This compilation of program materials serves as an introduction to and overview of Florida's Brevard Community College's (BCC's) Competency-Based Adult High School Completion Project, which was conducted to teach administrators, counselors, and teachers how to organize and implement a competency-based adult education (CBAE) program; to critique…
Nevada Univ., Las Vegas. Coll. of Education.
This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on citizenship is divided into twelve topics. The topics included are How to Become a Citizen, Voter Registration, Political Parties, Nominations, Elections, Evaluating Issues, Public Opinion,…
Washington State Board for Community and Technical Colleges, 2013
Adults who lack a high school diploma now have a new way to get a second chance. It's called "High School 21+," a competency-based high school diploma offered at Washington's community and technical colleges. Adults 21 years old and older can go to participating colleges to earn a high school diploma. An advisor will look at transcripts…
Singer, Elizabeth; And Others
Designed as part of a 310 Special Demonstration and Teacher Training Project undertaken at Brevard Community College, this student services guide contains information to assist adult education administrators, counselors, instructors, and office personnel in meeting the needs of students enrolled in adult/community education schools. Primary…
Principal Leadership, 2011
This article features Columbus Unified High School, a school that takes pride in knowing that each student will graduate prepared for his or her future. Although poverty (45%) and unemployment (25%) are widespread in this rural Kansas community, the community members are fierce in their loyalty to the school. Last year, 97.8% of the four-year…
This article lists 30 titles, published between September 2007 and November 2008 (with reviews published in 2008), which the "School Library Journal's" ("SLJ's") Adult Books for High School Students Committee decided to recognize as the best for high school readers. The list includes realistic and historical novels as well as some genre-blending…
Rodriguez, Louie F.
In today's reform context, much attention is placed on policies and outcomes and far less emphasis on understanding the social and cultural processes in schools. Using case-study methodology, I examine relationships between low-income, urban high school students of color, and the school adults with whom they interact. Using grounded theory,…
This study was to evaluate if exposure to a diverse curriculum in high school physical education had an impact on young adult physical activity. Students from two universities were surveyed concerning high school physical education content exposure and physical activity in four areas. By investigating relationships between content exposure and…
Des Moines Area Community Coll., Ankeny, IA.
Three thousand eight hundred ninety-eight adults who had received a High School Equivalency Diploma (HSED) during 1976 in Iowa were surveyed to assess the impact of finishing a high school completion program on their placement after completion. Three hundred Iowa employers were also surveyed to analyze existing personnel policies and practices…
Gruber, Samuel C.
Since 1976, the Cumberland Valley School District (Mechanicsburg, Pennsylvania) has offered an external high school diploma program for adults that combines academic achievement with life skill competencies. In 1995-1996, the Cumberland Valley School District received funds to recruit three educational agencies/school districts willing to…
Florida State Dept. of Education, Tallahassee.
Three levels of accreditation standards for vocational and adult schools, based on educational quality, performance, and achievement, are presented. Level I standards include those items considered to be minimum educational and legal requirements as set forth in Florida statutes and regulations. Full compliance with these standards will not…
Nevada Univ., Las Vegas. Coll. of Education.
This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on environmental education is divided into seven topics. The topics included are Human Carrying Capacity (The Ability to Foresee and Forestall), Human Population Growth, The Atmosphere, The…
West, Donald A.; Hoppe, Stanley F.
Data collected via a 1973-74 mail survey of 1965 and 1966 rural Washington high school graduates were used to analyze the relationship between education, location of work, occupation, and earnings of young adults (24-27 years of age). Respondents (524) males and 535 females) were asked to supply information on their educational background (pre-…
Nevada Univ., Las Vegas. Coll. of Education.
This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on life science is divided into twelve topics. The topics included are Life Process, Cells, Levels of Organization, Organ Systems, Food and Oxygen-Photosynthesis, Cycles, Energy, Resources, Cell…
Nevada Univ., Las Vegas. Coll. of Education.
