Teach Me to Be Generous tells the remarkable story of Regis High School, the Jesuit school on New York's Upper East Side that was founded in 1914 by an anonymous donor as a school for Catholic boys ...whose families could not otherwise afford a Catholic education. Enabled by the philanthropy of the founding family for nearly a century, and now by alumni and friends carrying on that tradition of generosity, Regis has been able to provide tuition-free, all-scholarship education for its entire history. It also holds the distinction of being the first free-standing Jesuit high school in the United States, with no connection to any Jesuit colleges or universities. Regis High School's unique story is told by an engaging storyteller and historian who has taught at the school for more than ten years. Father Andreassi offers captivating glimpses into the lives and daily experiences of Regis's students and faculty while chronicling the development of the school's educational philosophy and spiritual approach in its first century. Filled with entertaining anecdotes alongside wider historical context and illuminating statistical analysis, Teach Me to Be Generous tracks Regis High School through the decades of the twentieth century to the present day--from the generosity of a devout Catholic widow, through the Depression and World War II, to changes in demographics of the Catholic community and shifts in the landscape of Catholic education in New York City. During the school's first few decades, Regis admitted thousands of Catholic boys, mostly from poor or lower-middle-class families, helping prepare them for success in college and leadership positions in the professions. Because of the closing of dozens of urban Catholic schools and the general decline of the quality of New York City's public schools, in more recent years the school has faced the challenge of remaining true to its mission in offering an education to Catholic boys "who otherwise would not be able to afford a Catholic education." Teach Me to Be Generous paints a vivid portrait of the first one hundred years of an exceptional institution and looks with hope and confidence to its future.
This 14-year prospective study investigated the effect of retention in Grades 1-5 on high school completion (diploma, GED, or drop out). Participants were 734 (52.7% males) ethnically diverse, ...academically at-risk students recruited from Texas schools into the study when they were in first grade (mean age = 6.57). Propensity score weighting successfully equated the 256 retained students and the 478 students continuously promoted students on 65 covariates assessed in Grade 1. At the end of 14 years, 477 had earned a diploma, 21 had obtained a GED, 110 had dropped out, and 126 were missing school completion status. Using multinomial logistic regression with high school graduation as the reference outcome, retention led to a significant increase in the likelihood of dropping out of high school (odds ratio = 2.61), above students' propensity to be retained and additional covariates. The contrast between graduation and GED outcomes was not significant. A significant Retention × Ethnicity × Gender interaction was obtained: The negative effect of retention was strongest for African American and Hispanic girls. Even though grade retention in the elementary grades does not harm students in terms of their academic achievement or educational motivation at the transition to high school, retention increases the odds that a student will drop out of school before obtaining a high school diploma.
Educational Impact and Implications Statement
Even though grade retention in the elementary grades does not harm students in terms of their academic achievement or educational motivation at the transition to high school, retention increases the odds that a student will drop out of school before obtaining a high school diploma. Because this study used rigorous statistical methods to equate the retained and promoted students on a large number of variables related to future achievement and educational attainment at the beginning of Grade 1, it provides the strongest evidence to date that retention has a causal effect on dropping out of school. The negative effect of retention was strongest for African American and Hispanic girls. Given the huge cost of dropping out of school for the individual and society, policies that that keep students "on track" for graduation with their same-age peers need to be pursued.
The present study examined the developmental course of perceived efficacy for self-regulated learning and its contribution to academic achievement and likelihood of remaining in school in a sample of ...412 Italian students (48% males and 52% females ranging in age from 12 to 22 years). Latent growth curve analysis revealed a progressive decline in self-regulatory efficacy from junior to senior high school, with males experiencing the greater reduction. The lower the decline in self-regulatory efficacy, the higher the high school grades and the greater the likelihood of remaining in high school controlling for socioeconomic status. Reciprocal cross-lagged models revealed that high perceived efficacy for self-regulated learning in junior high school contributed to junior high school grades and self-regulatory efficacy in high school, which partially mediated the relation of junior high grades on high school grades and the likelihood of remaining in school. Socioeconomic status contributed to high school grades only mediationally through junior high grades and to school drop out both directly and mediationally through junior high grades.
