, and implementation with their recommendations yielded sixty themes of practices and strategies employed by early college high school principals. This study?s results corroborate the literature on effective educational leadership practices that affect student achievement and inform educational leadership practice for underrepresented student populations in higher education. Implications for further research address the academic needs of other underrepresented student populations in higher education, including students with moderate to severe educational needs, foster youth and homeless youth.

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Holland, Syreeta R. "A Qualitative Analysis of African-American High School Students' Transitioning from Middle School to High School in an Urban Private High School Setting." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751750.

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Research indicated the transition from eighth grade into ninth grade can be a difficult time for students. His Grace High School (HGHS) ninth grade students illustrated this difficulty. The purpose of this study was to examine African American student and parent perceptions regarding the transition process into high school. Currently, all students and parents at HGHS participate in a two-part orientation session to prepare and acclimate to the new school community and learning environments. Orientation sessions are facilitated by predominately African American staff members; however, the premise of the session was developed and implemented by Caucasian staff and faculty. Furthermore, the manner in which the information is developed and shared with the African American students and parents does not consider or address the cultural needs of African American parents and students. Critical Race Theory, CRT, was used to measure inequality in education. According to Hiraldo (1994) scholars have used CRT as a framework to analyze and critique educational research and practices. Critical Race Theory attempts to address the cultural needs and disparities of minority students when compared to students of the dominant race. The research questions provided additional information about the transition process and how the administration, faculty, staff, and school community can develop and implement a transition program that will assist both students and parents transitioning into HGHS. A qualitative analysis of the current transition process was conducted. Current freshmen students and parents completed surveys and participated in interviews about their experience with the transition process at HGHS.

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Guzel, Okan. "High School Students." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608863/index.pdf.

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The purposes of this study were to explore students&rsquo perceptions of the extent to which constructivist approaches are present in chemistry classes at high school level in Turkey, to assess students&rsquo perceptions of their chemistry teachers&rsquo communication behaviours in their classroom learning environments and to investigate the learning strategies of students in chemistry classes considering school type, gender, and grade level differences. In this study, the Constructivist Learning Environment Questionnaire (CLES), the Teacher Communication Behaviour v Questionnaire (TCBQ) and the Motivated Strategies for Learning Questionnaire (MSLQ) were used as measuring instruments. In addition, the questionnaires included some questions for demographic characteristics of participants. The study was conducted in conveniently selected two schools (private and public) in Ankara with a total of 994 ninth and tenth grade students in the second term of 2006-2007 semesters. Data obtained from the administration of measuring instruments by using the analysis of multivariate analysis of variance (MANOVA) The results of the study indicated that school type, gender and grade level of the students had significant effect on perception of classroom learning environment, teacher&rsquo communication behaviour and perceived use of learning strategies. For instance, students in private schools perceived their classroom-learning environment more constructivist than student in public school. In addition girls rated that, their learning environment and teachers&rsquo communication behaviours more favourably than did boys. The study also showed that students use rehearsal-learning strategy mostly in their chemistry classrooms.

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Chan, Wing-yun Winnie. "Education on the topic of genetically modified organisms in Hong Kong." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B43895177.

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Goodwin, Yvonne Allen. "Stopping but never letting go: A qualitative study of African American adult students pursuing high school completion." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.

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Stashek, Lindsay. "College students' perceptions of high school sexuality education." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005stashekl.pdf.

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Warner, Jane Moss. "Evaluation of the College Bound Summer Program for High School Students with Disabilities." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/29420.

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In the current education environment, students with disabilities may lack adequate transition planning in high school that may explain why these students often experience poor outcomes in higher education. The College Bound Summer Program was developed in 1999 as a supplement program within the state of Virginia to address transition issues and college success strategies for students with disabilities planning to attend college. The purpose of this qualitative study was to identify and assess the strengths and needs of College Bound. The intent of the evaluation is to provide data to guide the continuing development and improvement of the program. An adaptation of Schalock's (2001) outcome based evaluation model is utilized to provide a practical, problem-solving approach to gauge the quality and effectiveness of the program and to establish whether the program has produced its desired outcomes for participants. Sources of data included (a) interviews with 26 participants who attended the program in 1999, 2000, and 2001; and (b) extant documentation regarding program implementation. Data were analyzed qualitatively using constant comparative methods to derive findings that addressed eight categories related to College Bound's strengths and needs: (a) Learning Outcomes, (b) Experiencing On-Campus Living, (c) Attending Workshops, (d) Facilitating Personal Networks, (e) Marketing the Program, (f) Assessing Satisfaction, (g) Gathering Transition Information, and (h) Offering Suggestions. Findings from this evaluation suggest that the draw of College Bound for participants is concern regarding disability challenges in higher education. The data suggest that both parents and students are anxious about attending college and meeting the challenges of the collegiate environment. College Bound appears to be meeting the needs of the participants with programmatic strength in the following areas: (a) developing self-advocacy; (b) accessing college support services, and (c) networking with other participants, and (d) interacting with successful college students with disabilities. Ed. D.

