How High School Organization Influences the Equitable Distribution of Learning in Mathematics and Science

Lee, Valerie E.; Smith, Julia B.; Croninger, Robert G.

doi:10.2307/2673160

Cited by 173 publications

(130 citation statements)

References 18 publications

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“…Given the cumulative nature of schooling, we expect that this difference in academic status in math will become more pronounced by the end of high school as students who were born into less stable families are more likely to take advantage of the more loosely organized structure of high schools and to disengage from academic pursuits during these years at a greater rate (Crosnoe 2002;Lee et al 1997). Turning to family structure at birth, we expect that students who were born into single-parent families will be less likely to complete Algebra I in the ninth grade and to complete Algebra II by the end of high school than will those who were born into families with two biological parents.…”

Section: Family Instability and Educational Careersmentioning

confidence: 99%

“…In particular, by their junior year in high school, students often have completed much of their required courses and have the opportunity to take more elective courses and explore their interests. A consequence of this increased autonomy and agency is that some students may find it easier to get offtrack and opt out of advanced courses in core subjects, such as math, as the course work becomes more challenging and nonacademic domains of success become more important (Csikzentmihalyi and Schneider 2001;Lee, Smith, and Croninger 1997;Powell, Farrar, and Cohen 1985). A second objective of this study, therefore, was to identify students' academic status in math at the start and end points of high school as key markers of their academic careers.…”

Section: Education As a Careermentioning

confidence: 99%

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Marital Transitions, Parenting, and Schooling: Exploring the Link Between Family-Structure History and Adolescents' Academic Status

2006

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The linkage between family structure and adolescents' academic experiences is part of a larger, dynamic process unfolding over time. To investigate this phenomenon, this study drew on the National Longitudinal Study of Adolescent Health and the Adolescent Health and Academic Achievement Study. Logistic regressions revealed that family structure at birth predicted students' academic status in math in the ninth grade, and multinomial regressions revealed that family instability, along with curricular location in the ninth grade, parenting behaviors, and adolescents' adjustment and aspirations, distinguished those who completed higher-level math by the end of high school from those who did not but still graduated from high school and from those who dropped out of high school.The life-course paradigm views human development as an interplay between individuals' developmental trajectories and the trajectories of their significant others (Elder 1998). One of the most intuitive examples of this linked-lives principle is the parentchild relationship. Parents, through the choices and decisions they make for themselves and their children, influence how their children grow and develop over time (Furstenberg et al. 1999).This view of the linked lives of parents and children offers unique insights into a hotly contested issue in contemporary American society: the implications of changes in family structure for adolescents' well-being, including adolescents' academic experiences. A large, multidisciplinary literature has examined the association between family structure and adolescents' academic outcomes, documenting that young people who live in "alternative" families (i.e., reside with a single parent or a stepparent) have more problems in school than do those who live in two-biological-parent families McLanahan 1991, 1994;Coleman 1988;DeLeire and Kalil 2002;Hill, Yeung, and Duncan 2001;McLanahan and Sandefur 1994;Schiller, Khmelkov, and Wang 2002;Wojtkiewicz 1993). The image that emerges from these snapshots of the effects of family structure suggests something more dynamic about family life and its role in education. Specifically, one of the most significant trajectories of parents' lives, their marital histories, is closely connected to one of the most significant trajectories of their children's lives, their academic careers.Address correspondence to Shannon Cavanagh, Population Research Center, University of Texas, 1 University Station G1800, Austin, TX, 78712; scavanagh@mail.la.utexas.edu. NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptWorking from a life-course perspective, the general goal of the study presented here was to examine whether this dynamic aspect of linked lives exists and, if so, to explore the reasons why it does. We addressed this goal through four objectives. First, we constructed measures of family-structure history that reflect the number of family transitions that children experienced from birth through early adolescence, as well as the family ...

