The demographic profile of nursing students in Queensland: A comparison between higher education and hospital recruits

This study compares the demographic characteristics of 142 nursing students in hospital programs and 365 nursing students in higher education programs in Queensland. Data were collected on a questionnaire distributed to students during lecture times by a contact person in each institution. No significant difference was found in the gender and age of entry variable. Males from Catholic schools and enrolled nurses were more likely to enter higher education programs than hospital programs. There was no significant difference in the geographic location of the school attended by students between the two institutional sub-groups which suggests that the national transfer of nurse education to higher education institutions will not be a disadvantage to country students.     

Student Participation in Nursing Programs: a Study of their Social Composition Since the Transfer to Colleges of Advanced Education in New South Wales

This paper compares the social origins of 400 nursing students in hospital‐based and 448 nursing students in college‐based programs in New South Wales. Using a specially constructed composite socioeconomic variable for comparison, the preliminary analysis suggests that a middle class bias, presumed to exist by some in the selection of recruits to hospital‐based programs, does not operate in the selection of college recruits. The soundly equitable college recruitment pattern is more marked for females than males. There is a greater proportion recruited to college programs from the group who have delayed entry for more than ten years after leaving school. For students entering directly from school, no significant difference was found in the composite socioeconomic variable in hospital and college programs. The findings also suggest that college programs are more attractive than hospital programs to males entering directly from school.     

The Social and Demographic Characteristics of Direct and Delay Entry Nursing Students in Australian Universities

This national study compares the social and demographic characteristics of direct and delay entry nursing students in a earlier group of 1551 students in higher education programs (1987‐1990) with the national study group of 2295 students sampled in 1995. Using a specially constructed socio‐economic variable for comparison the analyses demonstrated a significant difference in the socio‐economic level of the household for the direct entry group but not for the delay entry group. There was also a significant difference between males and females in their direct and delay entry patterns. Further, there was a significant difference in the location of school attended for most of their secondary education for the direct entry group but not for the delay entry group. For both direct and delay entry students there was a significant difference in the number of siblings, the level of education attained by the mother and the income received by the mother in the households of the earlier and latter study groups.     

Effects of full-time and part-time high-ability programs on developments in students’ achievement emotions

This study focused on effects of high-ability programs on students’ achievement emotions, i.e. emotions that students experience that are associated with achievement activities. Participants were students in grade 4–6 of primary education: 218 students attended full-time high-ability programs, 245 attended part-time high-ability programs (i.e. external pull-out class). Using propensity score matching, they were matched to a control group of 189 students from regular education with similar cognitive abilities. The respondents filled out questionnaires on their achievement emotions three times during a school year. Results of multilevel analyses showed that students who attended full-time high-ability programs did not report more beneficial achievement emotions compared to similar students in regular education. In contrast, students in part-time programs experienced more positive and less negative emotions during the part-time program compared to the control group in regular education. No differences in longitudinal developments throughout the school year were found between the groups.     

High school computer science education paves the way for higher education: the Israeli case

The gap between enrollments in higher education computing programs and the high-tech industry’s demands is widely reported, and is especially prominent for women. Increasing the availability of computer science education in high school is one of the strategies suggested in order to address this gap. We look at the connection between exposure to computer science in high school and pursuing computing in higher education. We also examine the gender gap, in the context of high school computer science education. We show that in Israel, students who took the high-level computer science matriculation exam were more likely to pursue computing in higher education. Regarding the issue of gender, we will show that, in general, in Israel the difference between males and females who take computer science in high school is relatively small, and a larger, though still not very large difference exists only for the highest exam level. In addition, exposing females to high-level computer science in high school has more relative impact on pursuing higher education in computing.     

College Media in the Classroom: An Innovative Approach to College Preparation

College preparation programs are ubiquitous among secondary schools, ranging from bridge programs and summer camps to STEM competitions. High school students have many options in preparing for the academic pressures of higher education. However, an area often neglected in college preparation programs is the teaching of interpersonal customs and norms of university life. High school students, especially those from disadvantaged backgrounds, may enter college with little to no understanding of the social and organizational expectations of being a college student. This study tests a college preparation approach that utilizes college-themed media as a way to educate students on college life that is unintimidating and enjoyable. Six high school students were presented with various forms of fictional college story plotlines, including a movie, two television shows, and a novel. Through observational data and semi-structured interviews, findings showed that the students identified some valuable personal lessons about what it means to be a college student after consuming the media. The findings suggest that incorporating college media into college preparation programs in high school may provide a more holistic college preparation experience by demystifying college stereotypes and relieving some of the pressures that high school students face about what is waiting for them in college.     

