Factors Associated with High School Exit Exam Outcomes among Homeless High School Students

Autor/inn/en	Uretsky, Mathew C.; Stone, Susan
Titel	Factors Associated with High School Exit Exam Outcomes among Homeless High School Students
Quelle	In: Children & Schools, 38 (2016) 2, S.91-98 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
DOI	10.1093/cs/cdw007
Schlagwörter	Homeless People; High School Students; Exit Examinations; Performance Factors; Academic Achievement; Grade Point Average; Attendance; Standardized Tests; English Curriculum; Language Proficiency; Achievement Need; Predictor Variables; Correlation; Schematic Studies; Federal Legislation + Suchen Sie Ihr Suchwort? Homeless person; Homeless persons; Obdachloser; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Final examination; Abschlussprüfung; Leistungsindikator; Schulleistung; Anwesenheit; Standadised tests; Standardisierter Test; Language skill; Language skills; Sprachkompetenz; Prädiktor; Korrelation; Schematheorie; Bundesrecht
Abstract	Little is known about academic performance among homeless high school students, although correlates of academic performance are well documented among their peers in the elementary and middle school grades. This study explores the relationship between student-level demographic and academic performance indicators (for example, grade point average [GPA], attendance, standardized test score performance) and high school exit exam performance (that is, whether students took and passed high school exit exams, respectively) in a sample of 10th- to 12th-grade students identified as homeless by their district's McKinney-Vento program (N = 494 students in 25 high schools). Factors related to taking the exit exams included grade level, cumulative GPA, and previous test-taking behavior. Among students who had taken the exit exams, standardized test scores, GPA, and English fluency related to exit exam outcomes, suggesting the potential for academic skills remediation among this subgroup. The article concludes with a discussion of the implications for future research, practice, and policy. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://cs.oxfordjournals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01