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Relevant bibliographies by topics / Students of school and colleges

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Academic literature on the topic 'Students of school and colleges'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Students of school and colleges"

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Edmunds, Julie A., John Willse, Nina Arshavsky, and Andrew Dallas. "Mandated Engagement: The Impact of Early College High Schools." Teachers College Record: The Voice of Scholarship in Education 115, no. 7 (2013): 1–31. http://dx.doi.org/10.1177/016146811311500705.

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Background Early college high schools, small schools that blur the line between high school and college, have been obtaining very strong results. This paper uses the frame of student engagement to posit an explanation for the success of these schools. Purpose This paper examines the impact of early college high schools on indicators and facilitators of engagement in the ninth-grade. The paper also looks at how early college students perceive these facilitators of engagement. Participants The main sample for this study includes students who applied to an early college high school and went throu

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Cherney, Isabelle, Laura Douglas, Ellen Fischer, and Russell Olwell. "Early College High School/Dual Enrollment 2.0." Metropolitan Universities 31, no. 2 (2020): 18–32. http://dx.doi.org/10.18060/23815.

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Urban and Metropolitan Colleges and Universities often serve a population that can benefit from an early college strategy. Colleges serving first-generation and low-income students often have lower retention and graduation rates than their peer institutions, as students from large urban public high schools can struggle to navigate the college classrooms and support system. While students may have achieved respectable GPAs and test scores in their high school buildings, they can fail to translate these skills at the college level, finding themselves on academic probation or worse. As researcher

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Edmunds, Julie A., Nina Arshavsky, Karla Lewis, Beth Thrift, Fatih Unlu, and Jane Furey. "Preparing Students for College: Lessons Learned From the Early College." NASSP Bulletin 101, no. 2 (2017): 117–41. http://dx.doi.org/10.1177/0192636517713848.

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This article utilizes mixed methods—a lottery-based experimental design supplemented by qualitative data—to examine college readiness within an innovative high school setting: early college high schools. Early colleges are small schools that merge the high school and college experiences and are targeted at students underrepresented in college. Results show that early college students are more likely to have successfully completed the courses they need for entrance into college; early college students also graduated from high school at a higher rate. Interview and survey data show that early co

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Cohen, Tema A., Sullivan D. Ray, Cassidy Audette, and Robert Weis. "College Students’ Access to Academic Accommodations Varies as a Function of School Type, Selectivity, and Cost." Journal of Education and Culture Studies 4, no. 3 (2020): p130. http://dx.doi.org/10.22158/jecs.v4n3p130.

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Students with disabilities face many challenges in their pursuit of higher education. Academic accommodations and other educational supports can allow these students to learn, and to demonstrate their learning, in a manner similar to their classmates without disabilities. The purpose of this study was (1) to determine the percent of students classified with disabilities and receiving accommodations in college and (2) to see if students’ access to accommodations varies as a function of their college’s type, selectivity, and cost. Overall 4.6% of undergraduate students are formally registered wi

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McFarland, Jenny, and Pamela Pape-Lindstrom. "The pipeline of physiology courses in community colleges: to university, medical school, and beyond." Advances in Physiology Education 40, no. 4 (2016): 473–76. http://dx.doi.org/10.1152/advan.00141.2016.

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Community colleges are significant in the landscape of undergraduate STEM (science technology, engineering, and mathematics) education (9), including biology, premedical, and other preprofessional education. Thirty percent of first-year medical school students in 2012 attended a community college. Students attend at different times in high school, their first 2 yr of college, and postbaccalaureate. The community college pathway is particularly important for traditionally underrepresented groups. Premedical students who first attend community college are more likely to practice in underserved c

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Massis, Bruce. "Secondary school students in college – the library’s role." New Library World 116, no. 1/2 (2015): 104–7. http://dx.doi.org/10.1108/nlw-08-2014-0104.

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Purpose – The purpose of this column is to examine the environment by which secondary students can avail themselves of college library resources when they are enrolled in a dual enrollment program. Design/methodology/approach – This column presents the literature review and commentary on this topic that has been addressed by professionals, researchers and practitioners. Findings – Colleges present the dual enrollment opportunity to secondary school students as an educational “entitlement”. An additional benefit is providing access to supplementary instruction and research materials through col

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Gillen-O’Neel, Cari, Emily C. Roebuck, and Joan M. Ostrove. "Class and the Classroom: The Role of Individual- and School-Level Socioeconomic Factors in Predicting College Students’ Academic Behaviors." Emerging Adulthood 9, no. 1 (2021): 53–65. http://dx.doi.org/10.1177/2167696818815359.

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This study examines how, for emerging adults attending residential colleges, family incomes and the socioeconomic status (SES) composition of high schools are jointly associated with academic behaviors in college. Using a one-time survey, daily surveys, and additional data collection on high school SES composition, this study measured 221 college students’ (17–25 years old) SES backgrounds and academic behaviors. Findings indicated that three academic behaviors (study time, in-class engagement, and help-seeking) were predicted by an interaction between family income and high school context. Am

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Kurlaender, Michal, and Matthew Larsen. "K–12 and Postsecondary Alignment: Racial/Ethnic Differences in Freshmen Course-taking and Performance at California’s Community Colleges." education policy analysis archives 21 (February 25, 2013): 16. http://dx.doi.org/10.14507/epaa.v21n16.2013.

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In this paper we focus on California high school students’ transition to community colleges. Our unique dataset tracks five cohorts of California high school juniors into their freshmen year at in-state community colleges. We evaluate the extent to which high school achievement tests (currently not utilized by community colleges in course placement decisions) are useful for predicting academic success at community college. In addition, given persistent disparities in college attainment by race, we explore whether this fundamental relationship between high school achievement, college course-tak

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Strick, Betsy R. "Evidence for the Influence of School Context on College Access." education policy analysis archives 20 (November 5, 2012): 35. http://dx.doi.org/10.14507/epaa.v20n35.2012.

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Since the release of the Coleman Report in 1966, studies (such as Sirin, 2005; Radford, Berkner, Wheeless, and Shepherd, 2010) have continued to find an association between socioeconomic status and educational attainment. Wyner, Bridgeland, and Diiulio (2007) observe that a progressively lower proportion of low-income, high achieving students remain successful as they advance from elementary school through college. The present study considers college enrollments from a college preparatory charter secondary school serving low-income students. The study finds that alumni enrolled in four-year co

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Burger, Lynn Tolle, and Ivan J. Lach. "School-Business Partnerships That Help Schools, Businesses, and Economic Development." Adult Learning 6, no. 1 (1994): 12–14. http://dx.doi.org/10.1177/104515959400600107.

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School/business partnerships are nothing new—but they are undergoing a renaissance as schools use these partnerships to help implement school-to-work transition systems and assist with economic development. It has long been a key role of community colleges to provide education and training to enable their students to get jobs, but increasingly community colleges find they must also play a key role in economic development to ensure that the local economy can provide jobs for the college's graduates.

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Dissertations / Theses on the topic "Students of school and colleges"

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Kocik, Joanne M. "An evaluation of marketing communication strategies to increase high school graduates' enrollment directly into Wisconsin Indianhead Technical College." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008kocikj.pdf.

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Young, Robert Joseph. "An examination of factors influencing retention of developmental education students at selected Texas community colleges /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Wang, Yan Toll Cathy Ann. "International students' educational experience in an American graduate school." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064527.

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Thesis (Ed. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed February 14, 2006. Dissertation Committee: Cathy A. Toll (chair), Beatrice B. Smith, Thomas P. Crumpler. Includes bibliographical references (leaves 137-146) and abstract. Also available in print.

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Delong, Bethany A. "Transitioning from high school to college first-generation college students' perceptions of secondary school counselor's role in college preparation /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006delongb.pdf.

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Thren, Dawn T. "An investigation on how a video program will contribute to high school art teachers', guidance counselors', and prospective students' understanding of the nature and requirements of the Kutztown University Communications Design Program." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1994. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1994.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2723. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 25-26).

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Pettersson, James T. "The influence of class schedule format on student achievement for students of English as a second language at Utah Valley State College." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1296084751&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Hershberger, Jane Boag. "Authentic field-based learning experiences for EdD students." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 134 p, 2009. http://proquest.umi.com/pqdweb?did=1818417441&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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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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Anawut, Choosup Riegle Rodney P. Padavil George. "Selected variables influencing school choice by students in private vocational schools in Thailand." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064529.

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Thesis (Ph. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed February 14, 2006. Dissertation Committee: Rodney P. Riegle, George Padavil (co-chairs), Kenneth H. Strand, Mohamed A. Nur-Awaleh. Includes bibliographical references (leaves 116-119) and abstract. Also available in print.

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Jacobs, Lorie. "The great barrier high school students' perceptions of access and the college application /." abstract and full text PDF (free order & download UNR users only), 2006. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1438910.

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Books on the topic "Students of school and colleges"

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Palladino, John. The best colleges for average high school students. Pathways College Admissions Counseling, 2001.

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Nowitz, Jane E. A taste of college: Summer programs for high school students on campus. 2nd ed. College Bound Communications, 1989.

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Nowitz, Jane E. A taste of college: On-campus summer programs for high school students. 4th ed. College Bound Communications, 1993.

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Nowitz, Jane E. A taste of college: Summer programs for high school students on campus, 1988 guide. College Bound Communications, 1987.

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A, Nowitz David, ed. A taste of college: On-campus summer programs for high school students. Arco, 1989.

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Zaslau, Stanley. Transferring to a United States medical school: A comprehensive guidebook for students enrolled in osteopathic medical schools, Canadian medical schools, foreign medical schools, chiropractic schools, graduate schools, dental schools. FMSG, 1994.

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Zaslau, Stanley. Transferring to a United States medical school: A comprehensive guidebook for students enrolled in osteopathic medical schools, Canadian medical schools, foreign medical schools, chiropractic schools, graduate schools, dental schools. 2nd ed. FMSG, 1996.

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Abrell, Andrea. Med-school mama: Surgery and psychiatry. Andrea Abrell, 2007.

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Abrell, Andrea. Med-school mama: Family and internal medicine. Andrea Abrell, 2007.

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Boles, Blake. College without high school: A teenager's guide to skipping high school and going to college. New Society Publishers, 2009.

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Book chapters on the topic "Students of school and colleges"

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Weyandt, Lisa L., and George J. DuPaul. "ADHD in Adolescents (Middle and High School)." In College Students with ADHD. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5345-1_2.

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Steen, Sam, Shekila Melchior, and Amber B. Sansbury. "College and Career Counseling, Aspirations, and Achievement." In Advancing Equity-Focused School Counseling for All Students. Routledge, 2023. http://dx.doi.org/10.4324/9781003226253-8.

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Riley, Catherine L., Alexis Hutchinson, and Carley Dix. "My Dream School Became “Draining”." In Title IX and the Protection of Pregnant and Parenting College Students. Routledge, 2022. http://dx.doi.org/10.4324/9781003164159-6.

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Willard, Christopher, Blaise Aguirre, and Chelsie Green. "Applying and Transitioning to School." In College Mental Health 101. Oxford University PressNew York, 2025. https://doi.org/10.1093/oso/9780197764404.003.0002.

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Abstract Chapter 1 explores the college selection and admissions process as it relates to mental health. It shares various considerations prospective students may have as they try to decide on which colleges to apply to and enroll in. The potential advantages and disadvantages of a college’s population size, location, and public or private status are examined, as well as questions around disclosing mental health concerns in admission essays or interviews, the housing selection process, and seeking and utilizing accommodations. It also includes a timeline for students to follow prior to and at

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Thorp, Holden, and Buck Goldstein. "Students Are Not Customers." In Our Higher Calling. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469646862.003.0005.

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The relationship with undergraduate students is responsible for the primary opinions that the public has about higher education. Popular culture creates an image that all college students are eighteen years old, live in residence halls, and are recent high school graduates who pay the full tuition rate. In reality, many college students are adult learners, do not live on campus, and most get significant financial aid. Recent economic studies show that there are large numbers of unserved college students in the United States who do not know that they can attend excellent colleges and that low-i

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Peña-Villegas, Monica. "Reimagining Inclusivity and Access." In Frameworks for Multi-Tiered Systems of Support for Trauma-Informed Educational Settings. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-9020-7.ch014.

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This chapter represents a qualitative case study that explored parent/guardian perceptions of postsecondary transitions for students with learning disabilities, guided by Schlossberg's transition theory. The research problem was that despite the increasing enrollment of students with learning disabilities within colleges/universities, they lag in degree attainment. The purpose was to explore the perceptions of parents/guardians of students with specific learning disabilities regarding their student's ability to successfully transition from high school to a college/university. Findings showed t

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Benson, Janel E., and Elizabeth M. Lee. "First-Generation Students at Selective Colleges." In Geographies of Campus Inequality. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190848156.003.0002.

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Chapter 2 provides a portrait of first-generation students who attend selective colleges by placing them in comparison with continuing-generation students, the dominant demographic group on these campuses. This chapter focuses on students’ high school backgrounds—the ways they get to college—and then discusses briefly the ways this background leads them into an initial institutional sorting process. While first-generation students share a similarly strong high school academic profile as their continuing-generation counterparts, they come of age within very different contexts. The authors show

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Pulos, Trishauna, and Mark P. Ryan. "Benefits of Athletics for Military School Students." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6636-7.ch015.

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This chapter studies the perception of cadets, alumni, and staff of military schools and colleges (N=220) who responded to a survey about the benefits of interscholastic and intramural athletics for students in military schools and colleges. Overwhelmingly, respondents agreed that both athletics build citizens with good character, foster leadership development, improve academic success metrics and overall personal wellness. Respondents surprisingly perceived athletics as slightly less impactful on fostering integrity and respect as well as on dropout prevention and furthering writing skills. R

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Hadley, Wanda, Ernest Y. Amoateng, and Aaron Y. Mapondera. "Supporting Neurodivergent Learner's Transition to Higher Education." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2024. https://doi.org/10.4018/979-8-3693-7748-2.ch010.

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It is important for college presidents, university administration, and faculty to know that students diagnosed as neurodivergent or having specific learning disabilities are the fastest growing underrepresented population attending colleges and universities after graduating from high school. Although there is growing enrollment in colleges and universities of students diagnosed with learning disabilities, their persistence to degree completion rates is low. University administration should know counseling centers and academic advising services are essential supports needed by this student grou

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Rothstein, William G. "Medical Schools, 1860–1900." In American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0013.

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During the last half of the nineteenth century, medical schools grew significantly in number and enrollments, as did all institutions of higher education. Many medical schools added optional fall and spring sessions to compete with the private courses and provide additional training for their students. Faculty members were appointed in the clinical specialties, which led to the expansion of the curriculum to include courses in the specialties and the replacement of the repetitive course with a graded one. After the Civil War, enrollments in higher education grew significantly, especially in pr

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Conference papers on the topic "Students of school and colleges"

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CHEN, JUNBO, YEQING YAN, JINGLAN XUE, et al. "EXPLORATION AND RESEARCH ON THE PATH OF SCHOOL-ENTERPRISE COOPERATION IN HIGHER VOCATIONAL EDUCATION IN THE NEW ERA—TAKING ZHEJIANG G HIGHER VOCATIONAL COLLEGE AS AN EXAMPLE." In 2023 9TH INTERNATIONAL SYMPOSIUM ON SOCIAL SCIENCE. Destech Publications, Inc., 2023. http://dx.doi.org/10.12783/dtssehs/isss2023/36052.

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School-enterprise cooperation is an indispensable mode in the development of higher vocational colleges, and it is also the main way for higher vocational colleges to improve their self-competitiveness. It plays a crucial role in cultivating students' innovative and practical ability. This paper takes Zhejiang G higher vocational college as the research object, analyzes the problems of school-enterprise cooperation in this college, and puts forward a new path of school-enterprise cooperation in higher vocational colleges, which has certain practical significance for the development of higher v

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Birch, John, Paola Jaramillo, Karen Wosczyna-Birch, Ronald Adrezin, and Beth Richards. "Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68811.

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The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and t

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Esser, Ilona, Kristina Hochreuther, Amelie Reichwald, et al. "An Analysis of Learners’ Self-Assessments in Comparison With Their Actual Performances in the Subject of Economics." In Organizations at Innovation and Digital Transformation Roundabout: Conference Proceedings. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-388-3.13.

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This study compares vocational college learners’ selfassessments of their abilities and their performances with their actual examination results. Until now, the ability to self-assess has principally only been addressed in the primary school sector. However, it is of central importance specifically in the vocational college sector, where the focus is on career choice. We hypothesize that 1. Students with a lower level of education self-assess themselves more incorrectly or they overestimate their abili-ties and that 2. Female students self-assess themselves more realistically than male student

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Paape, Björn, Christoph Maus, Iwona Kiereta, et al. "The Journey to School as an Influencing Factor on School Grades at Vocational Colleges." In 44th International Conference on Organizational Science Development. University of Maribor Press, 2025. https://doi.org/10.18690/um.fov.2.2025.54.

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This study aims to investigate the relationship between travelling to school and the academic performance of vocational school students. In doing so, the study draws on teaching-learning theories as well as previous studies on travel to school factors. The results of the study show that an active journey to school can improve well-being, which in turn has a positive effect on grades. However, the data did not confirm that an active journey to school leads directly to better grades or that longer journeys to school have a negative impact on grades. These results emphasise the role of the journe

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Jain, Hemant. "PREDICTING COLLEGE DROPOUT LIKELIHOOD BASED ON HIGH SCHOOL AND COLLEGE DATA: A MACHINE LEARNING APPROACH." In International Conference on Science & Technology, 18-19 July 2024, Bali. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/icstr.2024.5758.

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College dropout rate is a significant problem, especially in the US higher education system. Among all undergraduate students, up to 40% drop out before completing their degree. This significantly impacts students and Universities alike financially and in wasted efforts. Previous research shows that there are early indicators of college success in the high school record such as grades, attendance, disciplinary incidents, and ACT/SAT scores. Additionally, there are factors in college experiences, especially in the first year of college which impact the likelihood of dropout. However, to the bes

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Wosczyna-Birch, Karen, Paola Jaramillo, John Birch, and Ronald Adrezin. "Problem Based Learning Initiative in Collaboration With the CT College of Technology’s Center for Life Support and Sustainable Living." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66229.

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The Connecticut (CT) College of Technology with funding from the National Science Foundation (NSF) has established the Center for Life Support and Sustainable Living. The Center is the result of partnerships with the CT Community Colleges, four-year institutions, local hospitals and industry, and the collaboration with NASA through the CT Space Grant College Consortium. The primary goals of the Center are the following: (1) to provide teams of community colleges and four-year university students opportunities to apply science, engineering and technology knowledge as well as professional skills

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Yi-Shan, Lin. "A STUDY ON SENIOR HIGH SCHOOL TEACHERS' ACCEPTANCE OF COMMUNITY-BASED LOCAL ENROLLMENT." In Paris International Conference on Teaching, Education & Learning, 7-8 January 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.2961.

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The community-based approach to high schools and vocational schools considers the convenience, necessity, geographical relevance, and suitability of students enrolling close to home. It aims to construct a reasonably defined "suitable learning community" by facilitating inter-school collaboration among high schools and vocational schools, as well as resource sharing with junior high schools, colleges, and social welfare organizations. This includes sharing curricula, teaching staff, and both software and hardware resources, thereby providing diverse and suitable learning opportunities for high

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Welpahala, W. A. S. D., and Prabhath Ekanayake. "An Analytical Study of the Subject of Education Practice in National Colleges of Education." In SLIIT International Conference on Advancements in Sciences and Humanities 2023. Faculty of Humanities and Sciences, SLIIT, 2023. http://dx.doi.org/10.54389/qaod4588.

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National Colleges of Education, which contribute greatly to the quality development of Sri Lankan education, are engaged in the role of training teachers and provide necessary human resources for the school system. Currently, 19 National Colleges of Education have been established across the island and are the main institutions involved in pre-service teacher training. The learning teaching process of the teacher directly affects the development of the students in the school system. Therefore, teacher preparation programs greatly affect students’ learning, and as a result the quality and perfo

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Young, Dave, Bill Young, Lisa Young, and Bing Wei. "THE IMPACTS OF MENTORSHIP ON DUAL ENROLLMENT HIGH SCHOOL STUDENTS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end079.

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"Dual enrollment programs enable high school students to take community college courses and earn high school and college credits, saving two years of college expenses. However, many dual enrollment students lack a robust support system for success in college-level coursework and environment. The authors created an interdisciplinary mentorship program that pairs a volunteer dual enrollment senior student with a dual enrollment junior student in a longitudinal mentoring relationship to address this. This study examined mentors’ and mentees’ long-term evaluation of the program and its impacts. Th

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Suryani, Y. E., N. H. P. S. Putro, H. Retnawati, and Zh Khamit. "Cognitive Abilities of Senior High School Students." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2023. http://dx.doi.org/10.31643/2023.08.

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The Scholastic Assessment Test is a test used to measure cognitive abilities. The Scholastic Assessment Test predicts prospective students who are able to complete their studies in college well and on time. This study aims to (1) describe the cognitive abilities of high school students through the scores of the Scholastic Assessment Test on Computer-Based Written Examination in 2021; (2) find out the subtest that has the most influence on the Scholastic Assessment Test score. This study uses secondary data, namely the mean score of the SMA/MA Scholastic Assessment Test in the province of Yogya

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Reports on the topic "Students of school and colleges"

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Glennie, Elizabeth J., and W. Zach Smith. Rapid Changes in Teaching and Learning: The Response of Teachers and Students in Dual Credit Courses to Online Learning During the COVID-19 Pandemic. RTI Press, 2023. http://dx.doi.org/10.3768/rtipress.2023.pb.0027.2311.

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In spring 2020, the COVID-19 pandemic forced schools to switch quickly to online learning. Before then, Hawaiʻi had been expanding its dual credit program, in which high school students could take courses that would yield both high school and college credits. These dual credit programs require partnerships between high schools and colleges. RTI International conducted a multi-method analysis to examine the effect of this COVID-19–based transition to online learning on the dual credit, analyzing data from the state longitudinal data system and conducting surveys and focus groups of the Universi

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Badrinarayan, Aneesha. Performance assessments in college admission: Designing an effective and equitable process. Learning Policy Institute, 2022. http://dx.doi.org/10.54300/150.937.

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At the same time that many colleges and universities are seeking new ways to more equitably admit and support students, a growing number of schools and districts are using performance assessments to prepare for and monitor deeper learning in high school. Performance assessments measure students’ knowledge, skills, and abilities by asking students to use them in the real-world contexts in which they are required. Student performance on well-designed assessments provides a reflection of deeper learning practices and offers rigorous and equitable ways to surface important academic and nonacademic

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Cristia, Julian P., Paulo Bastos, Kim Beomsoo, and Ofer Malamud. Good schools or good students?: evidence on school effects from universal random assignment of students to high schools. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004380.

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How much do schools differ in their effectiveness? Recent studies that seek to answer this question account for student sorting using random assignment generated by central allocation mechanisms or oversubscribed schools. However, the resulting estimates, while causal, may also reflect peer effects due to differences in peer quality of non-randomized students. We exploit universal random assignment of students to high schools in certain areas of South Korea to provide estimates of school effects that may better reflect the effects of school practices. We find significant effects of schools on

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Donovan, Colleen, David Figlio, and Mark Rush. Cramming: The Effects of School Accountability on College-Bound Students. National Bureau of Economic Research, 2006. http://dx.doi.org/10.3386/w12628.

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Chen, Sunny, Emily Schwartz, Cindy Le, and Elizabeth Davidson Pisacreta. Right in Your Backyard: Expanding Local Community College Transfer Pathways to High-Graduation-Rate Institutions. Ithaka S+R, 2021. http://dx.doi.org/10.18665/sr.315695.

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Each year, our country’s most selective four-year institutions invest significant resources to recruit talented high school students from across the country. Before the COVID-19 pandemic, admissions representatives traveled far and wide to convince these prospective students that the academic rigor, amenities, and opportunities at their institution are unparalleled. These students, mostly affluent and white, contemplate admission offers and consider moves to new locales to pursue their postsecondary plans. Yet, many of these selective institutions are overlooking a talented and diverse pool of

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Johnson, Rucker C. School Funding Effectiveness: Evidence From California’s Local Control Funding Formula. Learning Policy Institute, 2023. http://dx.doi.org/10.54300/529.194.

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In 2013, California implemented an ambitious school funding reform, the Local Control Funding Formula (LCFF), which allocates state funding by the proportion of unduplicated “high-need” students in the district: those from low-income families, English learners, and those in foster care. Using student-level longitudinal data for all California schoolchildren, the study is the first comprehensive investigation of LCFF’s impacts on student outcomes, including math and reading achievement, grade repetition, school disciplinary incidents, high school graduation, and college readiness. The analyses

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Aburto, Mauricio Hernán, Gregory Elacqua, and Macarena Kutscher. The Impact of Out-of-field STEM High School Teachers on College Decisions: Evidence from Chile. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0013116.

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This paper examines the effects of out-of-field teachers during secondary education on students, focusing on academic performance and college choices in STEM subjects, using detailed data from Chile. Our findings indicate a generally negative impact of out-of-field teaching in Math, Chemistry, and Physics on the likelihood of students taking the college entrance exam, while Biology's impact appears negligible, possibly due to its less intensive use of mathematics. Specifically, out-of-field teaching in these subjects decreases student's participation in the science portion of the college entra

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O’Brien, Tom, and Ben Olson. Equity in Learning Opportunities for Middle School Students: Connecting Communities and Transportation Through GIS. Mineta Transportation Institute, 2023. http://dx.doi.org/10.31979/mti.2023.2247.

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Geographic information systems (GIS) is part of an in-demand career skillset that can lead to safer streets in California communities. This project included a three-session bootcamp that introduced middle school students to transportation via GIS and gathered assessments on their awareness of transportation as a career pathway. The project built upon CSUTC TRANSPORTS’ Year 4 project, “K–12 Special Investigation Project: Mapping E-Commerce Locally and Beyond.” The bootcamp for this project was coordinated in partnership with Rio Hondo College, which provided the instructor and connection to the

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Darmody, Merike. Care to college: An exploratory study on care-experienced students’ educational journeys. ESRI, 2025. https://doi.org/10.26504/jr13.

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New research by the Economic and Social Research Institute (ESRI) and Empowering People in Care (EPIC) highlights the importance of the combined effects of school experiences and care experiences on the post-school lives of young people leaving care. At the end of February 2025, there were 5,801 children (0–17 years) in care in Ireland. Although being in the care of the state is common among these children and young people, they are not a homogenous group, and their personal experiences and circumstances vary. This exploratory study draws on focus group interviews with a small group of care-ex

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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,0

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