MARKETING THE PERCEPTIONS OF A COMMUNITY COLLEGE'S POSTSECONDARY ENROLLMENT OPTIONS PROGRAM

A vast majority of colleges and universities have provisions for admitting high school students to special college programs (Robinson & Noble, 1992). These postsecondary enrollment options programs are vital because they link local higher education to the community by actively involving high school personnel, students, and parents in planning for college. Establishing and maintaining this link presents unique challenges to educators because it must meet the needs of a diverse population. The purpose of this study was to assess how students and parents perceived a suburban community colleges’ postsecondary enrollment options program. Basing marketing strategies on these perceptions provides colleges and universities an effective means to maintain the established community link.     

Do the Demographic Differences Manifest in Motivation to Learn Science and Impact on Science Performance? Evidence from Sri Lanka

The present study examined whether gender, ethnicity, instructional medium and school category differences manifest in science performance and motivation to learn science among secondary school students in Sri Lanka. The mean of five successive term test scores was used as the measure of science performance. Level of motivation in terms of six dimensions was measured by using the Science Motivation Questionnaire. A sample of 1316 grade 11 students representing Sinhala, Tamil, and Muslim ethnic groups from the three categories of public schools, which provide instructions in the vernacular languages of Sinhala or Tamil, participated in the study. Girls showed significantly higher performance in science compared to boys, and there was a significant gender difference in the levels of motivational dimensions in favor of girls. Although Tamil medium students possessed a higher level of motivation to learn science, Sinhala medium students outperformed their Tamil medium counterparts in science performance. Significant differences in science performance between Sinhala, Tamil, and Muslim students were also observed. However, motivation towards learning science between Tamils and Muslims was not significantly different. Highly significant differences in both motivation to learn science and performance in science were found between three categories of schools. The present study provides information to education officials who have to achieve equity across gender, ethnicity, medium of instruction, and school category, teachers who deliver the subject and school principals who design academic support programs.     

Unpacking the career aspirations of Australian school students: towards an evidence base for university equity initiatives in schools

Demand for higher education in Australia has doubled since 1989, increasing the number of students from diverse social, economic and academic backgrounds. Equity targets have seen a proliferation of programs and interventions aimed at encouraging school students, particularly those from low socio-economic status backgrounds, to participate in higher education. However, little is known about the specific occupational interests of school students upon which targeted strategies might effectively be designed and implemented. This paper examines school students’ aspirations for specific careers that require a university education, in relation to student background and school-related variables. The analysis draws from a study of 6492 students from Years 3 to 12 in 64 New South Wales public schools. We found a complex array of factors relating to interest in different careers. Year level at school, gender and prior achievement were stronger predictors across many careers than factors such as SES, Indigenous status and school location. We argue that rather than taking a one-size-fits-all approach to encouraging participation in higher education, outreach activities should be targeted to take account of student diversity and inequalities that foster differing aspirations.     

Preschool attendance and kindergarten readiness

Scores on the Georgia Kindergarten Assessment Program (GKAP) of 171 students (81 students who had attended preschool and 90 students who had not attended preschool) were analyzed to determine whether school readiness test performance was influenced by participation in preschool programs. Students who had attended preschool demonstrated statistically higher overall school readiness, higher Physical scores, and higher Personal scores than students who did not attend preschool. No difference, however, was found in GKAP scores as a function of type of preschool attended. Only one gender difference was revealed, that in the Social measure on the GKAP in which girls outperformed boys. Implications of our findings and suggestions for further research are discussed.     