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Garcia, Mayra. "College preparedness program for high school students in South Los Angeles, California| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1584933.

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The purpose of this project was to write a grant proposal to develop and fund a College Preparedness Program to educate students in South Los Angeles about college requirements, process and resources. An extensive literature review was conducted in order to examine the risk factors implementing college attendance for students in South Los Angeles and strategies utilized in the past to increase college enrollment. The Annenberg Foundation was selected as the funder for this program. The proposed program would be offered to high school students enrolled at Youth Opportunities High School, located in the community of Watts in south Los Angeles. If funded, the program will aid students with college planning, preparedness and workshops. The overall goal of this program will be to increase high school students' knowledge about college, provide guidance and support to increase college enrollment. The actual submission and/or funding of this grant was not a requirement for the successful completion of the project.

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Jutrakul, R. (Rada). "Self-regulated learning:key strategies of high-achieving high school students." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201801131074.

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This study identified the key strategies of Self-Regulated Learning (SRL) from High Academic achievers among high-school students between Grade 9 to Grade 11 in Language Arts (English)class (N = 46). These High Achievers in Language Art were discovered through their high scores on the Motivated Strategies for Learning Questionnaires (MSLQ) and there school average grade of the class. Students were first requested to fill out the MSLQ questionnaire based solely on how they think and feel about themselves in learning situations. They were made aware that results of the questionnaire would be anonymously revealed for the purpose of the study and that it wouldn’t affect their grades. As for the interview, students were briefed beforehand about what they will do and some basic knowledge was established before the interviews occurred to ensure optimal data. The results of the MSLQ was first compared and evaluated in conjunction with the students’ scores for their Language Arts class. The Self-Regulated Learning Interview Schedule (SRLIS) was later used to obtain information on SRL strategies used and their frequencies in different contexts from the selected group (N=9). The findings of this study suggested that there is no direct correlation between the MSLQ results and the Language Arts (L.A.) subject grades score, but that there is a relationship between the specific Self-regulation skills to the L.A grade scores. Furthermore, Goal-setting and planning were reported to be the most used strategies among high achieving students. This suggests goal-setting and planning might be one of the keys to success in academic areas. The empirical findings of this study supported many theoretical aspects of SRL. Towards the end of the studies, the implementations for teaching practice and suggestions (in addition to future research directions) were discussed to further increase the understanding of teaching methodology.

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Williams, Logan Bruns. "College knowledge: Addressing college with middle school students." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/73.

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Obtainment of a college education has been a prevalent issue in America for decades. Much research has been performed to support the claim that college access is important in high school. A recent report from the US Department of Education indicates that only 59% of students graduate from high school, and only 29% of high school graduates successfully complete college. Failure of students to enroll in college and the tendency of students to enroll but fail to complete college can be attributed to a lack of college readiness resources. This begs the following question: is high school too late to begin thinking about college? The purpose of this study is to explore the affect of attending a college awareness program for middle school students during the summer prior to entering high school and the impact it has on students’ use of social capital in high school and expectations for attending college. A multiple case study was employed to examine how students use social capital in their freshman year of high school as a result of attending a college awareness program. Three themes emerged from this study: 1) students expand existing networks to meet their needs, 2) students’ college awareness precedes taking action, and 3) the family plays a role in college readiness.

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Daniel, Alisa S. "Transitioning High School Students between Psychiatric Hospitalization and the Public School Setting| The Student Perspective." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10842499.

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Transitioning High School Students from Psychiatric Hospitalization into the Public School Setting: The Student Perspective There is evidence to suggest that connectedness to parent, school, and peers influences the student transition between psychiatric hospitalization and public high school (Millings et al., 2012; Murnaghan et al., 2014; Oldfield et al., 2016, Waters et al., 2014; Vaz et al., 2014). Exploring the student perspective of transition revealed practices and connections that strongly influenced the transition experience. The purpose of this study was to understand the experiences of high school students who transition between psychiatric hospitalization and the public high school setting, and the supports they perceived to exist during the transition process, if any. An interpretive qualitative design was considered the most appropriate methodology to understand the retrospective student perspective of the transition between settings (Merriam, 2009). Structured and semi- structured interviews were conducted with ten young adults from three counties in one state. The theoretical framework for this study was complexity theory, which allowed a variety of outcomes to evolve from similar experiences. The conceptual framework included the concepts of stigma, academic and emotional supports, and connectedness to school, parents, and peers. Findings from the data analysis revealed three themes: (a) Participants felt little connection to school, family, or peers before hospitalization, which influenced perceptions of the transition experience; (b) Participants perceived a lack of academic support during the transition between hospital and high school; and (c) Participants perceived a lack of emotional support during the transition between hospital and high school. This study expanded the literature by providing the student voice to the discourse regarding transition between psychiatric hospitalization and public high school. It is vital for district and school leaders to understand how to support students when they transition between psychiatric hospital and public school in order for them to successfully reintegrate into school and meet their academic potential.

