Relevant bibliographies by topics / High schools

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'High schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "High schools"

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Picucci, Ali Callicoatte, Amanda Brownson, Rahel Kahlert, and Andrew Sobel. "Middle School Concept Helps High-Poverty Schools Become High-Performing Schools." Middle School Journal 36, no. 1 (September 2004): 4–11. http://dx.doi.org/10.1080/00940771.2004.11461458.

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Rodolfo, Cassanova Jr, Cam-ani Liana Leah, Pantalion Cherry Joy N., Pantalion Larry B, and Pe, Maurene Joy C. "A Localized Instructional Supervision Framework for the Junior High Schools of Cervantes National High School." International Journal of Research Publication and Reviews 5, no. 5 (May 26, 2024): 12642–46. http://dx.doi.org/10.55248/gengpi.5.0524.1447.

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Turdimurodov, Dilmurod Yuldashevich. "Testing Volitional Qualities For Students Of High Schools Of Secondary School." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 405–13. http://dx.doi.org/10.37547/tajssei/volume03issue03-62.

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The article discusses the features of the manifestation of volitional qualities in high school students when performing tasks in the form of test exercises of a different nature. Based on the analysis of scientific and research work on the formation and development of volitional qualities, studies of the mid-education school, studies have been conducted by studies to identify the level of evidence in the performance of test exercises in the lessons of physical education. As test exercises, the researcher took and carried out: holding a dumbbell in front of him (for a while) with an outstretched arm (static mode of operation), work with a dumbbell for biceps with a strong arm for the number of times (dynamic mode of operation), breath holding test (for time). Tables of measurements of volitional component indices were compiled for students with different levels of motor activity (LMA) when performing tasks of a different nature. Indicators of the level of manifestation of volitional qualities of senior pupils in the experiment were assessed by the method of E.P. Shcherbakov.
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Lattimore, Amanda. "HIGH SCHOOL PERSPECTIVESComputer science pathways in high schools." ACM Inroads 8, no. 2 (May 16, 2017): 41–42. http://dx.doi.org/10.1145/3078323.

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Pallas, Aaron M. "School Climate in American High Schools." Teachers College Record: The Voice of Scholarship in Education 89, no. 4 (June 1988): 541–54. http://dx.doi.org/10.1177/016146818808900405.

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Mitchell, Coral, and Larry Sackney. "School improvement in high-capacity schools." Educational Management Administration & Leadership 44, no. 5 (July 9, 2016): 853–68. http://dx.doi.org/10.1177/1741143214564772.

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Gürbüz, S., A. Adıgüzel, V. E. Özcan, S. M. Kırpıcı, and A. Yılmaz. "Experimental high energy physics summer school for high schools." Canadian Journal of Physics 97, no. 11 (November 2019): 1229–34. http://dx.doi.org/10.1139/cjp-2018-0823.

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Experimental High Energy Physics Summer School for High Schools, (Liseler İçin Deneysel Yüksek Enerji Fiziği Yaz Okulu — lidyef2018) was held 9–16 September 2018 at Boğaziçi University, Turkey, with financial support from TÜBİTAK under the 4004 grant No. 118B491. Out of nearly 700 (11th and 12th grade) applicants, 30 were selected from all around Turkey. Students were introduced to the fundamentals of high-energy physics and performed experiments that demonstrated the techniques of this field, such as a salad-bowl electrostatic accelerator and a cloud chamber. Here we report on the planning, implementation, and the outcomes of lidyef2018, which can serve as a template for similar activities in the future.
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Lee Manning, M., and Richard Saddlemire. "Implementing Middle School Concepts into High Schools." Clearing House: A Journal of Educational Strategies, Issues and Ideas 69, no. 6 (August 1996): 339–42. http://dx.doi.org/10.1080/00098655.1996.10114335.

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Orjiako, Emmanuel Chukwunonyerem, Joyzy Pius Egunjobi, and Ph D. Anthony Amissah. "Attitudes of High School Students towards Mental Health among Some Selected High Schools in Kajaido North Sub County, Kenya." International Journal of Research Publication and Reviews 5, no. 1 (January 8, 2024): 2352–57. http://dx.doi.org/10.55248/gengpi.5.0124.0254.

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Dore, Ronald P., and Thomas P. Rohlen. "Japan's High Schools." Journal of Japanese Studies 11, no. 1 (1985): 183. http://dx.doi.org/10.2307/132237.

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Dissertations / Theses on the topic "High schools"

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Gibson, Greg. "School Resource Allocation in Texas Public Schools: Study of High-Poverty, High Performing Schools and High-Poverty, Low Performing Schools." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9927/.

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The purpose of this study was to examine the relationship between resource allocation practices in specific categorical functions and student performance in reading and math. This study utilized quantitative research methods to study the effects of spending and performance over four years of analysis. Quantitative data was acquired utilizing information from the Texas Education Agency. The data was collected from 81 campuses and represented over 1,500 students. The study's outcomes reported that little or no correlation could be found between inputs (dollars spent in three categories) and outputs (student results in reading and math). However, subgroup analysis revealed that students from non- low socioeconomic (SES) households started out higher than their low SES counterparts, and low SES students performed worse over time in both reading and math. Math results decreased more dramatically than reading indicating a need for school-level training in data analysis to ensure that limited dollars are spent appropriately. The study recommends that principals and school administrators be especially knowledgeable in critical data analysis skills. The study further recommends that state policy-makers invest more heavily in early math instruction. In addition, the current study found that student achievement, in low-SES students, especially in mathematics is very alarming. Low SES students are starting out behind the non low-SES counterparts and perform progressively worse over time. State policy makers must address these concerns.
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Gibson, Greg Camp William E. "School resource allocation in Texas public schools study of high-poverty, high performing schools and high-poverty, low performing schools /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9927.

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Davis, Felicia. "School-based Health Centers in High Poverty Schools." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7493.

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This capstone project was part of a team project completed by two school principals in Hillsborough County, Florida. The project began because of our passion for meeting the needs of our students in urban high poverty schools being supported by varying district turnaround initiatives. We looked at our district’s previous and current attempts to increase student success in high poverty schools. We questioned the ways in which supports and resources were provided, and we explored ways through which success in high poverty schools might be increased by redefining the supports and resources provided. Our appreciative exploration of the topic was guided by the question, what successful examples of services and supports have contributed to an increase in success for students in high poverty schools? Considering that the majority of SBHCs exist in schools with high poverty rates, I was interested in what services were provided and how accessible they were. I looked for literature using the following keywords: wrap around services, school based health centers, health and student achievement. School-Based Health Centers improve access to healthcare, which can help to identify and address health risk behaviors and contribute to more stable attendance at school. More instructional seat time can contribute to improved academic outcomes. The preventative role played by SBHCs can reduce barriers to learning, such as treating undiagnosed mental and physical illnesses. School-Based Health Centers provide wraparound services so that issues impacting students such as obesity or asthma can be addressed on a school’s campus where key mental health, medical and school professionals can collaborate to meet the needs of students.
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Thompson, Nathan. "A climate assessment of working environments at a small midwestern public high school." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009thompsonn.pdf.

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Paine, Steven L. "The relationship of superintendent instructional leadership behavior and student achievement in high performing High Schools That Work network public high schools in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2343.

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Thesis (Ed. D.)--West Virginia University, 2002.
Title from document title page. Document formatted into pages; contains x, 163 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 119-127).
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Sanner, Beth. "Perceptions of violence among high school students /." View online, 2006. http://repository.eiu.edu/theses/docs/32211131326312.pdf.

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Cantwell, Vincent Frederick. "A study of adult high schools in the state of New Jersey /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10292123.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Elizabeth Kasi. Dissertation Committee: Stephen D. Brookfield. Includes bibliographical references (leaves 371-374).
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Mentzer, Brian. "Leadership in High Achieving, High Poverty Schools." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785179.

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In recent years, much emphasis has been placed on student outcomes on high stakes summative assessments. This call for accountability has forced educators to look critically at themselves and their schools to determine what they can do to improve the outcomes (Suber, 2011). Generally, in the United States, schools with high percentages of poor students have low achievement relative to schools with wealthy student bodies (Suber, 2011). However, there are a select number of educational institutions that seem to be beating the odds. These schools have both high concentrations of poverty and exceptional outcomes on federal, state and local assessments (Edmonds, 1979). Teachers in those schools tend to report positive perceptions of school administrators, and school administrators tend to have a significant impact on outcomes (Edwards, 1979).

