Re: [Off topic] Gay marriage
I have not been reading this thread, just glancing at random
postings.
In article <3d6111f1.04032 41238.540124bc@ posting.google. com>,
mikecoxlinux@ya hoo.com (Mike Cox) wrote:
[color=blue]
> Joe Sixpack <complaintdepar tment2002@yahoo .com> wrote in message
> news:<kgpq3c.pb c.ln@192.168.1. 75>...[color=green]
> > I believe it was Mike Cox who said...[color=darkred]
> > > Children need a mom and a dad.[/color]
> >
> > Prove it.[/color]
>
> http://www.heritage.org/research/fea...l.cfm?ID1=3523[/color]
This study does not prove your point, and I am quite sure that either
you did not read it or are unfamiliar with how to read research studies.
The web page contains the following information:
===
(1) This finding looks at relationships between family structure,
mobility, high-school dropout rates.
(2) Finding: "Students from single-parent and step-parent families were
more likely than students from two-parent families to change schools and
to drop out, a finding consistent" with earlier studies.
(3) Sample or Data Description
11,671 students from the 1988-1994 National Educational Longitudinal
Study
(4) Source
Russell W. Rumberger, and Katherine A. Larson
"Student Mobility and the Increased Risk of High School Dropout"
American Journal of Education.
Vol. 107, Number . , 1998. Page(s) 1-35.
(5) Associated Keywords: Drop-out, Family relocation, Single-parent
household, Stepfamilies,
(6) FindingID: 3523
===
(I added the numbers to facilitate references.)
Sentence (1), The Heritage Foundation's summary of the study is
incorrect, which is to say it distorts the research goal of the
study.
Here is the article's abstract:
===
A variety of evidence suggests that students in the United States change
schools frequently. But there has been relatively little research that
examines the educational consequences of student mobility. This study
examined the incidence of student mobility between the eighth and
twelfth grades and its effect on high school completion using the
National Educational Longitudinal Survey third follow-up data. Three
models were tested on two groups of students. For eighth-grade students
in 1988, we predicted (1) whether students changed schools or dropped
out between the eighth and twelfth grades and (2) high school completion
status two years after twelfth grade. For twelfth-grade students in 1992
we predicted high school completion status two years after twelfth
grade. The models were developed from a conceptual framework based on
theories of dropping out, postsecondary institutional departure, and
student transfer adjustment that suggest school mobility may represent a
less severe form of educational disengagement similar to dropping out.
The results generally support this idea. That is, measures of social and
academic engagement, such as low grades, misbehavior, and high
absenteeism, predicted both whether students changed schools or dropped
out. The results further indicate that, controlling for other
predictors, students who made even one nonpromotional school change
between the eighth and twelfth grades were twice as likely to not
complete high school as students who did not change schools. Together,
the findings suggest that student mobility is both a symptom of
disengagement and an important risk factor for high school dropout.
===
The last sentence of the abstract summarizes the paper's
conclusion: High school students who move between schools are
at a greater risk to drop out.
How about that juicy quote, statement (2)? Here it is in the
context of the article:
===
Only six studies have examined the causes or consequences of student
mobility during high school. Two of these focus on the causes of
mobility. The first study examined predictors of school and residential
mobility between the fifth and tenth grades on high school sophomores
and its effect on high school graduation with a specific focus on family
structure (Astone and McLanahan 1994). The study found that students
from single-parent and stepparent families were more likely to change
schools and less likely to complete high school than were students from
two-parent families, even after controlling for differences in SES.
Mobility also reduced the odds of completing high school.
===
So in fact the quote is not a conclusion drawn from Rumberger and
Larson's (1998) review of "11,671 students from the 1988-1994 National
Educational Longitudinal Study", as statement (3) tells us. It is
their summary of a study by Astone and McLanahan (1994) on an
unknown sample. Furthermore, if you read the previous paragraph,
you learn that this data (and other prior studies) are methodologicall y
flawed; this is precisely why Rumberger and Larson conducted their
study. To quote:
===
There is very limited empirical research that specifically focuses on
student mobility. Most empirical research on student mobility consists
of descriptive statistics compiled by federal, state, and local
education agencies, which document the incidence of student mobility. A
few other empirical studies have also examined descriptively the
differences in the academic achievement between mobile and stable
students (Ingersoll et al. 1989). There are relatively few studies that
have examined either the causes or consequences of student mobility, and
most of them have focused on the educational effect of student mobility
during elementary or junior high school. In general, such studies have
found that transfer students experience both social and academic
adjustment problems that affect their academic achievement, with older
students more likely to develop problems than younger ones (Benson et
al. 1979; Crockett et al. 1989; Holland et al. 1974; Jason et al. 1992).
===
I confess I did not read the rest of the article. I could not
check your second reference easily because I do not have on-line
access to that journal.
My conclusion is that you are unable or unwilling to give
evidence for your claim.
