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Journal articles on the topic 'Post high school'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Light, Audrey. "High school employment, high school curriculum, and post-school wages." Economics of Education Review 18, no. 3 (June 1999): 291–309. http://dx.doi.org/10.1016/s0272-7757(99)00007-2.

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2

Gore, Susan, Stacey Kadish, and Robert H. Aseltine. "Career Centered High School Education and Post-High School Career Adaptation." American Journal of Community Psychology 32, no. 1-2 (September 2003): 77–88. http://dx.doi.org/10.1023/a:1025646907466.

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3

Kochhar-Bryant, Carol A., and Margo Vreeburg Izzo. "Access to Post—High School Services." Career Development for Exceptional Individuals 29, no. 2 (October 2006): 70–89. http://dx.doi.org/10.1177/08857288060290020601.

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4

Arnold, Michael. "The high-tech, post-Fordist school." Interchange 27, no. 3-4 (October 1996): 225–50. http://dx.doi.org/10.1007/bf01807406.

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5

BICKEL, ROBERT. "Post-High School Opportunities and High School Completion Rates in an Appalachian State." Youth & Society 21, no. 1 (September 1989): 61–84. http://dx.doi.org/10.1177/0044118x89021001003.

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6

Nam, Tran Duy, and Ha Thanh Viet. "Empirical Study on Public High School System in Vietnam: Post Doi Moi." European Scientific Journal, ESJ 13, no. 31 (November 30, 2017): 92. http://dx.doi.org/10.19044/esj.2017.v13n31p92.

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The system of education in Vietnam is administered by the Ministry of Education and Training (MOET), and it is a broad system of state-run schools for students from about four years of age to high school age. The educational system comprises of five classes: kindergarten, primary, secondary, upper-optional (additionally alluded to as secondary school), and college level, with broadly managed exit and selection tests between each. The principal motivation behind this study is to analyze the connection between pre-secondary school factors, school condition, school structure, collective duty, scholarly optimism with the scholastic performance of the public high school students in Vietnam. SPSS analysis shows that only two variables can be a significant indicator of academic performance, that are school environment (B= -1.369, t=51.356, p<0.01) and pre-high school factor (B=-.384, t= -13.947, p<0.01) while school structure, collective responsibility, and academic optimism have found to be insignificant indicator of academic performance as compared to the other two variables in a multivariate context although, during the bivariate analysis, academic optimism had been found to be significantly related to academic performance. School environment was also found to have higher ‘B’ value compared to pre-high school factor. Hence, this study suggests that among all the independent variables studied, school environment gave the most effective towards the academic performance of students in the public high school of Vietnam.

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Maxwell, Nan L., and Victor Rubin. "High school career academies and post-secondary outcomes." Economics of Education Review 21, no. 2 (April 2002): 137–52. http://dx.doi.org/10.1016/s0272-7757(00)00046-7.

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8

Knight, Robert P. "High School Journalism in the Post-Hazelwood Era." Journalism Educator 43, no. 2 (June 1988): 42–47. http://dx.doi.org/10.1177/107769588804300203.

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9

Johnson, Ryan. "Post-Workout Nutrition for the High School Athlete." Strength and Conditioning Journal 30, no. 4 (August 2008): 49–50. http://dx.doi.org/10.1519/ssc.0b013e3181776018.

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10

Lapan, Richard T., Bradley Tucker, Se-Kang Kim, and John F. Kosciulek. "Preparing Rural Adolescents for Post-High School Transitions." Journal of Counseling & Development 81, no. 3 (July 2003): 329–42. http://dx.doi.org/10.1002/j.1556-6678.2003.tb00260.x.

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11

Welsh, Richard O., Matthew Duque, and Andrew McEachin. "School Choice, Student Mobility, and School Quality: Evidence from post-Katrina New Orleans." Education Finance and Policy 11, no. 2 (April 2016): 150–76. http://dx.doi.org/10.1162/edfp_a_00183.

