What Makes a Difference during the Last Two Years of High School: An Overview of Studies Based on High School and Beyond Data.

Autor/in	Marsh, Herbert W.
Titel	What Makes a Difference during the Last Two Years of High School: An Overview of Studies Based on High School and Beyond Data.
Quelle	(1992), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Catholic Schools; Educational Research; Extracurricular Activities; Family Structure; High School Students; High Schools; National Surveys; Outcomes of Education; Predictor Variables; Public Schools; Self Concept; Sex Differences; Single Sex Schools; Student Attitudes; Student Behavior; Student Employment + Suchen Sie Ihr Suchwort? Schulleistung; Katholische Schule; Bildungsforschung; Pädagogische Forschung; Außerunterrichtliche Aktivität; Familienkonstellation; Familiensystem; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernleistung; Schulerfolg; Prädiktor; Public school; Öffentliche Schule; Selbstkonzept; Sex difference; Geschlechtsunterschied; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Schülerverhalten; Student behaviour; Studentenarbeit
Abstract	Variables that influence growth and change in educational outcomes in the last 2 years of high school were studied using data from the High School and Beyond (HSB) study. The HSB study provided a database of thousands of variables for about 30 students from each of 1,000 randomly selected high schools in the United States in their sophomore and senior years and 2 years after graduation. This research summary briefly reviews studies on: (1) effects of public, Catholic single-sex, and Catholic coeducational high schools on achievement, affect, and behaviors; (2) effects of attending single-sex and coeducational high schools on achievement, attitudes, behaviors, and sex differences; (3) sex differences in the development of mathematics and verbal self-concepts; (4) failure of high-ability schools to deliver academic benefits; (5) influence of internal and external frames of reference on formation of mathematics and English self-concepts; (6) effects of employment during high school; (7) effects of extracurricular activities; (8) effects of participation in sports; and (9) changes in achievement, attitudes, and behavior in the last 2 years of high school for students from different family structures. Methodological implications from these studies are discussed. Three tables and 5 figures present data from the various studies, and 15 references are included. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC