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Rural High School Aspirations Study

Rural High School Aspirations Study. National Research Center on Rural Education Support Judith L. Meece, Ph.D. NRCRES, University of North Carolina-Chapel Hill Thomas W. Farmer, Ph.D. NRCRES, Pennsylvania State University. Aims of Study.

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Rural High School Aspirations Study

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  1. Rural High SchoolAspirations Study National Research Center on Rural Education Support Judith L. Meece, Ph.D. NRCRES, University of North Carolina-Chapel Hill Thomas W. Farmer, Ph.D. NRCRES, Pennsylvania State University

  2. Aims of Study To generate new information about rural high school students’ educational, vocational, and residential plans and aspirations for the future. To assess rural high school students’ preparatory activities and planning for postsecondary education, work, and adult life. To examine the impact of school experiences, geographical location, economic status, cultural or ethnic origins, family background, peer relations, and community characteristics on rural students’ aspirations and preparatory activities.

  3. Progress to Date • Extensive review of research on postsecondary transitions of rural youth • Sample selection • Development of student, parent, teacher, administrator measures • Data collection: 77 schools, 8,600 students, 900 teachers, & 1,200 parents • Complimentary study of rural high school students in ELS:2002 database • Focus groups in 10 randomly selected rural sites

  4. Rural HSA Sample Selection Sampling frame was 101,104 public schools in the 2004-05 U.S. Department of Education Common Core of Data Schools were classified according to subtypes based on locale designations (6, 7, 8, & 43), and eligibility for Rural Education Achievement Programs (RLIS & SRSA) Sample includes 77 schools across these school types

  5. Rural High School Aspiration Sitesby Type of School

  6. Rural HSA Sample

  7. HSA Measures: Students Demographic characteristics Educational & vocational expectations Perceived educational & vocational barriers Family background characteristics School engagement, connection, and participation Peer and friend networks Self-reported academic achievement, efficacy, & values Postsecondary preparation activities from school, family, and community resources

  8. HSA Measures: Parents & Teachers • Items paralleled student survey with regards to: • Educational & vocational expectations for individual students in the sample • Perceived barriers for educational and vocational plans for individual students in the sample • Behavioral and academic characteristics for individual students in the sample • Perceptions of academic preparation, school climate • Background information on parents and teachers

  9. Rural Students’ Educational Plans • Approximately 7% of youth reported that they were unsure of their educational plans after high school. • Only a small percent (6%) of rural youth expected to discontinue their education after high school. • Approximately 13% of rural youth expected to attend and complete two years of postsecondary education at a community college or vocational/trade school. • Approximately 77% of rural youth plan to complete college or an advanced graduate or professional degree. • Educational plans vary by gender, ethnicity/racial background, ability level, and economic hardship. • The educational plans of youth in Rural Remote locations were comparable to other rural youth in the RHSA sample.

  10. Educational Plans of Rural Remote Youth

  11. Teachers’ Expectations for Students’ Postsecondary Education

  12. Rural Students’ Perceived Educational Barriers • Getting Married (29%) • Needing to help or support family (28%) • Not wanting to leave friends (26%) • Moving away to go to school (24%) • Not sure how additional schooling would help with future employment (24%) • Coursework at school did not help prepare for future educational plans (23%) • Not getting enough information about different schools (21%) • Variance between schools and rural geographical locations was negligible.

  13. What Do Rural Teachers Report? Moving away to advance education (9%) Needing to help support his/her family (8%) Getting married (8%) Not wanting to leave friends (7%) Parents/friends not supporting educational plans (7%) Coursework at school did not prepare student for future educational plans (6%) Not being sure how additional education would help with future employment (5%) Majority of rural teachers (42 - 58%) did not perceive above factors as educational barriers for their students

  14. Rural Students’ Vocational Plans • Approximately 44% of rural students planned to work right after high school; only 16% of these students knew the type of job they planned to pursue. • Only 9% of rural students thought they would have the same job or career as a family member. • By age 30, 90% of rural students planned to work or to have a career. • Nearly 50% of rural youth aspired to careers in healthcare, education, and technical fields.

  15. Vocational Plans of Rural Youth

  16. Minimum Education Needed

  17. Residential Plans of Rural Youth

  18. Conclusions • The majority of rural high school students plan to continue their education beyond high school. • A large percent of rural youth plan to pursue professional careers that require a college degree (38%) or advanced degree (18%). • Educational and vocational plans varied by grade, ethnicity, gender, economic hardship and language status. • Contrary to expectations, geographical isolation was not a strong predictor of rural youths’ educational and vocational plans. • Approximately one-third of sample were undecided about their residential plans; another 24% of the sample planned to live their own community or another rural town or area. • The findings have important implications for secondary educational programs to prepare rural youth for their postsecondary transition to work, education, and community life.

  19. Collaborators Matthew Irvin, Investigator Soo-yong Byun, Postdoctoral Scholar Robert Petrin, Postdoctoral Scholar Kimberly Dadisman, Investigator Kai Schafft, Investigator Bryan Hutchins, Research Associate Glen Elder, Investigator Vonnie McLoyd, Investigator

  20. Acknowledgements The NRCRES gratefully acknowledges the support of the U.S. Department of Education, Institute of Educational Sciences (Grant Number R305A040056). Opinions expressed are those of the authors and do not necessarily reflect the views of the funding agency. The NRCRES is indebted to the support of the rural schools, students, teachers, and parents who participated in this research project. Each community visited made an important contribution to this national study of the rural youths’ aspirations and preparation for the future. Additional information about the NRCRES is available at: www.nrcres.org

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