Topic
Senioritis
About: Senioritis is a research topic. Over the lifetime, 6 publications have been published within this topic receiving 52 citations.
Papers
Journal Article•
TL;DR: A review of credit-based transition programs between high schools and institutions of higher education can be found in this article, where a variety of strategies and activities including rigorous academic instruction, counseling and mentoring, and college preparation and application assistance are discussed.
Abstract: This article reviews history, models, and benefits of credit-based transition programs between high schools and institutions of higher education. The goal of these programs is to enable high school students to take college courses and earn college credit while still in high school, thereby easing the transition to college through a variety of strategies and activities including rigorous academic instruction, counseling and mentoring, and college preparation and application assistance. A primary purpose of credit-based transition programs is to increase the numbers of students that graduate from high school and go on to college, a result that is cost effective for all stakeholders. Two disturbing trends have emerged to cause a severe crisis in education in the state of Arizona. The first trend is that there are far too many students dropping out of high school. Arizona has one of the nation's highest high school dropout rates; 27% of the class of 2002 failed to graduate within four years (Maricopa Colleges Foundation, 2003, * 2). The second disturbing trend is the decline in the percentage of Arizona high school graduates immediately enrolling in some form of post-secondary education. A typical ninth grade student in Arizona has only a 29.6% chance of being enrolled in college by age 19 (Maricopa Colleges Foundation, 2003, * 2). Arizona's college participation rate is 47th out of 50 states in the nation. The president of Arizona State University, Dr. Michael Crow, described the college-going rate in Arizona using four numbers: "20 12 5 2. From the average group of 20 Arizona ninth-graders, 12 will graduate from high school, five will enroll in college, and only two will graduate from college" (Maricopa Colleges Foundation, 2003, * 3). One way that high schools, colleges, and communities have responded to these two disturbing trends is by establishing partnerships whose collaborative efforts have created credit-based transition programs (Helfgot, 2001). The principal goal of partnerships is to increase the number of students making successful transitions to college. Credit-based transition programs aim to promote challenging academic pursuits by encouraging students to take college courses in order to earn college credits while still attending high school (Chapman, 2001). Such transition programs offer select juniors and seniors with options to take college courses that specifically meet their needs (Boswell, 2001a). HISTORY OF CREDIT- BASED TRANSITION PROGRAMS From their inception, credit-based transition programs have focused on easing the transitions and accelerating the passage of students through the educational system into college. The earliest actual credit-based transition program to be documented was the 1 972 Project Advance at Syracuse University, developed when local high school principals and superintendents collaborated with university staff to challenge high school seniors, many of whom had completed the requirements for graduation by the end of the 1 1th grade. Project Advance served as a model for similar programs in following years (Syracuse University, 2005). Known as credit- based transition programs, these cooperative programs enabled high school students to take college courses and earn college credit while still in high school (Bailey & Karp, 2003, p. 1). Advocates explained that properly designed and supervised credit-based transition programs could reduce senior-year boredom and change students' sense of "senioritis" by maintaining their enthusiasm for learning. Wilber and LaFray (1978) suggested that such cooperative programs would have the following impacts: (a) eliminate unnecessary course duplication and college course remediation, (b) give students a taste of college before large financial or time commitments to college were made, (c) enable high schools and colleges to adjust their curricula to ensure a smooth transition between the two educational systems, and (d) allow seniors the opportunity to earn college credit while still in high school (pp. …
40 citations
TL;DR: Project Advance demonstrates the advantages of collaboration for dealing with "senioritis" among advanced students, for supporting teaching-oriented faculty development, and for conducting ongoing research on effective instruction as mentioned in this paper.
Abstract: Project Advance demonstrates the advantages of collaboration for dealing with “senioritis” among advanced students, for supporting teaching-oriented faculty development, and for conducting ongoing research on effective instruction.
10 citations
Journal Article•
TL;DR: In this article, the authors evaluate how the high school-college partnership reflects on "senioritis" and students STEM curiosity, and illustrate how K-16 a model high school college partnership with local colleges builds a scientific community that urban student can benefit from.
Abstract: The purpose of this study is to evaluate how the high school-college partnership reflects on “senioritis” and students STEM curiosity. The term “senioritis” described in this paper refers to high school senior students who have completed most of their graduation requirement courses in the third year of studies. During the fourth year of high school, students may only need two or three credits for graduate which inherently causes the students to lose motivation. This then results in the aforementioned senioritis. Least credit requirements make senior students a senioritis and have a lack of motivation in the fourth year of high school. This study aims to illustrate how K-16 a model high school-college partnership with local colleges builds a scientific community that urban student can benefit from.
7 citations
Journal Article•
TL;DR: For example, this paper found that nearly half of high school seniors wrote no more than three papers longer than five pages in length during their final year in high school, and nearly a quarter wrote no papers of this length at all during their senior year.
Abstract: ALTHOUGH MOST TEACHERS BELIEVE that "students should write at least one in-depth paper during high school,"1 the independent research paper is disappearing from high school curricula in the face of two competing pressures: the need to prepare for high-stakes tests and student "senioritis." In 2002, William Fitzhugh of the Concord Review found that 62% of high school history teachers no longer assign papers of more than 3,000 words. Results from the 2006 High School Survey of Student Engagement revealed that 78% of high school seniors wrote no more than three papers longer than five pages in length; furthermore, nearly a quarter wrote no papers of this length during their final year in high school. The lack of rigorous academic experiences in high school contributes to what Martha McCarthy and George Kuh call "a substantial gap"2 and what Michael Kirst calls "a disconnect"3 between the senior year of high school and postsecondary education. Indeed, nationally, more than half of the students enrolling in college require remedial courses in many subjects, including English,4 and a significant number of recent high school graduates report feeling under-prepared to meet the expectations of college or the workforce.5 In many high schools, the senior year has become "a blow-off time,"6 and too many students leave high school without knowledge of how to conduct research or write an in-depth analytical paper.
2 citations
TL;DR: The senior year is among the most important for students' long-term academic success as mentioned in this paper, and typically, seniors are assumed to be largely disengaged from school, enduring “senioritis” or a "senior slu...
Abstract: The senior year is among the most important for students’ long-term academic success. Traditionally, seniors are assumed to be largely disengaged from school, enduring “senioritis” or a “senior slu...
2 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2021 | 1 |
| 2018 | 1 |
| 2015 | 1 |
| 2010 | 1 |
| 2009 | 1 |
| 1985 | 1 |