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1

Academic Readiness for College: The Role of School Administrators  

ERIC Educational Resources Information Center

The study utilized the National Education Longitudinal Study of 1988 (NELS:88) to identify which characteristics of academically effective high schools are key determinants of students' academic readiness for college. A multilevel analysis shows that high school characteristics affect student preparation for college in four core subject areas:…

Lee, Chul; Kim, Eunyoung

2010-01-01

2

Measuring Academic Readiness for College  

ERIC Educational Resources Information Center

Recent years have seen increased attention to the high school-college transition. Students are enrolling in college in record numbers, yet they are also taking increasing numbers of remedial courses. How to measure and report on academic readiness for college is an important policy issue receiving attention from the National Assessment Governing…

Porter, Andrew C.; Polikoff, Morgan S.

2012-01-01

3

Academic Outcomes of the Chicago School Readiness Project in First Grade: Do Children's Approaches to Learning Mediate Treatment Effects on Academic Skills?  

ERIC Educational Resources Information Center

The Chicago School Readiness Project (CSRP), a randomized, classroom-based mental health intervention, aimed to improve teachers' behavior management of preschoolers' dysregulated behavior. The current follow-up study examines potential impacts on academic skills of first graders by enhancing their ATL. This investigation seeks to answer three…

Li-Grining, Christine; Haas, Kelly

2010-01-01

4

School Readiness and Later Achievement  

Microsoft Academic Search

Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness—school-entry academic, attention, and socioemotional skills—and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as

Greg J. Duncan; Chantelle J. Dowsett; Amy Claessens; Katherine Magnuson; Aletha C. Huston; Pamela Klebanov; Linda S. Pagani; Leon Feinstein; Mimi Engel; Jeanne Brooks-Gunn; Holly Sexton; Kathryn Duckworth; Crista Japel

2007-01-01

5

Head Start, Pre-Kindergarten, and Academic School Readiness: A Comparison Among Regions in the U.S  

PubMed Central

Child care programs (including Head Start, pre-Kindergarten [pre-K], and other center-based care) can differ, with patterns of use based on their location. Yet little research has examined how Head Start and pre-K programs affect children’s academic school readiness, including vocabulary and reading skills at school entry, in the South as compared to other regions. To examine this further, secondary data (n = 2,803) collected in the Fragile Families and Child Wellbeing Study were examined. Overall findings suggest, regardless of region, that Head Start and pre-K participants had higher academic skills at school entry than their counterparts. In addition, when Head Start was compared to other center-based care and pre-K was compared to other care arrangements, both had larger effects on improving academic skills in the South than in other regions. These findings imply that Head Start and pre-K programs should target children who otherwise would receive non-parental non-center-based care. Future research should focus on why the effects of Head Start and pre-K vary between the South and other regions.

Zhai, Fuhua; Waldfogel, Jane; Brooks-Gunn, Jeanne

2013-01-01

6

Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program  

PubMed Central

Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI- Research-based, Developmentally Informed) or “usual practice” conditions. The intervention involved brief lessons, “hands on” extension activities, and specific teaching strategies linked empirically with the promotion of: 1) social-emotional competencies, and 2) language development and emergent literacy skills. Take-home materials were provided to parents to enhance skill development at home. Multi-method assessments of 356 4-year-old children tracked their progress over the course of the one-year program. Results revealed significant differences favoring children in the enriched intervention classrooms on measures of vocabulary, emergent literacy, emotional understanding, social problem-solving, social behavior, and learning engagement. Implications are discussed for developmental models of school readiness and for early educational programs and policies.

Bierman, Karen L.; Domitrovich, Celene E.; Nix, Robert L.; Gest, Scott D.; Welsh, Janet A.; Greenberg, Mark T.; Blair, Clancy; Nelson, Keith E.; Gill, Sukhdeep

2013-01-01

7

The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families  

PubMed Central

This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific skills (emergent literacy and numeracy) across the pre-kindergarten year, and their relative contributions to kindergarten reading and math achievement. One hundred sixty-four Head Start children (44% African American or Latino; 57% female) were followed longitudinally. Path analyses revealed that working memory and attention control predicted growth in emergent literacy and numeracy skills during the pre-kindergarten year, and furthermore, that growth in these domain-general cognitive skills made unique contributions to the prediction of kindergarten math and reading achievement, controlling for growth in domain-specific skills. These findings extend research highlighting the importance of working memory and attention control for academic learning, demonstrating the effects in early childhood, prior to school entry. We discuss the implications of these findings for pre-kindergarten programs, particularly those designed to reduce the school readiness gaps associated with socio-economic disadvantage.

Welsh, Janet A.; Nix, Robert L.; Blair, Clancy; Bierman, Karen L.; Nelson, Keith E.

2010-01-01

8

Children's School Readiness in the ECLS-K: Predictions to Academic, Health, and Social Outcomes in First Grade  

ERIC Educational Resources Information Center

Two studies examine patterns of school readiness in children at school entry and how these patterns predict first-grade outcomes in a nationally representative sample of first-time kindergartners from the Early Childhood Longitudinal Study--Kindergarten Class of 1998-1999 (N = 17,219). In Study 1, cluster analyses revealed four profiles at…

Hair, Elizabeth; Halle, Tamara; Terry-Humen, Elizabeth; Lavelle, Bridget; Calkins, Julia

2006-01-01

9

Development of Test of Academic Readiness  

ERIC Educational Resources Information Center

The purpose of this study was to develop a test of academic readiness for first grade instruction in Thailand. Test of Academic Readiness (TAR) consists of six domains: verbal, visual, memory, math, logical, and general knowledge. Two pilot studies were carried out and a main study tested items in those domains. Rasch model was used to assess the…

Kasintorn, Tanachit

2009-01-01

10

School Readiness Indicator Items.  

ERIC Educational Resources Information Center

This report provides a compilation of indicators of school readiness used in national, state, and local surveys in the United States, delineating the advantages and disadvantages for each indicator. The report begins with a legend to assist in interpreting the tables and includes contact information for national and state surveys. The remainder of…

Calkins, Julia; Ling, Thomson; Moore, Eric; Halle, Tamara; Hair, Beth; Moore, Kris; Zaslow, Marty

11

Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade  

Microsoft Academic Search

Two studies examine patterns of school readiness in children at school entry and how these patterns predict first-grade outcomes in a nationally representative sample of first-time kindergartners from the Early Childhood Longitudinal Study—Kindergarten Class of 1998–1999 (N=17,219). In Study 1, cluster analyses revealed four profiles at kindergarten entry: comprehensive positive development (30%), social\\/emotional and health strengths (34%), social\\/emotional risk (13%),

Elizabeth Hair; Tamara Halle; Elizabeth Terry-Humen; Bridget Lavelle; Julia Calkins

2006-01-01

12

Promoting School Readiness in Oklahoma  

ERIC Educational Resources Information Center

The results of the research, conducted on Oklahoma's universal Pre-kindergarten (Pre-k) program, on children of Tulsa Public Schools (TPS), the largest school district in the state to increase the school readiness are presented.

Gormley, William T., Jr.; Gayer, Ted

2005-01-01

13

School Readiness Begins in Infancy  

ERIC Educational Resources Information Center

New discoveries in neuroscience suggest that school readiness interventions might come too late if they start after the child is three years old. Many of the skills needed to succeed in school are shaped during a baby's interactions with his or her caregivers. Unfortunately, the level of support and resources provided for new mothers and their…

Lally, J. Ronald

2010-01-01

14

Forty Years of School Readiness Research: What Have We Learned?  

ERIC Educational Resources Information Center

The issue of children's school readiness concerns parents and teachers worldwide. Kindergarten teachers have reported that approximately one-third of U.S. children entering school are ill-prepared to achieve success. Experts also warn that many children are entering school lacking the fundamental skills to achieve academic success. It is…

Winter, Suzanne M.; Kelley, Michael F.

2008-01-01

15

"Ready or Not, Here They Come": A Sourcebook on Developmental Readiness for Parents, Teachers, and School Boards.  

ERIC Educational Resources Information Center

This review discusses the literature on developmental readiness for school. Specifically included are annotations of articles on the following topics: academic failure and grade retention, failure and retention for immaturity alone, the concept of developmental readiness, chronological versus developmental age, testing of developmental readiness,…

King, Marian J.

16

Wisconsin School Readiness Indicator Initiative: The Status of School Readiness Indicators in Wisconsin.  

ERIC Educational Resources Information Center

While children are ready for school by virtue of having attained the chronological age for school entry established by the state, school readiness refers to the conditions that promote their readiness to succeed in school. Wisconsin is one of 17 states participating in the National School Readiness Indicators Initiative, the aim of which is to…

Jenkins, Dianne

17

Closing the Gap in Academic Readiness and Achievement: The Role of Early Childcare  

ERIC Educational Resources Information Center

Background: Socially disadvantaged children with academic difficulties at school entry are at increased risk for poor health and psychosocial outcomes. Our objective is to test the possibility that participation in childcare--at the population level--could attenuate the gap in academic readiness and achievement between children with and without a…

Geoffroy, Marie-Claude; Cote, Sylvana. M.; Giguere, Charles-Edouard; Dionne, Ginette; Zelazo, Philip David; Tremblay, Richard E.; Boivin, Michel; Seguin, Jean. R.

2010-01-01

18

A Parents Guide to School Readiness.  

ERIC Educational Resources Information Center

The information in this booklet is intended to help a parent prepare and determine his child's readiness for school. This School Readiness Inventory, a standard informational checklist on developmental readiness skills, enables the parent to measure his child's progress. Tests are included so that parents may guage their child's visual perceptual…

Cedoline, Anthony J.

19

Controlled Drawing Observation for Assessing a Child's Readiness for School and Predicting Academic Achievement at the End of the First Grade  

ERIC Educational Resources Information Center

Controlled Drawing Observation (CDO) was developed by Tove Krogh and it has been used in Denmark, Finland and Estonia for assessing a child's readiness for school. CDO is a group test, it gives information about a child's functioning in an educational setting and it serves as a starting point for later individual assessment. The goal of the study…

Haidkind, Pille; Kikas, Eve; Henno, Helen; Peets, Terje

2011-01-01

20

Linking Ready Kids to Ready Schools: A View from Pennsylvania  

ERIC Educational Resources Information Center

Pennsylvania is one of a handful of states that are leading the way in ensuring children receive a continuum of care starting at birth and extending throughout childhood so that they can move seamlessly from home to child care to preschool to school, and then from grade to grade. That means children have to be ready for school. It also means that…

W. K. Kellogg Foundation, 2008

2008-01-01

21

Predictors of School Readiness in Literacy and Mathematics: A Selective Review of the Literature  

ERIC Educational Resources Information Center

This paper presents findings from a selective review of the literature related to predictors of school readiness in literacy and mathematics. School readiness was defined as what children are expected to know and do in a variety of academic domains and processes of learning prior to entering a formal classroom setting. Seven themes emerged, based…

Linder, Sandra M.; Ramey, M. Deanna; Zambak, Serbay

2013-01-01

22

Development and Initial Validation of a Measure of Academic Behaviors Associated with College and Career Readiness  

ERIC Educational Resources Information Center

In this cross-validation study, the authors examined the psychometric properties of a measure of academic behaviors associated with college and career readiness intended for high school students. An exploratory factor analysis (EFA) was conducted with a randomly selected portion of the sample (n = 413) and resulted in four reliable factors:…

Lombardi, Allison; Seburn, Mary; Conley, David

2011-01-01

23

Cognitive and Non-Cognitive Predictors of College Readiness and Performance: Role of Academic Discipline  

ERIC Educational Resources Information Center

Identifying the best predictors of academic performance is crucial for postsecondary institutions seeking students with the greatest promise. We investigated the relative strength of standardized test scores (ACT), high school GPA, and non-cognitive, college readiness skills in predicting college GPA. College freshmen (505) completed the 108-item…

Komarraju, Meera; Ramsey, Alex; Rinella, Virginia

2013-01-01

24

E-Learning Readiness in the Academic Sector of Thailand  

ERIC Educational Resources Information Center

As e-learning in the academic sector serves as a crucial driving force in the development of e-learning in Thailand, this article looks at e-learning readiness in Thailand with a focus on the academic sector. The article is divided into four parts: (1) a brief history of e-learning in Thailand; (2) the infrastructure related to e-learning…

Laohajaratsang, Thanomporn

2009-01-01

25

Behavioral and Cognitive Readiness for School: Cross-Domain Associations for Children Attending Head Start  

ERIC Educational Resources Information Center

Utilizing a diverse sample of 356 four-year-old children attending Head Start, this study examined the degree to which behavioral aspects of school readiness, including classroom participation, prosocial behavior, and aggression control were related to direct assessments of child cognitive readiness (academic knowledge, executive function skills)…

Bierman, Karen L.; Torres, Marcela M.; Domitrovich, Celene E.; Welsh, Janet A.; Gest, Scott D.

2009-01-01

26

Healthy & Ready to Learn: Examining the Efficacy of an Early Approach to Obesity Prevention and School Readiness  

Microsoft Academic Search

The collision of the childhood obesity epidemic with pressure to achieve high academic standards is of serious concern in the United States. Growing numbers of low-income, minority children face double jeopardy as alarming obesity rates further widen existing achievement gaps. Health and education disparities persist when children enter kindergarten lacking fundamental school readiness skills and are also at risk of

Suzanne M. Winter; Daniel A. Sass

2011-01-01

27

A Review of School Readiness Practices in the States: Early Learning Guidelines and Assessments. Early Childhood Highlights. Volume 1, Issue 3  

ERIC Educational Resources Information Center

Research on the importance of the early childhood years has compelled states to support children's school readiness. This brief provides an overview of states' Early Learning Guidelines (ELGs) and school readiness assessments and outlines the following considerations: (1) School Readiness is more than Academics; (2) Align standards in appropriate…

Daily, Sarah; Burkhauser, Mary; Halle, Tamara

2010-01-01

28

Health Disparities and Gaps in School Readiness  

Microsoft Academic Search

Summary The author documents pervasive racial disparities in the health of American children and ana- lyzes how and how much those disparities contribute to racial gaps in school readiness. She ex- plores a broad sample of health problems common to U.S. children, such as attention deficit hyperactivity disorder, asthma, and lead poisoning, as well as maternal health problems and health-related

Janet M. Currie

2005-01-01

29

Michigan School Readiness Program: Implementation Manual.  

ERIC Educational Resources Information Center

In operation since 1988, the Michigan School Readiness Program (MSRP) provides high-quality preschool programs for children who may be at risk of becoming educationally disadvantaged and who may have needs for special assistance. This manual provides guidelines for implementing all aspects of the program, including applying for funding, recruiting…

Michigan State Dept. of Education, Lansing.

30

The Readiness Nursery in a Medical School.  

ERIC Educational Resources Information Center

Differential diagnosis of delayed language development in the preschool child at the Readiness Nursery of the New York University Medical School can be shown by three case histories. Diagnosis requires identification of factors involved in the origin and development of the child's language deficit both at the time of diagnosis and at the critical…

Silver, Archie A.

31

Community Schools Seek to Improve High School Achievement, College Readiness  

ERIC Educational Resources Information Center

The Coalition for Community Schools, an alliance of more than 150 national, state, and local organizations, is bringing public schools in partnership with community resources to improve student success. While that might seem like an abstract idea, it has very concrete goals, such as boosting high school graduation rates and college readiness.…

Gilroy, Marilyn

2011-01-01

32

The Early ON School Readiness Project: A Preliminary Report  

ERIC Educational Resources Information Center

The Early ON School Readiness Project is an emerging community-based model aimed at promoting the school readiness of 3- to 5-year-old children in a metropolitan area with a predominantly Latino (Mexican-American) population. Using an ecological approach, the multi-component program seeks to enhance school readiness opportunities for children at…

Winter, Suzanne M.; Zurcher, Raymond; Hernandez, Arthur; Yin, Zenong

2007-01-01

33

Students Training for Academic Readiness (STAR): Year Five Evaluation Report  

ERIC Educational Resources Information Center

Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, is a federally-funded system of grants that focuses on preparing low-income students to enter and succeed in postsecondary educational programs. GEAR UP grants extend across 6 school years and require that funded districts begin providing grant services to students no…

Maloney, Catherine; Lopez, Omar

2012-01-01

34

Income and Education as Predictors of Children's School Readiness. The Social Genome Project  

ERIC Educational Resources Information Center

This study uses data from the Early Childhood Longitudinal Study-Birth (ECLS-B) Cohort to estimate associations between two important indicators of family socioeconomic status--family income and maternal education--and children's school readiness measured by academic skills, behavior, and physical health at school entry. We find large gaps in our…

Isaacs, Julia; Magnuson, Katherine

2011-01-01

35

In the running for Successful Outcomes: Exploring the Evidence for Thresholds of School Readiness.  

National Technical Information Service (NTIS)

Children's school readiness has long been of interest to policymakers, educators and early childhood practitioners. Children enter school with a range of academic and social skills, with children from disadvantaged backgrounds (e.g., low-income and/or sin...

E. C. Hair M. Burchinal M. Zaslow R. Anderson T. G. Halle

2012-01-01

36

Coparenting and children's school readiness: a mediational model.  

PubMed

We examined the long-term direct and indirect links between coparenting (conflict, communication, and shared decision-making) and preschoolers' school readiness (math, literacy, and social skills). The study sample consisted of 5,650 children and their biological mothers and fathers who participated in the Early Childhood Longitudinal Study-Birth Cohort. Using structural equation modeling and controlling for background characteristics, we found that our conceptual model of the pathways from coparenting to child outcomes is structurally the same for cohabiting and married families. Controlling for a host of background characteristics, we found that coparenting conflict and shared decision-making were negatively and positively, respectively, linked to children's academic and social skills and co-parental communication was indirectly linked to academic and social skills through maternal supportiveness. Coparenting conflict was also indirectly linked to children's social skills through maternal depressive symptoms. The overall findings suggest that for both cohabiting and married families, the context of conflicted coparenting may interfere with the development of children's social competencies and academic skills, whereas collaborative coparenting promotes children's school readiness because mothers are more responsive to their children's needs. These findings have implications for programs aimed at promoting positive family processes in cohabiting and married families. PMID:22984971

Cabrera, Natasha J; Scott, Mindy; Fagan, Jay; Steward-Streng, Nicole; Chien, Nicole

2012-09-01

37

Arizona Academic Standards, High School  

ERIC Educational Resources Information Center

This publication contains Arizona public schools' updated academic standards for high school. The contents of this document contain: (1) The Arts Standard 2006--High School; (2) Comprehensive Health Education/Physical Activity Standards 1997--Proficiency and Distinction (Grades 9-12); (3) Foreign and Native Language Standards 1997--Proficiency and…

Arizona Department of Education, 2009

2009-01-01

38

Arizona Academic Standards, High School  

ERIC Educational Resources Information Center

This publication contains Arizona public schools' academic standards for high school. The contents of this document contain: (1) The Arts Standard 2006--High School; (2) Comprehensive Health Education Physical Activity Standards 1997--Proficiency and Distinction (Grades 9-12); (3) Foreign and Native Language Standards 1997--Proficiency and…

Arizona Department of Education, 2007

2007-01-01

39

A Partnership for School Readiness.  

ERIC Educational Resources Information Center

To better prepare students for kindergarten, the Lafayette County School District in Oxford, Mississippi, provided cost-effective professional development seminars to local day-care workers. Three-day seminars several times a summer for 3 years were offered to all day-care workers and preschool teachers in the county including Head Start staff,…

Freeman, Gregory D.; King, Janet L.

2003-01-01

40

Neuroscience Perspectives on Disparities in School Readiness and Cognitive Achievement  

ERIC Educational Resources Information Center

This article allows readers to look at racial and ethnic disparities in school readiness from a neuroscience perspective. Although researchers have traditionally measured gaps in school readiness using broad achievement tests, they can now assess readiness in terms of more specific brain-based cognitive functions. Three neurocognitive…

Noble, Kimberly G.; Tottenham, Nim; Casey, B. J.

2005-01-01

41

Self-Regulation and School Readiness  

Microsoft Academic Search

Research Findings: In this article, we review research on the relations of self-regulation and its dispositional substrate, effortful control, to variables involved in school success. First, we present a conceptual model in which the relation between self-regulation\\/effortful control and academic performance is mediated by low maladjustment and high-quality relationships with peers and teachers, as well as school engagement. Then we

Nancy Eisenberg; Carlos Valiente; Natalie D. Eggum

2010-01-01

42

Self-Regulation and School Readiness  

PubMed Central

Research Findings In this article, we review research on the relations of self-regulation and its dispositional substrate, effortful control, to variables involved in school success. First, we present a conceptual model in which the relation between self-regulation/effortful control and academic performance is mediated by low maladjustment and high-quality relationships with peers and teachers, as well as school engagement. Then we review research indicating that effortful control and related skills are indeed related to maladjustment, social skills, relationships with teachers and peers, school engagement, as well as academic performance. Practice or Policy Initial findings are consistent with the view that self-regulatory capacities involved in effortful control are associated with the aforementioned variables; only limited evidence of mediated relations is currently available.

Eisenberg, Nancy; Valiente, Carlos; Eggum, Natalie D.

2010-01-01

43

Raising a School-Ready Child: A Family Guide  

ERIC Educational Resources Information Center

School-ready children are children who are prepared to learn successfully in school. These children show growth over time in their physical, social and emotional, language, and cognitive development. They also show increasing interests in new experiences and in mastering new skills. Getting "school-ready" starts long before the weeks or months…

Fong, G.; Hisatake,T.; Chang, W.; Choy, A.; Nemoto, M.; Yuen, S.

2010-01-01

44

Measuring Academic Efficiency at the School Level.  

ERIC Educational Resources Information Center

In this paper, academic efficiency is operationally defined and a methodology for measuring it at the school level is described. Academic efficiency is defined as the extent to which a school utilizes its time for the academic development of all its students. The measure of academic efficiency must include three elements: time, students, and…

Marzano, Robert J.; Hutchins, C. L.

45

Florida School Readiness Performance Standards for Three-, Four-, and Five-Year-Old Children.  

ERIC Educational Resources Information Center

The Florida Partnership for School Readiness, created as a result of the Florida School Readiness Act in 1999, is charged with adopting a system for measuring school readiness and developing school readiness performance standards and outcome measures. This guide presents school readiness performance standards for 3-, 4-, and 5-year-olds and is the…

2002

46

Building Community Support for School Readiness: A Prop. 10 Opportunity.  

