Redefining Risk: Human Rights and Elementary School Factors Predicting Post-Secondary Access

Autor/inn/en	Brown, Robert S.; Gallagher-Mackay, Kelly; Parekh, Gillian
Titel	Redefining Risk: Human Rights and Elementary School Factors Predicting Post-Secondary Access
Quelle	In: Education Policy Analysis Archives, 28 (2020) 21, (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Postsecondary Education; At Risk Students; Special Education; Suspension; Attendance; Grade 4; Elementary School Students; Children; Access to Education; Students with Disabilities; Race; Foreign Countries; Longitudinal Studies; Barriers; Predictor Variables; College Applicants; Canada (Toronto) + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausschluss; Schulausschluss; Anwesenheit; School year 04; 4. Schuljahr; Schuljahr 04; Child; Kind; Kinder; Education; Access; Bildung; Zugang; Bildungszugang; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Rasse; Abstammung; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; College applications; Studienbewerber
Abstract	While there is a widespread consensus that students' pathways towards postsecondary education are influenced early in life, there is little research on the elementary school factors that shape them. Identifying educational 'risk factors' directs attention to barriers that may warrant scrutiny or action under human rights legislation. New findings from a unique, longitudinal data set collected and developed by the Toronto District School Board highlights key factors, established in elementary school, as to how many students do not enter into post-secondary studies in Ontario. The "majority" of students suspended at any time, students in self-contained special education programs, and/or students who missed more than 10% of classes in grade 4 do not go on to PSE. These organizational factors are "more" predictive of students' acceptance to PSE than individualized measures of preschool readiness, academic achievement in grade 3, race or parental education. These structural 'risks' are strongly correlated with of race and disability. In light of research that identifies promising, evidence-based practices available to reduce these risks, breaking down these barriers should be a priority from the perspective of improving PSE access and overcoming what may well amount to systemic discrimination. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01