This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on earth and physical science is divided into twelve topics. The topics included are Geology, Meteorology, Astronomy, Natural Disasters, Chemical Reaction, Laboratory, States of Matter, Force and…
Xu, Liang; Wang, Ya Xing; Bi, Hong Sheng; Wu, Jian Feng; Jiang, Wen Jun; Nangia, Vinay; Sinha, Ajit; Zhu, Dan; Tao, Yong; Guo, Yin; You, Qi Sheng; Wu, Li Juan; Tao, Li Xin; Guo, Xiu Hua; Ohno-Matsui, Kyoko; Panda-Jonas, Songhomitra
Purpose Since high myopia in the younger generation may differ etiologically from high myopia in older generations, we examined whether education-related parameters differ between high myopia in today´s school children and high pathological myopia in today´s elderly generation. Methods The investigation included the adult populations of the population-based Beijing Eye Study (BES) (3468 adults;mean age:64.6±9.8years;range:50–93years) and Central India Eye and Medical Study (CIEMS) (4711 adults;age:49.±13.2years;range:30–100years), and the children and teenager populations of the Shandong Children Eye Study (SCES) (6026 children;age:9.7±3.3years;range:4–18years;cycloplegic refractometry), Gobi Desert Children Eye Study (1565;age:11.9±3.5years;range:6–21 years;cycloplegic refractometry), Beijing Pediatric Eye Study (681 children;age:7.7±1.6years;range:5–13 years;non-cycloplegic refractometry,calculation of axial length to corneal curvature radius ratio), Beijing Children Eye Study (15066 children;age:13.2±3.4years;range:7–18years;non-cycloplegic refractometry), Beijing High School Teenager Eye Study (4677 children;age:16.9±0.7years;range:16–18years;non-cycloplegic refractometry). Results In the BES and CIEMS, educational level did not differ significantly between, or was significantly lower in the highly myopic group (myopic refractive error ≥6 diopters) than in the non-highly myopic group. In all non-adult study populations, higher prevalence of high myopia was significantly associated with higher degree of education related parameters such as attendance of high-level schools, and more time spent for indoors near work versus time spent outdoors. Conclusions Comparing associations of old or genetic high myopia in adults with new or acquired high myopia in school children revealed that education-related parameters did not show a clear association with old or genetic high myopia, while in contrast, new high myopia showed strong associations
Trampush, Joey W.; Miller, Carlin J.; Newcorn, Jeffrey H.; Halperin, Jeffrey M.
Objective: To examine cognitive and psychosocial factors associated with high school dropout in urban adolescents with and without childhood ADHD. Method: In a longitudinal study, 49 adolescents/young adults with childhood ADHD and 44 controls who either dropped out or graduated from high school are included. Risk factors examined as potential…
Johnston, Lloyd D.; And Others
This report is the 11th in an annual series reporting the drug use and related attitudes of America's high school seniors and young adults. The findings, which cover the high school classes of 1975 through 1987, come from an ongoing national research and reporting program entitled "Monitoring the Future: A Continuing Study of the Lifestyles and…
Perrone, Kristin M.; Perrone, Philip A.; Ksiazak, Tracy M.; Wright, Stephen L.; Jackson, Z. Vance
Definitions of giftedness and self-perceptions of abilities were examined among adults who have been participating in a longitudinal study of academically talented students since their high-school graduation in 1988. For the present study, participants answered open-ended questions and completed scales measuring adult giftedness and adult…
Braddock, Jomills Henry; Hua, Lv; Dawkins, Marvin P.
The impact of involvement in high school athletics and nonsport extracurricular activities on political engagement among young Black adults was examined. We developed a conceptual model to identify school engagement factors and assess their influence on political participation (i.e., voter registration and voting behavior) of Blacks in early…
Selected characteristics and conditions of MiraCosta Adult High School Diploma Program graduates were investigated. Data were gathered from 129 respondents by a 35-item mailed questionnaire. Questions pertained to graduates' current status, analysis of their high school experience, and recommendations for improving the adult high school diploma…
Tillery, Amy Dutton
Researchers have demonstrated that students who had a strong sense of school belonging exhibited greater academic motivation and performance (E. Anderman, 2002; Faircloth & Hamm, 2005), had fewer emotional and behavioral difficulties (Furrer & Skinner, 2003; McMahon, Singh, Garner, & Benhorin; 2004), and were less likely to dropout of school…
Gruber, Samuel C.
This document contains information from and about Project AchievE (sic), a program that was developed in Pennsylvania's Cumberland Valley School District to enable adults with or without a General Educational Development certificate to earn a regular high school diploma by mastering competencies in the following categories: government and law;…
Ishimoto, Yuyu; Yoshida, Munehito; Nagata, Keiji; Yamada, Hiroshi; Hashizume, Hiroshi; Yoshimura, Noriko
We examined the bone mineral densities (BMDs) of young adult men and analyzed the factors associated with BMD differences. Between 1993 and 2002, all male freshmen in the Wakayama Medical University, Japan were recruited into the present study, which included a self-administrated questionnaire survey, anthropometric measurements, and BMD measurements of the spine and hip. Of a total of 387 freshmen, 382 (98.7 %; mean age, 20.3 years; age range, 18-29 years) completed the study. The mean BMDs of the spine (L2-4) and femoral neck (FN) were 1.21 (standard deviation, 0.13) g/cm(2) and 1.12 (0.14) g/cm(2), respectively. The L2-4 BMDs were not associated with age, while FN BMDs were significantly inversely associated with age. The BMDs at L2-4 and FN were significantly associated with body mass index (BMI). After adjustment for age and BMI, multivariate regression analysis indicated that BMDs at L2-4 and FN were associated with current longer exercise duration (L2-4, p = 0.024; FN, p = 0.001), those at L2-4 with milk intake (p = 0.024), and those at FN with consuming breakfast (p = 0.004). Similarly, habits of consuming breakfast and exercising longer (on a weekly basis) during high school were linked with significantly higher L2-4 and FN BMDs. High-impact activities during high school significantly influenced the later BMDs. In conclusion, to maximize peak bone mass, consuming breakfast and completing a longer duration of stronger exercise in the late high school years for at least 10 h per week is recommended.