The purpose of the study is to better understand principal leadership policies, practices, behaviors that are present in high achieving, high poverty schools. Furthermore, building level data will be used to identify specific areas of strength/weakness within individual schools. In order to accomplish this goal, the research focus will be teacher perceptions of leadership qualities of the administrators in high achieving, high poverty schools in Russelburg (a pseudonym) Illinois District #1. By looking inside individual schools, the district can compare and contrast the perceptions to determine what specific leadership characteristics are present. As a result, professional development goals can be developed that focus on the areas of weakness found in the results.

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Steele, George E. "An investigation of the relationship between students' interests and the curricular practices of an alternative high school, through the perspective of Jung's theory of psychological types." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1346868355.

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Nung, Tai-fai Paul. "Subject department effectiveness a case study of three secondary schools in Hong Kong /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2345717X.

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Books on the topic "High schools"

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M, Budge Kathleen, ed. Turning high-poverty schools into high-performing schools. Alexandria, Va: ASCD, 2011.

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B, Grace N., Grace N. B, Alfonsi Alice, and Hapka Catherine, eds. High school musical: Stories from East High. Edina, Minn: Spotlight, 2008.

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Thornburg, Devin, and Anne M. Mungai, eds. High-Need Schools. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-705-4.

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Woodrow Wilson School of Public and International Affairs, ed. America's high schools. [Princeton, N.J.]: Woodrow Wilson School of Public and International Affairs at Princeton University, 2009.

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O, Pellicer Leonard, ed. High school leaders and their schools. Reston, Va: National Association of Secondary School Principals, 1988.

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O, Pellicer Leonard, ed. High school leaders and their schools. Reston, Va: National Association of Secondary School Principals, 1988.

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Manes, Stephen. Comedy High. New York: Scholastic Inc., 1992.

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A, Smerdon Becky, and Borman Kathryn M, eds. Saving America's high schools. Washington, D.C: Urban Institute Press, 2009.

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A, Smerdon Becky, and Borman Kathryn M, eds. Saving America's high schools. Washington, D.C: Urban Institute Press, 2009.

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1952-, Barsocchini Peter, ed. High school musical stories from East High. New York: Spotlight, 2010.

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Book chapters on the topic "High schools"

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Nakkula, Michael J. "High Schools." In Encyclopedia of Cross-Cultural School Psychology, 498–504. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_193.

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Hungwe, Kedmon. "In-School Reform in High-Need Schools." In High-Need Schools, 37–46. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-705-4_3.

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Mirra, Carl. "The Emperor’s New Clothes are Accounting Straitjackets." In High-Need Schools, 1–18. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-705-4_1.

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Vaughn-Shavuo, Fayth. "Innovation in School Reform." In High-Need Schools, 19–36. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-705-4_2.

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Pedro, Joan Y. "Issues of Leadership in Successful School Reform." In High-Need Schools, 47–59. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-705-4_4.

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Antony, Pavan John, and Xyanthe Nicole Neider. "Multicultural Issues." In High-Need Schools, 61–77. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-705-4_5.

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Patterson, Karen B., Janice Seabrooks-Blackmore, and Gwendolyn Williams. "Special Education Issues." In High-Need Schools, 79–108. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-705-4_6.

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Thornburg, Devin, and Anne M. Mungai. "Teachers in High-Need School Reform." In High-Need Schools, 109–30. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-705-4_7.

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Sander, William. "Catholic High Schools and Homework." In Catholic Schools, 73–96. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3335-8_6.

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Sander, William. "Catholic High Schools and Rural Academic Achievement." In Catholic Schools, 53–72. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3335-8_5.

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Conference papers on the topic "High schools"

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Garcia-Honrado, I. "Fuzzy Logic at schools and high schools?" In NAFIPS 2012 - 2012 Annual Meeting of the North American Fuzzy Information Processing Society. IEEE, 2012. http://dx.doi.org/10.1109/nafips.2012.6291033.

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Rakhmayanti, Dyah, Soedjarwo, and Karwanto. "School Library Management in Private Junior High Schools." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.10.

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Sönmez, Murat. "Shall We Continue Keeping High School Courses in Mechanical Engineering Curriculum?" In ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20103.