I have not been reading this thread, just glancing at random
postings.
In article <3d6111f1.04032 41238.540124bc@ posting.google. com>,
mikecoxlinux@ya hoo.com (Mike Cox) wrote:
[color=blue]
> Joe Sixpack <complaintdepar tment2002@yahoo .com> wrote in message
> news:<kgpq3c.pb c.ln@192.168.1. 75>...[color=green]
> > I believe it was Mike Cox who said...[color=darkred]
> > > Children need a mom and a dad.[/color]
> >
> > Prove it.[/color]
>
> http://www.heritage.org/research/fea...l.cfm?ID1=3523[/color]
This study does not prove your point, and I am quite sure that either
you did not read it or are unfamiliar with how to read research studies.
The web page contains the following information:
===
(1) This finding looks at relationships between family structure,
mobility, high-school dropout rates.
(2) Finding: "Students from single-parent and step-parent families were
more likely than students from two-parent families to change schools and
to drop out, a finding consistent" with earlier studies.
(3) Sample or Data Description
11,671 students from the 1988-1994 National Educational Longitudinal
Study
(4) Source
Russell W. Rumberger, and Katherine A. Larson
"Student Mobility and the Increased Risk of High School Dropout"
American Journal of Education.
Vol. 107, Number . , 1998. Page(s) 1-35.
(5) Associated Keywords: Drop-out, Family relocation, Single-parent
household, Stepfamilies,
(6) FindingID: 3523
===
(I added the numbers to facilitate references.)
Sentence (1), The Heritage Foundation's summary of the study is
incorrect, which is to say it distorts the research goal of the
study.
Here is the article's abstract:
===
A variety of evidence suggests that students in the United States change
schools frequently. But there has been relatively little research that
examines the educational consequences of student mobility. This study
examined the incidence of student mobility between the eighth and
twelfth grades and its effect on high school completion using the
National Educational Longitudinal Survey third follow-up data. Three
models were tested on two groups of students. For eighth-grade students
in 1988, we predicted (1) whether students changed schools or dropped
out between the eighth and twelfth grades and (2) high school completion
status two years after twelfth grade. For twelfth-grade students in 1992
we predicted high school completion status two years after twelfth
grade. The models were developed from a conceptual framework based on
theories of dropping out, postsecondary institutional departure, and
student transfer adjustment that suggest school mobility may represent a
less severe form of educational disengagement similar to dropping out.
The results generally support this idea. That is, measures of social and
academic engagement, such as low grades, misbehavior, and high
absenteeism, predicted both whether students changed schools or dropped
out. The results further indicate that, controlling for other
predictors, students who made even one nonpromotional school change
between the eighth and twelfth grades were twice as likely to not
complete high school as students who did not change schools. Together,
the findings suggest that student mobility is both a symptom of
disengagement and an important risk factor for high school dropout.
===
The last sentence of the abstract summarizes the paper's
conclusion: High school students who move between schools are
at a greater risk to drop out.
How about that juicy quote, statement (2)? Here it is in the
context of the article:
===
Only six studies have examined the causes or consequences of student
mobility during high school. Two of these focus on the causes of
mobility. The first study examined predictors of school and residential
mobility between the fifth and tenth grades on high school sophomores
and its effect on high school graduation with a specific focus on family
structure (Astone and McLanahan 1994). The study found that students
from single-parent and stepparent families were more likely to change
schools and less likely to complete high school than were students from
two-parent families, even after controlling for differences in SES.
Mobility also reduced the odds of completing high school.
===
So in fact the quote is not a conclusion drawn from Rumberger and
Larson's (1998) review of "11,671 students from the 1988-1994 National
Educational Longitudinal Study", as statement (3) tells us. It is
their summary of a study by Astone and McLanahan (1994) on an
unknown sample. Furthermore, if you read the previous paragraph,
you learn that this data (and other prior studies) are methodologicall y
flawed; this is precisely why Rumberger and Larson conducted their
study. To quote:
===
There is very limited empirical research that specifically focuses on
student mobility. Most empirical research on student mobility consists
of descriptive statistics compiled by federal, state, and local
education agencies, which document the incidence of student mobility. A
few other empirical studies have also examined descriptively the
differences in the academic achievement between mobile and stable
students (Ingersoll et al. 1989). There are relatively few studies that
have examined either the causes or consequences of student mobility, and
most of them have focused on the educational effect of student mobility
during elementary or junior high school. In general, such studies have
found that transfer students experience both social and academic
adjustment problems that affect their academic achievement, with older
students more likely to develop problems than younger ones (Benson et
al. 1979; Crockett et al. 1989; Holland et al. 1974; Jason et al. 1992).
===
I confess I did not read the rest of the article. I could not
check your second reference easily because I do not have on-line
access to that journal.
My conclusion is that you are unable or unwilling to give
evidence for your claim.
Comment