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Artman, Vickie. "DUAL CREDIT AND DUAL ENROLLMENT: AN ANALYSIS OF THE EXPERIENCES OF HIGH SCHOOL STUDENTS THAT COMPLETED HIGH SCHOOL WITH A DUAL DEGREE." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1336.

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This particularistic qualitative study examined the perceptions of 18 students’ dual credit experience and the viewpoints of three administrators. While limited in scope, this study makes an important contribution to what is currently known about dual credit experiences from students that have graduated with a dual degree at the completion of high school. Primary data collection occurred through individual interviews with the students and with the administrators. Nine themes were identified from the qualitative analysis of the students’ interview responses and 10 themes were identified from analysis of the administrators interview responses. Student themes related to influence, the dual credit experience, student decisions/choices, value, desire to continue, dual credit concerns, advice to high school students, and the top three advantages to a dual credit program. The student participants reported that, while the dual credit experience had been challenging, the program resulted in positive educational outcomes, time savings, cost savings, and access to college courses. Administrator themes related to the dual credit enrollment process, influence, the student experience, support systems, student choice, outcomes of acquiring a dual degree, impact of dual degree status on pursuit of higher education, degree completion, advice for dual credit students, and the future of dual credit programs. While the three administrator participants valued the dual credit program, each provided a unique view of the program. The findings from this study may help to improve future dual credit experiences for the students and help to create a favorable relationship between the community college and high school. Conclusions drawn from the findings were reported. Implications for policy, research, and practice were identified. Recommendations were made for further research.

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Hui, Nga-man Jasmine. "Sex education programme in a catholic boys' school." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37261071.

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Fisk, Amy. "An Examination of Transition Planning Practices in High School and College Outcomes for Students with Disabilities." Thesis, Alfred University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10980790.

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Research indicates that the trend of students with disabilities choosing to attend college is continually increasing. However, research also suggests that this population may be ill prepared to meet the increased academic demands and level of independence needed at the college level. Research in the field indicates that high schools may not be engaging in practices that are aligned with the transition-planning mandates of the Individuals with Disabilities Education Improvement Act (2004). The current study explored the extent to which high schools are compliant with IDEIA (2004), and are engaging in best practices in transition planning for college-bound students. Results showed that students who had transition plans with a greater level of compliance and college-specific best practices had higher grade point averages. These results have implications for stakeholders at the secondary level in assessing quality of transition planning to promote positive outcomes for students with disabilities pursuing postsecondary education.

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Smith, Beverley R. "Gifted Students' Perceptions of High School Transition." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/194.

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This study examined the perceptions of gifted middle school students who attended one of two middle school gifted service options as they transitioned into high school. Gifted middle school students from either a center-based gifted service option or a school-based gifted service option from middle schools in a suburban district in Central Virginia participated in the study. Participants who had completed three consecutive years within the gifted service option were purposively selected for the study. Students completed a pre-transition survey at the end of their eighth grade year and a post-transition survey early in their ninth grade year. The survey asked students to identify their high school program choice and provide a reason for their choice in order to establish high school program choice trends among the different gifted service options. The surveys also assessed the differences in the students’ perceptions of the transition from middle school into the chosen high school as it pertains to academic, organizational, and social constructs of the high school program. Students from the center-based gifted program were more likely to choose to attend one of the regional Governor’s schools, and chose to do so because of personal interest and the perception of academic rigor. The students from the school-based gifted service options were more likely to choose to attend one of the district’s specialty centers, and chose to do so because of personal interest and parental encouragement. Prior to transitioning into high school, both the center-based gifted and the school based gifted students had high perceptions of the grades they earned. However, after transitioning into high school, only the center-based gifted students continued to have a high perception of grades earned. Prior to the transition into high school the center-based gifted students had higher perceptions of the academic, organizational, and social constructs. Differences were not found among the post-transition perceptions of the academic, organizational, and social constructs between the two gifted middle school groups; however, the extremely small sample size of the post-transition survey may have impacted these results.

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Slone, Michael J. "Supporting Students| The Role of High School Athletics." Thesis, Alliant International University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816019.