Achievement Outcomes Among High School Graduates in College and Career Readiness Programs of Study

This study investigated the relationships between completing the high school portion of a college- and career-preparatory program of study and high school achievement outcomes in a large urban district in the West. Programs of study are secondary-to-postsecondary educational programs mandated by the federal legislation (Perkins IV) governing career and technical education (CTE) in the United States. At graduation, 49.5% of students in the sample who began a program of study had completed their programs. Using multiple regression models, we compared graduates who completed a program of study (hereafter POS completers) to graduates who completed a number of CTE courses in a specific occupational area (CTE concentrators), and to graduates who may have taken a CTE course or two during high school but were neither POS completers nor CTE concentrators (All Others). POS completers were more likely to (a) have a higher overall GPA, (b) have a higher CTE GPA, and (c) earn more STEM (science, technology, engineering, and mathematics) credits than All Other students. Compared with CTE concentrators, POS completers were more likely to (a) have a higher overall GPA and (b) earn more STEM credits. Qualitative data describe contextual elements of programs of study as offered in West District that could explain these results. Study results suggest that districts should consider implementing career-themed programs such as programs of study that enhance their existing college- and career-readiness initiatives. We also call for further study of the postsecondary and labor market outcomes associated with programs of study in order to generate a clearer picture of their potential to increase academic and technical achievement and promote successful student transitions to higher education and the workplace.     

Preparing School Counselors to Work With Students With Disabilities

Recent literature has demonstrated increasing roles for school counselors who work with students with disabilities, but it has also suggested that school counselors are not being adequately prepared to work with these students. In this research study, the authors investigated current courses and experiences focusing on disabilities offered in school counselor education programs. Results from the 137 participants suggest that school counselor education programs are incorporating more disability content into their training programs than they were in the past. Some disability content areas are included significantly more frequently in disability courses than in counseling program courses. Conclusions and implications are discussed.     

How international students select offshore programs: the influence of image, attitude, subject norm, and perceived behavioral control

Previous research studies identified country image as an important variable in international students’ selection of onshore programs, and it is often perceived that there is little difference between onshore and offshore program selection. Looking at a sample of high school students in China and their selections of offshore programs (from a sample program in Australia, the UK, and the US), this study reveals an insignificant influence of country image. Instead, both higher education country image and the local partner institution image significantly influence the students’ selections. The findings also indicate that the effects of attitude toward behavior, subject norm, and perceived behavioral control appear to be more significant than those of the images in most of the analyses. Implications for international educators and marketers of offshore programs are discussed.     

School ethnic composition and aspirations of immigrant students in Belgium

This article examines the association between school ethnic composition and immigrant students’ intentions to finish high school and to move on to higher education. We used data from 1324 immigrant and 10,546 native students gathered in the school year 2004–2005 in a sample of 85 Flemish (Belgian) secondary schools. Logistic multilevel analyses (HLM6) show that students attending schools with a majority of native students (enrolling less than 20% immigrant students) were twice as likely to plan to finish high school and to plan for higher education than those attending high concentration schools (more than 50% immigrant students). These associations were due to students’ socio‐economic status (SES) and there was no difference in aspirations between high and low concentration schools after controlling for students’ SES and the SES context of the school. All else being equal, immigrant students in high concentration schools tended to aspire to finish high school and move on to higher education slightly more than those attending medium concentration schools (20–50% immigrant students). The analyses further show that these differences between high and medium concentration schools can be explained by the more optimistic culture in high concentration schools. The main conclusion is that high concentration schools are not necessarily detrimental for students’ educational aspirations.     

Effects of a college access program for youth underrepresented in higher education: A randomized experiment

This article describes EXCEL, a program that encourages youth underrepresented in higher education to enroll in higher education, specifically at the sponsoring university. Eighty-three eighth grade students with GPA of B and above and standardized test scores at grade level or above were randomly assigned to the program or to a control group. The program guaranteed a scholarship to the sponsoring university and provided enrichment activities throughout high school. Program students were more likely to enroll at the sponsoring university than were control students. However, program and control students enrolled in higher education at rates that did not differ significantly. No differences were detected in self-esteem or high school GPA. Program students desired more education than control students. The results suggest that scholarship incentive and support programs that target average to above average achieving students in the eighth grade may not raise the overall number of aspiring minority youth attending college, but may be useful to specific universities to raise their minority enrollment.     