Hart, Daniel; Donnelly, Thomas M.; Youniss, James; Atkins, Robert
The influences of high school community service participation, extracurricular involvement, and civic knowledge on voting and volunteering in early adulthood were examined using the National Educational Longitudinal Study. The major finding in this study is that both voluntary and school-required community service in high school were strong…
Pisani, Anthony R; Wyman, Peter A; Petrova, Mariya; Schmeelk-Cone, Karen; Goldston, David B; Xia, Yinglin; Gould, Madelyn S
To develop and refine interventions to prevent youth suicide, knowledge is needed about specific processes that reduce risk at a population level. Using a cross-sectional design, the present study tested hypotheses regarding associations between self-reported suicide attempts, emotion regulation difficulties, and positive youth-adult relationships among 7,978 high-school students (48.6% male, 49.9% female) in 30 high schools from predominantly rural, low-income communities. 683 students (8.6%) reported a past-year suicide attempt. Emotion regulation difficulties and a lack of trusted adults at home and school were associated with increased risk for making a past-year suicide attempt, above and beyond the effects of depressive symptoms and demographic factors. The association between emotion regulation difficulties and suicide attempts was modestly lower among students who perceived themselves as having higher levels of trusted adults in the family, consistent with a protective effect. Having a trusted adult in the community (outside of school and family) was associated with fewer suicide attempts in models that controlled only for demographic covariates, but not when taking symptoms of depression into account. These findings point to adolescent emotion regulation and relationships with trusted adults as complementary targets for suicide prevention that merit further intervention studies. Reaching these targets in a broad population of adolescents will require new delivery systems and "option rich" (OR) intervention designs.
Garn, Alex C.; McCaughtry, Nate; Kulik, Noel L.; Kaseta, Michele; Maljak, Kim; Whalen, Laurel; Shen, Bo; Martin, Jeffrey J.; Fahlman, Mariane
Grounded in social cognitive theory, the purpose of this study was to examine leaders' and students' perspectives of factors that contribute to effective voluntary after-school physical activity clubs. Data were collected over two-years via field observations (n= 115) and interviews with students (n= 278) and adult leaders (n= 126).…
Jensen, Terry L.; Jensen, Valarie S.
Describes the implementation of a version of Sustained Silent Reading (SSR), called the DEAR (Drop Everything And Read) program, throughout their school. Presents their experience with the program in the KWL format (what we KNOW, what we WANTED to know, and what we LEARNED). Provides a bibliography of 12 young adult short stories used in the…
Johnston, Lloyd D.; And Others
Drug use and related attitudes of U.S. high school seniors from the graduating classes of 1975-1985 and young adults in their late teens and early- to mid-twenties were studied, as part of an ongoing research project. Eleven classes of drugs were assessed: marijuana (including hashish), inhalants, hallucinogens, cocaine, heroin, other natural and…
A listing of computer software for use in high school and adult English-as-a-second-language instruction includes over 40 items, categorized for grammar, reading/writing, or vocabulary teaching, with descriptions of each. The listings include such information as the title, focus, proficiency level, components, content, comments, and brief…
Colorado State Dept. of Education, Denver.