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The majority of American high school students compete in school sponsored athletics (NCES, 2017; NFSH, 2017). Therefore, it is important for students, parents, educators and other pediatric professionals to be aware of the benefits and costs of participation. High schools and their associations are also often put in a position of determining what, if any, academic requirements should exist for athletic eligibility. This paper provides a thorough literature review of more than sixty references related to the benefits, costs, eligibility standards and legal issues associated with high school athletic participation. In addition, to gather and analyze input directly from the classrooms and playing fields, a novel survey on the topic was conducted with more than 130 high school employees at various high schools in Northern California, including teachers, coaches, athletic directors, administrators, psychologists, counselors and other staff. Findings from the literature and survey overwhelmingly support the immediate and long-term academic, occupational, social-emotional and health benefits of high school sports. More controversial, however, is suspending athletic participation for students who do not meet academic requirements. The author explores this issue taking into account the proven benefits of high school sports, procedural and legal concerns, and best practices for students. In particular, the effects are considered by gender, race, English-language status, socio-economic status and students with disabilities. Conclusions and recommendations are provided to assist stakeholders in understanding the role of high school athletics and developing fair and appropriate procedures and interventions for supporting all student-athletes.

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Smith, Sonya K. "Understanding the educational and familial context of the successful college choice process for urban high school students." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3647118.

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This qualitative case study utilized Swail's Integrated Model of Student Success to discover how the structures, practices, and discourses at an urban charter high school affected the college aspirations and decisions of students of color from low-income households who matriculated to four-year institutions immediately after high school. This discovery took place by exploring the influence of educational and familial resources and support on students' college choice process and how students experienced and used these resources and support to successfully navigate the transition to college. Data for this study included pre- and post-matriculation interviews with eight low-income students of color who graduated from an urban charter high school after four years of attendance and immediately enrolled in a four-year institution. Data also included interview transcripts from students' parents, six of their teachers, and their counselor and principal. Findings from this study revealed that, for the most part, educational and familial resources and support were complementary and facilitated students' progression through the college choice continuum. The school's college-going culture reinforced students' predispositions toward postsecondary education. High quality instruction in rigorous college-preparatory classes and caring, supportive relationships with teachers and other school personnel helped students remain on track for four-year admissions. Students who were on track for four-year admissions were provided more extensive college planning resources that facilitated their college searches and choices. Parents encouraged their children to pursue postsecondary education at four-year institutions because of the financial benefits. The majority of parents were not high school graduates, but all were willing to provide whatever financial and emotional support they could to ensure that their children fulfilled their educational goals. These findings suggest the need for a national policy mandating a college preparatory curriculum for all students and for schools to provide college planning resources that complement those provided in the home so all students have an equal opportunity to reap the benefits of a four-year postsecondary education.

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Mert, Ozge. "High School Students&#039." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605275/index.pdf.

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The purpose of the study was to investigate the high school students&#039 beliefs about mathematics and the teaching of mathematics. The study was conducted in Ankara with 425 tenth-grade students enrolled to general, Anatolian, foreign language and vocational high schools. Two measuring instruments were utilized: 1.Beliefs about Mathematics Scale (BaMS) 2.Beliefs about the Teaching of Mathematics Scale (BTMS). The validity and reliability of these scales were tested. The design of the present research is a casual-comparative study. The hypotheses of the present study were tested by using multivariate analysis of variance at the significance level 0.05. The results of the study indicated that:1. There are statistically significant differences among the mean scores of students enrolled to different kinds of high schools with respect to beliefs about mathematics and beliefs about the teaching of mathematics 2. There are statistically significant mean differences among students who have different mathematics achievement levels in terms of beliefs about mathematics and beliefs about the teaching of mathematics 3. There are statistically significant mean differences among students who are in different branches in terms of beliefs about mathematics and beliefs about the teaching of mathematics 4.There is no statistically significant mean difference between the male and female students on beliefs about mathematics. On the other hand, there is statistically significant mean difference between the male and female students on beliefs about the teaching of mathematics in the favor of female students.

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Reidel, Jon. "An Examination of the College Decision-Making Process of High School Students in Rural Vermont: A Cross-Case Analysis." ScholarWorks @ UVM, 2018. https://scholarworks.uvm.edu/graddis/908.

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Earning a college degree has been shown to have a number of positive socioeconomic impacts on individuals and society as a whole. Although researchers acknowledge that the decision to attend college is a complex process involving multiple factors, studies have focused primarily on individual reasons as part of a linear college choice paradigm. Individual obstacles to college attendance that consistently emerge in this strand of research include academic preparation, socioeconomic status, cost, family background, parental influence, motivation, and guidance counselor support (Harris & Halpin, 2002). College attendance rates are particularly low among students living in rural areas. Nationwide, only 59 percent of students from rural America choose to attend college, compared to 62 percent of their urban counterparts and 67 percent of students from suburban areas. (National Student Clearinghouse, 2015). The purpose of this study was to examine the college decision-making process of high school students in rural Vermont to better understand why fewer than 61 percent choose to attend college, despite more than 90 percent aspiring to do so at some point during their K-12 academic career (VSAC, 2016). A qualitative ethnographic case study approach was used to provide a unique student-focused perspective on the complexities of the college-decision making process as they go through it during their senior year of high school. A series of in-depth interviews were conducted with 10 students at two rural high schools throughout their senior year as they wrestled with an influx of information from multiple sources creating a series of pushes and pulls from guidance counselors, family members and friends with varying motives. Individual case study analyses were conducted on the following three groups of students based on their level of commitment to attend college at the start of their senior year: College Confident, College Considering and College Conflicted. A cross-case analysis of those three groups was also conducted. The result is a detailed account of how students in each group internalized and acted upon new information about their post-secondary plans, which depended heavily on when they received it, who they received it from and its quality. In most cases, the experience proved to be a frustrating, convoluted process that waxed and waned with each new piece of information. Ultimately, students made final college-going decisions based heavily on a combination of information that was not always accurate, sometimes misleading, and on the advice of at least one parent they perceived as having their best interest in mind.