El presente trabajo, de carácter cualitativo, perteneciente a una investigación más amplia, tiene como objetivo estudiar desde un abordaje pedagógico la autopercepción de los propios estilos ...educativos de 6 docentes (muestreo teórico) en los dos últimos años, en dos instituciones de nivel secundario de gestión privada del AMBA (Argentina). Se administró, en forma individual y por videoconferencia, una entrevista semiestructurada, elaborada ad hoc. El análisis descriptivo de los datos obtenidos se realizó con el auxilio del programa ATLAS.ti 8.4.26. En lÃneas generales, se puede afirmar que primó la autopercepción del denominado Estilo Educativo Activo o Integral (EEA). Sin embargo, en algunos casos, la interpretación de los datos brindados determinó la existencia de rasgos relacionados con el Estilo Educativo Tradicional o Pasivo (EET). Particularmente, se destaca que el cuerpo de educadores deberÃa consolidar una continua formación y actualización, con el fin de optimizar sus esfuerzos en pos de la mejora de sus prácticas. La totalidad del personal docente entrevistado, seleccionado por las autoridades de cada institución, tenÃa a su cargo únicamente asignaturas pertenecientes al área humanÃstica. Ello podrÃa determinar estilos pedagógicos de diferente tenor que los estilos de quienes dictan materias de otras áreas. Por lo tanto, para una mejor comprensión del fenómeno, se recomienda un próximo estudio que abarque un número mayor de participantes representando espacios disciplinares diferentes a los de este trabajo. PALABRAS CLAVE: PedagogÃa, Escuela secundaria, Integralidad, GuÃa, Análisis cualitativo. The present work, of a qualitative nature, belonging to a broader investigation, aims to study the self-perception of the educational styles of six Junior and Senior years of High School teachers (theoretical sampling) from two private secondary schools in AMBA (Argentina) using a pedagogical approach. A semi-structured ad hoc interview was individually administered by videoconference. The descriptive analysis of the collected data was carried out with the aid of ATLAS.ti 8.4.26 research tool. Overall, it can be asserted that the self-perception of the so-called Active or Comprehensive Educational Style (ATS) prevailed. However, in some cases, the interpretation of the provided data determined the existence of elements related to the Traditional or Passive Educational Style (TTS). In particular, it is highlighted that the body of educators should undergo continuous training and updating to optimize their efforts toward improving their practices. All the interviewed teaching staff, selected by the authorities of each institution, were only in charge of humanities classes. This could determine pedagogical styles of a different nature than those of teachers of other disciplines. Therefore, for a better understanding of the phenomenon, a future study that includes a larger number of participants representing different disciplinary areas than those of this work is recommended. KEYWORDS: Pedagogy, Secondary School, Integrality, Guidance, Qualitative Analysis.
As youth e-cigarette use has surged in the last several years, teachers and school administrators have reported challenges addressing student use of emerging e-cigarette products on school property. ...While federal policy prohibits smoking in U.S. schools that receive federal funding, school e-cigarette bans only exist where states or localities have acted. Little is known about school staff experiences with implementing these relatively new policies; this study examines associations between school e-cigarette policies and trainings on school staff awareness and intervention on student e-cigarette use.
A national convenience sample of 1,526 U.S. middle- and high-school teachers and administrators was surveyed in November-December 2018. Among respondents who provided their job title and indicated that they worked in a school rather than a district (n = 1,480, response rate = 97.0%), separate logistic regressions examine associations of school policies and policy training with e-cigarette awareness and intervention on student e-cigarette use.
Despite being the most popular e-cigarette at the time, fewer than half (47.5%) of respondents identified an image of a JUUL device as an e-cigarette. However, respondents reporting the presence of e-cigarette policies in their schools had higher odds of recognizing e-cigarettes (OR = 3.85, p<0.01), including photo recognition of JUUL (OR = 1.90, p<0.001). Respondents reporting e-cigarette policies also had higher odds of reporting intervention on student e-cigarette use (communicating with students about e-cigarette avoidance: OR = 2.32, p<0.001; reporting students had been caught using e-cigarettes at school: OR = 1.54, p<0.05). Among respondents reporting a school e-cigarette policy, those trained on the policy had higher odds of JUUL photo recognition (OR = 1.54, p<0.01). Respondents trained on e-cigarette policies also had higher odds of reporting intervention (communicating: OR = 3.89, p<0.001; students caught using e-cigarettes: OR = 2.71, p<0.001).