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In recent decades, school choice policies predicated on student mobility have gained prominence as urban districts address chronically low-performing schools. However, scholars have highlighted equity concerns related to choice policies. The case of post-Hurricane Katrina New Orleans provides an opportunity to examine student mobility patterns in a choice-based district. This paper analyzes student mobility between and within the various sectors and school types using a multinomial framework. We find rates of student mobility in post-Katrina New Orleans to be similar to other traditional urban school districts. Overall, our results indicate that high-achieving students switch to high-quality schools whereas low-achieving students transfer to low-quality schools. It is clear some students are taking advantage of the ability to choose a high-quality educational option, although many students are still not. Policy implications, especially for education policy makers implementing or considering school choice policies, and areas for future research are discussed.

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Hauser, Robert M., and Douglas K. Anderson. "Post-High School Plans and Aspirations of Black and White High School Seniors: 1976-86." Sociology of Education 64, no. 4 (October 1991): 263. http://dx.doi.org/10.2307/2112707.

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13

Viau, Annie, Anne-Sophie Denault, and François Poulin. "Organized Activities During High School and Adjustment One Year Post High School: Identifying Social Mediators." Journal of Youth and Adolescence 44, no. 8 (November 18, 2014): 1638–51. http://dx.doi.org/10.1007/s10964-014-0225-5.

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14

Grogger, Jeff. "School Expenditures and Post-Schooling Earnings: Evidence from High School and Beyond." Review of Economics and Statistics 78, no. 4 (November 1996): 628. http://dx.doi.org/10.2307/2109950.

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Holliday, Gregory A., James R. Koller, and Carol D. Thomas. "Post-High School Outcomes of High IQ Adults with Learning Disabilities." Journal for the Education of the Gifted 22, no. 3 (April 1999): 266–81. http://dx.doi.org/10.1177/016235329902200303.

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16

Sanchez Gonzalez, Mayra L., Linda G. Castillo, Marcia L. Montague, and Patricia S. Lynch. "Predictors of College Enrollment Among Latinx High School Students." Journal of Hispanic Higher Education 18, no. 4 (March 19, 2018): 410–21. http://dx.doi.org/10.1177/1538192718765074.

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This study investigated the relationship between psychocultural, sociocultural, college knowledge, and citizenship status factors on Latinx high school students’ college enrollment. Participants included 307 Latinx ninth-grade students enrolled across four high schools in central Texas that were followed post–high school graduation. Results indicated that only receiving-culture acquisition and college knowledge were statistically significant predictors of college enrollment. Researchers provide implications for counselors and psychologists.

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BICKEL, ROBERT, and GEORGE PAPAGIANNIS. "Post-High School Prospects and District-Level Dropout Rates." Youth & Society 20, no. 2 (December 1988): 123–47. http://dx.doi.org/10.1177/0044118x88020002001.

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18

Hemmings, Annette. "Navigating Cultural Crosscurrents: (Post)anthropological Passages through High School." Anthropology Education Quarterly 37, no. 2 (June 2006): 128–43. http://dx.doi.org/10.1525/aeq.2006.37.2.128.

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19

Stearns, Elizabeth, Stephanie Potochnick, Stephanie Moller, and Stephanie Southworth. "High School Course-Taking and Post-Secondary Institutional Selectivity." Research in Higher Education 51, no. 4 (November 13, 2009): 366–95. http://dx.doi.org/10.1007/s11162-009-9161-8.

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20

Hadijah, Hadijah. "Effectiveness of Constructivism Approach to Increase Mathematical Communication Skill of Students Junior High School." Jurnal Pendidikan Matematika 5, no. 2 (July 10, 2018): 1. http://dx.doi.org/10.18592/jpm.v5i2.2000.

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The purpose of this study was to analyze and explore the effectiveness of constructivism approaches in improving mathematical communication skills of junior high school students in the city of Paser. The experimental quasi method was used in this study to test the hypothesis of the study. The sample of the study at three junior high schools in Paser City, representing high, medium and low school students.. The instruments used in this study were pre-post test, pre-post questionnaires, and observation. The data were analyzed using independent sample t-tests, paired sample tests, annova tests, and descriptive analysis. The findings of pre-post test and pre-post questionnaire analysis using t-test showed that there were significant differences in group mathematical communication skills using constructivism approach compared to groups using conventional approaches at all achievement levels of high school students (high, simple and low). Based on the observation, it is found that high achievement school students have good mathematical communication skills in mathematical communication, these are identified in many aspects and observation indicators achieved by students during learning.