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Section: Family Instability and Educational Careersmentioning

confidence: 99%

Section: Education As a Careermentioning

confidence: 99%

Marital Transitions, Parenting, and Schooling: Exploring the Link Between Family-Structure History and Adolescents' Academic Status

2006

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“…The first category taps students' ability to meet teachers' expectations for appropriate levels and kinds of behavior and attitude as well as their choices about how much effort to exert in meeting these expectations (Rosenbaum 2001;Moreno and Muller 1999;Farkas et al 1990). Thus, students' cumulative grade-point average (GPA) is a widely recognized, easily interpretable, official summary of their school careers that becomes a major factor in both college enrollment and labor market entry (Lee, Smith, and Croninger 1997;Stevenson, Schiller, and Schneider 1994).…”

Section: Education and Drinking Behaviormentioning

confidence: 99%

A Life Course Model of Education and Alcohol Use

Crosnoe¹,

Riegle‐Crumb²

2007

J Health Soc Behav

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Working from a life course perspective, this study examined the paradoxical association between academic status and drinking across the transition to young adulthood with multilevel modeling and a nationally representative sample of young people from the Add Health data project (n = 6,308). Taking academically advanced courses in high school was associated with lower rates of current drinking and binge drinking during high school (grades 9-12) but higher rates of both after high school (age range: 20-26). This positive longitudinal association between academic status and drinking was explained partly, but not completely, by educational, family, and work circumstances in young adulthood. The association was less likely to occur among students who attended high schools in which high achievement was the norm. Thus, the association between academic status and drinking behavior reverses across the transition to young adulthood, especially in certain types of peer environments within the educational system.

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“…Evidence for increased achievement was demonstrated in middle and high school science and math classrooms . Authentic instruction correlated positively with greater achievement gains on high school science assessments for students of low socioeconomic status than those of high socioeconomic status (V. E. Lee, Smith, & Croninger, 1997;.…”

Section: An Authentic Pedagogy Model From the School Reform Movementmentioning

confidence: 99%

Ninth Grade Student Responses to Authentic Science Instruction

Ellison

2000

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This mixed methods case study documents an effort to implement authentic science and engineering instruction in one teacher's ninth grade science classrooms in a science-focused public school. The research framework and methodology is a derivative of work developed and reported by Newmann and others (Newmann & Associates, 1996). Based on a working definition of authenticity, data were collected for eight months on the authenticity in the experienced teacher's pedagogy and in student performance. Authenticity was defined as the degree to which a classroom lesson, an assessment task, or an example of student performance demonstrates construction of knowledge through use of the meaning-making processes of science and engineering, and has some value to students beyond demonstrating success in school (Wehlage et al., 1996). Instruments adapted for this study produced a rich description of the authenticity of the teacher's instruction and student performance.The pedagogical practices of the classroom teacher were measured as moderately authentic on average. However, the authenticity model revealed the teacher's strategy of interspersing relatively low authenticity instructional units focused on building science knowledge with much higher authenticity tasks requiring students to apply these concepts and skills. The authenticity of the construction of knowledge and science meaningmaking processes components of authentic pedagogy were found to be greater, than the authenticity of affordances for students to find value in classroom activities beyond demonstrating success in school. Instruction frequently included one aspect of value beyond school, connections to the world outside the classroom, but students were ii infrequently afforded the opportunity to present their classwork to audiences beyond the teacher.When the science instruction in the case was measured to afford a greater level of authentic intellectual work, a higher level of authentic student performance on science classwork was also measured. In addition, direct observation measures of student behavioral engagement showed that behavioral engagement was generally high, but not associated with the authenticity of the pedagogy. Direct observation measures of student self-regulation found evidence that when instruction focused on core science and engineering concepts and made stronger connections to the student's world beyond the classroom, student self-regulated learning was greater, and included evidence of student ownership.In light of the alignment between the model of authenticity used in this study and the Next Generation Science Standards (NGSS), the results suggest that further research on the value beyond school component of the model could improve understanding of student engagement and performance in response to the implementation of the NGSS. In particular, it suggests a unique role environmental education can play in affording student success in K-12 science and a tool to measure that role.iii ACKNOWLEDGMENTS

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How High School Organization Influences the Equitable Distribution of Learning in Mathematics and Science

Cited by 173 publications

References 18 publications

Marital Transitions, Parenting, and Schooling: Exploring the Link Between Family-Structure History and Adolescents' Academic Status

Marital Transitions, Parenting, and Schooling: Exploring the Link Between Family-Structure History and Adolescents' Academic Status

A Life Course Model of Education and Alcohol Use

Ninth Grade Student Responses to Authentic Science Instruction

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