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Lake, Johnny A. "Constructing Success for Black Students in Suburban High School." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11526.

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x, 138 p. : ill. (some col.) Considerable literature supports that teachers are important to student achievement, but few studies have assessed the student voice to determine what specific teacher behaviors and interactions affect achievement. This study is a secondary analysis of existing data from a local implementation of a national survey of student appraisals of teacher-student relationships, school experiences and their impacts on achievement. Data were analyzed to explore differences in perceptions for White and Black students, for higher- and lower-performing Black students and for Black males and females who attend suburban, high SES, high-performing, predominantly White high schools. Findings indicate an achievement gap between Black and White students, Black higher- and lower-performing and Black male and female students in predominantly White high schools. Students' perceptions of specific teacher interactions, school experiences and achievement differed and were impacted by race and gender effects, but more positive appraisals of student-teacher interactions and school experiences were positively related to improved achievement for all students. Committee in charge: Dr. Charles Martinez, Co-Chair; Dr. Gerald Tindal, Co-Chair; Dr. Scott Pratt, Member; Dr. Gerald L. Rosiek, Member

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Mitchell, Karissa Joan Sywulka. "School Supports for Chinese International Students in American Christian High Schools." Thesis, Biola University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13424738.

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Over the last decade, many Christian high schools in the United States have been adapting to an exponential increase of Chinese international students. Chinese families have shown increased interest and ability to send their teenage students to American high schools. Public high schools can only host an international student for a year, but private high schools can enroll the students multiple years. There have been few educational research studies for private high schools to refer to if they wanted to read research that would directly aid them in creating supports for their increasing amount of Chinese international students. This study’s purpose was to explore what school supports Chinese international secondary students attending Christian high schools in the United States perceived to be effective. Three Christian high schools in California participated, with a total of 23 Chinese international students completing a questionnaire in which they rated existing schools supports and answered open-ended questions. The students showed overall satisfaction with existing schools supports, while also having many ideas for improvement. The students rated the following supports most highly: opportunities to be in service projects, the performing arts, the opportunity to learn about the Bible in club meetings and camps, teachers providing help for international students, and connection with international student alumni. Students voiced that they strongly desired help building stronger connections with local students, more academic support, and more culturally appropriate food.

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Licea, Oliva. "A college readiness program for low-income, racial and ethnic minority high school students| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1584938.

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Low-income racial and ethnic minority high school students encounter barriers which prevent them from attaining post-secondary education. The barriers include insufficient parental and school support, lack of motivation and self-confidence, socioeconomic status, lack of social capital in high schools and colleges, and inadequate or insufficient resources. Previous research identified college readiness programs as a way to promote academic success and college attainment for low-income racial and ethnic minority high school students. The purpose of this thesis project was to write a grant proposal to secure funding for a college readiness program for low-income racial and ethnic minority students enrolled in Hawthorne high schools in Hawthorne, California. The purpose of the proposed program is to strengthen students' academic and personal skills and provided resources that enabled students to complete high school and move onto post-secondary education. Research on existing college readiness programs was used for the development of this proposed program. The submission and funding of this grant project was not required for the successful completion of this project.

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Classen, Nicole M. "High school students' academic achievement and their mothers' attitudes and level of education /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131400050.pdf.

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Lo, Shun-kwong. "Quality education in physical education : Hong kong secondary students' perception on qualities of physical education teachers /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B22277766.

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Guan, Jianmin. "Achievement goals among high school students in physical education." Texas A&M University, 2004. http://hdl.handle.net/1969.1/2779.

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Achievement goal research in physical education (PE) settings relies heavily on the traditional dichotomous achievement goal framework. Few studies use the trichotomous or 2*2 achievement goal model to explore and examine high school students?? achievement goals and behaviors in PE settings. Additionally, few studies to date have examined social and achievement goals simultaneously for high school students in PE settings. The purposes of this study were to: (1) examine whether the trichotomous and 2*2 achievement goal models reported in university undergraduate classrooms are appropriate in high school PE classes and (2) examine achievement goals and social goals simultaneously to see how they impact students?? persistence/effort toward physical education. The results revealed that the 2*2 model is appropriate for high school students in PE settings and provides a better fit to the data than the trichotomous model. The results also revealed that social responsibility goals represent the greatest contributor to students?? persistence/effort toward physical education. This is followed by masteryapproach goals, mastery-avoidance goals, and performance-approach goals. Performance-avoidance goals and social relationship goals did not significantly affect students?? persistence/effort toward physical education. Based on the findings, we advocate using both achievement and social goals when examining student motivation and achievement in high school physical education.