A report is presented of the total number of classes, class hours, and students in adult education programs conducted by Colorado public schools during the 1967-68 fiscal year. Adult basic education, high school completion, arts and crafts, commercial and business education, homemaking and family life education, hobbies, trade and industrial…
This dissertation analyzes the motivations, perspectives, and barriers of adult learners returning to school to receive a high school diploma after previously dropping out of a traditional high school setting. Specifically, this study explored the backgrounds, discrimination factors, income variables, perspectives, and environmental and emotional…
Koyama, Akiko; Hamamoto, Yoko; Sato, Reiko
Objective In order to assess the impact of educational content on students, this study investigated junior high school students' awareness of older adults' daily lives and the social resources available for older adults.Methods Participants were 967 second-year students at a public junior high school in S city. A complete enumeration survey was conducted using anonymous self-administered questionnaires. The survey items obtained information about participants' demographic characteristics, their perceptions of older adults' daily life, and their awareness of the social resources for older adults.Results Of the 555 returned questionnaires (57.4%), 490 (50.7%) valid responses were analyzed. A total of 158 participants (32.2%) lived with their grandparents, and 232 participants (47.3%) had some experience living with their grandparents, most of whom still lived independently. Further, 303 participants (61.8%) met their grandparents at least once or twice a week. The mean age of participants' grandparents was 72.2 years. The mean age that the participants regarded a person as "elderly" was 71.3 years. Participants' perceptions of older adults' daily lives included decreased physical ability due to aging, need and desire to stay in touch with family and/or friends, and enjoying hobbies and pleasurable activities. Participants who met their grandparents at least once or twice a week perceived elderly life as more cheerful compared to participants who met their grandparents once or twice a month or less. The participants were familiar with some social resources for older adults such as "administrative disaster-prevention wireless communication system," "transportation service by car," and "visiting nurse." Female participants were aware of significantly more social resources compared to male participants, as were participants who met their grandparents at least once or twice a week compared to those who met their grandparents once or twice a month or less
Ferguson, Kristin M.; Xie, Bin
Background: Despite high rates of substance use among homeless youths, little is known about the interaction of substance-use risk and protective factors. Further, limited research exists on substance use by school-attending homeless youths, as extant studies have relied on street- and shelter-based samples. Objective: The purpose of this study…
Duquette, Cheryll; Stodel, Emma; Fullarton, Stephanie; Hagglund, Karras
Background: This study examined persistence in high school among students with Fetal Alcohol Spectrum Disorder (FASD) from the perspective of the adolescents themselves. Tinto's (1975, 1997) Student Integration Model (SIM) provided the theoretical framework for the research. This model consists of three factors: background characteristics,…
Barr-Anderson, Daheia J; Larson, Nicole I; Nelson, Melissa C; Neumark-Sztainer, Dianne; Story, Mary
Background Prior research has found that television viewing is associated with poor diet quality, though little is known about its long-term impact on diet, particularly during adolescence. This study examined the associations between television viewing behavior with dietary intake five years later. Methods Survey data, which included television viewing time and food frequency questionnaires, were analyzed for 564 middle school students (younger cohort) and 1366 high school students (older cohort) who had complete data available at Time 1 (1998–1999) and five years later at Time 2 (mean age at Time 2, 17.2 ± 0.6 and 20.5 ± 0.8 years, respectively). Regression models examined longitudinal associations between Time 1 television viewing behavior and Time 2 dietary intake adjusting for sociodemographic characteristics, Time 1 dietary intake, and Time 2 total daily energy intake. Results Respondents were categorized as limited television users (<2 hours/daily), moderately high television viewers (2–5 hours/daily), and heavy television viewers (≥5 hours/daily). Among the younger cohort, Time 1 heavy television viewers reported lower fruit intake and higher sugar-sweetened beverage consumption than the other two groups. Among the older cohort, watching five or more hours of television per day at Time 1, predicted lower intakes of fruits, vegetables, whole grain and calcium-rich foods, and higher intakes of trans fat, fried foods, fast food menu items, snack products, and sugar-sweetened beverages (products commonly advertised on television) five years later. Conclusion Television viewing in middle and high school predicted poorer dietary intake five years later. Adolescents are primary targets of advertising for fast food restaurants, snack foods, and sugar-sweetened beverages, which may influence their food choices. Television viewing, especially during high school, may have long-term effects on eating choices and contribute to poor eating habits in young
National Institute on Out-of-School Time, 2004
The After School Program in Lincoln Square at the MLK Jr. High School Campus is one of several high school afterschool programs funded by The After-School Corporation (TASC), a nonprofit organization dedicated to enhancing the quality and availability of in school afterschool programs in New York City and New York state. TASC presently funds…
Hanna, Kathleen M.; Weaver, Michael T.; Stump, Timothy E.; Guthrie, Diana; Oruche, Ukamaka M.
Among 182 emerging adults with type 1 diabetes (93% White and 57% female), changes during the year post-high school were examined in perceptions of diabetes-specific conflict with parents, parent-youth shared responsibility, parental tangible aid, and parental autonomy support, as well as the moderating effects of living situation, gender, years with diabetes, and glycemic control. A linear mixed effects model, controlling for baseline values, tested the changes in and relationships among these variables over time. Changes over time in parent-youth conflict were moderated by living independently of parents; autonomy support and shared responsibility were moderated by years with diabetes; and tangible aid was moderated by glycemic control. Future longitudinal research needs to examine whether changes in parental behaviors lead to positive or negative diabetes outcomes among these emerging adults with diabetes. PMID:25019036
Toomey, Russell B; Ryan, Caitlin; Diaz, Rafael M; Russell, Stephen T
Gay-Straight Alliances (GSAs) are student-led, school-based clubs that aim to provide a safe environment in the school context for lesbian, gay, bisexual, and transgender (LGBT) students, as well as their straight allies. The present study examines the potential for GSAs to support positive youth development and to reduce associations among LGBT-specific school victimization and negative young adult well-being. The sample includes 245 LGBT young adults, ages 21-25, who retrospectively reported on the presence of a GSA in their high school, their participation in their school's GSA, and their perceptions of whether or not their GSA was effective in improving school safety. Findings revealed that the presence of a GSA, participation in a GSA, and perceived GSA effectiveness in promoting school safety were differentially associated with young adult well-being and in some cases, buffered the negative association between LGBT-specific school victimization and well-being. Implications for future research and schools are discussed.
