American education: the challenge of change

The American education system is being challenged to raise the academic achievement of students to prepare them for the jobs of the future. Yet many demographic, as well as economic and social factors, are making the task more difficult. Low birth rates, especially among non-Hispanic whites, along with high immigration rates, have increased the share of minority and non-English students in public schools. The rise in single-parent families has increased the number of poor students and migration from the cities to the suburbs has concentrated poor and minority students in inner city schools. These same children will make up a greater share of the future labor force. At the same time, the aging of the general population may lessen the commitment of homeowners- -whose taxes pay between 1/3 and 1/2 of education costs. The aging labor force may bring a shortage of qualified teachers, particularly in specialized subject areas. Poor and minority students generally have below average academic skills and are more likely to drop out of high school than non-minority students. However, the skills of American students rank below those of most other industrialized nations, calling into question the ability of Americans to succeed in an increasingly international economic system. How can schools be improved and minority student achievement be enhanced? Reforms of education finance systems, court-ordered integration, and stiffer requirements for teachers and for graduation from high school are among many attempts to meet the immense challenges faced by American schools.     

Effects of ability mixing in high school on adulthood earnings: quasiexperimental evidence from South Korea

We estimate impacts of ability mixing compared to ability grouping in high school education on students’ adulthood earnings. To overcome endogeneity and selection problems that plagued the previous studies, we exploit a policy experiment in South Korea in the 1970s, which changed the education regime of general high schools from grouping to mixing in major cities. We find that the mixing treatment has a positive but statistically insignificant effect on average adulthood earnings. We also find that while mixing has positive effects on low ability students’ adulthood earnings, it has smaller positive or even negative effects on higher ability students.      

Time,money, peers,and parents; some data and theories on teenage behavior

In the first part of the paper, I analyze a data set on teenage behavior. The data is a sample of high school students in The Netherlands and contains information on teenage time use, income, expenditures, and subjective measures of well-being and self-esteem. As all students in a sampled class are interviewed in principle, the data set has rich information on the behavior of potentially important peers of each respondent. I estimate models to assess (bounds on) the magnitude of endogenous social interactions. For some types of behavior (e.g., truancy, smoking, pocket money, and alcohol expenditures), endogenous social interactions within school classes are strong; for other behaviors, they are moderate or unimportant. Within-gender interactions are generally stronger than interactions between boys and girls, with some intriguing exceptions. In the second part of the paper, I discuss a number of theories that might help to understand the empirical patterns. Key concepts in the discussion are interdependent preferences, endogenous social norms, identity, and intergenerational interactions.     

Sexual orientation and education politics: gay and lesbian representation in American schools

In what has sometimes provoked a "culture war" over America's schools, gays and lesbians have sought an expanded voice in the making of education policy. This paper explores the factors that promote gay representation on school boards, how this variable in turn influences gay representation in both administrative and teaching positions, and how all three forms of gay representation relate to school board policies regarding sexual orientation education. Three of the four models drawn from the social movement literature help to explain gay school board representation. In a manner similar to other minority groups, gay representation on school boards directly or indirectly promotes the appointment of gays to administrative and teaching positions and the adoption of policies that address the problems faced by gay and lesbian students in the public schools.     

LGBT-Competence in Social Work Education: The Relationship of School Contexts to Student Sexual Minority Competence

This study examined the relationship between master of social work programs’ (MSW) support of lesbian, gay, bisexual, and transgender people (LGBT-competence) and the sexual minority competence (LGB-competence) of social work students. Data were gathered from a sample of MSW program directors, faculty members, and students (N = 1385) within 34 MSW programs in the United States. A series of hierarchical linear models tested if a MSW program’s LGBT-competence was associated with the LGB-competence of its students. Results showed a significant relationship between organizational LGBT-competence and individual LGB-competence within schools of social work, and that programs with greater LGBT-competence also had students who felt more competent to work with sexual minorities. These findings suggest schools of social work can take substantive action at an organizational level to improve the professional LGB-competence of future social workers. Implications for social work education are discussed.     

The Impact of Sense of Community in the School,Social Skills,and Exposure to Aggression and Victimization on Students’ Well-Being

Research suggests that sense of community in the school is a promising construct in terms of its ability to promote students’ well-being. However, mechanisms behind and the potential benefits of school sense of community have not been studied in detail. This cross-sectional study tested a model which examined the role of sense of community in the school, social skills, exposure to aggression, and victimization in shaping students’ well-being. The sample consisted of 1076 students from 22 public middle schools and 724 students from 22 public high schools located in the Italian Region of Liguria. Using a Bayesian estimation for a structural equation model, results showed that sense of community in the school directly predicted students’ social skills, exposure to aggression, and well-being and, indirectly (through social skills and exposure to aggression), victimization. In addition, we found that social skills were related to victimization. Finally, results showed that victimization was predicted by exposure to aggression and predicted well-being. The current study suggests that sense of community in the school and social skills are key variables for interventions that aim to prevent aggressive behaviors at school and to increase students’ well-being.     

Forecasting enrollments during court-ordered desegregation

Distinctive issues arise when a demographer must forecast enrollments in a context of court-ordered desegregation. The key issue studied here is whether magnet schools have strengthened a district's overall attractiveness to enrollees from outside or merely siphoned students away from other nonmagnet schools within the district, without any real districtwide enrollment gain. To clarify this issue, I analyze patterns of change in grade progression rates over several years as magnet schools were phased in at a large urban school district. Generally, magnet schools induced little actual gain, merely slowing the overall weakening of districtwide retention. These findings furnished an important reality check on the judgment for crafting appropriate forecasting assumptions and the resulting forecast proved reasonably accurate.     

Diversity and change in the institutional context of immigrant adaptation: California schools 1985-2000

This article brings attention to a structural dimensions of the schooling context that may affect the incorporation of immigrant youths. Using administrative data about students in California public schools, we found that Spanish-speaking, limited English-proficient (LEP) children have become increasingly more likely to attend schools with low-income, minority, and LEP students than other non-LEP and LEP groups. Nearly all the change in school composition can be attributed to statewide shifts in the composition of the school-aged population. But compositional changes have disproportionately occurred in schools attended by Spanish-speaking LEP students as a result of district-level patterns of segregation by income, race/ethnicity, and language.     

Social Relations and School Life Satisfaction in South Korea

This study pays special attention to adolescents who are at the critical stage of social, cognitive and emotional development and their satisfaction with school life which is important for their educational experience and adult life. The purpose of this study is to examine how students’ relationships with friends, teachers and parents are associated with their school life satisfaction. We conducted hierarchical linear modeling with nationally representative data on 3,790 high school seniors in the consideration of different school types (general and vocational high schools) reflecting the contextual characteristics of South Korean education system. Our findings show that all those relations are associated with school life satisfaction and that some distinctive dimensions of each relation matter for students’ school life satisfaction. In particular, teacher-student relationship was found to shape students’ satisfaction with school life both at individual and school level. In spite of several limitations, the broad investigation of students’ social relations provided a policy implication for improving adolescents’ satisfaction with their school lives.     

Adolescent fertility: worldwide concerns

There is growing concern over the adverse health, social, economic, and demographic effects of adolescent fertility. Morbidity and mortality rates ar significantly higher for teenage mothers and their infants, and early initiation of childbearing generally means truncated education, lower future family income, and larger completed family size. Adolescent fertility rates, which largely reflect marriage patterns, range from 4/1000 in Mauritania; in sub-Saharan Africa, virtually all rates are over 100. In most countries, adolescent fertility rates are declining due to rising age at marriage, increased educational and economic opportunities for young women, changes in social customs, increased use of contraception, and access to abortion. However, even if fertility rates were to decline dramatically among adolescent women in developing countries, their sheer numbers imply that their fertility will have a major impact on world population growth in the years ahead. The number of women in the world ages 15-19 years is expected to increase from 245 million in 1985 to over 320 million in the years 2020; 82% of these women live in developing countries. As a result of more and earlier premarital sexual activity, fostered by the lengthening gap between puberty and marriage, diminished parental and social controls, and increasing peer and media pressure to be sexually active, abortion and out-of-wedlock childbearing are increasing among teenagers in many developed and rapidly urbanizing developing countries. Laws and policies regarding sex education in the schools and access to family planning services by adolescents can either inhibit or support efforts to reduce adolescent fertility. Since contraceptive use is often sporadic and ineffective among adolescents, family planning services are crucial. Such programs should aim to reduce adolescents' dependence on abortion through preventive measures and increase awareness of the benefits of delayed sexual activity. Similarly, sex education should seek to provide a basis for intelligent, informed decision making. Programs tailored to reach teenagers in schools, recreational centers, and the workplace have particular potential.     

Social background composition and educational growth

This paper examines the impact of intercohort changes in social background composition on changes in grade progression rates at selected schooling levels. It presents formal arguments that the relative and absolute effects of background composition on grade progression rates should decline over levels of schooling, and using data for white males born beteen 1907 and 1951, offers empirical support for these arguments. Whereas twentieth century increases in average educational attainment are primarily due to increases in grade progression rates at the elementary and secondary levels, future growth must occur through increases in transition rates beyond high school, given the near universality of high school graduation for cohorts born at midcentury. Our analysis shows that postsecondary progression rates are much less responsive to changes in family background composition than rates in the schooling process. Despite intercohort changes in background composition that are increasingly favorable to educational attainment, future educational growth may be slower than past growth because compositional effects on average attainment will be through progression rates where the effects are weak.     

Explaining the association of race and ethnicity with the HIV/AIDS-related attitudes,behaviors and skills of high school students

This study deals with intervening factors such as family composition, religiosity, and HIV/AIDS knowledge in understanding the association of race and ethnicity with HIV/AIDS-related attitudes and behaviors. Data represent Wave 1 of a five-month panel design involving 10th grade students in eight public high schools in Dade County (greater Miami) Florida. Significant differences in attitudes and behaviors were found among racial/ethnic groups. Specifically, Hispanics had more negative attitudes about condom use than blacks or whites. Whites had the most permissive, and blacks the least permissive, sexual attitudes. Hispanics felt least confident and blacks felt most confident about interpersonal sexual skills. Blacks were most likely to have had sexual intercourse, and whites least likely. Religiosity was found to be a significant intervening variable in the less permissive sexual attitudes of both blacks and Hispanics. The most significant implication of this study is that racial/ethnic differences in sexual behavior can be explained more fully by socio-environmental factors such as family structure or religiosity than by knowledge or attitudes. Thus, interventions directed toward minority populations should focus on the development of alternative social environments that would support more positive behaviors. More specifically, extended family, religious youth groups, and other community organizations should be brought into the HIV/AIDS risk-reduction arena.     

Initiation of the process of adult role entry

Among the most significant events marking the transition to adulthood are role changes involving the assumption of adult responsibilities. These include entry into the adult roles of worker, spouse, and parent. Because entry into one adult role tends to have implications for entry into other adult roles, the ages at which these role changes occur are related. It is therefore instructive to view the process of adult role entry as a process that is initiated when the first of several role changes occurs. The purpose of this paper is to examine initiation of the process of adult role entry. Data from a fifteen-year followup study of high school students originally surveyed in 1957–58 and resurveyed in 1973–74 are analyzed to determine which of several role changes initiated the process of adult role entry and the age at which the process was initiated for cohorts born during the early 1940s. A model predicting the age at initiation of the process is estimated, and the parameters of that model are compared with the parameters of comparable models predicting educational attainment and the timing of exit from the student role.This research was supported by Grant Nos. R01-HD16164 and R01-HD18596 from the National Institute of Child Health and Human Development. I am indebted to Peter H. Rossi and James S. Coleman for their assistance and support during the collection of data on which the research was based. The assistance of Peter J. Hodsdon and Lillian L. Southwick in processing the data and Pamela Navatta in typing the paper is also gratefully acknowledged.     

The Quality of School Life: Teacher-Student Trust Relationships and the Organizational School Context

In exploring the quality of schools’ social system, this study provides insight into in which types of schools students may encounter barriers in developing supportive teacher-student relationships because of teachers exposing low levels of trust in students. Student culture and teachability perceptions are assessed as incentives for teachers’ perceptions of students’ trustworthiness. Information was gathered from 2,104 teachers across a representative sample of 84 secondary schools in Flanders (Belgium). A measure for trust in students was derived from the trust scales developed by Hoy and Tschannen-Moran. Multilevel analyses reveal that teacher perceptions of students’ teachability strongly predict teacher trust. This underscores the importance of teacher perceptions of students’ ability to meet the expectations imposed on them with regard to the formation of trust. Additionally, we show that teacher trust is affected by the organizational school context, although the academic orientation of the student culture plays no role.     

Quality of migrant schools in China: evidence from a longitudinal study in Shanghai

As spaces in public schools are limited, a substantial number of migrant children living in Chinese cities but without local hukou are enrolled in private migrant schools. This paper studies the quality of migrant schools using data collected in Shanghai in 2010 and 2012. Although students in migrant schools perform considerably worse than their counterparts in public schools, the test score difference in mathematics has almost been halved between 2010 and 2012, due to increased financial subsidy from the government. We rule out alternative explanations for the convergence in test scores. We also conduct a falsification test and find no relative changes in the performance of migrant school students based on a follow-up survey of a new cohort of students in 2015 and 2016, a period with no changes in financial subsidies to migrant schools.     

Queer Youth in Educational Psychology Research

ABSTRACT

Despite greater social acceptance of individuals with diverse sexual identities across the world, queer students still experience greater bullying, poorer academic motivation, and lower school attendance than heterosexual students. Educational psychology could provide additional insight toward these experiences for queer students in school, but the field of educational psychology is often absent from research on queer students. To partially address this concern, the current article examines why researching queer students is important, reviews extant research on queer youth in predominant educational psychology journals, and provides potential avenues of future research. Further, the article explores protective factors that help queer students succeed in school.     

Sexual Behavior in China: Trends and Comparisons

Dramatic political, economic, and social changes in China over the past several decades have been accompanied by much discussion in popular media and among academics of a fundamental transformation in Chinese sexual behavior. Several studies have examined current Chinese sexual behavior but have been limited to particular provinces or cities and have been based on non‐random samples. The potential threat of a generalized HIV epidemic in China highlights the dearth of population‐based information on current patterns of sexual behavior that could help design better intervention strategies and prevent misguided ones. This article uses data from the first national probability survey of adult sexual behavior in China completed during 1999–2000, along with a historical and literature review, to address three key questions: 1) Has there been a revolution in sexual behavior in China? 2) Is China unique compared to other countries in these transformations? 3) What are the implications of these findings for China's risk of a generalized HIV epidemic?     

青少年学生自杀意愿和行为的家庭阶层特征差异研究——以对湖南省的调研为例

通过对湖南省六个城市九所大、中小学的1775名青少年学生实证调查发现,青少年学生的自杀意愿和非致命性自杀行为因青少年学生家庭阶层特征的不同而呈现明显的差异性。对青少年学生的自杀意愿有着显著影响的家庭阶层因素主要是家庭声望,对青少年学生的非致命性自杀行为有着显著影响的家庭阶层因素主要是家庭权力。由于家庭系统的阶层位置过低或过高,都有可能导致青少年学生自杀意愿或非致命性自杀行为的升高,因此,必须采取有效措施,缩小家庭系统之间日益扩大的阶层差别。     

Racial differences in high school dropout rates: An analysis of U.S. Metropolitan areas

In this paper, we explore the differences in high school dropout rates among white, black and Hispanic students in 275 U.S. Metropolitan Statistical Areas (MSAs) in 2000. Our analysis focuses on the impact of community and labor market conditions, in hopes of providing insight into the relationship between place and educational outcomes. The explanatory power of our regression models is mixed across racial groups, performing best for whites and Hispanics. Our results also indicate that community factors – most importantly, same-race adult educational attainment in the community, teenage birth rates and residential stability – have a greater impact on dropout rates than labor market factors. Our results suggest that as education reform moves toward broad-based solutions to improve student outcomes including dropout rates, it will be increasingly important to address the structural origins of inequality outside of schools.     

Social Work Education and the Older Woman Student

This article presents the results of a study of a group of social work graduate women students over 40. The study explored developmental issues, identified major stressors while in school, and indicated the ways that these students coped. The discussion highlights the unique responses of the midlife woman student and suggests ways that schools can work more effectively with them. Directions for future research are identified, and suggestions given for how the experiences of these older students can be used positively in their work with older women clients.