ERIC Educational Resources Information Center

This issue of a publication informing health policy and health care services in California in support of Proposition 10, the Children and Families Act, focuses on building community support for preparing children to enter school ready to learn through the use of Proposition 10 Commissions. These Commissions would help ensure that school readiness

Singer, Nicole O.

2002-01-01

47

High School Algebra Readiness Program: A Quasi-Experimental Study  

ERIC Educational Resources Information Center

This quasi-experimental study measured the effectiveness of a locally created summer Algebra readiness program in a large suburban high school district in New Jersey. Incoming ninth grade students who were not ready for high school algebra were invited to participate in the summer program. The program was designed to provide access to more…

Birnbohm, Carol L.

2010-01-01

48

School Readiness for Infants and Toddlers? Really? Yes, Really!  

ERIC Educational Resources Information Center

If it is true that "new discoveries in neuroscience suggest that school readiness interventions might come too late if they start after the child is three years old", then the infant/toddler field must claim the concept of school readiness. The brain's foundation for all later learning is created in the first three years of life. As many…

Petersen, Sandra

2012-01-01

49

Kindergarten School Readiness and Fourth-Grade Literacy and Numeracy Outcomes of Children with Special Needs: A Population-Based Study  

ERIC Educational Resources Information Center

In British Columbia, Canada, two population-based databases have been linked at the level of the individual child: the "Early Development Instrument", a Kindergarten school readiness measure; and the "Foundation Skills Assessment", a Grade Four academic assessment. Utilising these linked data, we explored the early school readiness, literacy, and…

Lloyd, Jennifer E. V.; Irwin, Lori G.; Hertzman, Clyde

2009-01-01

50

Is School Community Readiness Related to Physical Activity before and after the Ready for Recess Intervention?  

ERIC Educational Resources Information Center

The purpose of this study was to determine: (i) the effect of schools' baseline community readiness (CR) on youth physical activity (PA) at recess prior to the Ready for Recess intervention; (ii) if changes in PA due to the intervention were explained by baseline CR and (iii) if specific components of the intervention altered an association…

Ehlers, Diane K.; Huberty, Jennifer L.; Beseler, Cheryl L.

2013-01-01

51

Linking Ready Kids to Ready Schools through P-20 Councils: A View from Arizona  

ERIC Educational Resources Information Center

This report is an overview and summary of the Arizona Governor's Forum: Linking Ready Kids to Ready Schools. The forum, supported by the W.K. Kellogg Foundation and the Education Commission of the States, was held on May 30, 2008 in Phoenix, Arizona. Six dozen educators, education experts and advocates gathered during the one-day forum to map out…

W. K. Kellogg Foundation, 2008

2008-01-01

52

Ready or Not: Predicting High and Low School Readiness Among Teen Parents' Children*  

PubMed Central

Past research has documented compromised development for teenage mothers’ children compared to others, but less is known about predictors of school readiness among these children or among teenage fathers’ children. Our multidimensional measures of high and low school readiness incorporated math, reading, and behavior scores and parent-reported health. Using parent interviews and direct assessments from the Early Childhood Longitudinal Study-Birth Cohort, we predicted high and low school readiness shortly before kindergarten among children born to a teenage mother and/or father (N?800). Factors from five structural and interpersonal domains based on the School Transition Model were measured at two time points, including change between those time points, to capture the dynamic nature of early childhood. Four domains (socioeconomic resources, maternal characteristics, parenting, and exposure to adults) predicted high or low school readiness, but often not both. Promising factors associated with both high and low readiness among teen parents’ children came from four domains: maternal education and gains in education (socioeconomic), maternal age of at least 18 and fewer depressive symptoms (maternal characteristics), socioemotional parenting quality and home environment improvements (parenting), and living with fewer children and receiving nonparental child care in infancy (exposure to adults). The findings preliminarily suggest policies that might improve school readiness: encouraging maternal education while supplying child care, focusing teen pregnancy prevention efforts on school-age girls, basic socioeconomic supports, and investments in mental health and high-quality home environments and parenting.

Mollborn, Stefanie; Dennis, Jeff A.

2011-01-01

53

E-Learning Readiness in Public Secondary Schools in Kenya  

ERIC Educational Resources Information Center

As e-learning becomes useful to learning institutions worldwide, an assessment of e-learning readiness is essential for the successful implementation of e-learning as a platform for learning. Success in e-learning can be achieved by understanding the level of readiness of e-learning environments. To facilitate schools in Kenya to implement…

Ouma, Gordon O.; Awuor, Fredrick M.; Kyambo, Benjamin

2013-01-01

54

The Foundations of Learning Framework: A Model for School Readiness  

ERIC Educational Resources Information Center

Since the National Education Goals Panel was convened in 1991, school readiness for all children has remained a high priority across our nation. The Foundations of Learning Framework is a tool to understand what it means for a child to be "ready." Preparation for educational success requires two key ingredients--relationships and play. In the…

Sorrels, Barbara

2012-01-01

55

Preventing Conduct Problems and Improving School Readiness: Evaluation of the Incredible Years Teacher and Child Training Programs in High-Risk Schools  

ERIC Educational Resources Information Center

Background: School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children's future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases…

Webster-Stratton, Carolyn; Reid, M. Jamila; Stoolmiller, Mike

2008-01-01

56

College Readiness: Benefits of a High School Core Curriculum. A Joint Report by the Council of the Great City Schools and ACT  

ERIC Educational Resources Information Center

This report focuses on the role of the college-preparatory curriculum in improving the academic achievement and college readiness of students from high schools in the member districts of the Council of the Great City Schools. Specifically, the report addresses the following questions: (1) Is taking a core college-preparatory curriculum and…

Council of the Great City Schools, 2007

2007-01-01

57

See, Hear, Speak: Are Kids' Senses Ready for School?  

MedlinePLUS

... our exit disclaimer . Subscribe See, Hear, Speak Are Kids’ Senses Ready for School? When setting off for ... But hearing problems can also arise in older kids. “Some children can be born with normal hearing ...

58

Public School Kindergarten Teacher's Views on Children's Readiness for School. Statistical Analysis Report.  

National Technical Information Service (NTIS)

As one step in the process of developing consensus on the definition os school readiness, the National Education Goals Panel requested a survey about the current beliefs and professional judgements of public school kindergarten teachers regarding school r...

E. Farris S. Heaviside

1993-01-01

59

Commentary: Academic Enablers and School Learning.  

ERIC Educational Resources Information Center

This commentary presents academic enablers within the broader, overlapping context of school learning theory, including the theories of Carroll, Harnishfeger and Wiley, Walberg, and others. Multivariate models are needed to understand the influences of academic enabler and school learning variables on learning, as well as the influences of these…

Keith, Timothy Z.

2002-01-01

60

Minnesota School Readiness Year Three Study: Developmental Assessment at Kindergarten Entrance, Fall 2004--Promoting School Readiness in Local Communities with a Strategic Sample of School Districts  

ERIC Educational Resources Information Center

This report summarizes Year One and Year Two study findings and describes findings from Year Three of the assessment of school readiness with a strategic sample of children entering kindergarten in fall 2004. It is the intent of the Minnesota School Readiness Studies to use results to inform school administrators and teachers; parents; early…

Minnesota Department of Education, 2005

2005-01-01

61

The School Entry Gap: Socioeconomic, Family, and Health Factors Associated with Children's School Readiness to Learn  

ERIC Educational Resources Information Center

Notwithstanding the constant debate in the scientific and policy literature on the precise meaning of school readiness, research consistently demonstrates a wide variation between groups of children resulting in a gap at school entry. Recently, the teacher-completed Early Development Instrument (EDI), a new measure of children's school readiness

Janus, Magdalena; Duku, Eric

2007-01-01

62

School Readiness Profiles Pilot Study: Helping Children in Ventura County Succeed in School  

ERIC Educational Resources Information Center

School Readiness profiles measured countywide at kindergarten entry provide important, population-based information about the developmental capacities of children as well as the capacity of families, pre-schools, and communities to support children's school readiness. These profiles enable key stakeholders to plan, evaluate, and improve programs,…

Harvinder, Sareen; Thompson, Lisa; Franke, Todd; Halfon, Neal

2005-01-01

63

The School Entry Gap: Socioeconomic, Family, and Health Factors Associated With Children's School Readiness to Learn  

Microsoft Academic Search

Notwithstanding the constant debate in the scientific and policy literature on the precise meaning of school readiness, research consistently demonstrates a wide variation between groups of children resulting in a gap at school entry. Recently, the teacher-completed Early Development Instrument (EDI), a new measure of children's school readiness in 5 developmental areas, was developed, tested, and implemented in Canada. EDI

Magdalena Janus; Eric Duku

2007-01-01

64

Tools of the Mind: Promoting the School Readiness of ELLs  

ERIC Educational Resources Information Center

The purpose of this research is to examine the efficacy of "Tools of the Mind". Specifically, the aims of the research are to: (1) Evaluate the short- and long-term outcomes of Tools of the Mind, designed to promote school readiness for Latino preschoolers who are English Language Learners and at risk for later school difficulties; (2) Examine the…

Hammer, Carol Scheffner; Blair, Clancy; Lopez, Lisa; Leong, Deb; Bedrova, Elena

2012-01-01

65

Creating College Readiness: Profiles of 38 Schools That Know How  

ERIC Educational Resources Information Center

In June 2007, the Educational Policy Improvement Center (EPIC) was awarded a grant from the Bill and Melinda Gates Foundation to develop the College Ready School Diagnostic, a web-based diagnostic instrument. The purpose of this tool is to provide individual school profiles and customized recommendations, enabling each institution to make…

Conley, D. T.

2009-01-01

66

College Readiness for All: The Challenge for Urban High Schools  

ERIC Educational Resources Information Center

Melissa Roderick, Jenny Nagaoka, and Vanessa Coca focus on the importance of improving college access and readiness for low-income and minority students in urban high schools. They stress the aspirations-attainment gap: although the college aspirations of all U.S. high school students, regardless of race, ethnicity, and family income, have…

Roderick, Melissa; Nagaoka, Jenny; Coca, Vanessa

2009-01-01

67

Revisiting School Readiness: Washington County, Oregon, Summer 2007  

ERIC Educational Resources Information Center

Purpose and Methods: This report is the second benchmark study to assess the system of supports for school readiness. The data for this study was collected in the fall of 2006 on 537 entering kindergarten children and their families in eight representative schools across the County. The ecological model and methods from the first study, which was…

Severeide, Rebecca

2007-01-01

68

Second Dentition as a Supplementary Index of School Readiness.  

ERIC Educational Resources Information Center

The efficacy of second dentition, the number of erupted teeth, as an index in assessing school readiness was examined. A series of cognitive, achievement, and social-emotional instruments were administered to a group of 41 first- and 43 second-grade children. The tests used in this study were: Devereux Elementary School Behavior Rating Scale,…

Silvestro, John R.

69

Cost Savings Analysis of School Readiness in Michigan  

ERIC Educational Resources Information Center

Educational and economic research shows that investing in school preparedness for low- income children prevents needless public spending and produces payoffs in K-12, government programs, and the private sector. Conversely, not investing in or cutting programs that produce school readiness results in increased spending and lost benefits for: (1)…

Chase, Richard; Anton, Paul; Diaz, Jose; MartinRogers, Nicole; Rausch, Ela

2009-01-01

70

The Effect of Preschool on Children's School Readiness  

ERIC Educational Resources Information Center

The purpose of this study was to examine the effect of preschool on children's school readiness in connection with their intellectual abilities, language competence and parents' education. The sample included 219 children from 68 to 83 months old attending the first year of primary school, differentiated by whether or not they had attended…

Marjanovic Umek, Ljubica; Kranjc, Simona; Fekonja, Urska; Bajc, Katja

2008-01-01

71

Readiness and Adjustments to School for Children with Intrauterine Growth Restriction (IUGR): An Extreme Test Case Paradigm  

ERIC Educational Resources Information Center

This long-term, prospective study evaluated repeatedly school readiness and adjustment at kindergarten and first grade of children with extreme intrauterine growth restriction (IUGR; n = 20) in relation to controls (n = 19). Methods included individual testing of cognitive competence, self-perception, motivation, loneliness and academic

Geva, Ronny; Yosipof, Rina; Eshel, Rina; Leitner, Yael; Valevski, Aviva Fattal; Harel, Shaul

2009-01-01

72

Social-Emotional School Readiness: How Do We Ensure Children Are Ready to Learn?  

ERIC Educational Resources Information Center

This article begins with a review of research providing evidence that social-emotional competence is a key component of school readiness and that the foundations for social-emotional competence are laid down in the earliest years. We go on to review effective practices and specific interventions that have been found to strengthen children's…

Gray, Sarah A. O.; Herberle, Amy E.; Carter, Alice S.

2012-01-01

73

College Readiness Begins in Middle School. ACT Policy Report.  

ERIC Educational Resources Information Center

Middle school and high school are important times for early postsecondary planning, and many educational organizations and the U.S. Department of Education recommend that students begin planning for college as early as sixth grade. Schools can play a key role in guiding early preparation for postsecondary education through fostering academic

Wimberly, George L.; Noeth, Richard J.

2005-01-01

74

Low Birth Weight and School Readiness  

ERIC Educational Resources Information Center

In the United States black women have for decades been twice as likely as white women to give birth to babies of low birth weight who are at elevated risk for developmental disabilities. Does the black-white disparity in low birth weight contribute to the racial disparity in readiness? The author summarizes the cognitive and behavioral problems…

Reichman, Nancy E.

2005-01-01

75

Low Birth Weight and School Readiness  

Microsoft Academic Search

Summary In the United States black women have for decades been twice as likely as white women to give birth to babies of low birth weight who are at elevated risk for developmental disabilities. Does the black-white disparity in low birth weight contribute to the racial disparity in readiness? The author summarizes the cognitive and behavioral problems that beset many

Nancy E. Reichman

2005-01-01

76

School Readiness Indicators: A Tool to Advocate for the Whole Child. Advocacy Brief  

ERIC Educational Resources Information Center

"School Readiness Indicators: Making Progress for Young Children" was a multi-state initiative that used child well-being indicators to build a change agenda in states and local communities in order to improve school readiness and ensure early school success. The central premise behind this initiative was that top-notch school readiness indicator…

Walsh, Catherine B.

2005-01-01

77

School Readiness among Low-Income, Latino Children Attending Family Childcare versus Centre-Based Care  

ERIC Educational Resources Information Center

Latino children often struggle in school. Early childhood education programmes are seen as critical for fostering children's school readiness. Latino families often choose family childcare (FCC) over centre-based childcare (CBC), yet little is known about the school readiness of Latino children attending FCC. We compared school readiness over the…

Ansari, Arya; Winsler, Adam

2012-01-01

78

Students Training for Academic Readiness (STAR): Year One Evaluation Report  

ERIC Educational Resources Information Center

The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities and…

Maloney, Catherine; Caranikas-Walker, Fanny; Sheehan, Daniel

2007-01-01

79

Does Executive Function Mediate SES and Home Quality Associations with Academic Readiness?  

ERIC Educational Resources Information Center

This study examined the extent to which executive function (EF) mediated associations of socioeconomic status (SES) and home-environment quality with academic readiness (math, letter and word identification, and knowledge of story-and-print concepts). Forty-nine 54-66-month old children and their mothers participated in a home observation and…

Dilworth-Bart, Janean E.

2012-01-01

80

Early Care and Prekindergarten Care as Influences on School Readiness  

ERIC Educational Resources Information Center

Child care is increasingly viewed as an opportunity to enhance children's development and school readiness, with prekindergarten programs and early intervention programs targeting children at different moments of development. Results of existing research are mixed, and although many children experience different child care arrangements at…

Fram, Maryah Stella; Kim, Jinseok; Sinha, Sunny

2012-01-01

81

Ready to Learn: Teaching Kindergarten Students School Success Skills  

Microsoft Academic Search

Studies have indicated that children have difficulty learning when they do not demonstrate certain prerequisite learning skills that involve attention, listening comprehension, and social skills. The authors evaluated the Ready To Learn (RTL) curriculum for its effectiveness in improving the prerequisite learning skills in 12 kindergarten classes (260 students) in 3 demographically similar elementary schools. Teachers in target classrooms were

Greg A. Brigman; Linda D. Webb

2003-01-01

82

Using Data to Promote Collaboration in Local School Readiness Systems  

ERIC Educational Resources Information Center

This brief reviews results of an Annie E. Casey Foundation sponsored project that challenged local data intermediaries in eight cities (all partners in the National Neighborhood Indicators Partnership, NNIP) to use their data to promote strengthening of their local school readiness systems. The project showed it was possible to develop rich…

Kingsley, G. Thomas; Hendey, Leah

2010-01-01

83

Aurora City Schools Kindergarten Math Readiness Course of Study.  

ERIC Educational Resources Information Center

The program goals and objectives for Kindergarten mathematics readiness in Aurora City Schools are listed and described. Consideration of Kindergarten Philosophy, the diverse population of students, the organizational design of adopted textbooks, child development and learning styles, are all assessed in establishing scope and sequence. The…

Aurora City Schools, OH.

84

Home Environments and Young Latino Children's School Readiness  

ERIC Educational Resources Information Center

This exploratory study examined the relations among characteristics of children's home environments and two school readiness skills: their oral language and social functioning. Low SES Latino mothers of 122 (65 girls; 57 boys) preschoolers (39-49 months (M=45.00; S.D.=5.40) completed questionnaires about their family demography, their home…

Farver, Jo Ann M.; Xu, Yiyuan; Eppe, Stefanie; Lonigan, Christopher J.

2006-01-01

85

Do School Facilities Affect Academic Outcomes?  

ERIC Educational Resources Information Center

This review explores which facility attributes affect academic outcomes the most and in what manner and degree. The research is examined in six categories: indoor air quality, ventilation, and thermal comfort; lighting; acoustics; building age and quality; school size; and class size. The review concludes that school facilities affect learning.…

Schneider, Mark

86

School Social Capital and Pupils' Academic Performance  

ERIC Educational Resources Information Center

It is widely acknowledged that there are important ties among pupils, parents and schools affecting children's educational outcome. Using NELS: 88, a nationally representative sample of eighth graders in the United States, this study explores the role of schools in their academic performance. The study suggests that, with other things equal,…

Haghighat, Elhum

2005-01-01

87

The Early Developmental Competencies and School Readiness of Low-Income, Immigrant Children: Influences of Generation, Race/Ethnicity, and National Origins  

ERIC Educational Resources Information Center

Though much valuable research has been conducted on the academic achievement of school-age immigrant youth, less is known about the early developmental competencies of immigrant children during the preschool years. This study describes the school readiness of 2194 low-income children receiving subsidies to attend child care with emphasis on how…

De Feyter, Jessica Johnson; Winsler, Adam

2009-01-01

88

Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools  

Microsoft Academic Search

Background: School readiness, conceptualized as three components including emotional self-regula- tion, social competence, and family\\/school involvement, as well as absence of conduct problems play a key role in young children's future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases the odds that children will demonstrate increased emotional dysregulation, fewer social skills, less teacher\\/parent involvement and more

Carolyn Webster-Stratton; M. Jamila Reid; Mike Stoolmiller

2008-01-01

89

Teachers, Schools, and Academic Achievement  

Microsoft Academic Search

This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. Unique matched panel data from the UTD Texas Schools Project permit the identification of teacher quality based on student performance along with the impact of specific, measured components of

Steven G. Rivkin; Eric A. Hanushek; John F. Kain

2002-01-01

90

Teachers, Schools, and Academic Achievement  

Microsoft Academic Search

This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. Unique matched panel data from the UTD Texas Schools Project permit the identification of teacher quality based on student performance along with the impact of specific, measured components of

Steven G. Rivkin; Eric A. Hanushek; John F. Kain

2005-01-01

91

School Board Advocacy: Ready, Aim, Inspire!  

ERIC Educational Resources Information Center

It is said that "all politics are local," and the same can be said about advocacy and school boards. Advocacy is essential for retaining the progress that's been made in the past, and for building a foundation and network for the future. Advocating for preferred programs, curricula and initiatives has always been important. As a starting point,…

Dowd, Karen

2010-01-01

92

Inequality in Preschool Education and School Readiness  

ERIC Educational Resources Information Center

Attendance in U.S. preschools has risen substantially in recent decades, but gaps in enrollment between children from advantaged and disadvantaged families remain. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, we analyze the effect of participation in child care and early education on children's school

Magnuson, Katherine A.; Meyers, Marcia K.; Ruhm, Christopher J.; Waldfogel, Jane

2004-01-01

93

Child-care subsidies and school readiness in kindergarten.  

PubMed

The federal child-care subsidy program represents one of the government's largest investments in early care and education. Using data from the nationally representative Early Childhood Longitudinal Study-Birth Cohort, this study examines associations, among subsidy-eligible families, between child-care subsidy receipt when children are 4 years old and a range of school readiness outcomes in kindergarten (sample n ? 1,400). Findings suggest that subsidy receipt in preschool is not directly linked to subsequent reading or social-emotional skills. However, subsidy receipt predicted lower math scores among children attending community-based centers. Supplementary analyses revealed that subsidies predicted greater use of center care, but this association did not appear to affect school readiness. PMID:23461769

Johnson, Anna D; Martin, Anne; Brooks-Gunn, Jeanne

2013-01-01

94

When will we be ready for academic integrity?  

PubMed

The academic dental community has been taken aback by recent events involving student cheating. Several of these events have served as the catalyst for a number of recent journal articles on the subject, providing an invaluable overview of the problems. There have also been several articles over the last few years that have considered student behavior and how institutions can address professionalism. Unfortunately, administrations can only do so much with their policies and curricula, which is why this article is directed toward the individuals that have the most influence on how policies are administered, curricula are implemented, and students are directed: that is, the faculty. This article discusses various ways faculty members can become more intimately involved in the development of professionalism at their institutions and encourages the creation of a four-year program that establishes a culture of professionalism. PMID:18316540

Hutchins, Bob; Cobb, Stan

2008-03-01

95

Necessary School Readiness Skills for Kindergarten Success According to Jordanian Teachers  

ERIC Educational Resources Information Center

The purpose of this study was to examine the necessity levels of children's school readiness skills held by Jordanian kindergarten teachers. The sample consisted of 347 teachers drawn from the public and private kindergarten education sectors. The school readiness data collection instrument included seven readiness domains with a total of 39…

Abu Taleb, Tagreed Fathi

2013-01-01

96

Impact of School Readiness Program Interventions on Children's Learning in Cambodia  

ERIC Educational Resources Information Center

To reduce the high repetition rates in early years of primary school, the government of Cambodia piloted a school readiness program (SRP) in the first two months of Grade 1 of primary school. This study examines whether such intervention has effects on students' immediate acquisition of school readiness skills as well as students' longer term…

Nonoyama-Tarumi, Yuko; Bredenberg, Kurt

2009-01-01

97

Academically Healthy Schools: A Context for Safe Schools.  

