The Associations Between Social, Behavioral, and Health Risk Factors on a High School Student’s Decision to Pursue Post High School Plans

Background: Due to the relationship between SES and health, pursuing post high-school plans can lead to better future health outcomes for the student. The current paper assesses how behavioral and health risk factors, and family and social support, effect a student’s decision to pursue post high school plans. Methods: Data from the Youth Behavioral Component of the 2007 Connecticut School Health Survey were analyzed. Composite measures of exposure to/participation in violent behavior, mental and physical health, family/social support and substance abuse were created. The effects of these domains on the decision to pursue post high-school plans were assessed using logistic regression. Data were stratified by socioeconomic status. Results: Low SES students were more likely than high SES students to be doubtful for post high-school plans. Cocaine abuse emerged as the risk factor that put low SES students at the highest odds of not pursuing post high-school plans, followed by involvement in violent/aggressive behavior, and receiving less family/social support than their peers. Similar findings regarding violence and family/social support were found in the high SES group. Findings regarding substance abuse in the high SES group were not statistically significant. Discussion: Prevention programs regarding violence and substance abuse may have the added benefit of increasing the likelihood that high school students will make post high school plans. Preventing cocaine use among low SES students may be of particular importance. Violence prevention measures should be tailored to the target group. Adequate family/social support emerged as an encouraging factor for post high school plans.

The Black-White Achievement Gap Amongst Struggling Readers: A Case Study of Early Intervention Outcomes in Massachusetts

A number of analyses of large data sets have suggested that the reading achievement gap between African American and White U.S. is negligible or small at school entry, but widens substantially during the school years because African American students show slower rates of growth in elementary and secondary school. Identifying when and why gaps occur, therefore, is a an important research endeavor. In addition, being able to predict which African American children are most likely to fall behind can contribute to efforts to close the achievement gap. This paper analyzes first grade and third grade data on African American and White children in Massachusetts who all were identified in first grade as struggling readers and enrolled in Reading Recovery—an individualized intervention. All the children were low-income and attending urban schools. Using Observation Survey data from first grade, and MCAS Reading data from 3rd grade, we found that the African American and White students made equal average progress while in first grade, but by the end of third grade showed a large gap in MCAS proficiency rates. We discuss the results in terms of school quality, reading development, dialect issues, testing formats, and the need to provide long-term support to vulnerable learners.

On the Way to Becoming Global Citizens: Use of ICT by Ukrainian Students

Information is one of the important assets in today's society. Information and communication technologies (ICT) may be particular important for students as one of the tools to become global citizens. The objective of this study was to investigate use of ICT by high school students (n=122) from Ukraine, a developing country. The analysis indicates that majority of students from Ukraine have computer at home and more than half of students have the Internet access at home. In addition, gender differences in the use of computer and the Internet were identified. Educational implications and future directions are discussed.

Measuring Middle School Achievement Growth With Student Growth Percentile Methodology

This study examined reading and mathematics achievement growth for middle school students over three years using statewide test scores using student growth percentile methodology (Betebenner, 2008). This newly-emerging growth methodology provides a basis for examining growth normatively (“what is”) in order to provide a foundation for policies about adequate growth (“what should be”) and excellent growth (“what could be”). Growth is compared among student subgroups and different middle schools. A particular focus of the study is identifying typical growth trajectories of low-achieving 6th graders through the middle school years.

Labeling in the Classroom: Teacher Expectations and their Effects on Students' Academic Potential

The transition to high school can be challenging for some adolescents, resulting in drops of academic functioning (Barber & Olsen, 2004; Smith, 2006). While changes in academic demands and the disparity between adolescent needs and the environmental characteristics of high school have both been cited as possible contributors to this decrease in academic and personal functioning (Barber & Olsen, 2004), it is possible that teachers may play an even larger role in undermining these students’ functioning, specifically through labeling. Although labeling, and how it can lead to self-fulfilling prophesies, is a concept that has been thoroughly researched and applied to the field of criminology and deviant behavior, it is the goal of this current study to investigate if labeling also occurs in the classroom setting and how such labels ultimately effect the academic potential of high school students.