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Since the entrance of the graduates of technical high schools to engineering programs is hindered, in application, the graduates of general or science high schools only are accepted to engineering education. For these students, four years are not sufficient to teach the basic and the related application courses of the profession. Looking at the existing curriculum of mechanical engineering, it can be seen that in the 1st Year, the physics and chemistry courses repeat the content of the ones given in high school education. The current approach considers the students as they come to university with inadequate and incomplete knowledge and therefore not ready to follow the engineering science courses. This approach underestimates and denies the high school education contrary to the main objective of its curriculum. The main objective of high schools (secondary schools) is expressed in the Laws and Regulations with such a statement: “General high schools do not prepare students for a specific profession but rather for higher education”. Today, the existing curriculum of Mechanical Engineering is to be renewed by some new science and application courses to satisfy the demands of labor market. However, the total course credit limit prevents such a renewal. In the face of this dilemma, the answer to this question becomes important: Should the university really repeat high school physics and chemistry? In science high schools and in science branch of general high schools the science and mathematics courses have the major importance. The students are well educated on physics, chemistry, biology and mathematics. They are provided with the necessary science and mathematics background that is required in engineering education. Although only the well-educated graduates of science and general high schools are admitted to engineering programs and the students are already ready to follow the engineering science courses thanks to their high school background, unfortunately in some universities (in Turkey in all) science courses part of engineering curricula is filled by physics and chemistry courses with the same content of the ones taught in high school.
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Silva, José Braz Serra e., Maria Janete Xavier Pacheco, and Ester Figueiredo de Araújo. "High school dropout: A reflection on high schools in Itacoatiara-Amazonas/Brasil." In III SEVEN INTERNATIONAL MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/seveniiimulti2023-219.

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According to the Ministry of Education (MEC), high school dropout rates are worrying. The number of students who dropped out in 2019 is still high across the country. The numbers are falling, it's true, but they are still very worrying, because of the almost 50 million students aged between 14 and 29 in the country, 20.2% (or 10.1 million) did not complete any of the stages of basic education, either because they dropped out of school or because they never attended. Of this total, 71.7% were black or brown.
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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 Yogyakarta Special Area which is included in the Top 1000 results of the 2021 Computer-Based Written Examination. In the Province of Yogyakarta Special Area, there are 83 schools that fall into the Top 1000 category with details: 28 Senior High Schools in Yogya City, 23 schools in Sleman Regency, 18 schools in Bantul Regency, 7 schools in Gunung Kidul Regency, and 7 schools in Kulon Progo Regency. The data analysis methods used in this study were descriptive statistics and multiple regression analysis. The results of data analysis show that the highest average of students’ cognitive ability in the low group is reading comprehension and writing ability, in the medium group the highest average is reasoning ability, and in the high group, the highest average is quantitative ability. Based on the results of the regression analysis, it can be seen that the reasoning ability subtest has the greatest contribution to the Scholastic Assessment Test scores of high school students in the Special Area of Yogyakarta.
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Supriyatna, Yayat, Nugraha Nugraha, and M. Arief Ramdhany. "A Model of Effective School Management at Vocational High Schools." In 2016 Global Conference on Business, Management and Entrepreneurship. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/gcbme-16.2016.107.

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Lethole, Lieketseng, June Palmer, and Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.

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Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.
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Tikerperi, Mari-Liis. "From Distant Target Groups to Involved Stakeholders: Developing Dialogic School Communication." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.15.

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Knowingly planned communication activities are an essential asset in the performance of organisations, including public schools. In this paper, the core premise is that communication management in general education schools is an important field which currently lacks scholarly attention as well as practical guidance for school management. Numerous communication management definitions and models have been proposed following different paradigms and perspectives. Still, they all have one aspect in common: the audience to whom the messages are directed. Some theorists suggest that communication does not exist without the recipient, and effectively planned communication should be based on their interests or, moreover, involving them for the institution’s success. Thus, it is crucial to map schools’ target groups and stakeholders to explain the nature of school communication in general. In this qualitative study, in-depth interviews were conducted with 19 Estonian school principals to understand their views about the role various target groups and stakeholders have on public elementary and high school communication. By applying a targeted sampling strategy, the most diverse representation of participants was ensured based on the profiles of both schools and school leaders. During the interviews, a projective technique was used enabling the principals to schematically position school’s stakeholders in accordance to social circles, importance, and communication intensity. The results showed that although the stakeholders of the schools are similar, the positioning of the stakeholders may differ even in between similar school types. School principals’ assessments of the intensity, importance, or quality of relationships depend on the school’s organisational culture, goals, current issues (e.g., school renovation), or sometimes the principal’s personal contacts. In addition, communication practices are influenced by the initiative and attitudes of external stakeholders towards the school.
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Parrett, William, and Kathleen Budge. "TURNING HIGH-POVERTY SCHOOLS INTO HIGH-PERFORMING SCHOOLS: INSIGHT AND LESSONS FROM PUBLIC SCHOOLS THAT DISRUPT POVERTY FOR ALL STUDENTS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1243.

