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Author: Angeles M. Perez
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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Book Description
The purpose of this journal ready dissertation was to ascertain the relationship of high school size with graduation rates and postsecondary enrollment status for students in Texas. In the first study, the relationship of school student enrollment percentages with graduation rates for Black, Hispanic and White graduates was examined. In the second study, the extent to which school poverty was related with graduation rates for Black, Hispanic, and White graduates was ascertained. Finally, in the third research article, the relationship between school poverty and postsecondary enrollment status of Texas graduates was determined. Analyzed in each empirical investigation were two years of statewide public school data. A non-experimental, causal-comparative research design (Johnson and Christensen, 2012) was utilized in this investigation. Archival data were obtained from the Texas Education Agency Academic Performance Report database for the 2012-2013 and 2013-2014 school years. The variables that were analyzed as a function of school size and school student enrollment poverty percentages for students in Texas were: graduation rates, enrollment in Texas higher education institution rates, and completion of one year of Texas higher education without remediation rates. Statistically significant results were revealed in each of the three investigations. An examination of graduation rates for Black students as a function of school size revealed that Moderate-Size schools was the optimal size. Hispanic students however, had higher graduation percentages from Large-Size schools with White students having higher graduation percentages from Small-Size schools. Graduation rates of Black, Hispanic, and White students differed by school student enrollment poverty percentages. For Black and Hispanic students, the highest graduate percentages were from High Poverty schools whereas Low Poverty schools had the highest graduate percentages for White students. Lastly, the postsecondary enrollment status of high school graduates differed as a function of school poverty. High Poverty schools had the lowest enrollment rates in higher education institutions and the lowest completion rates of one year of higher education without remediation. Results from this journal-ready dissertation were congruent with much of the recent empirical literature. Implications for policy and recommendations for research were provided.
Author: Angeles M. Perez
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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Book Description
The purpose of this journal ready dissertation was to ascertain the relationship of high school size with graduation rates and postsecondary enrollment status for students in Texas. In the first study, the relationship of school student enrollment percentages with graduation rates for Black, Hispanic and White graduates was examined. In the second study, the extent to which school poverty was related with graduation rates for Black, Hispanic, and White graduates was ascertained. Finally, in the third research article, the relationship between school poverty and postsecondary enrollment status of Texas graduates was determined. Analyzed in each empirical investigation were two years of statewide public school data. A non-experimental, causal-comparative research design (Johnson and Christensen, 2012) was utilized in this investigation. Archival data were obtained from the Texas Education Agency Academic Performance Report database for the 2012-2013 and 2013-2014 school years. The variables that were analyzed as a function of school size and school student enrollment poverty percentages for students in Texas were: graduation rates, enrollment in Texas higher education institution rates, and completion of one year of Texas higher education without remediation rates. Statistically significant results were revealed in each of the three investigations. An examination of graduation rates for Black students as a function of school size revealed that Moderate-Size schools was the optimal size. Hispanic students however, had higher graduation percentages from Large-Size schools with White students having higher graduation percentages from Small-Size schools. Graduation rates of Black, Hispanic, and White students differed by school student enrollment poverty percentages. For Black and Hispanic students, the highest graduate percentages were from High Poverty schools whereas Low Poverty schools had the highest graduate percentages for White students. Lastly, the postsecondary enrollment status of high school graduates differed as a function of school poverty. High Poverty schools had the lowest enrollment rates in higher education institutions and the lowest completion rates of one year of higher education without remediation. Results from this journal-ready dissertation were congruent with much of the recent empirical literature. Implications for policy and recommendations for research were provided.
Author: Lawrence R. Mishel
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 112
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Book Description
In a knowledge-driven economy, those without at least a high school diploma will be far more limited in their work prospects than those with one. But scholars and educators disagree on the rate of graduation in U.S. high schools. Some new statistics seriously understate minority graduation rates and fail to reflect the tremendous progress in the last few decades in closing the black-white and the Hispanic-white graduation gaps. Rethinking High School Graduation Rates and Trends analyzes the current sources of available data on high school completion and dropout rates and finds that, while graduation rates need much improvement, they are higher, and getting better.
Author: Jeanne H Ballantine
Publisher: Taylor & Francis
ISBN: 1315299909
Category : Education
Languages : en
Pages : 598
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Book Description
The Sociology of Education: A Systematic Analysis is a comprehensive and cross-cultural look at the sociology of education. This textbook gives a sociological analysis of education by incorporating a diverse set of theoretical approaches. The authors include practical applications and current educational issues to discuss the structure and processes that make education systems work as well as the role sociologists play in both understanding and bring about change. In addition to up-to-date examples and research, the eighth edition presents three chapters on inequality in educational access and experiences, where class, race and ethnicity, and gender are presented as separate (though intersecting) vectors of educational inequality. Each chapter combines qualitative and quantitative approaches and relevant theory; classics and emerging research; and micro- and macro-level perspectives.
Author: Charles Hirschman
Publisher: Russell Sage Foundation
ISBN: 161044857X
Category : Education
Languages : en
Pages : 412
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Book Description
Today, over 75 percent of high school seniors aspire to graduate from college. However, only one-third of Americans hold a bachelor’s degree, and college graduation rates vary significantly by race/ethnicity and parental socioeconomic status. If most young adults aspire to obtain a college degree, why are these disparities so great? In From High School to College, Charles Hirschman analyzes the period between leaving high school and completing college for nearly 10,000 public and private school students across the Pacific Northwest. Hirschman finds that although there are few gender, racial, or immigration-related disparities in students’ aspirations to attend and complete college, certain groups succeed at the highest rates. For example, he finds that women achieve better high school grades and report receiving more support and encouragement from family, peers, and educators. They tend to outperform men in terms of preparing for college, enrolling in college within a year of finishing high school, and completing a degree. Similarly, second-generation immigrants are better prepared for college than first-generation immigrants, in part because they do not have to face language barriers or learn how to navigate the American educational system. Hirschman also documents that racial disparities in college graduation rates remain stark. In his sample, 35 percent of white students graduated from college within seven years of completing high school, compared to only 19 percent of black students and 18 percent of Hispanic students. Students’ socioeconomic origins—including parental education and employment, home ownership, and family structure—account for most of the college graduation gap between disadvantaged minorities and white students. Further, while a few Asian ethnic groups have achieved college completion rates on par with whites, such as Chinese and Koreans, others, whose socioeconomic origins more resemble those of black and Hispanic students, such as Filipinos and Cambodians, also lag behind in preparedness, enrollment, and graduation from college. With a growing number of young adults seeking college degrees, understanding the barriers that different students encounter provides vital information for social scientists and educators. From High School to College illuminates how gender, immigration, and ethnicity influence the path to college graduation.
Author: Laura Horn
Publisher:
ISBN:
Category :
Languages : en
Pages : 115
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Book Description
This report uses data primarily from the 2004 Graduation Rate Survey (GRS), a component of the Integrated Postsecondary Education Data System (IPEDS), to provide a systemwide overview of how graduation rates of comparable 4-year institutions vary with institution selectivity and the size of the low-income population enrolled. The report clearly shows that graduation rates dropped systematically as the proportion of low-income students increased, even within the same Carnegie classification and selectivity levels. Variations by gender and race/ethnicity also were evident. Women graduated at higher rates than men, and in general, as the proportion of low-income students increased, so did the gap between female and male graduation rates. The gap in graduation rates between White and Black students and between White and Hispanic students, on the other hand, typically narrowed as the as the proportion of low-income students increased. In the end, the results indicate that serving large numbers of low-income students does not necessarily lead to low graduation rates. Appended are: (1) A Glossary; and (2) Technical Notes and Methodology. (Contains 14 tables and 8 figures.).
Author:
Publisher:
ISBN:
Category : Statistics
Languages : en
Pages : 986
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Book Description
Author: Harold L. Hodgkinson
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 30
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Book Description
This report is a demographic study of the United States education system from kindergarten through post-graduate education. Part 1 provides a briefing on the major demographic trends that form the framework of the analysis in terms of: (1) number of births in different groups; (2) rate of age increase in various groups due to varying birth rates; (3) changes in family status; (4) differences in educational needs by region; and (5) education, including educational supply and job demand, and the growing need for day care and early childhood programs such as Head Start. Part 2 concerns the retention of students through the school system to high school graduation. Part 3 concerns the accessibility of college to different socioeconomic groups. Part 4 discusses retention of students through college graduation in the context of the number of years it takes students to reach that goal. Throughout, suggestions are offered on how to deal with the impact of increased minorities in the educational system and how best to structure curricula to better educate the population as a whole. (CG)
Author: Philip Andrew Riddle
Publisher:
ISBN:
Category : High school graduates
Languages : en
Pages : 175
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Book Description
Nearly 60 years after the Supreme Court Decision in Brown, segregation is still an ingrained facet of American public education. This study investigated the extent to which these continued patterns of segregation influenced graduation rates from high school. The study used data provided by the Virginia Department of Education (VDOE) on the 2011 graduating cohorts in 302 public high schools across the state. The results indicate that graduation rates for all students vary significantly as a function of the overall socioeconomic and racial composition of high schools. In addition, low-income students are significantly more likely to graduate in low-poverty high schools and minorities are significantly more likely to graduate in high schools that are not highly segregated by race. Finally, school level demographic variables explain a significant, independent share of the variance in graduation rates among high schools. These results lend weight to policies designed to integrate high schools as a way to equalize educational opportunity.
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 4
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 744
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Book Description
Contains information on a variety of subjects within the field of education statistics, including the number of schools and colleges, enrollments, teachers, graduates, educational attainment, finances, Federal funds for education, libraries, international education, and research and development.