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Aaron, Virginia L., and Charles L. Madison. "A Vocal Hygiene Program for High-School Cheerleaders." Language, Speech, and Hearing Services in Schools 22, no. 1 (January 1991): 287–90. http://dx.doi.org/10.1044/0161-1461.2201.287.

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A vocal hygiene program for high-school cheerleaders and their advisors was developed and examined for its effectiveness in communicating information regarding voice and vocal abuse. Thirty-six cheerleaders from 4 high schools participated in the study. A separate-sample pretest-posttest design was used to evaluate the effectiveness of the program. There was a significant improvement in the pre- vs. post-test scores. The program was well received by the students. An outline of the program is included.

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22

Gaeta, Giuseppe Lucio, and Amedeo Di Maio. "Post high school education choices in Italy: an empirical analysis." Journal of Applied Research in Higher Education 7, no. 2 (September 14, 2015): 229–42. http://dx.doi.org/10.1108/jarhe-10-2013-0045.

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Purpose – The purpose of this paper is to empirically analyze individual level determinants of Italian secondary school graduates’ educational choices. Design/methodology/approach – The authors rely on data provided by a large survey carried out by the Italian National Institute of Statistics. While previous contributions specifically focus on individual determinants of university enrollment, the authors model graduates’ choice as emerging from a comparison of three alternative options: stop studying in order to enter the job market, continue studying at University and attend a post-secondary professional course. Therefore the multinomial logit estimates enable to define the profiles of high school graduates making different post-secondary educational choices. Findings – On the one hand, the authors find that having a good family background, with highly educated parents who hold prestigious professional positions, is associated to a preference for enrollment at university rather than stopping studying. This correlation is both direct and through the choice of academic-oriented secondary school track. On the other hand, the choice of attending professional courses rather than stopping studying seems to arise mainly from the type of secondary school track attended even if some family background characteristics influence the probability of stop studying instead of attending a professional course. Overall the results show that family background significantly affects post-secondary educational choices. Originality/value – This paper is different from previous contributions because – more realistically – considers the Italian secondary school graduates as having three alternative options available: put themselves on the job market, continue studying at university or enroll on professional course.

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23

Gunarhadi, Gunarhadi, Mahardika Supratiwi, Joko Yuwono, Herry Widyastono, Hermawan Hermawan, Dewi Sri Rejeki, and Mohd Hanafi Mohd Yasin. "Enhancing Academic Competence for Students with Disabilities: (A School Review on Post School Transition Program)." International Journal of Pedagogy and Teacher Education 5, no. 1 (June 27, 2021): 35. http://dx.doi.org/10.20961/ijpte.v5i1.50534.

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For high school leavers, to be accepted in higher education is a general expectation. For graduate students with disability (SWD), however, entering to college remains an exception. This study aims to identify the academic barriers to learning and reveal the strategic preparation for college admission. This study was a survey carried out in 12 special high schools in Central Java, Indonesia. Data was collected by means of questionnaire and interview with the staffs where the post school transition program was implemented. The questionnaire was self-reported by the school staffs consisting of headmasters, teachers, and administrators, while the interview was addressed to seek the academic barriers the students with disabilities encounter in their respective special schools. The data were analyzed on both descriptive quantitative and qualitative measures. The research found that 1) students with disabilities interfere with both internal and external barriers of learning, 2) the differentiated instruction was best employed on the students’ need and learning style bases. The research concluded that academic post school transition gave major contribution to the college admission for those with intellectual disabilities.

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24

Kim, Soobin, Gregory Wallsworth, Ran Xu, Barbara Schneider, Kenneth Frank, Brian Jacob, and Susan Dynarski. "The Impact of the Michigan Merit Curriculum on High School Math Course-Taking." Educational Evaluation and Policy Analysis 41, no. 2 (March 11, 2019): 164–88. http://dx.doi.org/10.3102/0162373719834067.