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Young, Robert D. "Exploring the ethical mindset of students." Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.088-0146.

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Mosely, Rebecca J. "Understanding the College Choice Process of Students Enrolled in an Early College High School." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1479055978121282.

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Thomas, Crescentia Fatima. "Peer mentorship and cultural capital among high school students." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/55.

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Peer mentorship and school connectedness was reviewed here through social capital and cultural capital lenses. The relationship has been interwoven to create an idea of how to shape an environment which can foster cohesiveness among students. Peer mentorship has been indicated as a significant contribution to cross-aged grade levels with the improvement in attendance, behavior, social activities, and school awareness—which are encompassed in the term, school connectedness. In regards to college access and college knowledge, peer mentorship here, assists with the transfer of social capital and cultural capital. Students were able to develop relationships and gain knowledge passed on from mentors regarding how to better their chances of attending a higher education institution. Social capital, the number of people and networks a certain individual maintains, can affect the information a person receives and amount of social status a student brings into the classroom. Cultural capital, the wealth of information and knowledge of the arts and experiences, can be obtained through connections. Social capital and cultural capital are instrumental and interrelated factors of social status, as referenced by many sociologists and educational researchers. In this study, peer mentorship was used to foster social capital and cultural capital to create interrelationships among participants of a college-preparatory program. It is imperative to utilize this program and develop an environment which imparts information regarding college. Employment of cross-age mentorship to increase communication between peers and mentors assisted in relationship development while building a desire for the mentees to learn more about higher education. Keywords: peer mentorship, social capital, cultural capital, collaboration, college knowledge, college access

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39

Jantz, Carrie. "Transition programs for new high school students." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/CJantzPartI2006.pdf.

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40

Loiselle, Catherine. "Higher levels of self-reported quality of student life predict a lower risk for high school dropout among seventh-grade students." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114547.

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High school dropout is a national concern, which often leads to long-term adverse consequences. For example, students who drop out of high school are more likely than those with higher levels of educational attainment to be living in poverty, to be in need of public assistance, and to be incarcerated. Most research focuses on individual and contextual (unalterable) factors associated with dropout instead of focusing on factors that are more responsive to change such as the quality of student life (QOSL). The purpose of this study was to better understand how quality of student life, as measured by four sub-scales of a QOSL questionnaire (i.e., satisfaction, well-being, social belonging & empowerment/control), may predict risk for high school dropout. More specifically, this study assessed risk for dropout and QOSL in 34 students in 7th grade aged 11 to 13 years who were attending a school in Southern Québec, Canada. The results indicate that the potential risk for dropout decreases as students report greater levels of overall QOSL. More specifically, satisfaction and well-being (components of QOSL) were found to contribute the most to the potential risk for dropout. Additionally, students with higher socio-economic status (SES) reported greater levels of QOSL and lower risk for dropout. This study lends support to the idea that even at a high school level, administrators and teachers can make changes in their policies and practices that improve QOSL and increases the likelihood that students will earn their high school diploma. Le taux de décrochage scolaire élevé est une préoccupation nationale et laisse souvent les individus dans une position désavantageuse. Par exemple, les décrocheurs du secondaire sont plus susceptibles que ceux ayant des niveaux plus élevés de scolarité de vivre dans la pauvreté, à avoir besoin d'aide sociale, et d'être incarcérés. La plupart des recherches se concentre sur les facteurs individuels et contextuels (moins malléable) associés à l'abandon au lieu de se concentrer sur les facteurs qui sont plus réactifs aux changements tels que la qualité de la vie étudiante. Le but de cette étude était de mieux comprendre comment la qualité de la vie étudiante (QDVE), telle que mesurée par quatre sous-échelles du questionnaire QDVE (e.g. satisfaction, le bien-être, l'appartenance sociale et l'auto-détermination/contrôle) peut prédire le risque de décrochage scolaire. Plus précisément, cette étude a utilisé une conception transversale qui a évalué le risque de décrochage et QDVE sur 34 élèves dans un secondaire I, âgés entre 11 à 13 ans qui fréquentaient une école dans le sud du Québec, Canada. Les résultats indiquent que le potentiel risque de décrochage diminue à mesure que leur qualité de vie étudiante augmente. Plus précisément, la satisfaction et le bien-être (composants de QDVE) ont été trouvés à contribuer le plus au risque de décrochage. En outre, les étudiants ayant une situation socio-économique (SSE) plus haute ont rapporté des niveaux plus élevés de QDVE et une réduction de risque de décrochage. La recherche fournit des preuves de la valeur de l'emploi des caractéristiques de QDVE dans un contexte scolaire afin d'améliorer les taux de décrochage. Cette étude apporte soutien à l'idée que, même à un niveau secondaire, les administrateurs et les enseignants peuvent apporter des changements aux niveaux de leurs politiques ainsi que leurs pratiques qui améliorent la QDVE et pourrait augmenter la probabilité que les étudiants obtiennent leur diplôme d'études secondaires

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Fisher, Mary Etta. "A Comparison of the Academic Performance of Students with General Educational Development Credentials and High School Diplomas at a Selected Community College." FIU Digital Commons, 1999. http://digitalcommons.fiu.edu/etd/3345.