Suico, Theresa Go
Young adult literature has been a subject of contention for educators, adolescent psychologists, and critics for decades. Although some commentators maintain that young adult literature can be educationally and developmentally beneficial for adolescent readers, others argue that it often contains negative and potentially harmful messages that…
Howley, Craig B.; Pickett, Diana; Brown, Peter; Kay, Laura
In this report, the authors characterize the differences between those interviewed who "loved school" and "those who did not." For this comparison, they created two sets of comparison groups: (1) interviewees divided into upper and lower halves on one item, "I loved school"; and (2) the top and bottom quartiles on the…
Toomey, Russell B.; Ryan, Caitlin; Diaz, Rafael M.; Russell, Stephen T.
Gay-Straight Alliances (GSAs) are student-led, school-based clubs that aim to provide a safe environment in the school context for lesbian, gay, bisexual, and transgender (LGBT) students, as well as their straight allies. The present study examines the potential for GSAs to support positive youth development and to reduce associations among LGBT-specific school victimization and negative young adult well-being. The sample includes 245 LGBT young adults, ages 21–25, who retrospectively reported on the presence of a GSA in their high school, their participation in their school’s GSA, and their perceptions of whether or not their GSA was effective in improving school safety. Findings revealed that the presence of a GSA, participation in a GSA, and perceived GSA effectiveness in promoting school safety were differentially associated with young adult well-being and in some cases, buffered the negative association between LGBT-specific school victimization and well-being. Implications for future research and schools are discussed. PMID:22102782
Gold, Eva; Edmunds, Kimberly; Maluk, Holly; Reumann-Moore, Rebecca
In 2010-11, the School District of Philadelphia (the District) operated thirteen accelerated high schools that served approximately 2,000 under-credited, over-age students. Each of the accelerated schools was managed by one of seven external providers, each with its own educational approach, and each with a contractual agreement with the…
The new emphasis on welfare reform, self-reliance, and individual accountability and the new time limits imposed by the Temporary Assistance for Needy Families program have resulted in large numbers of people between the ages of 18 and 24 entering the work force. The three main career options for youth in transition from school to work are…
Brody, Michael; And Others
The transition from high school senior to college freshman reflects the emergence of the adolescent into the young adult and can result in separation anxiety for parent and senior. In order to support the parents and seniors, a seminar on the topic of separation was given to parents and seniors by a child psychiatrist and two high school college…
Gran, James R.
After one year, a folloup study was made of graduates of the Jackson County Adult Evening High School Completion Program; it supplemented teacher and student evaluations and a followup study made the year before of the first year graduates. The questionnaire used was about the same as the one used the year before (1967). It was found that age,…
Johnston, Lloyd D.; And Others
This report is the 10th in an annual series reporting the drug use and related attitudes of American high school seniors. Findings reported cover the high school classes of 1975 through 1986 and come from the national project, Monitoring the Future: A Continuing Study of the Lifestyles and Values of Youth. Findings on the prevalence of, and trends…
Wichern, Dana L.
The student-run Come, Care, Communicate Center at North Side High School in Fort Wayne, Indiana, brings adult visitors into the school during the noon hour and exposes students to a broader understanding of the adult world. (Author/IRT)
Background Fostering adolescents’ communication on sexuality issues with their parents and other significant adults is often assumed to be an important component of intervention programmes aimed at promoting healthy adolescent sexual practices. However, there are few studies describing the relationship between such communication and sexual practices, particularly in sub-Saharan Africa. This study examined the relationships between adolescents’ communication with significant adults and their condom use in three sites in this region. Methods Data stem from a multi-site randomized controlled trial of a school-based HIV prevention intervention implemented in Cape Town and Mankweng, South Africa and Dar es Salaam, Tanzania. Only data from comparison schools were used. The design is therefore a prospective panel study with three waves of data collections. Data were collected in 2004 from 6,251 participants in 40 schools. Associations between adolescents’ communication with adults about sexuality issues and their use of condoms were analysed cross-sectionally using analysis of variance, as well as prospectively using multiple ordinal logistic regression analysis. Results Cross-sectional analyses showed that consistent condom users had significantly higher mean scores on communication (across topics and communication partners) than both occasional users and never-users, who had the lowest scores. After controlling for condom use at the first data collection occasion in each model as well as for possible confounders, communication scores significantly predicted consistent condom use prospectively in all three ordinal logistic regression models (Model R2 = .23 to .31). Conclusion The findings are consistent with the assertion that communication on sexuality issues between adolescents and significant adults results in safer sexual practices, as reflected by condom use, among in-school adolescents. The associations between communication variables and condom use might
Card, Noel A.