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Michigan Merit Curriculum (MMC) is a statewide college-preparatory policy that applies to the high school graduating class of 2011 and later. Using detailed Michigan high school transcript data, this article examines the effect of the MMC on various students’ course-taking and achievement outcomes. Our analyses suggest that (a) post-MMC cohorts took and passed approximately 0.2 additional years’ of math courses, and students at low socioeconomic status (SES) schools drove nearly all of these effects; (b) post-policy students also completed higher-level courses, with the largest increase among the least prepared students; (c) we did not find strong evidence on students’ ACT math scores; and (d) we found an increase in college enrollment rates for post-MMC cohorts, and the increase is mostly driven by well-prepared students.

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25

Stickney, Jeff A. "Wittgenstein for adolescents? Post-foundational epistemology in high school philosophy." Ethics and Education 9, no. 2 (May 4, 2014): 201–19. http://dx.doi.org/10.1080/17449642.2014.923142.

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26

Tano, Granite, Alan Bishop, Joseph M. Berning, Kent J. Adams, and Mark DeBeliso. "Post Activation Potentiation in North American High School Football Players." Medicine & Science in Sports & Exercise 49, no. 5S (May 2017): 466. http://dx.doi.org/10.1249/01.mss.0000518168.07122.28.

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27

Collins, M. W., M. R. Lovell, J. C. Maroon, R. Cantu, and D. McKeag. "MEMORY DYSFUNCTION EIGHT DAYS POST-CONCUSSION IN HIGH SCHOOL ATHLETES." Medicine & Science in Sports & Exercise 34, no. 5 (May 2002): S298. http://dx.doi.org/10.1097/00005768-200205001-01681.

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28

Molad, Osnat, Esther S. Levenson, and Sigal Levy. "Individual and group mathematical creativity among post–high school students." Educational Studies in Mathematics 104, no. 2 (May 20, 2020): 201–20. http://dx.doi.org/10.1007/s10649-020-09952-5.

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29

Domina, Thurston. "Higher Education Policy as Secondary School Reform: Texas Public High Schools After Hopwood." Educational Evaluation and Policy Analysis 29, no. 3 (September 2007): 200–217. http://dx.doi.org/10.3102/0162373707304995.

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The higher education diversity programs that Texas enacted after Hopwood v. University of Texas banned affirmative action had unexpected positive consequences for the state’s high schools. The Texas top 10% law, the Longhorn Opportunity Scholarship and Century Scholarship programs, and the Towards Excellence, Access and Success Grant program each explicitly linked postsecondary opportunities to high school performance and clearly articulated that link to students across the state. As a result, these programs worked as K–16 school reforms, using college opportunities as incentives to improve educational outcomes at the high school level. Using panel data describing Texas high schools between 1993 and 2002, the author demonstrates that Texas’s post- Hopwood higher education policies redistributed college-related activity at public high schools and boosted high school students’ academic engagement.

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30

Ewing, Bradley T. "High School Athletes and Marijuana Use." Journal of Drug Education 28, no. 2 (June 1998): 147–57. http://dx.doi.org/10.2190/u418-3wx3-fj59-e18u.

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Identifying groups of young people that might be especially susceptible to marijuana use would aid in the design and implementation of drug policy programs. This article examines whether those who participated in high school athletics have a different pattern of marijuana use than comparable non-athletes. The results indicate that male athletes have a higher incidence of marijuana use than non-athletes. The same is not true for female athletes, who actually engage in less marijuana use than their non-athlete counterparts. However, female athletes are more likely than non-athletes to wait until their post-high school years to try the drug for the first time.

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Li, Kaigang, Bruce Simons-Morton, Benjamin Gee, and Ralph Hingson. "Marijuana-, alcohol-, and drug-impaired driving among emerging adults: Changes from high school to one-year post-high school." Journal of Safety Research 58 (September 2016): 15–20. http://dx.doi.org/10.1016/j.jsr.2016.05.003.

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Pacheco Salazar, María de Lourdes, Jesús Dámaso Flores, Miriam Carlota Ordóñez Ordóñez, and Diego Mauricio Salazar Montesdeoca. "Estudio Transversal: Conducta de agresión en estudiantes de quinto año de secundaria de cuatro instituciones educativas periféricas de Lima, Perú." Revista Médica del Hospital José Carrasco Arteaga 12, no. 3 (November 30, 2020): 166–71. http://dx.doi.org/10.14410/2020.12.3.ao.24.