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This study compared the performance of students who earned GED credentials in Florida with that of graduates of Florida high schools, when members of both groups enrolled for the first time in fall 1992 at an urban multicultural community college in south Florida. GED’s and HSD’s were matched on gender, race, age range, placement levels, and enrollment in college preparatory courses (reading, English, mathematics). The paired samples t-test compared course grades, first semester GPA, and total college GPA for the groups and subgroups of matched students at a probability level of .05. The McNemar test compared how many students in each group and subgroup re-enrolled for a second and third term, or ever; how many were placed on special academic status during their college enrollment; and how many graduated within 16 semesters. Differences between groups were found only for placement on probation,- with HSD’s on probation in significantly higher proportion than GED’s. Additional findings among subgroups revealed that male and Caucasian HSD subjects earned higher math grades than their GED counterparts. Male HSD’s were more likely than male GED’s to return to the college at some point after the first term. However, male HSD’s were placed on probation in greater proportion than the GED’s with whom they were matched. Female GED’s earned higher English grades and higher first semester and cumulative GPA’s and returned to the college in greater proportion than their HSD counterparts. Black GED’s earned higher first-semester GPA’s, re-enrolled in terms 2 and 3 and graduated from the college in higher percentages than Black HDS’s. Black HSD’s were placed on probation in higher proportion than Black GED’s. Lastly, greater percentages of HSD than GED subjects in the lowest age range (16-19) were placed on probation. Results connected to the performance of Black GED subjects are likely to have been affected by the fact that 50% of Black study subjects had been born in Jamaica. The place of the GED in the constellation of methods for earning credit by examination is explored, future implications are discussed, and further study is recommended.

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Stearns, Jo Ellen Harris. "Assessment of characteristics of creative high school students /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487861396023995.

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Reeves, Cynthia. "HIGH STANDARDS FOR ALL STUDENTS? THE KENTUCKY EDUCATION REFORM ACT AND IMMIGRANT HIGH SCHOOL STUDENTS." Lexington, Ky. : [University of Kentucky Libraries], 2004. http://lib.uky.edu/ETD/ukyanth2004d00170/CRdis.pdf.

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Thesis (Ph. D.)--University of Kentucky, 2004. Title from document title page (viewed Jan. 6, 2005). Document formatted into pages; contains ix, 224p. : ill. Includes abstract and vita. Includes bibliographical references (p. 200-220).

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Lo, Xiong A. "Hmong high school students' attitudes and aspirations toward education." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998lox.pdf.

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Perez, Consuela. "Developing a Multicontextual Model of High Schools whose Students Participate in Financial Aid Preparation Services: Family, School, and Community Level Effects." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505152/.

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The purpose of this quantitative secondary data analysis was to examine the effect of family, school, and community context on high schools whose students participate in financial aid preparation services. Data from the High School Longitudinal Study of 2009 were analyzed to answer the two research questions using Perna's conceptual model of college enrollment behaviors that explores how students gain and utilize information about financial aid and college prices. Descriptive statistics were used to determine the extent of high school participation in financial aid services. The results indicated a varying degree of these interventions being offered at high schools ranging from 22% to 52%. Schools sending students reminders of FAFSA deadlines (52%) and disseminating flyers/pamphlets on financial aid (50%) were the only two interventions that had a slight majority of schools participating. Multiple regression was used to determine if a relationship existed between the outcome variable (participation in financial aid preparation services) and several family context and school context predictor variables for eight financial aid interventions. Results revealed school context variables as the best predictors of the outcome variable. Counselor caseload and school control were the most effective in predicting high school participation in the eight financial aid preparation services, though these greatly differed according to the type of intervention. Findings provide potential implications for research and practice, including highlighting ways in which K-12 and higher education can coordinate.

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Grieve, Kimberly Ann. "Urban African American Male High School Students’ Educational Aspirations for College and the Influence of Family, School, and Peers." University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1258735643.

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Chairez, Maria J. "The mobility strategies of successful Hispanic high school students." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/2810.