Perceptions of Quality of Higher Education: An Exploratory Study of High School Guidance Counselors

ABSTRACT

Perceptions of the quality of higher education are thought to have considerable impact on the decision making process to attend higher education institutions. High school guidance counselors are known to be influencers of higher education attendance through their work with high school students in the selection process. This paper reports an exploratory research program designed to assess the perceptions of high school guidance counselors regarding college and university quality. Ten measures of quality, an overall measure and rune specific indicators were utilized. A total of 256 guidance counselors provided measures of quality on 434 of the 435 institutions of higher education listed. Based on this data it was shown that overall perceived quality is primarily determined by five components; good academic programs, leadership opportunities, good job after graduation, opportunities for financial aid, and good value for the money, and that some 77.3% of the variance in overall quality was predicted by the five components.     

Special Edition on Access and Diversity Guest Editors' Introduction

In the knowledge economy, now more than ever, students are encouraged to attend an institution of higher education. Students actively search for resources to assist them in their progress toward a college degree, even before high school graduation. Dual enrollment is an opportunity for students to complete college courses while still in high school, and it encourages stronger collaborations between K–12 and higher education. The purpose of this study was to explore the relationship between demographic and policy variables in South Carolina technical college dual enrollment programs and first-to-second-year persistence of dually enrolled students once entering college. All participants in this study were high school students who continued at a technical college after graduation. Outcomes were analyzed using logistic regression to determine persistence, defined as first-to-second-year retention. Variables included dual enrollment course type, course setting, ethnicity, gender, and county of residence. Results show that course type and course setting are significant in predicting college student persistence. Recommendations and implications for future research are discussed.     

Yoga Improves Academic Performance in Urban High School Students Compared to Physical Education: A Randomized Controlled Trial

Yoga programs within schools have become more widespread but research regarding the potential effect on academic achievement remains limited. This study cluster‐randomized 112 students within a single New York City public high school to participate in either school‐based yoga or physical education (PE) for an entire academic year. The primary outcome was mean annual grade point average (GPA). Psychosocial variables (self‐regulation, executive function, well‐being, and mindfulness) were examined as mediators. The study's primary hypothesis that yoga would improve academic performance was not supported by intent to treat analysis; however, a significant interaction was observed between class assignment and class participation. Among students with higher participation, those assigned to yoga classes had a significantly higher GPA. For example, at 49 classes of participation for both groups, students assigned to yoga classes had an estimated 2.70 higher mean GPA (effect size = 0.31) than students assigned to PE.     

Evaluation of the Long-Term Impact of a University High School Summer Science Program on Students' Interest and Perceived Abilities in Science

Many biomedical research universities have established outreach programs for precollege students and teachers and partnerships with local school districts to help meet the challenges of science education reform. Science outreach programs held in university research facilities can make science more exciting and innovative for high school students and can offer them much more insight into the nature of science and laboratory research than is available in most high school science courses. This paper describes a long-term follow-up study of high school students enrolled in the Summer Science Academy program at the University of Rochester to investigate the program's impact on students' perceived abilities in higher level science courses, on participation in extracurricular science programs, as well as the program's impact on student interest in pursuing a career in science. Students' exposure during SSA to advanced laboratory techniques and their participation in authentic science investigations provided them with a very positive hands-on experience. Students who attended the program indicated that it provided a positive influence on their performance in advanced science courses, as well as their decision to participate in other science programs and their desire to pursue a career in science.     

思政课课程感知比较研究——基于粤澳中小学生的调查分析

通过调查粤澳11 097名中小学生发现,广东中小学生思政课课程感知和各维度感知水平显著优于澳门,且在“课程目标”“课程内容”维度差距最为突出。性别差异为女生显著优于男生;年级差异大体为小学四至六年级优于初中各年级;曾在香港就读对课程感知有消极影响,在内地就读则有积极影响。父母文化程度大体与课程感知呈正相关。基于此,要继续完善澳门思政课课程建设,加强广东思政课课程实施督导;提高男生思政课课程学习兴趣;引导初中生重视国家事务,实现思政课的情感目标;提高粤澳姐妹学校互动频率,鼓励澳门中小学生到内地就读或交换。