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BACKGROUND: Aggression among schoolchildren is a growing problem, affecting their educational, social and cultural well-being. In this context, aggression has become an aim of study for Social Sciences, from various approaches. The intensity of this problem negatively impacts on children and adolescents lives. Numerous studies report that events of violence and/or aggression in schools can generate physical and emotional damage to schoolchildren, learning difficulties due to post-trau-matic stress disorder, demotivation, absenteeism and school dropout. The aim of this study was to establish the level of aggression in fifth-year high school students from high schools in Lima, Peru. METHODS: Descriptive, cross-sectional, quantitative exploratory study. The Buss and Perry, Aggres-sion Questionnaire was applied and adapted to the context. The content validity was obtained with Aiken’s V coefficient (0.80) for each item and dimension. The Kolmogorov- Smirnov normality test was used for data analysis. Data is presented in charts, with frequencies and percentages. RESULTS: The study was applied to a sample of 274 adolescents, aged 15 to 18 years. High levels of aggression were found in the students (54.8%; High aggression level: 38.6%, very high aggression level: 16.2%), with a predominance in the male group (43%), compared to 34% in women. Regarding the aggression dimensions, we found high levels, in verbal aggression (40%), followed by physical aggression and hostility (38%) and finally anger (37%). CONCLUSION: After data processing, high levels of aggression were found among fifth-year high schools students from peripheral areas of Lima. Regarding gender, a predominance of high-level aggression was found in males over females. About aggression dimensions, we found a high level of verbal aggression, followed by physical aggression and hostility, finally by anger. KEYWORDS: BEHAVIOR, AGGRESSION, TEENAGER, ANGER, HOSTILIT

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Folan, Sheila, and Cary J. Trexler. "A Case of a Partnership Academy Small Learning Community Model on Student Outcomes." Journal of Youth Development 3, no. 1 (June 1, 2008): 73–88. http://dx.doi.org/10.5195/jyd.2008.321.

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Many students are experiencing disconnect from their large, seemingly impersonal high schools. This case study research explored a post-high school class cohort's perceptions of an academy environment. The study examined the nature of its connection to academic, behavioral and post-secondary effects by utilizing a treatment group of academy students and a comparison group of non-academy students. The study found that students within academies experienced a greater sense of high school community than non-academy students. Differences were also found in post-secondary endeavors including greater participation by academy students in college, the workforce and career/technical areas.

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34

Wang, Chuang, Xitao Fan, and David K. Pugalee. "Impacts of School Racial Composition on the Mathematics and Reading Achievement Gap in Post Unitary Charlotte-Mecklenburg Schools." Education and Urban Society 52, no. 7 (December 29, 2019): 1112–32. http://dx.doi.org/10.1177/0013124519894970.

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This is a longitudinal study of the change in the academic achievement gap between African American and European American students from elementary to high schools with large administrative data from a school district in the United States. Analysis of variance between eight tracks of students defined by the school environment of isolated schools or diverse schools indicated that middle school is a critical period for closing the achievement gap and that students who stayed in diverse schools from elementary to high schools benefited the most in both reading and mathematics standardized test scores. Multilevel linear growth models show that staying in isolated elementary and middle schools has a negative impact on the students’ reading achievement and their annual growth rate in mathematics for all students regardless of race.

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35

Yang, Dongping, and Qi Wang. "The Post-Junior High School Education of Migrant Children in Beijing." Chinese Education & Society 46, no. 4 (July 2013): 83–91. http://dx.doi.org/10.2753/ced1061-1932460408.

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Kerr, Zachary Y., Scott L. Zuckerman, Erin B. Wasserman, Christina B. Vander Vegt, Aaron Yengo-Kahn, Thomas A. Buckley, Gary S. Solomon, Allen K. Sills, and Thomas P. Dompier. "Factors associated with post-concussion syndrome in high school student-athletes." Journal of Science and Medicine in Sport 21, no. 5 (May 2018): 447–52. http://dx.doi.org/10.1016/j.jsams.2017.08.025.