As new tobacco products enter the market, school policies may be important tools to raise school personnel awareness of and intervention on emerging e-cigarette product use. However, policy adoption alone is not sufficient; policy training may further aid in recognition and intervention upon student use of e-cigarettes at school.
High school dropout is commonly seen as the result of a long-term process of failure and disengagement. As useful as it is, this view has obscured the heterogeneity of pathways leading to dropout. ...Research suggests, for instance, that some students leave school not as a result of protracted difficulties but in response to situations that emerge late in their schooling careers, such as health problems or severe peer victimization. Conversely, others with a history of early difficulties persevere when their circumstances improve during high school. Thus, an adequate understanding of why and when students drop out requires a consideration of both long-term vulnerabilities and proximal disruptive events and contingencies. The goal of this review is to integrate long-term and immediate determinants of dropout by proposing a stress process, life course model of dropout. This model is also helpful for understanding how the determinants of dropout vary across socioeconomic conditions and geographical and historical contexts.
Adam Holley grew up in Raleigh, North Carolina, but attended college in Pennsylvania, where he earned a B.S. in physics and mathematics from Haverford College. Uncertain about whether theoretical or ...experimental physics was right for him, he temporized by teaching high school physics in New York City, where he had the good fortune to collaborate on the development and teaching of a three-year research course for high school students. That experience ultimately helped him decide to become an experimentalist. This he did at North Carolina State University, joining a group of scientists developing the United States' first ultracold neutron (UCN) source at Los Alamos National Lab. He earned his Ph.D. as part of the associated UCNA experiment that for the first time used UCN to measure the neutron beta decay asymmetry. During his subsequent postdoc at Indiana University, Dr. Holley got involved in another beta decay experiment called UCNtau. He continued his involvement with that effort when he joined the faculty at Tennessee Tech, where he leverages unique aspects of UCN physics to involve undergraduates in the work.
As postsecondary education is an increasingly important developmental milestone for adolescents, it is critical to identify supports that help prepare youth for college. Building on evidence ...highlighting the role of parental input and guidance, the current study investigates how within-person changes in adolescent school-related communication (i.e., frequency of talking about school and educational planning) with friends and family across high school contribute to college preparedness and subsequent enrollment. Capitalizing on a diverse adolescent sample (N = 4,495), longitudinal analyses across high school showed that school-related communication with friends increased, but remained relatively stable with family, from Grades 9-12 (approximately ages 15-18 years). Parallel process latent growth curve modeling demonstrated that steeper increases in school-related communication with friends independently predicted college enrollment, consistently across racial/ethnic and parental education groups. Moreover, within-person changes in friend and family school-related communication across high school interacted in a compensatory fashion to predict grade point average and perceived college readiness at 12th grade. At a time of growing need for independence from parents, the findings highlight the positive developmental function of friends in helping adolescents reach a critical educational milestone.
This study examines relationships between dual enrollment and high school graduation, college enrollment, college choice (2-year or 4-year), and persistence in college among Nebraska’s 2018 high ...school graduating class. Unlike previous studies that focus on states where dual enrollment is standardized and subsidized by state policy, the Nebraska context offers an opportunity to study potentially heterogeneous effects of dual enrollment where implementation is devolved to the local level. Using propensity score matching, we find that taking at least one dual enrollment course was positively associated with graduating from high school, going to college, choosing a 4-year college over a 2-year college, and re-enrolling in college in the second year. More importantly, the positive association was greater for racial minority students, first-generation students, and low-income students. Our findings suggest that dual enrollment may help close achievement gaps for historically underrepresented students. We provide policy implications on how states can use dual enrollment to improve higher education access and success.
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