Antipathetic relationships have received little empirical attention. This study examines these relationships by eliciting college students' descriptions of the formation, patterns of interpersonal behaviors, and termination of antipathetic relationships during high school. Factors that differentiate inimical from other antipathetic relationships…
The two courses of study described and outlined here are offered at Burr D. Coe Vocational and Technical High School in East Brunswick, New Jersey, for students wishing to prepare for a career in air conditioning and refrigeration. Section 1 deals with a 4-year high school course, Section 2 with a 1-year course for those who have completed high…
A project identified and established components related to adult basic education's role in school-to-work (STW) transition. It focused on developing a cognitive framework for competency-based adult employability classes, integrating adult basic and literacy education (ABLE)-funded programs into the Erie Area STW partnership, and establishing a…
Yockey, Karen S.
In a time of financial difficulties for schools, few counselors use accountability practices--practices which are necessary in order to justify the expense of school counseling and guidance programs. This descriptive study examines opinions of adults about school counselors. Following a review of literature concerning the role of the counselor, a…
Tuominen-Soini, Heta; Salmela-Aro, Katariina
Applying a person-centered approach, the primary aim of this study was to examine what profiles of schoolwork engagement and burnout (i.e., exhaustion, cynicism, inadequacy) can be identified in high school (N = 979) and among the same participants in young adulthood (ages ranging from 17 to 25). We also examined gender differences, group…
Yamauchi, Yuhei; Fujimoto, Toru; Takahashi, Kaoru; Araki, Junko; Otsuji, Yusuke; Suzuki, Hisashi
This study examines "the Socla study program" to build a social learning community for high school students using Facebook and other Internet services. In the two-week program, the students worked on individual study projects that focused on their future plans. With the help of volunteer supporters and facilitators, the students found relevant…
Russell, Stephen T; Toomey, Russell B; Ryan, Caitlin; Diaz, Rafael M
Many lesbian, gay, bisexual, and transgender (LGBT) adolescents disclose their sexual and/or gender identities to peers at school. Disclosure of LGBT status is linked with positive psychosocial adjustment for adults; however, for adolescents, "coming out" has been linked to school victimization, which in turn is associated with negative adjustment. This study investigates the associations among adolescent disclosure of LGBT status to others at school, school victimization, and young adult psychosocial adjustment using a sample of 245 LGBT young adults (aged 21-25 years, living in California). After accounting for the association between school victimization and later adjustment, being out at high school was associated with positive psychosocial adjustment in young adulthood. Results have significant implications for training of school-based health and mental health providers, education and guidance for parents and caregivers, fostering positive development of LGBT youth, and developing informed school policies and educational practices.
Russell, Stephen T; Toomey, Russell B; Ryan, Caitlin; Diaz, Rafael M
Many lesbian, gay, bisexual, and transgender (LGBT) adolescents disclose their sexual and/or gender identities to peers at school. Disclosure of LGBT status is linked with positive psychosocial adjustment for adults; however, for adolescents, "coming out" has been linked to school victimization, which in turn is associated with negative adjustment. This study investigates the associations among adolescent disclosure of LGBT status to others at school, school victimization, and young adult psychosocial adjustment using a sample of 245 LGBT young adults (aged 21-25 years, living in California). After accounting for the association between school victimization and later adjustment, being out at high school was associated with positive psychosocial adjustment in young adulthood. Results have significant implications for training of school-based health and mental health providers, education and guidance for parents and caregivers, fostering positive development of LGBT youth, and developing informed school policies and educational practices. PMID:25545431
Tuominen-Soini, Heta; Salmela-Aro, Katariina
Applying a person-centered approach, the primary aim of this study was to examine what profiles of schoolwork engagement and burnout (i.e., exhaustion, cynicism, inadequacy) can be identified in high school (N = 979) and among the same participants in young adulthood (ages ranging from 17 to 25). We also examined gender differences, group differences in academic and socioemotional functioning and long-term educational outcomes, and temporal stability in the group memberships. Latent profile analysis identified 4 groups of students in high school. Both engaged (44%) and engaged-exhausted (28%) students were engaged and doing well in school, although engaged-exhausted students were more stressed and preoccupied with possible failures. Cynical (14%) and burned-out (14%) students were less engaged, valued school less, and had lower academic achievement. Cynical students, however, were less stressed, exhausted, and depressed than burned-out students. Six years later, engaged students were more likely than predicted by chance to attend university. In young adulthood, 4 similar groups were identified. Configural frequency analysis indicated that it was typical for engaged students to stay in the engaged group and for engaged-exhausted students to move into a more disengaged group. The results on broadband stability from adolescence to young adulthood showed that 60% of the youth manifested stable engaged and 7% stable disengaged patterns, whereas 16% displayed emergent engagement and 17% emergent disengagement patterns. Overall, the findings demonstrate that adolescence is not a uniform time for either school engagement and well-being or disengagement and distress. PMID:23895174