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Rabren, Karen, Caroline Dunn, and Dalee Chambers. "Predictors of Post-High School Employment Among Young Adults with Disabilities." Career Development for Exceptional Individuals 25, no. 1 (April 2002): 25–40. http://dx.doi.org/10.1177/088572880202500103.

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HUANG, GARY G., and STANLEY S. WENG. "Minority Post‐secondary Education Attendance, High School Desegregation, and Student Characteristics." Race Ethnicity and Education 1, no. 2 (October 1998): 241–65. http://dx.doi.org/10.1080/1361332980010207.

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Kerr, Zachary, Y., Erin, B. Wasserman, Scott, L. Zuckerman, Aaron, M. Yengo-Kahn, and Thomas, P. Dompier. "Factors associated with post-concussion syndrome in high school student-athletes." British Journal of Sports Medicine 51, no. 11 (May 25, 2017): A34.2—A34. http://dx.doi.org/10.1136/bjsports-2016-097270.87.

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Owens, Timothy J. "The Effect of Post-High School Social Context on Self-Esteem." Sociological Quarterly 33, no. 4 (December 1, 1992): 553–77. http://dx.doi.org/10.1111/j.1533-8525.1992.tb00143.x.

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Nguyen, Anh Ngoc, and Jim Taylor. "Post-high school choices: New evidence from a multinomial logit model." Journal of Population Economics 16, no. 2 (May 1, 2003): 287–306. http://dx.doi.org/10.1007/s001480300149.

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King, Sanna, and Nicole L. Bracy. "School Security in the Post-Columbine Era: Trends, Consequences, and Future Directions." Journal of Contemporary Criminal Justice 35, no. 3 (April 15, 2019): 274–95. http://dx.doi.org/10.1177/1043986219840188.

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Harsh and reactionary school security measures, including policing, surveillance technology, and emergency preparedness strategies increased substantially in the two decades following the mass shooting at Columbine High School in 1999. These strategies have limited empirical support for preventing violence in general and mass shootings, in particular. Instead, they have proven to be problematic, often doing more harm than good by criminalizing student misbehavior, contributing to negative school climate, and having psychological impacts on students’ perceptions of safety. In recent years, many schools have started to explore promising alternative approaches, including threat assessment, positive behavioral interventions, restorative practices, and improving relationships between students and adults. This article reviews the trends in school security from the 1990s through the present, drawing on national data from the U.S. Department of Education and scholarly research on school security. Our specific focus will be on the changes in school security that have been made to prevent or minimize the impact of potential school shooters. We also discuss the consequences of the school security boom and the future directions to ensure school safety.

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43

Briggs, Allan. "Links Between Senior High School Indigenous Attendance, Retention and Engagement: Observations at Two Urban High Schools." Australian Journal of Indigenous Education 46, no. 1 (June 10, 2016): 34–43. http://dx.doi.org/10.1017/jie.2016.14.

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This paper aims to provide some insight into the links between attendance, retention and engagement of Indigenous senior students in an urban environment. A study of 58 students from two urban high schools during the period 2009–14 was undertaken. The study used data from a variety of school records, as well as informal interviews with students. It is argued that while the broader comprehensive statistical studies are useful there is a need to have some more, in depth, localised studies in urban schools. Results of the study support the link between absences and student disengagement. There was a clear positive link between retention to Year 12 and superior attendance. In many individual instances, the links between attendance, retention and engagement were complex. There was also a need to place emphasis on alternative paths for some of the disengaged group rather than just trying to improve attendance. These paths included employment opportunities, Technical and Further Education (TAFE) and post school traineeships or apprenticeships. This paper points to the need for further longitudinal studies in urban high schools to study the long-term life outcomes for Indigenous students.

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Thompson, Hannah, Wendi Gosliner, Esther Park, Kristine Madsen, and Lorrene Ritchie. "The Impact of a District-Wide Chocolate Milk Removal Policy on Secondary Students’ Milk Purchasing and Consumption." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 1734. http://dx.doi.org/10.1093/cdn/nzaa064_024.

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Abstract Objectives Removing chocolate milk from school cafeterias is an increasingly popular policy approach for reducing youth sugar-sweetened beverage consumption and improving health. Evidence on the impact of such policies in urban secondary schools, which is needed to inform future school-based health improvement efforts targeting our highest-need youth, is lacking. The objective of this study is to determine the impact of a school district's chocolate milk removal policy on racially/ethnically and socioeconomically diverse middle and high school students’ milk, calcium, and added sugar consumption. Methods Student-level lunch data were collected in the springs of 2016 (pre-chocolate milk removal policy) and 2018 (post-policy) during one lunch period each in 24 middle and high schools in a diverse urban school district. Linear mixed effects models adjusted for school-level demographic characteristics were used to assess changes in the proportion of students who purchased milk; the proportion of milk consumed; and the average grams of added sugar, ounces of milk, and grams of calcium consumed per student. Results Pre-policy, 3,158 students (mean 132 per school) participated in lunch data collection across all 24 schools; post-policy, 2,966 students (mean 124 per school) participated. There was a 13.6% (95% CI −16.4, −10.8) decrease in the proportion of students who purchased milk pre-policy (89.5%) to post-policy (75.9%). The proportion of milk consumed remained stable pre- (68.3%) and post-policy (66.3%; 95% CI for difference −4.1, 0.01). There was a statistically significant 3.8g decline in added sugar consumed post- policy (95% CI for change −3.9g, −3.6g) and no significant changes in ounces of milk or grams of calcium consumed. Conclusions Immediately post-chocolate milk removal from school cafeterias, fewer secondary students purchased milk. However, among students who purchased milk, consumption remained stable pre- and post-policy, and added sugar consumption significantly declined. Evidence on the longer-term impact of chocolate milk removal policies is necessary. Funding Sources This work was funded by the United States Department of Agriculture, National Institute of Food and Agriculture, (Grant ID: 2015-68001-23236); Technology and Design Innovation to Support 21st Century School Nutrition.

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Walker, David A., Portia M. Downey, and Judy Cox-Henderson. "REAL Camp: A School–University Collaboration to Promote Post-Secondary Educational Opportunities Among High School Students." Educational Forum 74, no. 4 (September 7, 2010): 297–304. http://dx.doi.org/10.1080/00131725.2010.507105.

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BS, Pradeep. "Life Skills Intervention for Behavioural Change among Students of a Government High School in Karnataka." Indian Journal of Youth & Adolescent Health 06, no. 04 (June 24, 2020): 26–32. http://dx.doi.org/10.24321/2349.2880.201919.

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Adolescence is a transitional phase with physical, social and psychological changes. With the influence of rapid societal changes, it has become difficult for teachers and parents to manage adolescents. A government school in Karnataka had approached to provide behavioural intervention session for their students. A tailor-made life skills intervention aimed at bringing behavioural changes among students was designed. Our objective was to assess the effectiveness of a four-day life skills intervention on change in behaviour among students of a government high school in Karnataka. A semi-structured Pre- and post-test self-administered questionnaire which included a Strengths and Difficulties Questionnaire was administered to participants. This tailor-made intervention for adolescents in a school showed significant improvement in emotional symptoms (p=0.002) following the intervention. The intervention was provided to 137 students. It was observed that out of 17 (21%) participants who reported to have borderline symptoms for strengths and difficulties, 13 (76%) participants improved after training. Out of 7 (8.7%) participants who reported to have abnormal symptoms for strengths and difficulties during pre-test, about 5 (71%) participants improved post-training. There was improvement in all other domains of strengths and difficulties namely conduct problem, hyperactivity, peer relationship and prosocial behaviour scales, although not statistically significant. The total strengths and difficulties score decreased overall. Individually strengths and difficulties showed movement more towards the normal end rather than the abnormal end of the spectrum of strengths and difficulties scores. The result of this tailor-made intervention program has implications for adolescents from similar socio-economic background as well as adaptation of this intervention among adolescents in different situations.