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The purpose of the study was to identify and analyze strategies used by successful, goal-oriented Hispanic high school students. This study sought to suggest ways that school personnel can be more deliberate and effective in promoting these strategies to increase the number of Hispanic students attending college. It sought to explore the impact of social class, income, and teacher expectations on mobility for Hispanic high school students. A survey was conducted on one hundred twenty-one Hispanic high school students who attended the 1988 Chicano Latino Youth Leadership Conference. Interviews used a retrospective format. The overall approach for the study was ethnographic, since it provided greater opportunity to generate observations. Ogbu's (1986) minority typology identifying minorities as caste, immigrant, or autonomous was adapted and used to analyze and explain variations in the sample. The study identified four dominant themes that were mobility strategies for these students. The first strategy was shared values, i.e. believing that success was possible for them and that education was a means to obtaining that success. Second, the students all identified a period of time when they made their decision to achieve. For the lower income and lower class student, school personnel had a major impact on this decision to achieve. Last, these students all had strategies for avoiding distractions and managing the demands of school life that enabled them to stay focused on their goal. The study found that class, culture, and school do affect mobility. The lower the class and income, the more difficult the mobility process. The minority typology adopted in this study was useful for describing within group differences among Hispanics. Autonomous students are those whose parents' education and family income levels are in the middle to upper class range. Immigrant students are foreign born or have foreign born parents, and income levels range in the lower to middle class range. Caste students are born in the United States and parents' education and income levels are underclass or lower class. Teachers and counselors need to be aware of the critical importance they have in the lives of caste students. Caste students are the most at-risk of not having a challenging curriculum nor mentors who hold high expectations for their learning potential. They can be influenced by positive teacher expectations, such as high track placement, and mentoring relationships. In addition, community leaders and parents must step in and promote high academic standards for Hispanics, especially when peer pressure not to excel in school exists.

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Duesterhoeft, Kristin. "An Exploration of College Attitudes among Sioux Falls High School Students." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862875/.

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Since the recession of 2008, there has been an increased scrutiny of higher education, with little research done on how this affects high school students' college search process. This study seeks to understand how college perceptions are formed and how they affect the college decision process of high school students in Sioux Falls, South Dakota. In order to gain a holistic perspective of this process, this study utilized a mixed method approach of analyzing public data, conducting interviews with community members and students, conducting a focus group with high school guidance counselors, and administering a survey to high school students. This study found that students in this area form their perceptions of college in three distinct phases and that these phases affect a student's college priorities. Special attention was given to how academics, cost and location contributed to a student's overall college decision. These findings can be used to assist faculty and staff at higher education institutions in creating effective messaging and programming that relate to this group of students.

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Burkhart, Cristal. "How high school students define and classify marine animals." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10239641.

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This study investigated high school students’ definitions and interpretations of what an animal is, with a focus on marine animals. Past studies have shown that students’ definitions of animals often center on themes of movement or appendages. In this study, student responses were analyzed against a predetermined definition of an animal--a multicellular eukaryotic organism that is heterotrophic. Marine animals consistently misidentified by the students were also identified. The data for this study was collected through surveys and interviews, using ninth grade high school students. Students were asked to identify marine organisms as animals or not, and to provide a definition or reasoning for classifying organisms as animals. The purpose of this study is to better inform educators of the preconceptions about animals, specifically marine animals, that students bring into the classroom. This will allow educators to address those preconceptions to encourage a fuller understanding of animals in their students.

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Smallwood, Otis L. "An investigation of the dropout rates of Caucasian high school students in a rural North Carolina high school." Thesis, Nova Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10268224.

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This applied dissertation was designed to describe and explain the dropout phenomenon occurring in a rural high school in southeastern North Carolina. Caucasian students were dropping out at a disproportionate rate compared to other ethnic groups in the school. Over the last 4 years, 68 students did not graduate with their prospective class at the southeastern rural North Carolina high school research site; approximately 63% of those students were Caucasian, and 37% were non-Caucasian. Caucasian students were the smallest population at the selected high school (40%); however, they accounted for the highest average percentage of dropouts (63%). In 2011, Caucasian students alone accounted for 81% of the total dropouts. In essence, the largest ethnic group not graduating in this rural school district was Caucasian students. In an effort to investigate the academic, social, and home factors (strains) that may have contributed to the high dropout rate of Caucasian students, a study was conducted at the high school. The study involved investigating perceptions of professional staff at the selected high school. Professional staff completed a survey that measured perceptions as to why Caucasian students dropped out a higher rate than other ethnic groups. The general research design answering the 2 research questions for this study was a explanatory mixed-methods research design utilizing quantitative and qualitative data collected sequentially. After calculating descriptive statistics from survey responses (means and frequency of occurrence), performing a chi-square goodness-of-fit test, and conducting focus-group interviews, the results of the study indicated that professional staff members at the selected high school perceived that academic and home and community setting strains, not social strains, were the greatest influence on why Caucasian students were not graduating at the same rate as non-Caucasian high school students at the selected rural high school.

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Dissertations / Theses on the topic 'Education, Higher. High school students'

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