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Valderama, Julius S. "Mathematics performance: Discriminators of high performing schools and low performing schools." In The 5th Innovation and Analytics Conference & Exhibition (IACE 2021). AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0092940.

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Reports on the topic "High schools"

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Helzer, Richard. Teaching Sculpture in High Schools. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1501.

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Darling-Hammond, Linda, Matt Alexander, and Laura E. Hernández. Redesigning High Schools: 10 Features for Success. Learning Policy Institute, March 2024. http://dx.doi.org/10.54300/533.285.

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This publication outlines 10 lessons that constitute evidence-based features of effective redesigned high schools that help create safe environments where exciting and rigorous academic work occurs and where all groups of students succeed academically, graduate at high levels, and go on to college and productive work. The 10 features of successfully redesigned schools include: positive developmental relationships; safe, inclusive school climate; culturally responsive and sustaining teaching; deeper learning curriculum; student-centered pedagogy; authentic assessment; well-prepared and well-supported teachers; authentic family engagement; community connections and integrated student supports; and shared decision-making and leadership.
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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, August 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 scores in high-stakes college entrance exams: a 1 standard deviation increase in school quality leads to 0.06-0.08 standard deviations higher average academic achievement in Korean and English languages. Analogous estimates from areas of South Korea that do not use random assignment, and therefore include the effects of student sorting and peer effects, are substantially higher.
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Jackson, C. Kirabo, Shanette Porter, John Easton, and Sebastián Kiguel. Who Benefits From Attending Effective Schools? Examining Heterogeneity in High School Impacts. Cambridge, MA: National Bureau of Economic Research, December 2020. http://dx.doi.org/10.3386/w28194.

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5

Fletcher, Jason, Jinho Kim, Jenna Nobles, Stephen Ross, and Irina Shaorshadze. The Effects of Foreign-Born Peers in US High Schools and Middle Schools. Cambridge, MA: National Bureau of Economic Research, November 2019. http://dx.doi.org/10.3386/w26491.

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6

Gross, Betheny, and Margaret Goertz. High Hopes: How High Schools Respond to State Accountability Policies. Consortium for Policy Research in Education, March 2005. http://dx.doi.org/10.12698/cpre.2005.rr56.

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7

Moilanen, Carolyn. Students in alternative public high schools: educational histories prior to alternative school entry. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.484.

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8

Moreno, Martín, Jesús Duarte, and María Soledad Bos. Quality, Equality and Equity in Colombian Education (Analysis of the SABER 2009 Test). Inter-American Development Bank, April 2012. http://dx.doi.org/10.18235/0010419.

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Abstract:
This Technical Note describes the learning inequalities faced by Colombian students and analyzes the equity in the allocation of resources among schools and their relation to learning. Using the SABER 2009database, the analysis demonstrates that there are high inequalities in students' academic results associated with their families' socioeconomic status, the type of school management, and the school's geographic zone. This relation is more important between schools than within a school, denoting a high degree of segregation of Colombian schools according to students' socioeconomic status. In terms of key school resources, there is a high inequity in their distribution with a clear disadvantage against schools with mostly poor students, as well as rural and public urban schools. This inequitable allocation of resources is associated with a greater risk of students achieving unsatisfactory SABER test results. The results of the multilevel model estimations, where the interaction between school factors and test results are jointly analyzed, indicate that better physical conditions, adequate connection to public services, a complete school day, the presence of rules in the classroom, minimal violence in schools, and greater teacher satisfaction are significantly related with higher probabilities of students achieving adequate test results. Improving these school factors, mainly among schools with poor students, has a great potential for increasing quality and equity of learning in Colombia.
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Goertz, Margaret, and Diane Massell. Holding High Hopes: How High Schools Respond to State Accountability Policies. Consortium for Policy Research in Education, January 2005. http://dx.doi.org/10.12698/cpre.2005.rb42.

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Thanh-Tan, Tran. A proposed guidance program for Vietnamese high schools. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.931.

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