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Sinulingga, Albadi, Suprayitno Suprayitno, and Dian Pertiwi. "Professionalism of physical education teachers: from the leadership of school principals, school culture to teacher work motivation." Jurnal SPORTIF : Jurnal Penelitian Pembelajaran 5, no. 2 (November 3, 2019): 296. http://dx.doi.org/10.29407/js_unpgri.v5i2.13113.

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This study aims to obtain an overview of the relationship between school principal leadership, school culture and teacher work motivation on the professionalism of physical education teachers. The study uses a quantitative approach with the Ext-Post Facto method. The population in this study amounted to 952 people from 34 Public and Private Vocational High Schools (SMK) registered in MGMP (Subject Teachers' Consultation) Physical Education Vocational School Physical Education Serdang Bedagai Regency in North Sumatra Province in 2017. Samples of 30 physical education teachers from 34 Schools using purposive sampling techniques. Data collection techniques using a questionnaire. Data analysis techniques using path analysis. The results showed that the principal's leadership and work motivation of teachers directly affected teacher professionalism, while school culture would not affect teacher professionalism. The conclusion is that the principal's good leadership, healthy school culture, and high teacher motivation are factors of high and low teacher professionalism.

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Erlangga, Rifqi Aulia, and Izzati Shaima Shamsudin. "English Instructional Video Design for Islamic Junior High School." INFERENSI: Jurnal Penelitian Sosial Keagamaan 15, no. 1 (May 31, 2021): 141–62. http://dx.doi.org/10.18326/infsl3.v15i1.141-162.

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The purpose of this study is to investigate the perceptions of teachers andstudents in Islamic Junior High School about duration, their involvement inthe video (cast), format and post-video watch activities of English supplementary videos to ensure the videos that will be made are effective. Using a descriptive quantitative method, this study reveals that video is a fun learning tool to study English, so that the students don’t mind if the video duration is more than 15 minutes. About the cast, the students inclined to be involved in producing the video. About the format, the majority chooses the drama method with Bahasa subtitled. About the post-video watch activities, they prefer to do a writing rather than a speaking activity. During the video playing, they didn’t taking a note or observing the whole plot yet, so that they wish the video can be replayed outside the class,just like on television or youtube

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Wagner, Mary M., Lynn A. Newman, and Harold S. Javitz. "Vocational Education Course Taking and Post–High School Employment of Youth With Emotional Disturbances." Career Development and Transition for Exceptional Individuals 40, no. 3 (February 9, 2016): 132–43. http://dx.doi.org/10.1177/2165143415626399.

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Data from the National Longitudinal Transition Study–2 (NLTS2) were used to examine the patterns of career and technical education (CTE) course taking in high school by students receiving special education services for emotional disturbances (ED). Descriptive analyses indicate the extent of such course taking by students with ED and their engagement in a concentrated program of occupationally specific general education CTE, a level of CTE course taking that early research has linked to improved post–high school employment outcomes. Propensity scoring methods were used to determine the extent to which either type of CTE course taking was related to higher odds of full-time employment after high school and whether results differed with the length of time post high school. There was a significant positive effect for participating in a concentration of occupationally specific CTE in the first 2 post–high school years, but effects were non-significant for later years. Results showed no benefits of CTE course taking overall. The implications for high school programming and transition planning are discussed.

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Eastman, Karen, Gail Zahn, Wendy Ahnupkana, and Bryson Havumaki. "Small Town Transition Services Model: Postsecondary Planning for Students With Autism Spectrum Disorder." Rural Special Education Quarterly 40, no. 3 (July 7, 2021): 157–66. http://dx.doi.org/10.1177/87568705211027978.

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Graduating from high school and moving to the next phase of life can be difficult for any student but is particularly so for those with autism spectrum disorder (ASD). Social and communication difficulties, sensory concerns, and narrow interests can negatively affect these students’ opportunity for postsecondary education and employment. Preparing students with ASD for post-school success may be especially challenging in rural schools, due to limited opportunities and resources. This article describes a rural high school transition services program designed to support students with ASD and other disabilities in becoming gainfully employed after high school or accessing post-secondary education. The program, designed by a student’s transition team starting in Grade 9, is based on recommendations from the literature and includes inclusion and co-teaching, work skills classes, collaboration with outside agencies, and the development of a student portfolio.

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