(Stasz, and Bodilly, 2004)
In the press release by Mike Bowler and David Thomas (2005), High School Students Using Dual Enrollment Programs to Earn College Credits, New Reports Say. According to this report, the federal budget proposes to increase access to "dual enrollment" programs for at-risk students. Out of the approximately 2,050 institutions with dual enrollment programs, almost 110 institutions, or 5% (about 2% of all institutions) offered dual enrollment programs specifically aimed toward high school students "at risk" for failing academically. Two new reports by the U.S. Department of Education's National Center for Education Statistics also confirm that high school students currently take advantage of programs to earn college credits. The High School Initiative, designed to help prepare high school students to graduate with skills needed to succeed, permits states and districts to utilize funding for:
individual performance plans, dropout prevention efforts, demanding vocational and technical courses, college awareness and more projects.
Perkins Bill
Sean Cavanagh (2006) reports in Perkins Bill is Approved by Congress that career and technical education programs will begin to experience new pressures to confirm they are adhering to rigorous academic standards, while guiding high school students through a lineup of courses to effectively prepares them for college and/or the workplace. These stipulations are under a bill approved by Congress. "The reauthorization of the federal law known as the Perkins Act - dealing with what traditionally has been called vocational education - will not subject state and local programs to the stricter demands and penalties of the No Child Left Behind Act, however. Critics in some quarters, including the White House, have said that such programs should be held to much tougher standards than they currently face." (Cavanagh, 2006) Under the rules of the 4-1/2-year-old No Child Left Behind law, the measure requires career-oriented programs receiving federal funds to more consistently report test scores and graduation rates. It also stipulates that states more actively "spell out specific sequences of core academic and technical classes that students should follow from grade to grade." (Cavanagh, 2006)
Minority Similarities and Differences in the journal article, What Do They Want in Life?: The Life Goals of a Multi-Ethnic, Multi-Generational Sample of High School Seniors, Esther S. Chang, Chuansheng Chen, Ellen Greenberger, David Dooley, and Jutta Heckhausen (2006) address:
adolescent life goals and their potential role in the emergence of educational and occupational disparities between different ethnic groups. A recent analysis of U.S. Census data by the Population Reference Bureau (2000) confirmed that significant educational and occupational disparities persist across ethnic groups. A higher proportion of Whites and Asians hold higher status jobs and college degrees compared to African-American and Hispanic adults. In 1998, for example, 33% of Whites and 34% of Asian-Americans held managerial and professional white-collar jobs compared to 20% of African-Americans and 15% of Hispanics. In contrast, 20% of African-Americans and 22% of Hispanics worked as semi-or unskilled workers compared to 12% of Whites and 11% of Asians. Similarly, 28% of Whites and 44% of Asian and Pacific Islanders hold a bachelor's degree, compared to only 17% of Blacks and 11% of Hispanics. (U.S. Census Bureau, 2002, cited by Chan, Chen, Greenberger, Dooley, and Heckhausen, 2006)
Intervention programs would do well to help minority youths translate their high educational aspirations into concrete actions," Chan, Chen, Greenberger, Dooley, and Heckhausen (2006) contend. From their study of a sample of graduating high school seniors, the authors find that in regard to personal future plans, multi-ethnic, multi-generational differ very little from each other. In this study, minority adolescents, albeit, reportedly have higher educational and occupational aspirations than their White peers. In the absence of programs to provide increased funding for higher education for these (and other) minority groups, however, the authors argue, interventions aimed at the individual will most likely not be sufficient. (Chang, Chen, Greenberger, Dooley & Heckhausen, 2006)
Reasons Students Drop Out of High School in the journal article, Are Students Ready for College? What Student Engagement Data Say; How Realistic Are High School Students' Educational Aspirations? Reviewing the Findings of the High School Survey of Student Engagement, Ms. McCarthy and Mr. Kuh Note a Troubling Mismatch between the Academic Habits of Many High School Students and What Will Be Expected of Them in College, Martha Mccarthy and George D. Kuh (2006) report that employers and university faculty members contend the senior year in high school to be an educational wasteland. Educators and employers "lament that high...
It must also be pointed out, as it is by Elder and Conger that fewer adult role models in rural settings are likely to have achieved any significant success in higher education, as they were often as limited as their children are for such opportunities. This malevolence about post-secondary education by default and by reality proves troubling as post-secondary achievement is often seen as the end game of a secondary
Moseley, chair of the Coalition advisory board and president and CEO of the Academy for Educational Development. "It is not a luxury that can be addressed at some point in the future, but rather it provides people with the tools to survive and improve their lives" (Basic Education Coalition 2004). There is no one magical, quick fix solution to Bermuda's dropout problem. The problem is complex and requires a
Student Body Size on School Costs and Academic Performance in Mississippi High Schools One of the most heated point of contention within school districts currently is the variable effects of school size, school funding and student performance. There are costs and benefits associated with school size and especially class size and those issues effect school funding, as it is largely accepted that less schools, therefore larger schools equals less cost
Decisive Action by a High School Principal The Process of Decisive Action By a High School Principal During my day at Young Middle Magnet School, I observed Dr. Angela Chaniel work as a school district representative and administrative figurehead as she dealt with parents, students, and her own faculty. It was primarily communicative skills that allowed her to address each issue separately and outline the circumstances of each situation in a clear
A.P.P) along with daycare and transportation options. It offered an additional program for struggling students with disabilities called Turn it Around (T.I.A.). Causal factors Singua was able to overcome its many challenges through the qualities of strong, yet participative leadership shown by its administration. The school arrived at its solutions by using the input of its Site Council, an organization facilitated by the principal that included representatives from all of Sinagua's stakeholder
School Counseling Professional School Counseling Until recently school counseling was more of a byword because most believed that the position could be filled by any qualified teacher, and, generally, it was. Teachers would get a master's degree in guidance or vocational counseling, and be considered able to work as a school counselor. The reason for this was that counselors in schools were not seen as a person who needed to deal with
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