Tuominen-Soini, Heta; Salmela-Aro, Katariina
Applying a person-centered approach, the primary aim of this study was to examine what profiles of schoolwork engagement and burnout (i.e., exhaustion, cynicism, inadequacy) can be identified in high school (N = 979) and among the same participants in young adulthood (ages ranging from 17 to 25). We also examined gender differences, group differences in academic and socioemotional functioning and long-term educational outcomes, and temporal stability in the group memberships. Latent profile analysis identified 4 groups of students in high school. Both engaged (44%) and engaged-exhausted (28%) students were engaged and doing well in school, although engaged-exhausted students were more stressed and preoccupied with possible failures. Cynical (14%) and burned-out (14%) students were less engaged, valued school less, and had lower academic achievement. Cynical students, however, were less stressed, exhausted, and depressed than burned-out students. Six years later, engaged students were more likely than predicted by chance to attend university. In young adulthood, 4 similar groups were identified. Configural frequency analysis indicated that it was typical for engaged students to stay in the engaged group and for engaged-exhausted students to move into a more disengaged group. The results on broadband stability from adolescence to young adulthood showed that 60% of the youth manifested stable engaged and 7% stable disengaged patterns, whereas 16% displayed emergent engagement and 17% emergent disengagement patterns. Overall, the findings demonstrate that adolescence is not a uniform time for either school engagement and well-being or disengagement and distress.
Thompson, Brett A.
Since its inception in 1997, Cisco's curriculum has entered thousands of high schools across the U.S. and around the world for two reasons: (1) Cisco has a large portion of the computer networking market, and thus has the resources for and interest in developing high school academies; and (2) high school curriculum development teams recognize the…
For at-risk students who stand little chance of going to college, or even finishing high school, a growing number of districts have found a solution: Give them an early start in college while they still are in high school. The early college high school (ECHS) movement that began with funding from the Bill and Melinda Gates Foundation 10 years ago…
California State Postsecondary Education Commission, Sacramento.
This document represents the completion of the first phase of a study of adult and continuing education in California. The current method of funding community colleges in general, and adult/continuing education programs offered by community colleges and school districts specifically, are examined, their shortcomings noted, and alternatives to the…
Neff, Thomas G.
Describes the reorganization of the site of Ben Davis High School in Wayne Township, Indiana as an example of improvements to school parking lot design and vehicle/pedestrian traffic flow and security. Includes design drawings. (EV)
Gruber, Samuel C.
This document consists of a final report, informational packet, and training manual. These materials are from a 1997-98 extension of a project during which several educational agencies used the Cumberland Valley (Pennsylvania) diploma model to develop their own high school diploma program for implementation. The report itself describes the diploma…
No longer limited to the classroom, educators move to close the gap between school and the real world. Transforming high schools has been likened to turning an ocean liner around: It involves slow progress seemingly measured in inches, rather than yards or miles. This report discusses how educators move to close to gap between school and the real…
Lubbock (Texas) High School, a successful magnet and neighborhood school, discovered the benefits of flexible scheduling over 15 years ago. The unique schedule and other organizational structures have sustained a successful magnet program, created a diversity-enhancing culture, and revitalized a school near closure in 1978. (MLH)
Robert Wood Johnson Foundation, 2012
In a political climate where most public schools have reduced or eliminated P.E. entirely in response to budget cuts and increased pressure to improve academic test scores, Naperville High School in Illinois stands out as an anomaly. The school's already robust daily P.E. program is specifically designed around the notion that physical activity…
Sanford, Christopher; Newman, Lynn; Wagner, Mary; Cameto, Renee; Knokey, Anne-Marie; Shaver, Debra
The National Longitudinal Transition Study-2 (NLTS2) provides a unique source of information to help in developing an understanding of the experiences of secondary school students with disabilities nationally as they go through their early adult years. NLTS2 addresses questions about youth with disabilities in transition by providing information…
Shaw, Shana M.; Tallent-Runnels, Mary K.
To determine if the adult lives of intellectually talented dropouts and high school graduates share commonalities, or if giftedness can help overcome the obstacles associated with not having a high school diploma, the authors looked at significant categories such as the attainment of education, employment, and certain aspects of their private…
Peterson, Jane W.
A study asked selected high school principals to respond to statements about the value of high school journalism to the high school student and about the rights and responsibilities of the high school journalist. These responses were then checked against such information as whether or not the high school principal had worked on a high school…
Falmouth Public Schools, MA.
This book is a compilation of a series of papers designed to aid high school teachers in organizing a course in oceanography for high school students. It consists of twelve papers, with references, covering each of the following: (1) Introduction to Oceanography, (2) Geology of the Ocean, (3) The Continental Shelves, (4) Physical Properties of Sea…
Urban high schools are in trouble--high dropout rates, low student academic achievement, and graduates who are unprepared for college are just some of the disappointing indicators. However, recent research points to a select number of approaches to improving student outcomes and reforming underperforming schools--from particular ways of creating…
Hanna, Kathleen M; Weaver, Michael T; Slaven, James E; Fortenberry, J Dennis; DiMeglio, Linda A
The roles of glycemic control, diabetes management, diabetes care responsibility, living independently of parents, and time since high school graduation in predicting diabetes-related quality of life (DQOL) were examined in 184 emerging adults with type 1 diabetes. Data were collected at graduation and 1 year later. Analyses controlling for selected covariates were completed using generalized linear mixed models. Better diabetes management was associated with more positive responses on all four dimensions of DQOL. Impact and worry of DQOL were greater in the presence of depressive symptoms, and life satisfaction was lower. DQOL life satisfaction was lower in those living independently of parents. Young women reported poorer diabetes-related health status than did young men. Time since graduation was not linked to DQOL. Further research is needed on ways to improve DQOL in conjunction with diabetes management and on ways that families can support DQOL when youth live independently.
Green, Daniel G.
Strapped for cash, a Massachusetts high school creates its own venture capital fund to incentivize teachers to create programs that improve student learning. The result has been higher test scores and higher job satisfaction. One important program is credited with helping close the achievement gap at the school, while others have helped ambitious…
Smerdon, Becky, Ed.; Borman, Kathryn M., Ed.
Our educational system is in a continuous state of reform, yet outcomes are nowhere near what we can accept. Though the search for answers is perpetual, many efforts over the past decade have homed in on one feature of high schools--their size. If we simply reduce school size, the argument goes, students will gain a safer environment that can…
Although truancy has been studied extensively, less attention has been given to the actual voices of the truants themselves. The current study helps fill that gap by examining recollections from a sample of 34 emerging adults (ages 18-25) who experienced various levels of high school truancy across different geographical settings. A qualitative…
Pisani, Anthony R.; Wyman, Peter A.; Petrova, Mariya; Schmeelk-Cone, Karen; Goldston, David B.; Xia, Yinglin; Gould, Madelyn S.
To develop and refine interventions to prevent youth suicide, knowledge is needed about specific processes that reduce risk at a population level. Using a cross-sectional design, the present study tested hypotheses regarding associations between self-reported suicide attempts, emotion regulation difficulties, and positive youth-adult relationships…
Parrett, William H.; Budge, Kathleen
If some schools can overcome the powerful and pervasive effects of poverty to become high performing, shouldn't any school be able to do the same? Shouldn't we be compelled to learn from those schools? Although schools alone will never systemically eliminate poverty, high-poverty, high-performing (HP/HP) schools take control of what they can to…
Highlights award-winning Diamond Ranch High School (California) that was designed and built on a steep site around Los Angeles considered unsatisfactory for building due to its unstable soils. Building organization is discussed, and photos are provided. (GR)
Rourke, James; Hartzman, Marlene
Everyone knows that school is supposed to help students become responsible adults, but how can high schools encourage students to accept responsibility for the learning and behaviors that they will need to do so? One answer is School Counts, the work ethic certification program at Arkansas City (KS) High School. Through a partnership with Cowley…
Howell, J. Emory
provide another opportunity to try new approaches and to perfect proven teaching strategies. With all the publicity given to the occasion in the popular press, it seems trite to mention that this school year will end in the 21st century. Nevertheless it is an inescapable fact that this year's senior class will be the first to live out all their post-high-school years in a new century and a new millennium in a world where technological change occurs at breathtaking speed. When they become adults, this school year's students will face the host of problems that plague our planetproblems that will not be left behind with the mere turn of a calendar page: poverty, hunger, political upheaval, disease, natural disasters, environmental degradation. The new school year provides us with an opportunity to help these students equip themselves with the intellectual skills and working knowledge necessary to tackle global problems and local problems. It is a daunting task, one that can only be understood fully by those who teach high school students year after year, often with limited resources and inadequate reward. So why devote this space to something that every experienced teacher knows? Precisely to wish you well, to encourage, to say hurrah, and especially to thank you for what you have done and what you are going to do to educate youth for a productive and chemically literate life in the new millennium.