ERIC Educational Resources Information Center

The goal of the Synthesized Professional Supervision Model is the creation of academically healthy schools. This model for supervision of the whole school community includes supervisor reflection on professional interaction, supervisee professional development, paradigms influencing practice, and phases of professional supervision. (SK)

Villani, Christine J.; Ward, Colin C.

2001-01-01

98

Traumatic brain injury in young children: postacute effects on cognitive and school readiness skills.  

PubMed

Previous studies have documented weaknesses in cognitive ability and early academic readiness in young children with traumatic brain injury (TBI). However, few of these studies have rigorously controlled for demographic characteristics, examined the effects of TBI severity on a wide range of skills, or explored moderating influences of environmental factors on outcomes. To meet these objectives, each of three groups of children with TBI (20 with severe, 64 with moderate, and 15 with mild) were compared with a group of 117 children with orthopedic injuries (OI group). The children were hospitalized for their injuries between 3 and 6 years of age and were assessed an average of 1 1/2 months post injury. Analysis revealed generalized weaknesses in cognitive and school readiness skills in the severe TBI group and less pervasive effects of moderate TBI. Indices of TBI severity predicted outcomes within the TBI sample and environmental factors moderated the effects of TBI on some measures. The findings document adverse effects of TBI in early childhood on postacute cognitive and school readiness skills and indicate that these effects are related to both injury severity and the family environment. PMID:18764969

Taylor, H Gerry; Swartwout, Maegan D; Yeates, Keith Owen; Walz, Nicolay Chertkoff; Stancin, Terry; Wade, Shari L

2008-09-01

99

Traumatic Brain Injury in Young Children: Post-Acute Effects on Cognitive and School Readiness Skills  

PubMed Central

Previous studies have documented weaknesses in cognitive ability and early academic readiness in young children with traumatic brain injury (TBI). However, few of these studies have rigorously controlled for demographic characteristics, examined the effects of TBI severity on a wide range of skills, or explored moderating influences of environmental factors on outcomes. To meet these objectives, each of three groups of children with TBI (20 with severe, 64 with moderate, and 15 with mild) were compared with a group of 117 children with orthopedic injuries (OI group). The children were hospitalized for their injuries between 3 and 6 years of age and were assessed an average of 1½ months post injury. Analysis revealed generalized weaknesses in cognitive and school readiness skills in the severe TBI group and suggested less pervasive effects of moderate and mild TBI. Indices of TBI severity predicted outcomes within the TBI sample and environmental factors moderated the effects of TBI on some measures. The findings document adverse effects of TBI in early childhood on post-acute cognitive and school readiness skills and indicate that residual deficits are related to both injury severity and the family environment.

Taylor, H. Gerry; Swartwout, Maegan; Yeates, Keith O.; Walz, Nicolay C.; Stancin, Terry; Wade, Shari L.

2009-01-01

100

School Resources and the Academic Achievement of Canadian Students  

ERIC Educational Resources Information Center

This study estimates the impact of schools' physical resources and teachers' academic press on students' academic achievement in mathematics and reading when a number of important student variables are controlled. Academic press is defined as teachers' emphasis on academic excellence and upholding academic standards (McDill, Natriello, & Pallas,…

Wei, Yichun; Clifton, Rodney A.; Roberts, Lance W.

2011-01-01

101

Character and Academics: What Good Schools Do  

ERIC Educational Resources Information Center

Though there has been increasing interest in character education among policy makers and education professionals, many schools hesitate to do anything that might detract from their focus on increasing academic performance. The authors present evidence indicating that this may be misguided. (Contains 13 endnotes.)

Benninga, Jacques S.; Berkowitz, Marvin W.; Kuehn, Phyllis; Smith, Karen

2006-01-01

102

School readiness among low-income, Latino children attending family childcare versus centre-based care  

Microsoft Academic Search

Latino children often struggle in school. Early childhood education programmes are seen as critical for fostering children's school readiness. Latino families often choose family childcare (FCC) over centre-based childcare (CBC), yet little is known about the school readiness of Latino children attending FCC. We compared school readiness over the pre-kindergarten year for low-income Latino children who attended either FCC or

Arya Ansari; Adam Winsler

2011-01-01

103

School Readiness: What Does It Mean for Indigenous Children, Families, Schools and Communities? Issues Paper No. 2  

ERIC Educational Resources Information Center

At the state and local level, many school systems, districts and early childhood networks have developed approaches and programs to support children's transition to school. These programs often address school readiness. There are many definitions of school readiness. Some refer to the skills and attributes of individual children, defining it as…

Dockett, Sue; Perry, Bob; Kearney, Emma

2010-01-01

104

College-Bound Students with Learning Disabilities: Assessment of Readiness for Academic Success.  

ERIC Educational Resources Information Center

This model for assessing the readiness for college of high school students with learning disabilities offers a life-span developmental perspective. It identifies life-event stressors, mediating variables (abilities and attitudes), the social-psychological adaptation process, and adaptive/maladaptive outcomes. (DB)

Synatschk, Katherine

1995-01-01

105

Students Training for Academic Readiness (STAR): Year Five Evaluation Report. Executive Summary  

ERIC Educational Resources Information Center

Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, is a federally-funded system of grants that focuses on preparing low-income students to enter and succeed in postsecondary educational programs. GEAR UP grants extend across 6 school years and require that funded districts begin providing grant services to students no…

Texas Center for Educational Research, 2012

2012-01-01

106

Improved Middle Grades Schools for Improved High School Readiness: Ten Best Practices in the Middle Grades  

ERIC Educational Resources Information Center

In 2009, the Southern Regional Education Board (SREB) Committee to Improve High School Graduation Rates and Achievement, led by then-Governor Sonny Perdue of Georgia, released a report of 10 key recommendations for ensuring more students graduate from high school, and they graduate ready for college and careers. Among these 10 recommendations was…

Bottoms, Gene; Timberlake, Allison

2012-01-01

107

School Culture, Teacher Regard, and Academic Aspirations among Middle School Students  

ERIC Educational Resources Information Center

Middle school students perform well academically when their schooling environment meets their developmental needs (Eccles et al., 1993). Both school culture and student-teacher relationships are influential aspects of the school environment that impact academic expectations, school satisfaction, and academic performance. In the current study, we…

McCollum, Elan C.; Yoder, Nicholas P.

2011-01-01

108

Establishing a Baseline for School Readiness of Washington County Children Entering Kindergarten.  

ERIC Educational Resources Information Center

The assessment of school readiness needs to include all aspects of children's early learning and indicators of family/community activities that support children's development. This study used a holistic approach to set baseline benchmarks on factors related to school readiness for entering kindergarten children, and to engage schools in Washington…

Severeide, Rebecca

109

The Relations of Early Television Viewing to School Readiness and Vocabulary of Children from Low-Income Families: The Early Window Project.  

ERIC Educational Resources Information Center

Collected time-use diaries of television viewing from two cohorts of children (ages 2-5 and 4-7) from low-income families and gave annual tests of reading, math, receptive vocabulary, and school readiness. Found that viewing of child-audience informative programs between ages 2 and 3 predicted higher academic performance. Frequent viewers of…

Wright, John C.; Auston, Aletha C.; Murphy, Kimberlee C.; St. Peters, Michelle; Pinon, Ronda Scantlin; Kotler, Jennifer

2001-01-01

110

Transition to academic nurse educator: a survey exploring readiness, confidence, and locus of control.  

PubMed

The purpose of this study was to describe nurse transition to the role of academic nurse educator and to investigate the resources and barriers that nurses experience during this career transition, specifically the relationships among levels of readiness, confidence, personal control, support, decision independence, general self-esteem, and work locus of control. A convenience sample of registered nurses in the United States (N = 541) who hold current full-time employment at an accredited nursing program granting baccalaureate or higher degrees was utilized. Subjects were recruited via electronic mail and answered an on-line survey. Pearson product-moment correlation and multivariate analysis of variance were used for statistical calculations. Results indicated significant, positive relationships among all the variables except readiness and personal control (p = .01). Significant differences were found in amount of time that nurses were in the role of academic nurse educator and the demographic variables of number of children, marital status, and highest degree held. The results of this study provide evidence to support and enhance processes to develop and retain nurse academicians, to promote excellence in the academic nurse educator role, and to advance the science and practice of the profession. PMID:24939330

Goodrich, Robin S

2014-01-01

111

Classroom Context, School Engagement, and Academic Achievement in Early Adolescence  

ERIC Educational Resources Information Center

Classroom context and school engagement are significant predictors of academic achievement. These factors are especially important for academically at-risk students. Grounded in an ecological systems perspective, this study examined links between classroom context, school engagement, and academic achievement among early adolescents. We took a…

Dotterer, Aryn M.; Lowe, Katie

2011-01-01

112

Academic Self-Concept, Gender and Single-Sex Schooling  

ERIC Educational Resources Information Center

This article assesses gender differences in academic self-concept for a cohort of children born in 1958 (the National Child Development Study). It addresses the question of whether attending single-sex or co-educational schools affected students' perceptions of their own academic abilities (academic self-concept). Academic self-concept was found…

Sullivan, Alice

2009-01-01

113

Arizona Measure of Academic Progress: Growth in Arizona Schools.  

ERIC Educational Resources Information Center

This document contains reports of school district results on the Arizona Measure of Academic Progress by school and grade level for the 1999-2000 school year. Lengthy tables present results for reading and mathematics showing the change in achievement between grades each year from grades 2 to 3 to grades 7 to 8. The Arizona Measure of Academic

Garcia, David; Aportela, Anabel

114

The Early Development Instrument: Translating School Readiness Assessment into Community Actions and Policy Planning  

ERIC Educational Resources Information Center

This invited special issue of "Early Education and Development" presents research related to the Early Development Instrument (EDI; Janus & Offord, 2007), a community tool to assess children's school readiness at a population level. In this editorial introduction, we first sketch out recent trends in school readiness research that call for a…

Guhn, Martin; Janus, Magdalena; Hertzman, Clyde

2007-01-01

115

Effect of Preschool Education on the School Readiness of Under-privileged Children of Delhi  

ERIC Educational Resources Information Center

The present study found that preschool education as given by a public agency with limitations of space, play equipment, and inadequate funds positively affected a group of underprivileged children entering primary school (252 5-year-olds). The School Readiness Scale tested reading and number readiness. (JH)

Muralidharan, Rajalakshmi; Banerji, Uma

1975-01-01

116

School Readiness and Later Achievement: A French Canadian Replication and Extension  

Microsoft Academic Search

We first replicated the data analytic strategy used in Duncan et al. (2007) with a population-based data set of French-speaking children from Quebec (Canada). Prospective associations were examined between cognitive, attention, and socioemotional characteristics underlying kindergarten school readiness and second grade math, reading, and general achievement. We then extended this school readiness model by including motor skills as an additional

Linda S. Pagani; Caroline Fitzpatrick; Isabelle Archambault; Michel Janosz

2010-01-01

117

Child, Family and Community Characteristics Associated with School Readiness in Jordan  

ERIC Educational Resources Information Center

The present study investigated demographic differences in school readiness within Jordan, a particularly interesting context because of widespread national reform currently sweeping the education system in Jordan. Teacher reports and researcher direct assessments of the school readiness of a national sample of 4681 Jordanian first grade children…

Al-Hassan, Suha M.; Lansford, Jennifer E.

2009-01-01

118

The early developmental competencies and school readiness of low-income, immigrant children: Influences of generation, race\\/ethnicity, and national origins  

Microsoft Academic Search

Though much valuable research has been conducted on the academic achievement of school-age immigrant youth, less is known about the early developmental competencies of immigrant children during the preschool years. This study describes the school readiness of 2194 low-income children receiving subsidies to attend child care with emphasis on how nativity status (generation), race\\/ethnicity, and national origins might be related

Jessica Johnson De Feyter; Adam Winsler

2009-01-01

119

School Readiness: Integrating Cognition and Emotion in a Neurobiological Conceptualization of Children's Functioning at School Entry.  

ERIC Educational Resources Information Center

Examines the construct of emotionality, developmental relations between cognition and emotion, and neural plasticity and frontal cortical functioning. Proposes a developmental neurobiological model of self-regulation skills development, noting implications for children's school readiness. Suggests direct links among emotionality, use-dependent…

Blair, Clancy

2002-01-01

120

Using Positive Behavior Support Procedures in Head Start Classrooms to Improve School Readiness: A Group Training and Behavioral Coaching Model  

Microsoft Academic Search

Social-emotional competence is an important determinant of school readiness. School readiness, in turn, sets the stage for school success. There is clear longitudinal evidence that school success, attachment and bonding to the schooling process, and full engagement of schooling can, in combination, operate as a protective factor against a host of long-term health risk behaviors and negative outcomes. Herein, we

Edward G. Feil; Hill Walker; Herbert Severson; Annemieke Golly; John R. Seeley; Jason W. Small

2009-01-01

121

School Factors That Promote Academic Resilience in Urban Latino High School Students  

Microsoft Academic Search

The purpose of this ex post facto quantitative study was to examine the relationship between the academic optimism of schools and academic resilience in urban Latino high school students attending those schools. This study sought to address three research ideas. First, it was hypothesized that, consistent with previous research, student achievement is related to the level of academic optimism of

Christine Michelle Fallon

2010-01-01

122

Academic Motivation and School Performance: Toward a Structural Model  

Microsoft Academic Search

The purpose of this study was to propose and test a motivational model of school performance based on Deci and Ryan?s theoretical framework (Deci & Ryan, 1985, 1991) using structural equation modeling. Students completed the French version of the Academic Motivation Scale as well as measures of perceived academic competence and perceived academic self-determination during the spring semester. Subsequently, their

Michelle S. Fortier; Robert J. Vallerand; Frédéric Guay

1995-01-01

123

Biculturalism and Academic Achievement of African American High School Students  

ERIC Educational Resources Information Center

Biculturalism was examined as a factor that may positively affect the academic achievement of African American high school students, beyond cultural identity and self-esteem. Hierarchical regression analyses determined that cultural identity and academic self-esteem were important factors for academic achievement, but not biculturalism.…

Rust, Jonathan P.; Jackson, Margo A.; Ponterotto, Joseph G.; Blumberg, Fran C.

2011-01-01

124

Developing an Additive Risk Model for Predicting Academic Index: School Factors and Academic Achievement  

Microsoft Academic Search

The impact of school factors on academic achievement has become an important focus for identifying, preventing, and intervening with youth at-risk for academic failure. This study was designed to develop and test a more comprehensive school factor risk index. Specifically, the relationship between cumulative grade point average (GPA) and an additive risk index (ARI) were tested and an analysis of

Robert Lucio; Lisa Rapp-Paglicci; William Rowe

2011-01-01

125

Business School Deans on Student Academic Dishonesty: A Survey  

ERIC Educational Resources Information Center

While students and, to a lesser extent, faculty have been surveyed about the student academic dishonesty issue, deans have been virtually ignored. This paper reports the results of an online survey of business school deans on the issue. Deans' perceptions of the level of student academic dishonesty in their schools were much lower than the levels…

Brown, Bob S.; Weible, Rick J.; Olmosk, Kurt E.

2010-01-01

126

Contracting out Public Schools and Academic Performance: Evidence from Colombia  

ERIC Educational Resources Information Center

Contracting out public schools to private institutions is an instrument for reforming public education as it may facilitate academic innovation and improve student academic performance through higher school accountability and autonomy. The degree of autonomy that different providers have may vary substantially depending on the contractual and…

Bonilla-Angel, Juan D.

2011-01-01

127

Children's Effortful Control and Academic Competence: Mediation through School Liking  

ERIC Educational Resources Information Center

We examined the relations among children's effortful control, school liking, and academic competence with a sample of 240 7- to 12-year-old children. Parents and children reported on effortful control, and teachers and children assessed school liking. Children, parents, and teachers reported on children's academic competence. Significant positive…

Valiente, Carlos; Lemery-Chalfant, Kathryn; Castro, Kimberly S.

2007-01-01

128

Predicting Early Academic Failure in High School from Prior Academic Achievement, Psychosocial Characteristics, and Behavior  

ERIC Educational Resources Information Center

The authors examined the differential effects of prior academic achievement, psychosocial, behavioral, demographic, and school context factors on early high school grade point average (GPA) using a prospective study of 4,660 middle-school students from 24 schools. The findings suggest that (a) prior grades and standardized achievement are the…

Casillas, Alex; Robbins, Steve; Allen, Jeff; Kuo, Yi-Lung; Hanson, Mary Ann; Schmeiser, Cynthia

2012-01-01

129

Academic achievement in high school: does emotional intelligence matter?  

Microsoft Academic Search

The relationship between emotional intelligence and academic achievement in high school was examined. Students (N=667) attending a high school in Huntsville, Alabama completed the Emotional Quotient Inventory (EQ-i:YV). At the end of the academic year the EQ-i:YV data was matched with students’ academic records for the year. When EQ-i:YV variables were compared in groups who had achieved very different levels

James D. A. Parker; Ronald E. Creque; David L. Barnhart; Jan Irons Harris; Sarah A. Majeski; Laura M. Wood; Barbara J. Bond; Marjorie J. Hogan

2004-01-01

130

Academic Optimism and Student Achievement in Urban Elementary Schools  

ERIC Educational Resources Information Center

Purpose: The aim of this study was two-fold: to demonstrate a general construct of schools called academic optimism and to show it was related to student achievement in urban elementary schools, even controlling for socioeconomic factors, and school size. Design/methodology/approach: Data were collected from 99 urban elementary schools in Texas…

Smith, Page A.; Hoy, Wayne K.

2007-01-01

131

Structuring Out-of-School Time to Improve Academic Achievement.  

National Technical Information Service (NTIS)

This guide is intended to help educators, out-of-school time (OST) program providers, and school and district administrators structure academically focused out-of-school time programs. OST is an opportunity to supplement learning from the school day and p...

D. Parsley G. Borman J. Capizzano M. Beckett S. Ross

2009-01-01

132

Investigating the Link between Home-School Dissonance and Academic Cheating among High School Students  

ERIC Educational Resources Information Center

The current study examined the association between home-school dissonance and academic cheating among 344 high school juniors and seniors at two urban high schools. Students completed two subscales of the Patterns of Adaptive Learning Scale (PALS) and one subscale of the Academic Motivation Scale (AMS). Analyses revealed that home-school

Brown-Wright, Lynda; Tyler, Kenneth M.; Stevens-Watkins, Danelle; Thomas, Deneia; Mulder, Shambra; Hughes, Travonia; Stevens-Morgan, Ruby; Roan-Belle, Clarissa; Gadson, Nadia; Smith, La Toya

2013-01-01

133

Academic and Racial Segregation in Charter Schools: Do Parents Sort Students into Specialized Charter Schools?  

ERIC Educational Resources Information Center

This article focuses on how parental school choices affect the degree of racial and academic segregation in charter schools. The research design allows for a direct comparison of the racial and academic conditions of the district schools students exited to the charter schools they entered. Parents choose to leave more racially integrated district…

Garcia, David R.

2008-01-01

134

Are High Schools Failing Their Students? Strengthening Academic Rigor in the High School Curriculum. Newsletter  

ERIC Educational Resources Information Center

Growing concern about the academic proficiency of high school graduates has placed high school reform at the forefront of the education policy agenda. Critics have begun to question the degree of academic rigor in the nation's high schools, and many states and school districts are looking for ways to address this issue. This month's newsletter…

Center for Comprehensive School Reform and Improvement, 2006

2006-01-01

135

Preschool Center Quality and School Readiness: Quality Main Effects and Variation by Demographic and Child Characteristics  

ERIC Educational Resources Information Center

The aim of this paper is to address two research questions related to the policy goal of having all children ready to learn at kindergarten entry. First, to what extent are children's cognitive and achievement skills higher when they experience higher quality preschools? Second, are the effects of preschool center quality on these school readiness

Dang, Tran T.; Farkas, George; Burchinal, Margaret R.; Duncan, Greg J.; Vandell, Deborah L.; Li, Weilin; Ruzek, Erik A.; Howes, Carollee

2011-01-01

136

Recasting Non-Cognitive Factors in College Readiness as What They Truly Are: Non-Academic Factors  

ERIC Educational Resources Information Center

Against the backdrop of traditional measures of college readiness (i.e., high school GPA, standardized test scores, and high school rank), the consideration of "non-cognitive" factors marked a significant departure when they were first discussed as integral aspects of college success. Used to refer to any characteristic, ability or disposition…

Sommerfeld, Amanda

2011-01-01

137

Exploring the Contribution of a Content-Infused Interactive Whiteboard for School Readiness  

ERIC Educational Resources Information Center

This exploratory study examined the relationship between use of an interactive (touchscreen) whiteboard and development of school readiness skills. Over one school year, public school regular education prekindergarten classrooms used an interactive whiteboard with preloaded literacy and math activities. The children were low-income and English…

McManis, Lilla D.; Gunnewig, Susan B.; McManis, Mark H.

2010-01-01

138

School Records and Students' Academic Performance in llorin West Local Government Secondary Schools of Kwara State  

Microsoft Academic Search

The study investigates the effects of school records on students academic performance in llorin West Local Government Area of Kwara State. Ten secondary schools were used as sample Stratified-sampling technique was employed to choose the schools. Out of the ten schools, six fall into schools without adequate records while the remaining four fall into schools with adequate records. Two thousand

N. B. Oyedeji

139

Arizona Academic Standards: Kindergarten  

ERIC Educational Resources Information Center

This publication contains Arizona public schools' academic standards for kindergarten. The contents of this document include the following: (1) The Arts Standard 2006--Kindergarten; (2) Comprehensive Health Education/Physical Activity Standards 1997--Readiness (Kindergarten); (3) Foreign and Native Language Standards 1997--Readiness

Arizona Department of Education, 2009

2009-01-01

140

States Seek High School Pathways Weaving Academic, Career Options  

ERIC Educational Resources Information Center

Every student at Wheeling High School takes a full academic courseload. Many of the graduates of this 2,000-student school in Wheeling, Illinois, however, also emerge with significant experience in a career field. Those interested in health careers, for example, can work with student-athletes in the school's athletic training facility, earn a…

Sawchuk, Stephen

2013-01-01

141

The Effects of School Bonding on High School Seniors' Academic Achievement  

ERIC Educational Resources Information Center

The authors examine the effects of school bonding on academic achievement (measured by math achievement scores) in a sample of 12th graders from the Educational Longitudinal Study of 2002 (Ingels, Pratt, Rogers, Siegel, & Stutts, 2005). Components of school bonding have proximal and distal effects on academic achievement. Attachment to school and…

Bryan, Julia; Moore-Thomas, Cheryl; Gaenzle, Stacey; Kim, Jungnam; Lin, Chia-Huei; Na, Goeun

2012-01-01

142

Affective Benefits from Academic Competitions for Middle School Gifted Students  

ERIC Educational Resources Information Center

Academic competitions have long been an aspect of programming for the gifted. These competitions can facilitate a learning environment that presents gifted students the academic challenge that often is difficult to create in a single classroom or school. They can offer the types of experiences that foster the development of productive attitudes…

Ozturk, Mehmet A.; Debelak, Charles

2008-01-01

143

Integrating School Counseling Core Curriculum into Academic Curriculum  

ERIC Educational Resources Information Center

Research indicates that the social and emotional well being of students impacts academic outcomes; however, due to a limited amount of class time, the counseling core curriculum that addresses these needs often takes a back seat to academic learning. This article proposes a paradigm shift where teachers and school counselors collaborate to…

Kozlowski, Kelly A.

2013-01-01

144

Assessing Factors Influencing Student Academic Success in Law School  

ERIC Educational Resources Information Center

The literature on student academic success of law students is limited to mostly single institution studies, and as such, a nationwide, multi-institutional empirical study of the factors that predict student academic success is greatly needed by higher education scholars, law school admission officers, faculty, and administrators. This dissertation…

Detwiler, Robert R.

2011-01-01

145

Year 2000 Readiness Kit: A Compilation of Y2K Resources for Schools, Colleges and Universities.  

ERIC Educational Resources Information Center

This kit was developed to assist the postsecondary education community's efforts to resolve the Year 2000 (Y2K) computer problem. The kit includes a description of the Y2K problem, an assessment of the readiness of colleges and universities, a checklist for institutions, a Y2K communications strategy, articles on addressing the problem in academic

Department of Education, Washington, DC.

146

Comparing Self-Regulatory and Early Academic Skills as Predictors of Later Math, Reading, and Science Elementary School Achievement  

NASA Astrophysics Data System (ADS)

The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with an eye toward finding out which are the best predictors of later academic achievement in math, reading, and science. The predictors were early reading, math, general knowledge, socioemotional skills, and motor skills. Data were obtained from the Early Childhood Longitudinal Study of 1998 (NCES, 1998) database. While controlling for an extensive set of family characteristics, predictions were made across five years - from the end of kindergarten to the end of fifth grade. Consistent with current findings, reading and math skills predicted later achievement. Interestingly, general knowledge, attention, and fine motor skills also proved to be important predictors of later academic achievement, but socioemotional skills were not. The findings were interpreted from a neurobiological perspective involving the development of self-regulation. These school entry skills are used to predict later achievement in reading, math, and science. I argued that in addition to acquiring early academic knowledge, children need to regulate the use of this knowledge to meet academic goals.

Murrah, William M., III

147

Children Entering School Ready To Learn: School Readiness Baseline Information, School Year 2001-02 by State and County.  

ERIC Educational Resources Information Center

As part of its efforts to improve services for children, birth to age five, the Maryland Joint Committee on Children, Youth, and Families charged the State Department of Education with identifying and implementing, by school year 2000-01, an early childhood assessment system that provides baseline information on children entering kindergarten.…

Maryland State Dept. of Education, Baltimore.

148

Academic integrity in dental school: a call to action.  

PubMed

Recently there has been much discussion in the media and literature pertaining to academic misconduct in higher education. Dentistry has not been immune to this discussion. Recent "scandals" involving student misconduct in U.S. dental schools have sparked dialogue within dentistry's premier professional organizations. The authors of this position paper recognize that academic misconduct can be a serious threat to dental education and the profession of dentistry as a whole. This paper addresses academic misconduct in dental school, the impact it may have on our profession, and how educators can begin to develop strategies to curtail cheating in their institutions. PMID:19743687

Hughes, Pamela J; Bean, Canise Y; Duff, Renee E; Duncan, Jacqueline P; Feldman, Cecile A; Guarente, John F; Marucha, Phillip T; Pousson, Rebecca L

2009-01-01

149

A Delphi Study of Young Children's Readiness in Korea: Challenges and Implications for Early Childhood Schooling  

ERIC Educational Resources Information Center

This paper reports the results of a Delphi study investigating young children's readiness in Korea. Twenty-two (22) Korean experts in early childhood education participated in a 4-stage Delphi consensus-seeking process. Results indicate that behaviors related to social adjustment to school were considered the most important components of school

Kim, Juhu; Lee, Yeung-suk; Suen, Hoi; Lee, Gyeong Seon

2003-01-01

150

Children's School Readiness: Implications for Eliminating Future Disparities in Health and Education  

ERIC Educational Resources Information Center

Background: School-entry characteristics predict adult educational attainment, which forecasts dispositions toward disease prevention. Health and education risks can also be transmitted from one generation to the next. As such, school readiness forecasts a set of intertwined biopsychosocial trajectories that can influence the developmental…

Pagani, Linda S.; Fitzpatrick, Caroline

2014-01-01

151

Head start participation and school readiness: evidence from the Early Childhood Longitudinal Study-Birth Cohort.  

PubMed

Using data from the Early Childhood Longitudinal Study-Birth Cohort (n ? 6,950), a nationally representative sample of children born in 2001, we examined school readiness (academic skills and socioemotional well-being) at kindergarten entry for children who attended Head Start compared with those who experienced other types of child care (prekindergarten, other center-based care, other nonparental care, or parental care). Using propensity score matching methods and ordinary least squares regressions with rich controls, we found that Head Start participants had higher early reading and math scores than children in other nonparental care or parental care but also higher levels of conduct problems than those in parental care. Head Start participants had lower early reading scores compared with children in prekindergarten and had no differences in any outcomes compared with children in other center-based care. Head Start benefits were more pronounced for children who had low initial cognitive ability or parents with low levels of education or who attended Head Start for more than 20 hr per week. PMID:23527496

Lee, RaeHyuck; Zhai, Fuhua; Brooks-Gunn, Jeanne; Han, Wen-Jui; Waldfogel, Jane

2014-01-01

152

Ready to Go: Using the EXPLORE Test to Increase 8th Grade Readiness for Success  

ERIC Educational Resources Information Center

During the 2009-10 academic year, 1,444 8th grade students in the Canton City, Plain and Marlington Local School Districts (hereafter called Stark students) took the EXPLORE Test as part of a pilot project, "Ready to Go: Increasing Eighth Grade Readiness," sponsored by the Stark Education Partnership with funding from the Ohio College Access…

Rochford, Joseph A.; O'Neill, Adrienne; Gelb, Adele

2010-01-01

153

College Readiness and the Postsecondary Outcomes of Illinois High School Students. Policy Research: IERC 2012-1  

ERIC Educational Resources Information Center

This study presents longitudinal description of the association between college readiness--as measured by college readiness benchmarks set by the ACT--and a series of postsecondary outcomes of the Illinois High School Class of 2003. In addition to describing how college readiness is distributed among the cohort, this study establishes the college…

Lichtenberger, Eric J.; Dietrich, Cecile

2012-01-01

154

Academic dishonesty among high school students.  

PubMed

Research on academic dishonesty has generally relied on survey techniques, which may fail to capture students' true feelings about cheating. The present investigation used focus group discussions to gain a fuller understanding of students' beliefs about academic dishonesty. The results suggest that, in regard to their cheating, students generally place the blame on others. PMID:10730693

McCabe, D L

1999-01-01

155

Implications of High School Student Use of Academic Libraries.  

ERIC Educational Resources Information Center

Academic librarians report that use by increasingly large numbers of high school students is creating pressures in budgets, staff, and materials. Indications are that these demands will increase: students are increasingly sophisticated in their information needs; they are mobile; and school library media centers' collections have been weakened by…

Miller, Rosalind; Russell, Ralph

156

Reward Allocation and Academic versus Social Orientation toward School.  

ERIC Educational Resources Information Center

Correlates 138 elementary school children's views about the purposes of school to their styles of reward allocation: academically motivated students allocated rewards equally to two hypothetical performers who had unequally helped a teacher perform a manual chore, while socially motivated children allocated rewards in an equity (performance-based)…

Peterson, Candida C.; Peterson, James L.

1978-01-01

157

Academic Outcomes in School Classes with Markedly Disruptive Pupils  

ERIC Educational Resources Information Center

The aim of the present research is to investigate the degree to which average academic outcomes in secondary school classes are associated with the inclusion of markedly disruptive pupils. Findings are based on two separate studies among pupils in Norwegian secondary schools. The first study included a relatively large sample of 2,332 pupils from…

Bru, Edvin

2009-01-01

158

Academic Optimism and Community Engagement in Urban Schools  

ERIC Educational Resources Information Center

Purpose: The purpose of this paper is to examine the relationships among academic optimism, community engagement, and student achievement in urban elementary schools across one district. Design/methodology/approach: Data were collected from all 35 urban elementary schools across one district in Virginia, USA. Correlation, multiple regression, and…

Kirby, Misty M.; DiPaola, Michael F.

2011-01-01

159

Issues of Academic Integrity in U.S. Dental Schools.  

ERIC Educational Resources Information Center

Surveyed deans of U.S. dental schools on academic integrity. Found the average school deals with one or two incidents a year, the most common being copying or aiding during written exams, and the second most common involving falsifications of patient records. Respondents said major reasons for failing to report incidents were fear of time and…

Beemsterboer, Phyllis L.; Odom, John G.; Pate, Ted D.; Haden, N. Karl

2000-01-01

160

Bullying Experiences and Compromised Academic Performance Across Middle School Grades  

Microsoft Academic Search

The goal of the study was to examine whether bullying experiences are associated with lower academic performance across middle school among urban students.The ethnically diverse sample was drawn from a longitudinal study of 2,300 sixth graders (44% Latino, 26% African American, 10% Asian, 10% White, and 10% mixed) from 11 public middle schools. Results of multilevel models (MLMs) showed that

Jaana Juvonen; Yueyan Wang; Guadalupe Espinoza

2011-01-01

161

Emotional Reactions toward School Situations: Relationships with Academic Outcomes  

ERIC Educational Resources Information Center

The current study investigated self-reported positive affect (PA) and negative affect (NA) in high school students (N = 451) within three academic contexts: homework, classwork/tests, and after-school activities. We examined whether context-specific emotions predicted grades, life satisfaction, and discipline records. Our findings revealed that…

Lipnevich, Anastasiya A.; MacCann, Carolyn; Bertling, Jonas P.; Naemi, Bobby; Roberts, Richard D.

2012-01-01

162

Attitudes about School of Academically Talented Seventh Graders.  

ERIC Educational Resources Information Center

This document discusses an investigation describing attitudes about school for a national sample of academically talented seventh graders. In particular, it considered how much students liked selected school subjects and how much they thought they would like particular college majors. The purpose of the study was to compare the attitudes of males…

Stocking, Vicki B.; And Others

163

Men in Academic School Psychology: A National Survey  

ERIC Educational Resources Information Center

There is a paucity of research examining the experiences and perceptions of men employed as school psychology academicians. The purpose of this investigation was to ascertain male school psychology academicians' perceptions of their respective academic climates, levels of support, incidences of harassment, and levels of stress, and to compare…

Little, Steven G.; Akin-Little, Angeleque; Palomares, Ronald S.; Eckert, Tanya L.

2012-01-01

164

Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools  

PubMed Central

Background School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children’s future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases the odds that children will demonstrate increased emotional dysregulation, fewer social skills, less teacher/parent involvement and more conduct problems. Consequently intervention offered to socio-economically disadvantaged populations that includes a social and emotional school curriculum and trains teachers in effective classroom management skills and in promotion of parent—school involvement would seem to be a strategic strategy for improving young children’s school readiness, leading to later academic success and prevention of the development of conduct disorders. Methods This randomized trial evaluated the Incredible Years (IY) Teacher Classroom Management and Child Social and Emotion curriculum (Dinosaur School) as a universal prevention program for children enrolled in Head Start, kindergarten, or first grade classrooms in schools selected because of high rates of poverty. Trained teachers offered the Dinosaur School curriculum to all their students in bi-weekly lessons throughout the year. They sent home weekly dinosaur homewrok to encourage parents’ involvement. Part of the curriculum involved promotion of lesson objectives through the teachers’ continual use of positive classroom management skills focused on building social competence and emotional self-regulation skills as well as decreasing conduct problems. Matched pairs of schools were randomly assigned to intervention or control conditions. Results Results from multi-level models on a total of 153 teachers and 1,768 students are presented. Children and teachers were observed in the classrooms by blinded observers at the begining and the end of the school year. Results indicated that intervention teachers used more positive classroom management strategies and their students showed more social competence and emotional self-regulation and fewer conduct problems than control teachers and students. Intervention teachers reported more involvement with parents than control teachers. Satisfaction with the program was very high regardless of grade levels. Conclusions These findings provide support for the efficacy of this universal preventive curriculum for enhancing school protective factors and reducing child and classroom risk factors faced by socio-economically disadvantaged children.

Webster-Stratton, Carolyn; Reid, M. Jamila; Stoolmiller, Mike

2009-01-01

165

Longitudinal Analysis of Chinese High School Student's Stress in School and Academic Achievement  

ERIC Educational Resources Information Center

In previous research, few studies have examined the effects of adolescents' stress in school on the change rates of their academic achievement. In the present study, we seek to examine the longitudinal relationships between adolescents' stress in school and the change rates of their academic achievement. The results indicated that for those whose…

Liu, Yangyang; Lu, Zuhong

2011-01-01

166

Catholic High Schools and Rural Academic Achievement  

Microsoft Academic Search

In this paper the effects of rural Catholic high schools on achievement in mathematics, high school graduation rates, and the likelihood that high school graduates go on to college are examined. Estimates that are corrected for selection bias indicate that rural Catholic high schools have a positive effect on mathematics test scores and no effect on graduation rates or on

William Sander

1997-01-01

167

Academic achievement in the high school years: the changing role of school engagement.  

PubMed

School engagement is an important theoretical and practical cornerstone to the promotion of academic accomplishments. This article used a tripartite-behavioral, emotional, and cognitive-model of school engagement to assess the relationship between school engagement and academic success among high school students, and to determine whether a reciprocal relationship exists between these constructs. Data were derived from 710 youth (69 % female) who took part in Waves 6 through 8 (Grades 10 through 12) of the 4-H study of positive youth development. Longitudinal confirmatory factor analyses confirmed the invariance of the tripartite model of school engagement. Results of a structural equation model showed that the components of school engagement and academic achievement were mutually predictive and that these predictions varied from grade to grade. Future possibilities for evaluating the relationship between school engagement and academic achievement, as well as the implications for educational policy and practice, are discussed. PMID:24477498

Chase, Paul A; Hilliard, Lacey J; John Geldhof, G; Warren, Daniel J A; Lerner, Richard M

2014-06-01

168

ADOLESCENT WORK INTENSITY, SCHOOL PERFORMANCE, AND ACADEMIC ENGAGEMENT.  

PubMed

Teenagers working over 20 hours per week perform worse in school than youth who work less. There are two competing explanations for this association: (1) that paid work takes time and effort away from activities that promote achievement, such as completing homework, preparing for examinations, getting help from parents and teachers, and participating in extracurricular activities; and (2) that the relationship between paid work and school performance is spurious, reflecting preexisting differences between students in academic ability, motivation, and school commitment. Using longitudinal data from the ongoing national Monitoring the Future project, this research examines the impact of teenage employment on school performance and academic engagement during the 8th, 10th, and 12th grades. We address issues of spuriousness by using a two-level hierarchical model to estimate the relationships of within-individual changes in paid work to changes in school performance and other school-related measures. Unlike prior research, we also compare youth school performance and academic orientation when they are actually working in high-intensity jobs to when they are jobless and wish to work intensively. Results indicate that the mere wish for intensive work corresponds with academic difficulties in a manner similar to actual intensive work. PMID:20802795

Staff, Jeremy; Schulenberg, John E; Bachman, Jerald G

2010-07-01

169

ADOLESCENT WORK INTENSITY, SCHOOL PERFORMANCE, AND ACADEMIC ENGAGEMENT*  

PubMed Central

Teenagers working over 20 hours per week perform worse in school than youth who work less. There are two competing explanations for this association: (1) that paid work takes time and effort away from activities that promote achievement, such as completing homework, preparing for examinations, getting help from parents and teachers, and participating in extracurricular activities; and (2) that the relationship between paid work and school performance is spurious, reflecting preexisting differences between students in academic ability, motivation, and school commitment. Using longitudinal data from the ongoing national Monitoring the Future project, this research examines the impact of teenage employment on school performance and academic engagement during the 8th, 10th, and 12th grades. We address issues of spuriousness by using a two-level hierarchical model to estimate the relationships of within-individual changes in paid work to changes in school performance and other school-related measures. Unlike prior research, we also compare youth school performance and academic orientation when they are actually working in high-intensity jobs to when they are jobless and wish to work intensively. Results indicate that the mere wish for intensive work corresponds with academic difficulties in a manner similar to actual intensive work.

Staff, Jeremy; Schulenberg, John E.; Bachman, Jerald G.

2010-01-01

170

High School Career Academies: A 40-Year Proven Model for Improving College and Career Readiness  

ERIC Educational Resources Information Center

High school career academies are a time-tested model for improving academic outcomes and preparing students for both college and careers. Career academies (1) are smaller learning communities taught by a team of interdisciplinary teachers, (2) provide a rigorous academic curriculum based on a career theme that demonstrates how knowledge is used…

Brand, Betsy

2009-01-01

171

Academic vocabulary and middle school English learners: an intervention study  

Microsoft Academic Search

The goal of this experimental intervention study was to determine if evidence-based instructional strategies for general vocabulary\\u000a words are effective with middle school English learner (EL) students and academic vocabulary words. Participants showed significantly\\u000a more growth in their knowledge of academic vocabulary during the treatment condition than during the control condition. A\\u000a secondary goal of this study was to examine

Dianna Townsend; Penny Collins

2009-01-01

172

Working memory, psychiatric symptoms, and academic performance at school  

Microsoft Academic Search

Previous studies of the relationship among working memory function, academic performance, and behavior in children have focused mainly on clinical populations. In the present study, the associations of the performance in audio- and visuospatial working memory tasks to teacher reported academic achievement and psychiatric symptoms were evaluated in a sample of fifty-five 6–13-year-old school children. Working memory function was measured

E. T. Aronen; V. Vuontela; M.-R. Steenari; J. Salmi; S. Carlson

2005-01-01

173

Let Children Start School When They're Ready!  

ERIC Educational Resources Information Center

Any given child should attend school full time when three parties agree that the time is right: the child, his or her parents, and the school officials. Arbitrary starting dates based on calendar age are outmoded and educationally unsound. (PGD)

Parsons, Cynthia

1985-01-01

174

A Developmental Perspective for High School Practitioners On College and Workplace Readiness. Research Brief. Publication #2009-23  

ERIC Educational Resources Information Center

What skills and competencies do high school students need to master for future success? And what can high schools do to develop these skills? Research on skills has tended to focus either on college readiness or on workplace readiness, often in isolation and frequently without reference to what the broader field of youth development tells us…

Lippman, Laura; Whitney, Camille

2009-01-01

175

Ready or Not: Creating a High School Diploma that Counts  

ERIC Educational Resources Information Center

The High School diploma has lost its value because what it takes to earn one is disconnected from what it takes for graduates to compete successfully beyond high school--either in the classroom or in the workplace. Re-establishing the value of the diploma will require the creation of an inextricable link between high school exit expectations and…

Achieve, Inc., 2004

2004-01-01

176

School Engagement, Risky Peers, and Student-Teacher Relationships as Mediators of School Violence in Taiwanese Vocational versus Academically Oriented High Schools  

ERIC Educational Resources Information Center

Educational tracking based on academic ability accounts for different school dynamics between vocational versus academically-oriented high schools in Taiwan. Many educational practitioners predict that the settings of vocational schools and academic schools mediate school violence in different ways. Alternatively, some researchers argue the actual…

Chen, Ji-Kang; Astor, Ron Avi

2011-01-01

177

College-Readiness Rates in Texas: A Statewide, Multiyear Study of Ethnic Differences  

ERIC Educational Resources Information Center

In this study, we examined the college-readiness rates of Black, Hispanic, and White Texas public high school graduates using archival data from the Texas Education Agency Academic Excellence Indicator System. An examination of the state college-readiness rates across a 3-year period was conducted to determine the extent to which academic

Barnes, Wally; Slate, John R.

2014-01-01

178

Parental Involvement and Children's Readiness for School in China  

ERIC Educational Resources Information Center

Background: The remarkable academic advancement of Asian students in cross-national studies has been attributed to numerous factors, including the value placed on education by Chinese parents. However, there is a dearth of research on how exactly Chinese parents are involved in children's early learning. Purpose: This study has two major research…

Lau, Eva Y. H.; Li, Hui; Rao, Nirmala

2011-01-01

179

Does the EDI Equivalently Measure Facets of School Readiness for Aboriginal and Non-Aboriginal Children?  

ERIC Educational Resources Information Center

The aim of the current paper was to examine the equivalence of the Early Development Instrument (EDI), a teacher rating measure of school readiness, for Aboriginal and non-Aboriginal children. The current study used an approach, which analyzes the structure and properties of the EDI at the subdomain level. Similar subdomain score distributions…

Muhajarine, Nazeem; Puchala, Chassidy; Janus, Magdalena

2011-01-01

180

Relationships between Early Child Factors and School Readiness Skills in Young Children with Hearing Loss  

ERIC Educational Resources Information Center

The goal of this longitudinal study is to examine the relationships between early child factors (i.e., age at identification, enrollment in early intervention, oral language skills) and school readiness skills (i.e., conceptual knowledge) in a group of young children with hearing loss (HL). Standardized language, cognition, and conceptual…

Harrington, Marjorie; DesJardin, Jean L.; Shea, Lynn C.

2010-01-01

181

The Effect of Tennessee's Prekindergarten Programs on Young Children's School Readiness Skills: A Regression Discontinuity Design  

ERIC Educational Resources Information Center

This study sought to explore the relationship between attendance in public prekindergarten programs and school readiness skills using regression discontinuity methodology. A sample of 179 students entering prekindergarten and 67 students entering kindergarten who had completed prekindergarten the previous year was collected with parental consent…

Coburn, Jamie Lynn

2009-01-01

182

Disorganized attachment and social skills as indicators of Head Start children's school readiness skills  

Microsoft Academic Search

The relationships among social skills, dysregulation of symbolic representations of attachment, and school readiness were examined. Participants were 74 preschool children from low-income families in Midwest America. Attachment representations and dysregulation of symbolic representations of attachment were assessed using a story completion task (George & Solomon, 2000) and teachers completed a survey of child behavior, which was used to assess

Ann M. Stacks; Toko Oshio

2009-01-01

183

Family and Sociodemographic Predictors of School Readiness among African American Boys in Kindergarten  

ERIC Educational Resources Information Center

Research Findings: Data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, were used to examine the relation between parenting, sociodemographic characteristics, and school readiness among (N = 1,136) African American boys in kindergarten. Parenting was defined as parenting style (i.e., warmth and control), home learning…

Baker, Claire E.; Cameron, Claire E.; Rimm-Kaufman, Sara E.; Grissmer, David

2012-01-01

184

Exploring the Dimensionality of a Brief School Readiness Screener for Use with Latino/a Children  

ERIC Educational Resources Information Center

This study contributed to the school readiness literature by examining the factor structure and reliability of a revised version of the Kindergarten Student Entrance Profile (KSEP). Teachers rated 579 Latino/a children during the first month of kindergarten using the KSEP. Factor analysis procedures (exploratory factor analysis [EFA] and…

Quirk, Matthew; Rebelez, Jennica; Furlong, Michael

2014-01-01

185

Relationships between Social Skills, Behavioral Problems, and School Readiness for Head Start Children  

ERIC Educational Resources Information Center

This study followed 515 4-year-olds from Head Start entry to exit to investigate their social and behavioral skills and the impact of these skills on school readiness outcomes. Results indicated that, on average, social skills improved across the preschool year, while behavior problems remained relatively stable. Social skills and behavior…

Bracken, Stacey Storch; Fischel, Janet

2007-01-01

186

School Readiness and Later Achievement: A French Canadian Replication and Extension  

ERIC Educational Resources Information Center

We first replicated the data analytic strategy used in Duncan et al. (2007) with a population-based data set of French-speaking children from Quebec (Canada). Prospective associations were examined between cognitive, attention, and socioemotional characteristics underlying kindergarten school readiness and second grade math, reading, and general…

Pagani, Linda S.; Fitzpatrick, Caroline; Archambault, Isabelle; Janosz, Michel

2010-01-01

187

Does the EDI Measure School Readiness in the Same Way across Different Groups of Children?  

ERIC Educational Resources Information Center

The present study investigates whether the Early Development Instrument (Offord & Janus, 1999) measures school readiness similarly across different groups of children. We employ ordinal logistic regression to investigate differential item functioning, a method of examining measurement bias. For 40,000 children, our analysis compares groups…

Guhn, Martin; Gadermann, Anne; Zumbo, Bruno D.

2007-01-01

188

Family Characteristics as Predictors of Individual Differences in Chicano Children's Emergent School Readiness.  

ERIC Educational Resources Information Center

This study of normal young children in 100 two-parent Chicano households of widely varied socioeconomic levels assessed the ability of selected family sociodemographic and intellectual characteristics to predict individual differences in the children's performance on a measure of emergent school readiness. Data were collected longitudinally in the…

Laosa, Luis M.

189

Teachers' Readiness for Promoting Learner Autonomy: A Study of Japanese EFL High School Teachers  

ERIC Educational Resources Information Center

The present study aims to investigate teachers' readiness for promoting learner autonomy. It attempts to do so by exploring the perceived importance of and the use of strategies for promoting learner autonomy among Japanese high school teachers of English as a foreign language (EFL). The paper reports on the research findings from two studies, one…

Nakata, Yoshiyuki

2011-01-01

190

The Effect of Home Visiting and Home Safety on Children's School Readiness  

ERIC Educational Resources Information Center

One hundred and sixty-four children from a rural county in the state of Maryland, USA, were followed longitudinally from birth until kindergarten entry, tracking their participation in a home visiting program designed to enhance parent child interaction and school readiness. Results suggest that duration of home visiting had a positive, direct…

Schull, Christine Pegorraro; Anderson, Elaine A.

2008-01-01

191

Solutions for Enhancing School Readiness: Summit Proceedings, Final Report and Recommendations.  

ERIC Educational Resources Information Center

As part of the second phase of a collaboration project between the Florida Head Start Association and agencies and programs in the state serving young children and their families with the purpose of enhancing school readiness programs, this document compiles the resource papers that were created based on regional meetings of partners in the…

Florida Head Start State Collaboration Office, Tallahassee.

192

Minnesota Family Literacy and School Readiness Study: Results through Year 2  

ERIC Educational Resources Information Center

This report presents findings from the two-year Minnesota Family Literacy and School Readiness study. It provides information on the impacts of participating Family Literacy programs and on the first and second cohorts of children (and their families) enrolled in these programs. The Minnesota Early Learning Foundation provided the Amherst H.…

Gozali-Lee, Edith; Mueller, Dan

2010-01-01

193

Preschool Center Quality and Socioemotional Readiness for School: Variation by Demographic and Child Characteristics  

ERIC Educational Resources Information Center

The aim of this paper is to address two research questions related to the policy goal of having all children ready to learn at kindergarten entry. First, to what extent are children's socioemotional skills and behavior higher when they experience higher quality preschools? Second, are the effects of preschool center quality on these school

Keys, Tran D.; Farkas, George; Burchinal, Margaret R.; Duncan, Greg J.; Vandell, Deborah L.; Li, Weilin; Ruzek, Erik A.

2012-01-01

194

Walker Readiness Test for Disadvantaged Pre-School Children; Forms A and B.  

ERIC Educational Resources Information Center

This instrument assesses readiness for school in preschool disadvantaged children. Two forms, A and B, are available and it is recommended that one be used as a diagnostic pretest and the other as a progress measure. The test is an individually administered, non-verbal, untimed, but paced instrument. The child responds to questions, given in…

Walker, Wanda

195

Improving School Readiness: A Brief Report from the Palm Beach County Family Study  

ERIC Educational Resources Information Center

For more than a decade, Florida's Palm Beach County has been building a system of prevention and early intervention services to promote and support the healthy development and school readiness of children from birth to age 8. The county began this effort with a set of programs focused on serving families in four targeted geographic areas that have…

Spielberger, Julie; Gouvea, Marcia; Rich, Lauren

2012-01-01

196

Predicting School Readiness for Low-Income Children with Disability Risks Identified Early  

ERIC Educational Resources Information Center

This study examined school readiness at kindergarten entry for low-income children whose disability indicators were identified before age 3. Data were collected as part of the Early Head Start Research and Evaluation Longitudinal Follow-Up study. Children who had suspected developmental delays and did not receive Part C services had lower…

Jeon, Hyun-Joo; Peterson, Carla A.; Wall, Shavaun; Carta, Judith J.; Luze, Gayle; Eshbaugh, Elaine M.; Swanson, Mark

2011-01-01

197

Do Standard Measures of Preschool Quality Used in Statewide Policy Predict School Readiness?  

ERIC Educational Resources Information Center

In the majority of states using Quality Rating and Improvement Systems (QRIS) to improve children's school readiness, the Early Childhood Environmental Rating Scale-Revised (ECERS-R) is a core assessment of preschool program quality and is central to QRIS metrics and incentive structures. The present study utilizes nationally representative…

Sabol, Terri J.; Pianta, Robert C.

2014-01-01

198

Associations among Family Environment, Sustained Attention, and School Readiness for Low-Income Children  

ERIC Educational Resources Information Center

In this study, we examined the developmental pathways from children's family environment to school readiness within a low-income sample (N = 1,046), with a specific focus on the role of sustained attention. Six distinct factors of the family environment representing maternal parenting behaviors, the physical home environment, and maternal mental…

Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne

2010-01-01

199

School Readiness in Children Living in Non-Parental Care: Impacts of Head Start  

ERIC Educational Resources Information Center

The current study examines the effects of Head Start on the development of school readiness outcomes for children living in non-parental care. Data were obtained from the Head Start Impact Study, a randomized controlled trial of Head Start conducted with a nationally representative sample of Head Start programs and families. The sample included…

Lipscomb, Shannon T.; Pratt, Megan E.; Schmitt, Sara A.; Pears, Katherine C.; Kim, Hyoun K.

2013-01-01

200

Families as Primary Partners in their Child's Development and School Readiness  

ERIC Educational Resources Information Center

The purpose of this tool kit is to provide guidance, resource materials and references that will assist communities in working with families as primary partners in their child's development and school readiness. By recognizing and building the capacity of parents as their child's first educator and engaging parents as decision makers for their…

Seitzinger Hepburn, Kathy

2004-01-01

201

Comparison of Preschool and First Grade Teachers' Views about School Readiness  

ERIC Educational Resources Information Center

School readiness is an important concern for parents and teachers because it is a multifaceted process which encompasses all the developmental areas and various skills of children rather than only focusing on cognitive and literacy skills. In particular, preschool and first grade teachers experience the positive and negative sides of the process…

Sahin, Ikbal Tuba; Sak, Ramazan; Tuncer, Nuran

2013-01-01

202

Mapping Fiscal Resources in South Hampton Roads Virginia to Support School Readiness. Regional Summary  

ERIC Educational Resources Information Center

In 2007, committees of key stakeholders in the five cities of Chesapeake, Norfolk, Suffolk, Portsmouth, and Virginia Beach developed Collaborative Action Plans focused on key strategies to ensure that children in each city "arrive at kindergarten healthy and ready to succeed in school, and in life." With leadership from Smart Beginnings South…

Finance Project, 2009

2009-01-01

203

Links between Preschoolers' Behavioral Regulation and School Readiness Skills: The Role of Child Gender  

ERIC Educational Resources Information Center

Research Findings: We examined relations among preschoolers' behavioral regulation, gender, and school readiness outcomes in preacademic and classroom skills using a sample of South Korean preschoolers aged 3-5 ("N" = 229). Behavioral regulation was assessed using a direct measure, the Head-Toes-Knees-Shoulders task, which requires children to…

Son, Seung-Hee; Lee, Kangyi; Sung, Miyoung

2013-01-01

204

High School Graduates' Perceptions of Senior Project and College and Work Readiness: A Mixed Methods Study  

ERIC Educational Resources Information Center

State testing or end-of-course exams are recommended to determine if high school graduates are ready to enter college or the workforce because these assessments are aligned to content area expectations and standards that are measurable within each state as well as from state to state (Achieve, 2006). However, such assessments do not measure all…

Pennacchia, Donna

2010-01-01

205

From Research to Practice: Strategies for Supporting School Readiness in Programs Serving Infants and Toddlers  

ERIC Educational Resources Information Center

Fostering healthy social and emotional development provides the foundation for school readiness in programs serving infants, toddlers, and their families. In this article, the author explores four key concepts that make the link between social and emotional development and early learning: 1) Cognitive and social-emotional development are…

Powers, Stefanie

2012-01-01

206

Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics  

ERIC Educational Resources Information Center

This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three- to five-year-olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large-scale studies to estimate the effects of preschool center quality and interactions between…

Keys, Tran D.; Farkas, George; Burchinal, Margaret R.; Duncan, Greg J.; Vandell, Deborah L.; Li, Weilin; Ruzek, Erik A.; Howes, Carollee

2013-01-01

207

Obesity-Related Hormones in Low-Income Preschool-Age Children: Implications for School Readiness  

ERIC Educational Resources Information Center

Mechanisms underlying socioeconomic disparities in school readiness and health outcomes, particularly obesity, among preschool-aged children are complex and poorly understood. Obesity can induce changes in proteins in the circulation that contribute to the negative impact of obesity on health; such changes may relate to cognitive and emotion…

Miller, Alison L.; Lumeng, Carey N.; Delproposto, Jennifer; Florek, Brian; Wendorf, Kristin; Lumeng, Julie C.

2013-01-01

208

The Effects of Turkish Parents' Child Rearing Behavior on School Readiness  

ERIC Educational Resources Information Center

This study was conducted to evaluate the effects of parents' child rearing behavior on school readiness of 5-6 year-old children in terms of socio-emotional development. The study sample consisted of 300 pre-school children at 5, 5.5, and 6 years of age. The results revealed that parents' behaviour with regard to the following activities all have…

Polat, Ozgul

2010-01-01

209

Attachment at School Age and Academic Performance.  

ERIC Educational Resources Information Center

Examined longitudinally the association between attachment at age 6 and school-related cognitive functioning 2 years later in a French Canadian sample. Found that secure children had higher scores than insecure peers on communication, cognitive engagement, and mastery motivation. Controlling children were at greatest risk for school

Moss, Ellen; St-Laurent, Diane

2001-01-01

210

Adolescents' Perceptions of School Environment, Engagement, and Academic Achievement in Middle School  

ERIC Educational Resources Information Center

This short-term longitudinal research examined the relationships among middle school students' perceptions of school environment, school engagement, and academic achievement. Participants were from a representative, ethnically diverse, urban sample of 1,046 students. The findings supported the theoretical conceptualization of three different, but…

Wang, Ming-Te; Holcombe, Rebecca

2010-01-01

211

Parent-School Relationships and Children's Academic and Social Outcomes in Public School Pre-Kindergarten  

ERIC Educational Resources Information Center

Two dimensions of parent-school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Children's social and academic outcomes were individually assessed in the fall and spring. Hierarchical Linear…

Powell, Douglas R.; Son, Seung-Hee; File, Nancy; San Juan, Robert R.

2010-01-01

212

An Examination of the 2003-2004 Montgomery County Public Schools High School Academic Attainment Model  

ERIC Educational Resources Information Center

The Montgomery County Public Schools (MCPS) introduced the High School Academic Attainment (HSAA) model in 2001 to augment the existing state accountability system. The Maryland State Department of Education (MSDE) accountability system was implemented in the 1990s and focused primarily on elementary and middle schools. The HSAA model was designed…

Connolly, Faith; Schatz, Carol; Powell, Marilyn

2005-01-01

213

Single-Sex Schooling and Academic Attainment at School and through the Lifecourse  

ERIC Educational Resources Information Center

This article examines the impact of single-sex schooling on a range of academic outcomes for a sample of British people born in 1958. In terms of the overall level of qualifications achieved, single-sex schooling is positive for girls at age 16 but neutral for boys, while at later ages, single-sex schooling is neutral for both sexes. However,…

Sullivan, Alice; Joshi, Heather; Leonard, Diana

2010-01-01

214

School Readiness and Children's Developmental Status. ERIC Digest.  

ERIC Educational Resources Information Center

In order to provide data to help schools respond to the diversity in the backgrounds and educational needs of children entering school, a U.S. Department of Education study asked parents of 3- to 5-year-old children who had not yet started kindergarten about their children's accomplishments that indicated emerging literacy and numeracy skills and…

Zill, Nicholas; And Others

215

Readiness: School, Family, & Community Connections. Annual Synthesis, 2004  

ERIC Educational Resources Information Center

This is one the fourth in a series of reports that examine key issues related to family and community connections with schools. These research syntheses are intended to help local school, community, and family leaders obtain useful information derived from rigorous research. In addition to presenting findings from recent research, the synthesis…

Boethel, Martha

2004-01-01

216

Are High School Grades Inflated? Issues in College Readiness  

ERIC Educational Resources Information Center

To find out whether high school grade inflation exists, data drawn from students who took the ACT in the eleventh or twelfth grades and graduated from public high schools were examined. Because grade inflation is by definition a factor that develops over time, data from a relatively long period, 1991 to 2003, or 13 years were used. The number of…

ACT, Inc., 2005

2005-01-01

217

Charter Schools and the Road to College Readiness  

NSDL National Science Digital Library

The world of charter schools is quite intriguing and as conversations about transforming the landscape of public education continue, scholars and policy advisors continue to weigh in on their value. This 54-page report from The Boston Foundation and NewSchools Venture Fund takes a look at the way charter schools prepare their students for college. Published in May 2013, this report was researched by the Foundation's colleagues at the School and Effectiveness and Inequality Initiative at MIT and notes that the charter schools in Massachusetts appear to have a long term positive effect on student outcomes and educational attainment. The report contains seven chapters detailing the group's findings, along with two appendices, a bibliography, and endnotes. It's a work that warrants close consideration and education scholars and journalists reporting on these issues will want to give it their close attention.

2013-05-01

218

Investing in Collaboration: Preservice Special Educators and Their Readiness for Home School Collaboration  

ERIC Educational Resources Information Center

Home-school collaborations offer the promise of increased social and academic outcomes for students with disabilities. This qualitative study examines the practices of 25 preservice special education teachers and their implementation of state standards to collaborate with families of children with disabilities in schools during student teaching.…

Latunde, Yvette; Louque, Angela

2012-01-01

219

Ready, Set, Learn: Promoting Health Insurance for Children. A Guide for Schools.  

ERIC Educational Resources Information Center

Health problems impede the academic performance of 12 percent of students. Schools are in a unique position to help their state's Medicaid and children's health insurance programs connect with parents who lack health insurance for their children. This booklet provides suggestions to help school staff identify, inform, and help to enroll families…

Department of Education, Washington, DC.

220

School-Based Health Centers and Academic Success  

ERIC Educational Resources Information Center

Poor academic outcomes and high dropout rates are major concerns of educators, policy makers, and parents alike--and poor health severely limits a child's motivation and ability to learn. Recent research confirms that "health disparities affect educational achievement". Improving students' health is integral to education reform. "School-Based…

National Assembly on School-Based Health Care, 2012

2012-01-01

221

Academic Optimism of Schools: A Force for Student Achievement  

ERIC Educational Resources Information Center

Researchers have been challenged to go beyond socioeconomic status in the search for school-level characteristics that make a difference in student achievement. The purpose of the present study was to identify a new construct, academic optimism, and then use it to explain student achievement while controlling for socioeconomic status, previous…

Hoy, Wayne K.; Tarter, John C.; Hoy, Anita Woolfolk

2006-01-01

222

Computer Use and Academic Development in Secondary Schools  

ERIC Educational Resources Information Center

Several studies provide preliminary evidence that computer use is positively related to academic performance; however, no clear relationship has yet been established. Using a national database, we analyzed how students' school behavior (i.e., evaluated by English and math teachers) and standardized test scores (e.g., math and reading) are related…

Lee, Sang Min; Brescia, William; Kissinger, Dan

2009-01-01

223

Reflections on Academic Careers by Current Dental School Faculty  

Microsoft Academic Search

During the inaugural year (2006-07) of the Academic Dental Careers Fellowship Program (ADCFP), 110 faculty mem- bers at ten different dental schools were interviewed by dental students who were participating as ADCFP fellows in this year- long program designed to introduce them to faculty roles and activities and help them gain an appreciation for the rewards and issues associated with

James M. Rogér; Meggan M. H. Wehmeyer; Matthew S. Milliner

224

Relational Aggression and Academic Performance in Elementary School  

ERIC Educational Resources Information Center

To investigate the relationship between relational aggression and school performance, this study examined the relative and combined associations among relational aggression, overt aggression, and victimization and children's academic performance. Additionally this study examined the relative associations among relational and overt aggression and…

Risser, Scott D.

2013-01-01

225

From AIDS to Zoo: Academic Mentoring in a Secondary School.  

ERIC Educational Resources Information Center

The Academic Mentoring Program of Henry Clay High School in Lexington, Kentucky, is an honors-level independent study program that allows students to pursue an idea beyond regular classroom opportunities. Students pursue their independent projects with the help of mentors from appropriate fields of study, and they are also taught critical and…

Minnehan, Judy S.; Strunk, Billie S.

1992-01-01

226

Attachment at School Age and Academic Performance  

Microsoft Academic Search

The association between attachment and school-related cognitive functioning was longitudinally examined for a French Canadian sample of 108 school-age children. The affective quality of mother–child interaction patterns, child cognitive engagement, and quality of child attachment to mother were evaluated during a laboratory visit that included a separation–reunion procedure occurring when the children were approximately 6 years of age. Children's mastery

Ellen Moss; Diane St-Laurent

2001-01-01

227

Self-efficacy and academic achievement in Australian high school students: the mediating effects of academic aspirations and delinquency.  

PubMed

Studies have shown that self-efficacy, aspirational, and other psychosocial influences account for considerable variance in academic achievement through a range of mediational pathways, although no research to date has tested the mediational relationships identified. The present research investigated the structural relations among self-efficacy, academic aspirations, and delinquency, on the academic achievement of 935 students aged 11-18 years from ten schools in two Australian cities. The Children's Self-Efficacy Scale, Adapted Self-Report Delinquency Scale (Revised), and Children's Academic Aspirations Scale were administered to participants prior to academic achievement being assessed using mid-year school grades. Structural equation modeling was employed to test three alternative models for the relationships from academic, social, and self-regulatory efficacy on academic achievement. A partial mediation model showed the best overall fit to the data. Academic and self-regulatory efficacy had an indirect negative effect through delinquency and a direct positive effect on academic achievement. Academic and social self-efficacy had positive and negative relationships, respectively, with academic aspiration and academic achievement; however, the relationship between academic aspiration and academic achievement was not significant in the final model. PMID:19027942

Carroll, Annemaree; Houghton, Stephen; Wood, Robert; Unsworth, Kerrie; Hattie, John; Gordon, Lisa; Bower, Julie

2009-08-01

228

SAT Benchmarks: Development of a College Readiness Benchmark and Its Relationship to Secondary and Postsecondary School Performance. Research Report 2011-5  

ERIC Educational Resources Information Center

The current study was part of an ongoing effort at the College Board to establish college readiness benchmarks on the SAT[R], PSAT/NMSQT[R], and ReadiStep[TM] as well as to provide schools, districts, and states with a view of their students' college readiness. College readiness benchmarks were established based on SAT performance, using a…

Wyatt, Jeffrey; Kobrin, Jennifer; Wiley, Andrew; Camara, Wayne J.; Proestler, Nina

2011-01-01

229

Reflections on academic careers by current dental school faculty.  

PubMed

During the inaugural year (2006-07) of the Academic Dental Careers Fellowship Program (ADCFP), 110 faculty members at ten different dental schools were interviewed by dental students who were participating as ADCFP fellows in this year-long program designed to introduce them to faculty roles and activities and help them gain an appreciation for the rewards and issues associated with academic life. The goals, format, and components of the ADCFP are described in a companion article in this issue of the Journal of Dental Education. One of the fellows' assignments during the ADCFP was to interview faculty at various academic ranks who had differing degrees of work emphasis in teaching, research, service/patient care, and administration. Sixty-nine (63 percent of the total) of these interviews were reviewed and analyzed by the authors, who were student fellows in the ADCFP during 2006-07. The purpose of these interviews was to provide the fellows with insight into the positive aspects and challenges in becoming and remaining a dental school faculty member. This aggregate perspective of the interviews conducted at ten dental schools highlights the motivations and challenges that confront a dentist during the process of choosing a career in academic dentistry and determining if dental education is a good fit for each individual who elects to pursue this pathway. Thematic analysis of the interviews revealed several factors consistently identified by faculty across the schools as being positive influences on the quality of the academic work environment and career satisfaction: mentorship and student interaction, opportunities for scholarship (research and discovery), job diversity, intellectual challenge, satisfaction with the nature of academic work, lifestyle/family compatibility, flexibility, lifelong learning, professional duty, and lab responsibility. A series of negative themes were also consistently identified: bureaucracy/administrative burdens and barriers, time commitment, financial frustration, political frustration, lack of mentorship, required research emphasis, lack of teaching skills development, student engagement, isolation, and funding uncertainty. This article reports the approximate frequency of each theme, presents representative statements that describe the motivations and attitudes of dental faculty members who were interviewed, and concludes with a review of programs/methods aimed at marketing academic careers to current students. The purpose of this review of the rewards, benefits, and challenges that current dental faculty face is to provide students who are considering dental education with a frame of reference to guide their further exploration of this career path and to help students appreciate the many positive aspects of academic life that may not be readily apparent from their own interactions with faculty members. PMID:18381851

Rogér, James M; Wehmeyer, Meggan M H; Milliner, Matthew S

2008-04-01

230

School Readiness, Behavior Tests Used at the Gesell Institute.  

ERIC Educational Resources Information Center

This combined text and manual presents the basic educational viewpoint of the Gesell Institute, that children should be entered in school (and consequently grouped and promoted) on the basis of their developmental or behavioral age, not on the basis of their chronological age or IQ. The introduction describes the research in which the Institute…

Ilg, Frances L.; Ames, Louise Bates

231

Developing Mathematics Readiness in Pre-School Programs.  

ERIC Educational Resources Information Center

Represented are notes that have been compiled from meetings between teachers and members of the SMSG staff, discussing kinds of pre-school activities that might be appropriate for the development of various mathematical concepts. The sequence of concepts presented are in the same order as they are developed in the SMSG kindergarten program. Some…

Chinn, William G.; And Others

232

Are Your Schools Ready for the 21st Century?  

ERIC Educational Resources Information Center

Although changes in instructional technology and population growth are the usual reasons school districts approach master planning as a tool for identifying and managing these changes, environmental concerns (like asbestos abatement and radon identification) play a role. A dozen tips for developing a master plan are provided. (MLH)

Vasilakis, John N.

1990-01-01

233

Students Training for Academic Readiness (STAR): Year Two Evaluation Report. Executive Summary  

ERIC Educational Resources Information Center

The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities…

Maloney, Catherine; Sheehan, Daniel; Rainey, Katie; Whipple, Allyson

2008-01-01

234

Students Training for Academic Readiness (STAR): Year Four Evaluation Report. Executive Summary  

ERIC Educational Resources Information Center

The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities…

Texas Center for Educational Research, 2011

2011-01-01

235

Students Training for Academic Readiness (STAR): Year One Evaluation Report. Executive Summary  

ERIC Educational Resources Information Center

The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities and…

Maloney, Catherine; Caranikas-Walker, Fanny; Sheehan, Daniel

2007-01-01

236

A longitudinal study of school belonging and academic motivation across high school.  

PubMed

This longitudinal study examined how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation. Students from Latin American, Asian, and European backgrounds participated (N = 572; age span = 13.94-19.15 years). In ninth grade, girls' school belonging was higher than boys'. Over the course of high school, however, girls' school belonging declined, whereas boys' remained stable. Within-person longitudinal analyses indicated that years in which students had higher school belonging were also years in which they felt that school was more enjoyable and more useful, above and beyond their actual level of achievement. Results highlight the importance of belonging for maintaining students' academic engagement during the teenage years. PMID:23002809

Neel, Cari Gillen-O'; Fuligni, Andrew

2013-01-01

237

The Relevance of Executive Functions in Academic Production in Middle School  

Microsoft Academic Search

The present study investigated the role that executive function plays on academic production in middle school from a prototype perspective. It was hypothesized that middle school teachers' prototypical ratings of the executive function capacities of middle school students who are academically successful would differ significantly from these same middle school teachers' prototypical ratings of the executive function capacities of middle

Norina Bobik

2010-01-01

238

Schools that Overcome the Disparities of Academic Achievements among Children: Searching for Japanese Effective Schools  

ERIC Educational Resources Information Center

We reported the major findings of our research based on our own academic achievement tests towards elementary school and junior high school pupils in 2002. We then pointed out the fact that the differences of achievement between social groups have been expanded. Nowadays, that issue is seen to be one of the most serious educational problems in…

Shimizu, Kokichi

2007-01-01

239

The Relationship of School Design to Academic Achievement of Elementary School Children.  

ERIC Educational Resources Information Center

This study sought to determine if there are relationships between student achievement and educational facilities. It focused on the question: Does school design influence the academic achievement of elementary school students? Criteria used were scores on the Iowa Test of Basic Skills and 86 variables describing design patterns in various…

Yarbrough, Kathleen Ann

240

School readiness gains made by ethnically diverse children in poverty attending center-based childcare and public school pre-kindergarten programs  

Microsoft Academic Search

Although intensive early childhood interventions and high quality preschool programs have been shown to foster children's school readiness, little is known about the school readiness gains made by ethnically and linguistically diverse children in poverty receiving subsidies to attend center-based childcare or those in public school pre-kindergarten programs. Within the context of a large-scale, university–community applied research and evaluation project,

Adam Winsler; Henry Tran; Suzanne C. Hartman; Amy L. Madigan; Louis Manfra; Charles Bleiker

2008-01-01

241

Defining the Intensity of High School Mathematics: Distinguishing the Difference between College-Ready and College-Eligible Students  

ERIC Educational Resources Information Center

This study was conducted to discover and examine school-level characteristics that can affect change in high school graduates from being college-eligible to college-ready. Using the National Educational Longitudinal Study (NELS:88), the article describes and interprets the results. Findings indicate school personnel (principals, teachers,…

Zelkowski, Jeremy

2011-01-01

242

Academic Performance and Cheating: Moderating Role of School Identification and Self-Efficacy.  

ERIC Educational Resources Information Center

Academic dishonesty is a significant problem among students from elementary school through college. The desire to succeed in school through dishonesty is increased when there is a breakdown in the norms associated with conventional academic attitudes. The authors conducted a survey research study to examine the relationship between academic

Finn, Kristin Voelkl; Frone, Michael R.

2004-01-01

243

School Nurse Case Management for Children with Chronic Illness: Health, Academic, and Quality of Life Outcomes  

ERIC Educational Resources Information Center

More children with chronic illnesses are attending school, and some of them struggle academically because of issues related to their health. School-based case management has been suggested as one strategy to improve the academic success of these children. This study tracked the academic, health, and quality of life outcomes for 114 children with…

Engelke, Martha Keehner; Guttu, Martha; Warren, Michelle B.; Swanson, Melvin

2008-01-01

244

Academic Optimism and Organizational Climate: An Elementary School Effectiveness Test of Two Measures  

ERIC Educational Resources Information Center

This study examined the relationship of two climate constructs in academic optimism and organizational climate as each relates to school effectiveness. Academic optimism is an academic environment comprised of three dimensions: academic emphasis, collective efficacy, and faculty trust (Hoy, Tarter, & Hoy, 2006). The Organizational Climate Index…

Reeves, Jonathan Bart

2010-01-01

245

TEACHING HARLEM STUDENTS IN A COLLEGE READINESS WORKSHOP.  

ERIC Educational Resources Information Center

THE COLLEGE READINESS WORKSHOP, SPONSORED AND SUPPORTED BY UNION SETTLEMENT, HARLEM, NEW YORK, IN 1964 AND 1965 SERVED 76 NEGRO AND PUERTO RICAN STUDENTS WHO HAD COMPLETED THE JUNIOR YEAR OF BENJAMIN FRANKLIN OR COMMERCE HIGH SCHOOLS. ITS PURPOSE WAS TO PROVIDE "ACADEMIC REENFORCEMENT" AND "RIGOROUS TRAINING IN ACADEMIC SKILLS AND TECHNIQUES" FOR…

SHEPHERD, ANNE BARLOW

246

25 CFR 39.801 - What is the formula to determine the amount necessary to sustain a school's academic or...  

Code of Federal Regulations, 2011 CFR

...determine the amount necessary to sustain a school's academic or residential program...THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Determining the...determine the amount necessary to sustain a school's academic or residential...

2011-04-01

247

The Role of Vision in Academic School Performance  

PubMed Central

Purpose To determine whether presenting distance visual acuity is related to subsequent academic school performance in Singaporean children between 9 to 10 years of age. Methods Singapore children (n = 1143 children) were examined during their visits at ages 9 to 10 years (grades 3 to 4) as part of the Singapore Cohort Study of the Risk Factors for Myopia (SCORM) longitudinal study. Each child underwent an annual comprehensive eye examination, including the assessment of presenting logarithm of the minimum angle of resolution (LogMAR) distance visual acuity (VA). The individual marks of a nation-wide standard examination in grade 4 were used as the outcome measure for academic school performance. Children with any known eye disease, (such as media opacities) were excluded from the analysis. Results The mean presenting distance VA of the better eye was 0.10 and 0.08 when the children were in grades 3 and 4, respectively. There was a statistically significant difference for mean presenting VA with 9 and 10 year old boys scoring better (0.08 and 0.07) compared to girls (0.12 and 0.09) for the same ages, (p = 0.001 and p = 0.007), respectively. After adjusting for gender, ethnicity, school, reading, intelligence quotient and father’s education, no significant relationships were found between average examination marks at the end of grade 4 and presenting VA obtained (better eye and worst eye) in grade 3 (p = 0.38 and p = 0.98) and 4 (p = 0.27 and p = 0.16). Conclusion In our sample of Singaporean children without ocular disease, distance VA did not play a significant role in predicting academic school performance.

Dirani, Mohamed; Zhang, Xiaoe; Goh, Liang Ke; Young, Terri L.; Lee, Paul; Saw, Seang Mei

2014-01-01

248

Arizona Academic Standards, Kindergarten  

ERIC Educational Resources Information Center

This publication contains Arizona public schools' academic standards for kindergarten. The contents of this document include the following: (1) The Arts Standard 2006--Kindergarten; (2) Comprehensive Health Education/Physical Activity Standards 1997--Readiness (Kindergarten); (3) Foreign and Native Language Standards 1997--Essentials (Grades 4-8);…

Arizona Department of Education, 2007

2007-01-01

249

Latino and Caucasian Students' Academic and Non-Academic Characteristics as Predictors of Educational Outcomes, High School and Beyond  

ERIC Educational Resources Information Center

The pathway to a postsecondary education is challenging for many students, including students from the growing Latino population in the United States. This research project focused on Latino and Caucasian students' academic and non-academic characteristics as predictors of educational outcomes, high school and beyond. The introduction to the…

Sanchez, Jafeth Evelyn

2010-01-01

250

The Experience of Transitioning Two Adolescents with Asperger Syndrome in Academically Focused High Schools  

ERIC Educational Resources Information Center

Adolescents with Asperger syndrome (AS) are increasingly being placed in academically focused high schools. These students, although academically able, may not be coping with the wider classroom and social demands of transition to, and within, the high school environment. Schools are keen to enroll these students. However, there appears to be a…

Dixon, Roselyn M.; Tanner, Kathleen

2013-01-01

251

Peer Effects on Academic Cheating among High School Students in Taiwan  

ERIC Educational Resources Information Center

Although academic cheating has been found to be a common phenomenon in high schools, few studies investigate how peers influence individual cheating behavior among high school students. In this paper, we estimate the cross-gender and intra-gender interaction effects on academic cheating among high school students in Taiwan. We detect the evidence…

Tsai, Chun-Li

2012-01-01

252

The Effects of School, Family, and Community Support on the Academic Achievement of African American Adolescents.  

ERIC Educational Resources Information Center

Effects of school, family, and community support on academic attitudes and achievement were examined in 827 eighth-grade black students in an urban school district in the southeastern U.S. Students' church involvement and perceptions of teacher and parental support positively influence academic self-concepts and school behaviors. (MMU)

Sanders, Mavis G.

1998-01-01

253

The Psychosocial Functioning of High School Students in Academically Rigorous Programs  

ERIC Educational Resources Information Center

This cross-sectional study determined whether students who take part in academically challenging high school curricula experience elevated levels of stress and whether this stress co-occurs with psychological and/or academic problems. Data from self-report questionnaires and school records were collected from 480 students from four high schools.…

Suldo, Shannon M.; Shaunessy-Dedrick, Elizabeth

2013-01-01

254

The Kutztown University-Allentown School District Academic Alliance: A Partnership That Works.  

ERIC Educational Resources Information Center

The Kutztown University-Allentown School District Academic Alliance in Pennsylvania, with the support of the corporate sector, provides higher education opportunities to academically at-risk middle school and high school students. Alliance activities include workshops on study skills and self-esteem, workshops for parents on career awareness and…

Montoya, Alicia; Shultz, Eileen

255

Readiness, Partnership, a Meeting Place? Some Thoughts on the Possible Relationship between Early Childhood and Compulsory School Education  

ERIC Educational Resources Information Center

At a time when the relationship between early childhood and compulsory school education is high on the policy agenda, this article questions the dominant, often taken-for-granted, relationship--school readiness; and offers two alternatives, a strong and equal partnership and the vision of a meeting place. Both are potentially transformative,…

Moss, Peter

2012-01-01

256

Ready To Read: Laying the Foundation for School Success. Satellite Town Meeting #77 (March 20, 2001). [Videotape].  

ERIC Educational Resources Information Center

This videotape (in either VHS of 3/4 inch format) presents an interactive teleconference where renowned national experts, local educators, and community leaders share ideas on how to improve schools and reach the National Educational Goals. This 60-minute Satellite Town Meeting focuses on laying the foundation for school success through readiness

Department of Education, Washington, DC.

257

Progress in Student Academic Achievement: Evaluation of New City Charter School in 2008-09  

ERIC Educational Resources Information Center

This report describes New City Charter School student achievement in the 2008-09 school year, the school's sixth operating year. The number of students enrolled in the school was 125, an increase from 60 students enrolled the first year of the school. Student academic achievement is measured using the Woodcock-Johnson III Tests of Achievement…

Gozali-Lee, Edith

2010-01-01

258

Head Start Participation and School Readiness: Evidence from the Early Childhood Longitudinal Study-Birth Cohort December 10, 2012  

PubMed Central

Using data from the Early Childhood Longitudinal Study-Birth Cohort (n ? 6,950), a nationally representative sample of children born in 2001, we examined school readiness (academic skills and socio-emotional wellbeing) at kindergarten entry for children who attended Head Start compared to those who experienced other types of child care (prekindergarten, other center-based care, other non-parental care, or parental care). Using propensity score matching methods and OLS regressions with rich controls, we found that Head Start participants had higher early reading and math scores than children in other non-parental care or parental care, but also higher levels of conduct problems than those in parental care. Head Start participants had lower early reading scores compared to children in prekindergarten, and had no differences in any outcomes compared to children in other center-based care. Head Start benefits were more pronounced for children who had low initial cognitive ability or low-educated parents, or attended Head Start for more than 20 hours per week.

Lee, RaeHyuck; Zhai, Fuhua; Brooks-Gunn, Jeanne; Han, Wen-Jui; Waldfogel, Jane

2014-01-01

259

DC Voice Ready Schools Project Special Report on Facilities Readiness for School Year 2007-2008 in Conjunction with the 21st Century School Fund  

ERIC Educational Resources Information Center

The big District of Columbia Public School (DCPS) school facilities issues right now are the proposed closing of underutilized school buildings and the effects of new grade-level reorganization and consolidations. However, this report focuses on another critical issue--the basic condition of all DCPS school buildings. This special report of the…

21st Century School Fund, 2008

2008-01-01

260

Maximizing College Readiness for All through Parental Support  

ERIC Educational Resources Information Center

The lack of college readiness skills is a national problem, particularly for underachieving high school students. One solution is to offer authentic early college coursework to build confidence and academic momentum. This case study explored a partnership between a traditional, suburban high school (600 students) and a community college to…

Leonard, Jack

2013-01-01

261

Changes in Students' Academic Performance and Perceptions of School and Self before Dropping Out of Schools.  

ERIC Educational Resources Information Center

Investigated changes in high school dropouts' personal attributes between 8th and 12th grade. Data on several variables (e.g., academic achievement, motivation, relationships with peers and teachers, and self-esteem) from three waves of the National Educational Longitudinal Study indicated that in 8th grade, students scored at the national average…

Lan, William; Lanthier, Richard

2003-01-01

262

Substance Use and Academic Performance among African American High School Students  

ERIC Educational Resources Information Center

Academic performance among African American students continues to be a concern. Adolescent developmental research has identified numerous factors that affect academic performance. School-based intervention programs have focused on substance use prevention to improve academic performance. This study investigated to what extent family financial…

Williams, James Herbert; Davis, Larry E.; Johnson, Sharon D.; Williams, Trina R.; Saunders, Jeanne A.; Nebbitt, Von E.

2007-01-01

263

Class, Ability, Mobility: Economic and Academic Paths from Middle School to Early Adulthood  

ERIC Educational Resources Information Center

This article examines academic and economic progression of 8th graders using the National Educational Longitudinal Study of 1988 (NELS 88). In terms of educational mobility, this analysis indicates it is clearly better to possess academic ability--middle-school students who have high-academic ability but low family socioeconomic status (SES)…

Baker, Joe G.

2009-01-01

264

Comparing Self-Regulatory and Early Academic Skills as Predictors of Later Math, Reading, and Science Elementary School Achievement  

ERIC Educational Resources Information Center

The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with…

Murrah, William M., III.

2010-01-01

265

Turning around Reading Achievement: Predictors of High School Students' Academic Resilience.  

ERIC Educational Resources Information Center

In a national, longitudinal database, factors were examined that enabled public school students on a path toward failure to significantly improve reading achievement by high school graduation. Being Caucasian and female, having an internal locus of control, and taking an academic curriculum independently predicted academic resilience.…

Cappella, Elise; Weinstein, Rhona S.

2001-01-01

266

Practitioners' Conceptions of Academic Talent and Giftedness: Essential Factors in Deciding Classroom and School Composition  

ERIC Educational Resources Information Center

Experts have developed varying, and sometimes conflicting, conceptions of academic talent and giftedness. Classroom and school composition often are tied to these conceptions of academic talent and giftedness, and magnet and charter schools select certain students who best "ft" their particular conception of giftedness. Educators' perceptions and…

Schroth, Stephen T.; Helfer, Jason A.

2009-01-01

267

Physical Fitness, Academic Achievement, and Socioeconomic Status in School-Aged Youth  

ERIC Educational Resources Information Center

Background: This study examined the association between physical fitness and academic achievement and determined the influence of socioeconomic status (SES) on the association between fitness and academic achievement in school-aged youth. Methods: Overall, 1,701 third-, sixth-, and ninth-grade students from 5 school districts participated in the…

Coe, Dawn P.; Peterson, Thomas; Blair, Cheryl; Schutten, Mary C.; Peddie, Heather

2013-01-01

268

Impact of School Type on Parent Involvement and Academic Achievement of Kindergarten Students Controlling Socioeconomic Status.  

ERIC Educational Resources Information Center

Examines the impact of school type (public or private) on parent involvement and the academic achievement of kindergarten students. After controlling for student socioeconomic status, finds, for example, little or no difference in the academic achievement of kindergarteners in public and private schools or in the level of parent involvement.…

Park, Hae-Seong

2003-01-01

269

Acculturative and Psychological Predictors of Academic-Related Outcomes Among Cambodian American High School Students  

Microsoft Academic Search

This study examined the acculturative and psychosocial predictors of academic- related outcomes among Cambodian American high school students from an urban school district in the state of Massachusetts. Student participants (N = 163) completed an anonymous survey that assessed demographic characteristics, acculturative experiences, intergenerational conflict, depression, and academic- related outcomes. The main results indicated that acculturative and psychosocial variables were

Khanh T. Dinh; Traci L. Weinstein; Su Yeong Kim; Ivy K. Ho

270

Urban High School Students' Academic Communities and Their Effects on Mathematics Success  

ERIC Educational Resources Information Center

This article reports findings from a study exploring the roles of peer influences in cultivating urban high school students' academic success in mathematics. While the literature describing family/school influences on the academic achievement of students of color is compelling, much of it suggests that urban students' peer groups do not support…

Walker, Erica N.

2006-01-01

271

Teacher-Student Interpersonal Relationships and Academic Motivation within One School Year: Developmental Changes and Linkage  

ERIC Educational Resources Information Center

The present study explored the developmental changes of teacher-student interpersonal relationships as well as that of academic motivation among first-grade secondary school students. In addition, the link between teacher-student interpersonal behaviour and academic motivation across the school year was investigated. The data were collected 5…

Opdenakker, Marie-Christine; Maulana, Ridwan; den Brok, Perry

2012-01-01

272

Using Socialization to Increase Academic Skills in a Pre-School Classroom  

ERIC Educational Resources Information Center

Recent research has shown that students who enter kindergarten with prior academic knowledge are more successful later in their school careers. Yet, pre-school teachers face the problem of limited time in a day to focus on the academic skills of students, as well as work on their basic needs. The goal of this study was to find out if students can…

Saunders, Ashley N.

2010-01-01

273

Successful African-American Mathematics Students in Academically Unacceptable High Schools  

ERIC Educational Resources Information Center

This study sought to determine the reasons why successful mathematics students have been able to thrive in schools labeled "academically unacceptable" and why they have chosen to stay in these "academically unacceptable" schools despite having the option to leave. Qualitative methods including group interviews, individual interviews, and…

Sheppard, Peter

2006-01-01

274

Adolescent academic achievement and school engagement: an examination of the role of school-wide peer culture.  

PubMed

During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to smaller peer groups, within each school exists a school-wide peer culture that is comprised of two components (a relational and a behavioral component), each of which is related to individual academic outcomes. The relational component describes the aggregate of students' perceptions of the quality of peer relationships within each school. The behavioral component is an aggregate representation of students' actual behaviors in regard to academic tasks. We used data from the 4-H Study of Positive Youth Development, which surveyed 1,718 5th grade students (45.9 % male, 51.4 % White, 17.8 % Hispanic, 7.6 % African American) in 30 schools, to explore the idea that, during adolescence, the relational and behavioral components of a school's peer culture are related to students' academic achievement and school engagement. Results suggested that above and beyond a variety of individual, familial, peer, and school characteristics that have previously been associated with academic outcomes, aspects of behavioral peer culture are associated with individual achievement while components of both relational and behavioral peer culture are related to school engagement. Implications for future research are discussed. PMID:23076767

Lynch, Alicia Doyle; Lerner, Richard M; Leventhal, Tama

2013-01-01

275

Contributions of Ecological School Mental Health Services to Students' Academic Success  

Microsoft Academic Search

This article describes an ecological framework for school mental health services that differs in important ways from existing service delivery models. The model is based on research describing ecological frameworks underlying students' school success. Ecological characteristics of schools and classrooms that promote academic success are described and used to support the case that students' school success is integrally related to

Beth Doll; Rob Spies; Allison Champion

2012-01-01

276

Communication Disorders in the School: Perspectives on Academic and Social Success an Introduction  

ERIC Educational Resources Information Center

The critical role of communication in schools cannot be understated. Communication skills are a necessity both in the academic and social atmosphere of the school environment. Unfortunately, there are a large number of children in the schools today identified with speech and language disorders. This special edition of "Psychology in the Schools"…

Thatcher, Karen L.; Fletcher, Kathryn; Decker, Blair

2008-01-01

277

The Effects of School Membership on Academic and Behavioral Performance of At-Risk Students  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the relationships between the perceptions of school membership, risk factors, and school outcomes among a sample of alternative school students. The study subjects were 48 7th-9th graders who were at high risk for school failure because of their serious and chronic behavioral and academic problems. All…

Ahn, Sunyoung

2010-01-01

278

The Effect of School Type on Academic Achievement: Evidence from Indonesia  

ERIC Educational Resources Information Center

Using Indonesian data, this paper evaluates the impact of school type on the academic achievement of junior secondary school students (grades 7-9). Public school graduates, after controlling for a wide variety of characteristics, score 0.17 to 0.3 standard deviations higher on the national exit exam than their privately schooled peers. This…

Newhouse, David; Beegle, Kathleen

2006-01-01

279

Sense of Belonging: Implications for Latino Students' Academic Achievement in U.S. Schools  

ERIC Educational Resources Information Center

The purpose of this study was to examine the degree to which academic achievement in U.S. schools could be explained by several indicators of belongingness (i.e., close teacher-student relationships, peer acceptance, school liking, low levels of loneliness in school and positive perceptions of peers) and school engagement. For this study, data…

Casillas, Rhonda Soledad

2010-01-01

280

Pupils' Perceptions of Discipline and Academic Standards in Belgian Coeducational and Single-Sex Schools  

ERIC Educational Resources Information Center

In this paper, single-sex and coeducational schools are compared in terms of pupils' perceptions of disciplinary and academic climates. Use was made of data from 68 secondary schools in Flanders (Belgium). Of these schools, 25 were mixed and 43 were single-sex (21 girls, and 22 boys, schools). Respondents were third-year students: 3370 girls and…

Brutsaert, Herman

2002-01-01

281

First Steps and Further Steps: Early Outcomes and Lessons Learned from South Carolina's School Readiness Initiative, 1999-2002. Program Evaluation Report [and] Executive Summary.  

ERIC Educational Resources Information Center

In 1999, South Carolina's First Steps to School Readiness was launched as a comprehensive early childhood initiative to improve childrens school readiness by improving the efficiency and coordination of existing services to children from birth to age 5 and their families, and by providing new services where gaps are identified. A legislatively…

Moore, Kristin; Brown, Brett; Halle, Tamara; Pitzer, Lindsay; Calkins, Julia

282

Big-Fish-Little-Pond Effect on Academic Self-Concept: A Cross-Cultural (26 Country) Test of the Negative Effects of Academically Selective Schools.  

ERIC Educational Resources Information Center

Conducted a cross-cultural study of the big-fish-little-pond effect (BFLPE), which posits that a student will have a lower academic self-concept in an academically selective school than in a non-selective school. Findings for 103,558 high school students in 26 countries support the BFLPE. (SLD)

Marsh, Herbert W.; Hau, Kit-Tai

2003-01-01

283

Learning through Play for School Readiness: A Training Program for Parents and Other Caregivers of Preschool Children. Learning Games To Strengthen Children's School Readiness Skills. [Videotape with Facilitator's Manual].  

ERIC Educational Resources Information Center

This video-based program trains parents and other child caregivers to engage 3- to 5-year-olds in simple, motivating learning games to strengthen cognitive, social, and motor school-readiness skills. The training materials consist of a manual for training facilitators and a training video demonstrating how to play each learning game with preschool…

Singer, Jerome; Singer, Dorothy

284

A Case Study of Students Entering an Early College High School: Changes in Academic Behavior Perceptions  

ERIC Educational Resources Information Center

The purpose of this study was to learn more about the transition experiences of one group of high school students (N = 75) as they began attending one alternative pathway: an Early College High School program on a community college campus. A four-part conceptual framework of college readiness provided a structure from which to explore the…

Healy, James J.

2009-01-01

285

Personal and Ecological Assets and Academic Competence in Early Adolescence: The Mediating Role of School Engagement  

Microsoft Academic Search

Although the role of school engagement in influencing children’s academic competence has been recognized in past theory and\\u000a research, how school engagement may mediate the relationships between ecological and personal resources and academic competence\\u000a remains largely unknown. Using structural equation modeling procedures, the present study was aimed at examining the role\\u000a of school engagement in mediating the associations between ecological

Yibing LiJacqueline; Jacqueline V. Lerner; Richard M. Lerner

2010-01-01

286

School-based health centers and academic performance: research, challenges, and recommendations.  

PubMed

School-based health centers (SBHCs) provide physical and mental health services on school campuses to improve student health status, and thereby potentially facilitate student academic success. With a growing emphasis on school accountability and the simultaneous dwindling of resources at the federal, state, and local levels, SBHCs face increasing pressures from school administrators and funders to document their impact on student academic achievement. This article reviews the methods, findings, and limitations of studies that have examined the relationship between SBHCs and academic performance. It also describes methodological challenges of conducting and interpreting such research, and discusses factors and intermediate variables that influence student academic performance. Recommendations are offered for SBHC researchers, evaluators, and service providers in response to the pressure they are facing to document the effect of SBHC services on academic outcomes. PMID:15656260

Geierstanger, Sara Peterson; Amaral, Gorette; Mansour, Mona; Walters, Susan Russell

2004-11-01

287

A Study of Well-Being and School Satisfaction among Academically Talented Students Attending a Science High School in Korea  

ERIC Educational Resources Information Center

The purpose of this study was to examine whether academically talented adolescents attending a residential science high school in Korea had different levels of psychological well-being or school life satisfaction than their high-ability peers in regular high schools. The participating high-ability students (n=299) were in their second year of high…

Jin, Suk-Un; Moon, Sidney M.

2006-01-01

288

Academic Success for Students of Color . . . At What Cost? The Importance of School Context at Birch High School  

ERIC Educational Resources Information Center

Kiara, an African American rising freshman, has aspirations to become a medical doctor. She enrolls at Birch High School because of the reputation of the principal, Mr. Brown, whose vision for academic excellence permeates every corner of the school. Kiara graduates from high school with top honors, but realizes her success may have come at a…

Chambers, Terah T. Venzant; Tabron, Lolita A.

2013-01-01

289

School Readiness Act of 1991. Report to Accompany S.911. Senate, 102d Congress, 1st Session.  

ERIC Educational Resources Information Center

The School Readiness Act of 1991 (S. 911) amends the Head Start Act to expand the availability of the comprehensive health, educational, nutritional, and social services of Head Start to all eligible children and their families by 1997. This senate report on S. 911 begins by affirming the effectiveness of high quality early childhood development…

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

290

Effects of Preschool Curriculum Programs on School Readiness. Report from the Preschool Curriculum Evaluation Research Initiative. NCER 2008-2009  

ERIC Educational Resources Information Center

A variety of preschool curricula is available and in widespread use, however, there is a lack of evidence from rigorous evaluations regarding the effects of these curricula on children's school readiness. The lack of such information is important as early childhood center-based programs have been a major, sometimes the sole, component of a number…

National Center for Education Research, 2008

2008-01-01

291

Predicting School Readiness from Neurodevelopmental Assessments at Age 2 Years after Respiratory Distress Syndrome in Infants Born Preterm  

ERIC Educational Resources Information Center

Aim: To determine whether neurodevelopmental outcomes at the age of 2 years accurately predict school readiness in children who survived respiratory distress syndrome after preterm birth. Method: Our cohort included 121 preterm infants who received surfactant and ventilation and were enrolled in a randomized controlled study of inhaled nitric…

Patrianakos-Hoobler, Athena I.; Msall, Michael E.; Huo, Dezheng; Marks, Jeremy D.; Plesha-Troyke, Susan; Schreiber, Michael D.

2010-01-01

292

Collateral Benefits of the Family Check-Up on Early Childhood School Readiness: Indirect Effects of Parents' Positive Behavior Support  

Microsoft Academic Search

The authors examined the longitudinal effects of the Family Check-Up (FCU) on parents' positive behavior support and children's school readiness competencies in early childhood. It was hypothesized that the FCU would promote language skills and inhibitory control in children at risk for behavior problems as an indirect outcome associated with targeted improvements in parents' positive behavior support. High-risk families in

Erika S. Lunkenheimer; Thomas J. Dishion; Daniel S. Shaw; Arin M. Connell; Frances Gardner; Melvin N. Wilson; Emily M. Skuban

2008-01-01

293

A Comparison of School Readiness Outcomes for Children Randomly Assigned to a Head Start Program and the Program's Wait List.  

ERIC Educational Resources Information Center

Examined school readiness outcomes among children and parents in Head Start and a wait list comparison group. Results indicated that the initial status was equivalent. Growth rates were significantly faster for Head Start children than comparison children on receptive vocabulary and phonemic awareness. Treatment group parents reported more healthy…

Abbott-Shim, Martha; Lambert, Richard; McCarty, Frances

2003-01-01

294

Children's Individual Experiences in Early Care and Education: Relations With Overall Classroom Quality and Children's School Readiness  

Microsoft Academic Search

This study examined relations among children's individual experiences, global classroom quality, and school readiness. Preschool children from low-income backgrounds (N = 138; M = 62.16 months; SD = 3.93; range = 55?70) were observed in their early care and education settings, and their language and cognitive skills were assessed. Research Findings: Individual children in classrooms with small group sizes had

Hyun-Joo Jeon; Carolyn C. Langill; Carla A. Peterson; Gayle J. Luze; Judith J. Carta; Jane B. Atwater

2010-01-01

295

Measuring Leader Perceptions of School Readiness for Reforms: Use of an Iterative Model Combining Classical and Rasch Methods.  

ERIC Educational Resources Information Center

Examined the validity of data generated by the School Readiness for Reforms: Leader Questionnaire using an iterative procedure that combined classical and Rasch rating scale analysis for the analysis of responses from 167 leaders. The combined approach yielded comprehensive diagnostic information on the quality of the instrument's five subscales.…

Chatterji, Madhabi

2002-01-01

296

Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It?  

ERIC Educational Resources Information Center

The overall issue of assessment during early childhood, and its relation to school readiness and other decisions, is currently widely debated. Expanding early childhood education and child care enrollments, better scientific knowledge about early childhood development, and decisions about public spending, necessitate careful consideration of which…

Denham, Susanne A.

2006-01-01

297

Mother-Child Conversations at 36 Months and at Pre-Kindergarten: Relations to Children's School Readiness  

ERIC Educational Resources Information Center

The contributions of mothers' and children's oral language to children's school readiness were longitudinally examined among 75 low-income mothers and children. When children were 36 months, mothers' and children's lexical diversity, mothers' wh-questions, and children's PPVT-III scores were assessed from play interactions. At pre-kindergarten,…

Cristofaro, Tonia N.; Tamis-LeMonda, Catherine S.

2012-01-01

298

Examining the Validity of the Family Investment and Stress Models and Relationship to Children's School Readiness Across Five Cultural Groups  

Microsoft Academic Search

Using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) dataset, this study examined whether the family investment and the family stress models generalized to non-European American (EA) families. Specifically, we examined whether parenting processes mediated the association between family demographics and children's school readiness, and whether the pathways vary across cultural groups. Both models were most salient for EAs followed

Iheoma U. Iruka; Doré R. LaForett; Erika C. Odom

2012-01-01

299

Multigenerational: Households and the School Readiness of Children Born to Unmarried Mothers  

PubMed Central

Following the ongoing increase in nonmarital fertility, policy makers have looked for ways to limit the disadvantages faced by children of unmarried mothers. Recent initiatives included marriage promotion and welfare-to-work programs. Yet policy might also consider the promotion of three generational households. We know little about whether multigenerational households benefit children of unwed mothers, although they are mandated for unmarried teen mothers applying for welfare benefits. Multigenerational households are also becoming increasingly common. Thus, using data from the Panel Study of Income Dynamics (N = 217), this study examines whether grandparent-headed coresidential households benefit preschool-aged children’s school readiness, employing propensity score techniques to account for selection into these households. Findings reveal living with a grandparent is not associated with child outcomes for families that select into such arrangements but is positively associated with reading scores and behavior problems for families with a low propensity to coreside. The implications of these findings for policy are discussed.

Augustine, Jennifer March; Raley, R. Kelly

2013-01-01

300

Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics  

PubMed Central

This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three- to five-year-olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large-scale studies to estimate the effects of preschool center quality and interactions between quality and demographic characteristics and child entry skills and behaviors. Findings were summarized across studies using meta-analytic methods. Results indicate small, but statistically significant associations for preschool center quality main effects on language and mathematics outcomes with little evidence of moderation by demographic characteristics or child entry skills and behaviors. Preschool center quality was not reliably related to socioemotional outcomes. The authors discuss possible explanations for the small effect sizes and lack of differential effects.

Keys, Tran D.; Farkas, George; Burchinal, Margaret R.; Duncan, Greg J.; Vandell, Deborah L.; Li, Weilin; Ruzek, Erik A.; Howes, Carollee

2014-01-01

301

Healthy & Ready to Learn: Examining the Efficacy of an Early Approach to Obesity Prevention and School Readiness  

ERIC Educational Resources Information Center

The collision of the childhood obesity epidemic with pressure to achieve high academic standards is of serious concern in the United States. Growing numbers of low-income, minority children face double jeopardy as alarming obesity rates further widen existing achievement gaps. Health and education disparities persist when children enter…

Winter, Suzanne M.; Sass, Daniel A.

2011-01-01

302

Observed Emotional and Behavioral Indicators of Motivation Predict School Readiness in Head Start Graduates.  

PubMed

Emotions and behaviors observed during challenging tasks are hypothesized to be valuable indicators of young children's motivation, the assessment of which may be particularly important for children at risk for school failure. The current study demonstrated reliability and concurrent validity of a new observational assessment of motivation in young children. Head Start graduates completed challenging puzzle and trivia tasks during their kindergarten year. Children's emotion expression and task engagement were assessed based on their observed facial and verbal expressions and behavioral cues. Hierarchical regression analyses revealed that observed persistence and shame predicted teacher ratings of children's academic achievement, whereas interest, anxiety, pride, shame, and persistence predicted children's social skills and learning-related behaviors. Children's emotional and behavioral responses to challenge thus appeared to be important indicators of school success. Observation of such responses may be a useful and valid alternative to self-report measures of motivation at this age. PMID:21949599

Berhenke, Amanda; Miller, Alison L; Brown, Eleanor; Seifer, Ronald; Dickstein, Susan

2011-01-01

303

High School Predictors of College Readiness: Determinants of Developmental Course Enrollment and Second-Year Postsecondary Persistence in Virginia  

ERIC Educational Resources Information Center

In 2007, the Virginia Board of Education directed the Virginia Department of Education (VDOE) to study academic indicators that are associated with high school students' successful preparation for college and careers. VDOE then embarked on a multi-year effort to identify available data sources and conduct research on high school indicators that…

Garland, Marshall; LaTurner, Jason; Herrera, Angelica Ware; Ware, Anne; Jonas, Deborah; Dougherty, Chrys

2011-01-01

304

Intergenerational Closure and Academic Achievement in High School: A New Evaluation of Coleman's Conjecture  

ERIC Educational Resources Information Center

This article reexamines the conjecture of James S. Coleman that intergenerational social closure promotes student achievement in high schools, analyzing the best national data on academic achievement and social networks: the 2002 and 2004 waves of the Education Longitudinal Study. The results show that within the Catholic school sector, schools

Morgan, Stephen L.; Todd, Jennifer J.

2009-01-01

305

A Quantitative Analysis of the Relationships between Teacher Trust, Self-Efficacy, and School Academic Performance  

ERIC Educational Resources Information Center

This study sought to determine if teachers' perceptions of trust and self-efficacy were related to school academic performance based on Ohio Achievement Assessment results for the 2009-10 school year in eight Midwestern public schools. Additionally, the study sought to determine if teacher trust and self-efficacy were related to one another. …

Byard, Sally L.

2011-01-01

306

Back to School Blues: Seasonality of Youth Suicide and the Academic Calendar  

ERIC Educational Resources Information Center

Previous research has found evidence of academic benefits to longer school years. This paper investigates one of the many potential costs of increased school year length, documenting a dramatic decrease in youth suicide in months when school is not in session. A detailed analysis does not find that other potential explanations such as economic…

Hansen, Benjamin; Lang, Matthew

2011-01-01

307

The School Environment and Adolescent Well-Being: Beyond Academics. Research Brief. Publication #2008-26  

ERIC Educational Resources Information Center

Adolescents spend a large proportion of their day in school or pursuing school-related activities. While the primary purpose of school is the academic development of students, its effects on adolescents are far broader, also encompassing their physical and mental health, safety, civic engagement, and social development. Further, its effects on all…

Marin, Pilar; Brown, Brett

2008-01-01

308

Consultation to Urban Schools for Improvements in Academics and Behavior: No Alibis. No Excuses. No Exceptions.  

ERIC Educational Resources Information Center

This article uses a multiyear case example to illustrate principles of comprehensive program consultation to low-performing urban school districts. The Plainfield (NJ) school district concluded that leaving no urban child behind required school personnel to attend to students' academic, social, and emotional development in an integrated, ongoing…

Elias, Maurice J.; Leverett, Larry

2011-01-01

309

Sports Bounce GPAs: The Relationship between Athletic Involvement and Academic Performance in High School Students  

ERIC Educational Resources Information Center

As schools and school districts continue to face budget reductions, school officials must thoroughly evaluate and determine from which programs to decrease funding. Athletic programs are one area that has received much scrutiny for receiving these cuts. If research reveals a significant relationship between athletic involvement and academic

Filsinger, Lora C.

2012-01-01

310

Contributions of Ecological School Mental Health Services to Students' Academic Success  

ERIC Educational Resources Information Center

This article describes an ecological framework for school mental health services that differs in important ways from existing service delivery models. The model is based on research describing ecological frameworks underlying students' school success. Ecological characteristics of schools and classrooms that promote academic success are described…

Doll, Beth; Spies, Rob; Champion, Allison

2012-01-01

311

Howard High School: Shall African Americans Take the Academic or Vocational Curriculum?  

ERIC Educational Resources Information Center

The once all black Howard High School in Wilmington, Delaware, has had a long and interesting past. For more than a century, the high school attempted to maintain a strong academic core amidst pressure from the white community to become a vocational or "industrial" school, following the Tuskegee model. In this article, the author discusses the…

Taggart, Robert

2004-01-01

312

Profiles of School Adaptation: Social, Behavioral and Academic Functioning in Sexually Abused Girls  

ERIC Educational Resources Information Center

Objectives: The short-term outcomes of child sexual abuse (CSA) on academic, behavioral and social adaptation at school were examined in order to: (1) document the proportion of sexually abused (SA) girls struggling in school and define the nature of their difficulties, (2) explore whether different profiles of school adaptation could be…

Daignault, Isabelle V.; Hebert, Martine

2009-01-01

313

Small Classes in the Early Grades, Academic Achievement, and Graduating From High School  

Microsoft Academic Search

This investigation addressed 3 questions about the long-term effects of early school experiences: (a) Is participation in small classes in the early grades (K-3) related to high school graduation? (b) Is academic achievement in K-3 related to high school graduation? (c) If class size is related to graduation, is the relationship explained by the effect of participation in small classes

Jeremy D. Finn; Susan B. Gerber; Jayne Boyd-Zaharias

2005-01-01

314

Students' Coping with Academic and Social Stress in an Inner-City Middle School.  

ERIC Educational Resources Information Center

This report presents the findings of several studies designed to examine students' coping processes in relation to stressful academic and social situations in the school environment. The setting for these studies was an inner-city intermediate school with approximately 423 students in the 1984-85 school year. Over 95 percent of the students were…

Fahs, Mary Ellen

315

Utilizing Cognitive Behavioral Interventions to Positively Impact Academic Achievement in Middle School Students  

ERIC Educational Resources Information Center

Empirical research suggests a correlation between Cognitive Behavioral Therapy (CBT) interventions and increased academic achievement of students in middle schools. An argument was presented for utilizing CBT intervention within the delivery system of comprehensive school counseling programs in middle schools; specifically in individual…

Zyromski, Brett; Joseph, Arline Edwards

2008-01-01

316

Fostering Academic Development and Learning: Implications and Recommendations for Middle School Counselors  

ERIC Educational Resources Information Center

Within the systemic framework of comprehensive school counseling programs, this article explores middle school counselors' vital role in collaborating with other educators to promote the academic development of early adolescents. Research pertinent to contemporary middle school counseling in this developmental domain is summarized, especially as…

Sink, Christopher A.

2005-01-01

317

Ethnicity, Religion, and Academic Preparedness: A Comparative Analysis of Chinese Supplementary Secular Schools and Nonsecular Church-Affiliated Schools  

ERIC Educational Resources Information Center

Little academic attention has been given to the supplementary education experience of immigrant students in the Canadian research literature, especially in a non-English speaking context such as Quebec. Yet these schools are important for understanding the influence of ethnicity as well as religion on the academic preparedness and social…

Sun, Ming

2014-01-01

318

Inequality in School Readiness and Autism among 6-Year-Old Children across Iranian Provinces: National Health Assessment Survey Results  

PubMed Central

Objective To assess the national inequality of school readiness and autism among 6-year-old Iranian children before school entry using a national health assessment survey. Methods In a cross-sectional nationwide survey, all Iranian children entering public and private elementary schools were asked to participate in a mandatory national screening program in Iran in 2009 in two levels of screening and diagnostic levels. Findings The study population consisted of 955388 children (48.5% girls and 76.1% urban residents). Of the whole children, 3.1% of the 6-year-old children had impaired vision. In addition, 1.2, 1.8, 1.4, 7.6, 0.08, 10, 10.9, 56.7, 0.7, 0.8 and 0.6 percent had color blindness, hearing impaired, speech disorder, school readiness, autism, height to age retardation, body mass index extremes, decayed teeth, disease with special needs, spinal disorders, and hypertension, respectively. The distribution of these disorders was unequally distributed across provinces. Conclusion Our results confirmed that there is an inequality in distribution of school readiness and autism in 6-year-old children across Iranian provinces. The observed burden of these distributions among young children needs a comprehensive national policy with evidence-based province programs to identify the reason for different inequality among provinces.

Amiri, Masoud; Kelishadi, Roya; Motlagh, Mohammad-Esmaeil; Taslimi, Mahnaz; Dashti, Marziyeh; Aminaee, Tahereh; Ardalan, Gelayol; Poursafa, Parinaz

2013-01-01

319

Fine Motor Skills and Early Comprehension of the World: Two New School Readiness Indicators  

Microsoft Academic Search

Duncan et al. (2007) presented a new methodology for identifying kindergarten readiness factors and quantifying their importance by determining which of children's developing skills measured around kindergarten entrance would predict later reading and math achievement. This article extends Duncan et al.'s work to identify kindergarten readiness factors with 6 longitudinal data sets. Their results identified kindergarten math and reading readiness

David Grissmer; Kevin J. Grimm; Sophie M. Aiyer; William M. Murrah; Joel S. Steele

2010-01-01

320

Associations between Health-Related Physical Fitness, Academic Achievement and Selected Academic Behaviors of Elementary and Middle School Students in the State of Mississippi  

ERIC Educational Resources Information Center

A wide variety of school-based physical activity contexts have been recently associated with various measures of academic performance. Of these studies, a small number employing objective measures of student fitness have identified a relationship with academic achievements. However, even among these studies, the fitness-academic link has not been…

Blom, Lindsey C.; Alvarez, John; Zhang, Lei; Kolbo, Jerome

2011-01-01

321

Are Physical Activity and Academic Performance Compatible? Academic Achievement, Conduct, Physical Activity and Self-Esteem of Hong Kong Chinese Primary School Children  

ERIC Educational Resources Information Center

Education is so strongly emphasized in the Chinese culture that academic success is widely regarded as the only indicator of success, while too much physical activity is often discouraged because it drains energy and affects academic concentration. This study investigated the relations among academic achievement, self-esteem, school conduct and…

Yu, C. C. W.; Chan, Scarlet; Cheng, Frances; Sung, R. Y. T.; Hau, Kit-Tai

2006-01-01

322

The Failure of Academically Selective High Schools To Deliver Academic Benefits: The Importance of Academic Self-Concept and Educational Aspirations.  

ERIC Educational Resources Information Center

Research emphasizing a psychological perspective of social comparison processes shows that school-average ability (SAA) is negatively associated with academic self-concepts (ASC). Sociological research indicates that SAA is negatively related to educational and occupational aspirations. The present study unites these two related research areas,…

Marsh, Herbert W.

323

Language-Minority Students' Cognitive School Readiness and Success in Elementary School. CSE Technical Report 683  

ERIC Educational Resources Information Center

A significant amount of research treats students who speak a language other than English at home, or language-minority students, as a single demographic group and compares them to students who speak only English at home. If important disparities in early school experiences among language-minority students have been overlooked, then policies aimed…

Rutherford, Lindsay Taggart

2006-01-01

324

Long-Term Follow Up of CSRP: Understanding Students' Academic Achievement Post-Treatment  

ERIC Educational Resources Information Center

In this poster presentation, the authors examine the impact of Chicago School Readiness Project (CSRP) on students' academic achievement in elementary school. First, they provide upper- and lower-bound estimates of the impact of CSRP on students' academic achievement, taking into account their subsequent nonrandom selection into higher versus…

Lennon, Jaclyn M.; Li-Grining, Christine; Raver, C. Cybele; Pess, Rachel A.

2011-01-01

325

High School Counselors' Perceptrons of the Academic and Personality Attributes Important to a Career in Nursing.  

ERIC Educational Resources Information Center

High school counselors (n=95) identified characteristics they considered important for nursing. Leadership and academic achievement were rated less important than for other careers. compassion, kindness, and obedience were considered important but not decision making or assertiveness. (SK)

Blasdell, Alison L.; Hudgins-Brewer, Sandra

1999-01-01

326

Academic Achievement and School Functioning among Nonincarcerated Youth Involved with the Juvenile Justice System  

ERIC Educational Resources Information Center

The relationship between academic problems and delinquency is well documented among incarcerated populations but has not been examined among nonincarcerated youth involved with the juvenile justice system. This research examined the school functioning and academic achievement of 157 youth who had brief contact with a state department of juvenile…

Brown, Jonathan D.; Riley, Anne W.; Walrath, Christine M.; Leaf, Philip J.; Valdez, Carmen

2008-01-01

327

The role of trait emotional intelligence in academic performance and deviant behavior at school  

Microsoft Academic Search

This paper examines the role of trait emotional intelligence (‘trait EI') in academic performance and in deviant behavior at school on a sample of 650 pupils in British secondary education (mean age ?16.5 years). Trait EI moderated the relationship between cognitive ability and academic performance. In addition, pupils with high trait EI scores were less likely to have had unauthorized

K. V. Petrides; Norah Frederickson; Adrian Furnham

2004-01-01

328

The Head-Teacher's Instructional Role in Academic Achievement in Secondary Schools in Vihiga District, Kenya  

ERIC Educational Resources Information Center

The head teachers' role is to promote academic performance. It is therefore important that the performance of a school is appraised against the performance of the person who leads it. The purpose of the study was to investigate the instructional role of the head-teacher in academic achievement in Kenya Certificate of Secondary Education (KCSE)…

Musungu, L. L.; Nasongo, J. W.

2008-01-01

329

Academic and Behavioral Characteristics of Students at a Secondary Residential School  

ERIC Educational Resources Information Center

This study examined academic and behavioral characteristics of 423 adolescents who had attended a residential school over a seven-year period. Students represented diverse demographic backgrounds. Student academic achievement was examined at admissions and over time in reading, mathematics, written language, and fluency. Findings are discussed…

Gaskins, Courtney D.; Mastropieri, Margo A.

2010-01-01

330

Academic and Behavioral Trajectories for At-Risk Adolescents in Urban Schools  

ERIC Educational Resources Information Center

The purpose of this longitudinal study was twofold: (a) to investigate academic, behavioral, and emotional outcomes for adolescents who were followed longitudinally from middle through high school and (b) to determine if early assessment of achievement and behavior predicts academic and behavioral outcomes for adolescents who were identified as at…

Montague, Marjorie; Enders, Craig; Cavendish, Wendy; Castro, Marcelo

2011-01-01

331

Is Tobacco Use Associated with Academic Failure among Government School Students in Urban India?  

ERIC Educational Resources Information Center

Background: Not much is known about the academic correlates of tobacco use among students in developing countries. This study investigated associations between multiple forms of tobacco use, psychosocial risk factors, and academic failure among 10- to 16-year-old government school students in Delhi and Chennai, India. Methods: This study was a…

Dhavan, Poonam; Stigler, Melissa H.; Perry, Cheryl L.; Arora, Monika; Reddy, K. Srinath

2010-01-01

332

Academic and occupational career success ten years after high school graduation  

Microsoft Academic Search

The purpose of this study was to assess the impact of various predictors on subjective and objective outcomes of academic and occupational career success ten years after High School graduation. Specifically this study examined the impact of cognitive ability, SES, parental influence, parental involvement, self concept, locus of control, educational aspirations, and occupational aspirations, on educational attainment, academic performance, meeting

Eleni Andrea Kaskiri

2006-01-01

333

Religiousness as a Predictor of Academic Performance among High-school Students.  

ERIC Educational Resources Information Center

Investigated the relationship between high school students' religiousness and academic achievement, noting the effects of ethnicity. Data from two followups of the National Educational Longitudinal Study of 1988 indicated that religiousness related to academic achievement, though the link was mediated by other psychosocial factors. The…

Park, Hae-Seong

2001-01-01

334

Relationships between Test Preparation and Academic Performance on a Statewide High School Exit Examination.  

ERIC Educational Resources Information Center

The relationship between test preparation and academic performance on a high school graduation test was studied using data from the 1995-96 Louisiana Graduation Exit Examination (GEE). Test preparation was measured based on students' responses concerning whether they prepared well for the test or not. Academic performance was measured through five…

Norton, Scott M.; Park, Hae-Seong

335

Mentoring Urban Black Middle School Male Students: Implications for Academic Achievement  

ERIC Educational Resources Information Center

Researchers have called for innovative and culturally responsive intervention programs to enhance male, Black middle school students' academic achievement. Mentoring has received considerable attention as a novel remedy. Although anecdotal evidence supports the positive role of mentoring on academic achievement, these results are not consistent.…

Gordon, Derrick M.; Iwamoto, Derek K.; Ward, Nadia; Potts, Randolph; Boyd, Elizabeth

2009-01-01

336

Predicting Academic Performance in the School of Computing & Information Technology (SCIT)  

Microsoft Academic Search

What determines academic performance? Prior research shows that standardized measures such as aptitude (e.g. SAT scores), prior academic performance, effort and motivation explain a significant portion of the variation in class performance. When universities in the United States determine which students to admit, typical criteria include SAT, ACT or other achievement scores and high school GPA. At the University of

Paul Golding; Sophia McNamarah

2005-01-01

337

College and Academic Self-Efficacy as Antecedents for High School Dual-Credit Enrollment  

ERIC Educational Resources Information Center

Do high school students who are predisposed to enroll in dual-credit courses already possess high levels of motivation or college and academic self-efficacy? Students in this study reported being academically motivated, but they did not report high levels of confidence in their ability to perform certain college-associated tasks. Of 52 items…

Ozmun, Cliff D.

2013-01-01

338

The Effect of Studying Tech Prep in High School and College Academic Performance  

ERIC Educational Resources Information Center

This study examined the academic performance of Tech Prep students (referred to as participants) in comparison to non-Tech Prep students (referred to as non-participants) entering a two-year community college from sixteen different high schools in Stark County, Ohio. This study provided a quantitative analysis of students' academic experiences to…

Ray, Larry A.

2011-01-01

339

How Important Is Personal/Social Development to Academic Achievement? The Elementary School Counselor's Perspective  

ERIC Educational Resources Information Center

This study explored elementary school counselors' perceptions of importance and implementation for state standards in support of academic achievement. Results indicate that Academic and Personal/Social standards are important to achievement with no statistical difference between the standards. Further, counselors implement Personal/Social…

Barna, Jennifer S.; Brott, Pamelia E.

2011-01-01

340

Effects of Home and School Computer Use on School Readiness and Cognitive Development Among Head Start Children: A Randomized Controlled Pilot Trial  

Microsoft Academic Search

Data from 122 Head Start children were analyzed to examine the impact of computer use on school readiness and psychomotor skills. Children in the experimental group were given the opportunity to work on a computer for 15–20 minutes per day with their choice of developmentally appropriate educational software, while the control group received a standard Head Start curriculum. Four standardized

Xiaoming Li; Melissa S. Atkins; Bonita Stanton

2006-01-01

341

Effects of Home and School Computer Use on School Readiness and Cognitive Development among Head Start Children: A Randomized Controlled Pilot Trial  

ERIC Educational Resources Information Center

Data from 122 Head Start children were analyzed to examine the impact of computer use on school readiness and psychomotor skills. Children in the experimental group were given the opportunity to work on a computer for 15-20 minutes per day with their choice of developmentally appropriate educational software, while the control group received a…

Li, Xiaoming; Atkins, Melissa S.; Stanton, Bonita

2006-01-01

342

Long-Term Impacts of the Chicago School Readiness Project on Children's Behavior in Kindergarten: The Moderating Role of Child Baseline Characteristics and Kindergarten School Quality  

ERIC Educational Resources Information Center

This paper investigates the long-term impact of participation in the Chicago School Readiness Project (CSRP) during the Head Start year on children's behavioral outcomes at the end of their Kindergarten year. The primary questions addressed in the paper are: (1) What is the experimental impact of CSRP on two-year change (from Fall Head Start to…

Jones, Stephanie M.; Zhai, Fuhua; Raver, C. Cybele

2010-01-01

343

The relationship between early childhood education and primary school academic achievement in Solomon Islands  

Microsoft Academic Search

This paper determines the relationship between early childhood education and primary school academic achievement in Solomon\\u000a Islands. By identifying factors within early childhood education programmes that influence children’s primary school academic\\u000a achievement, this study seeks to offer additional understanding about the relationships between early childhood and primary\\u000a education that may be utilized by educators, policy planners at all levels, and

Diana E. Guild

2000-01-01

344

College and Career Readiness in the Middle Grades  

ERIC Educational Resources Information Center

The development and implementation of a comprehensive and systemic career development program, The Career Institute, provided the mechanism through which one school community addressed students' career development and college readiness needs while also attending to their academic and personal-social development. The Career Institute consisted of a…

Schaefer, Mary Beth; Rivera, Lourdes M.

2012-01-01

345

Locus of Control, Interest in Schooling and Self-Efficacy as Predictors of Academic Achievement among Junior Secondary School Students in Osun State, Nigeria  

ERIC Educational Resources Information Center

Background: Academic achievement is interestingly an important issue; a fundamental premium upon which all teaching-learning activities are measured using some criteria of excellence e.g. good academic performance, poor academic performance and academic failure. Aims: This study examines locus of control, interest in schooling and self-efficacy as…

Tella, Adeyinka; Tella, Adedeji; Adeniyi, Sam Olufemi

2011-01-01

346

The Impact of Leadership Practices on the Academic Achievement of Elementary Students in Satisfactory Schools and Unsatisfactory Schools in Georgia  

ERIC Educational Resources Information Center

Our nation's k-12 schools are faced with numerous critical challenges: elevating academic achievement, recruitment and retention of high-caliber teachers, improving teacher quality, and meeting the mandates of the "No Child Left Behind" ("NCLB") legislation and state standards (Simpson, Lacava, & Graner, 2004; & (Kowalski, 2009). Today's school

Hill, Antonio

2011-01-01

347

Enabling School Structure, Collective Responsibility, and a Culture of Academic Optimism: Toward a Robust Model of School Performance in Taiwan  

ERIC Educational Resources Information Center

Purpose: The purpose of this research is twofold: to test a theory of academic optimism in Taiwan elementary schools and to expand the theory by adding new variables, collective responsibility and enabling school structure, to the model. Design/methodology/approach: Structural equation modeling was used to test, refine, and expand an…

Wu, Jason H.; Hoy, Wayne K.; Tarter, C. John

2013-01-01

348

The Effect of an After-School Tutorial Program on Academic Achievement among At-Risk High School Students.  

ERIC Educational Resources Information Center

Investigated the impact of an after-school tutorial program on the academic achievement of high-risk, predominantly minority high school students. Data on the students' grades indicated that on average, the majority of students received passing grades. A main effect for discipline was found, with achievement levels for English significantly higher…

Onwuegbuzie, Anthony J.; Burt, Vickie; Watson, Marilyn; Diamond, Pollyann J.; Parramore, Peggy

2001-01-01

349

A Model for Multivariate Prediction of Academic Success of "Transfer Students" in Pharmacy School  

ERIC Educational Resources Information Center

A model for the systematic and rapid evaluation of transfer students is presented. Transfer students are defined as having completed organic chemistry and other basic courses and are ready to enter the first professional year in a standard 2:3 program. Data for the predictor equations are from the University of Wyoming School of Pharmacy. (LBH)

Palmieri, Anthony, III

1977-01-01

350

Consumption of Ready-to-Eat Cereals in Relation to Health and Diet Indicators among School Adolescents in Crete, Greece  

Microsoft Academic Search

Background\\/Aims: We aimed at examining the intake of ready-to-eat cereals (RTEC) among adolescents in Crete, Greece, and investigate relationships with health and diet indicators. Methods: A sample of 392 adolescents (183 boys, 209 girls) aged 15 ± 0.4 years, attending high schools of two major counties in Crete, was studied to determine consumption of RTEC using a frequency questionnaire. Anthropometric

Anthony Kafatos; Manolis Linardakis; George Bertsias; Ioannis Mammas; Reg Fletcher; Frosso Bervanaki

2005-01-01

351

Fit, Healthy, and Ready To Learn: A School Health Policy Guide. Part II: Policies To Promote Sun Safety and Prevent Skin Cancer.  

ERIC Educational Resources Information Center

This publication is a supplementary chapter to "Fit, Healthy, and Ready to Learn: A School Health Policy Guide; Part I: General School Health Policies, Physical Activity, Healthy Eating, and Tobacco-Use Prevention." It discusses various aspects of a complete school policy and plan to promote sun safety. The first section "Purpose and Goals,"…

Fraser, Katherine

352

Parent involvement in the academic adjustment of Latino middle and high school youth: Teacher expectations and school belonging as mediators  

Microsoft Academic Search

A path model based in a theory of social capital was tested with Latino middle school (n=195, 58% female, average 13.8 years of age) and high school students (n=129, 64% female, average 16.8 years of age). Most participants (77%) were immigrants (predominantly from Mexico). Questionnaires assessed student perceptions of parent involvement, school belonging, and academic competence. Teachers rated their expectations

Gabriel P. Kuperminc; Adam J. Darnell; Anabel Alvarez-Jimenez

2008-01-01

353

The Impact of Dual and Articulated Credit on College Readiness and Retention in Four Community Colleges  

ERIC Educational Resources Information Center

Using Astin's I-E-O model, relationships among the input (I) variables of gender, high school percentile rank, Tech Prep participation, and high school course-taking; environmental (E) variables of academic, career and technical education (CTE), and total dual credit and articulated credit; and output (O) variables of college readiness and total…

Kim, JoHyun; Bragg, Debra D.

2008-01-01

354

Academic Learning Time in the District of Columbia Public Schools.  

ERIC Educational Resources Information Center

Papers generated for a symposium entitled "Effectiveness of Stallings' Use of Time Training for Teachers in Washington, D.C." are presented. The intitial presentation, "Academic Learning Time: The Current Status of the Stallings Training" (Geraldine Williams Bethune), reviews the Stallings research and describes the Academic Learning Time (ALT)…

District of Columbia Public Schools, Washington, DC. Research Information Center.

355

Caring or Collusion? Academic Dishonesty in a School of Nursing  

ERIC Educational Resources Information Center

Academic dishonesty is an issue that post-secondary institutions are having difficulty resolving. More than 100 studies have been conducted over the past 30 years, yet these studies have not provided data necessary to effectively address this problem. Indeed, research indicates that academic dishonesty is increasing. The purpose of this study was…

Wideman, Maureen

2011-01-01

356

Academic Self Concept and School Achievement: A Multiple Probe.  

ERIC Educational Resources Information Center

Because the Brookover Self-Concept of Ability Scale has been widely used during the past decade as an index of general academic self-concept, this scale was selected to investigate the hypotheses in the present study. The purpose of this study were twofold: (1) to investigate the dimensionality of academic self-concept through patterns of item…

Scott, Corinne C.

357

Work-Family Balance and Academic Advancement in Medical Schools  

ERIC Educational Resources Information Center

Objective: This study examines various options that a faculty member might exercise to achieve work-family balance in academic medicine and their consequences for academic advancement. Method: Three data sets were analyzed: an anonymous web-administered survey of part-time tenure track-eligible University of Illinois College of Medicine (UI-COM)…

Fox, Geri; Schwartz, Alan; Hart, Katherine M.

2006-01-01

358

Effects of Family Structure on High School Students' Academic Achievement and Behavior.  

ERIC Educational Resources Information Center

As students lose traditional family structure, some studies indicate that their academic behavior may be affected. The purpose of this study is to measure the difference in achievement of high school students from single-parent homes compared to those from intact homes. The study is limited to Snook Independent School District (Texas),…

Sears, Vikki

359

The Influence of Perceived Poverty and Academic Achievement on School Counselor Conceptualization  

ERIC Educational Resources Information Center

This analog study presented 173 practicing school counselors with one of four case scenarios depicting a student new to their school. Each scenario manipulated one of two levels of the independent variables, which were perceived poverty and academic achievement. Main effects indicate that participants rated students as more attractive counseling…

Hutchison, Brian

2011-01-01

360

Reconceptualizing the Debate on School Climate and Students' Academic Motivation and Achievement: A Multilevel Analysis.  

ERIC Educational Resources Information Center

Theory on parenting styles was used as a theoretical framework to examine the relationship of aspects of school climate to the mathematics achievement, academic engagement, and locus of control orientation of eighth graders. Student and school data were drawn from the National Educational Longitudinal Study of 1988 for 19,435 students and 997…

Gregoire, Michele; Algina, James

361

The effects of modeling instruction on high school physics academic achievement  

Microsoft Academic Search

The purpose of this study was to explore whether Modeling Instruction, compared to traditional lecturing, is an effective instructional method to promote academic achievement in selected high school physics classes at a rural middle Tennessee high school. This study used an ex post facto , quasi-experimental research methodology. The independent variables in this study were the instructional methods of teaching.

Tiffanie L Wright

2012-01-01

362

Simply academic? Why children with special educational needs don’t like school  

Microsoft Academic Search

International studies have raised concerns about the academic and social implications of inclusive policies on school engagement and successful learning and, in particular, on the ways in which friendships are formed between students with SEN and other students. This article stems from research findings which show that Irish children with special educational needs like school less than their peers without

Selina McCoy; Joanne Banks

2012-01-01

363

Profile of the Academic Status of Clinical Faculty in Schools of Pharmacy--1974  

ERIC Educational Resources Information Center

A survey of administrative structure and academic status of clinical faculty in accredited schools of pharmacy showed that all responding schools (70 per cent return) have a full-time clinical faculty category with most having part-time and unsalaried as well. Information on departmental power, promotion, tenure, and reappointment are included.…

Cardoni, Alex A.; Chow, Moses

1975-01-01

364

An Assessment of the Perceived Benefits of Extracurricular Activity on Academic Achievement at Paramount High School  

ERIC Educational Resources Information Center

The problem is the perceived academic shortcomings of America's public schools because of high stakes testing that is expected to increase along with limited funds and resources. The purpose of this study was to find the benefits of the extracurricular activity that students are already participating in at Paramount High School. This is a…

Zwart, Mike

2006-01-01

365

School-Community Partnerships: Using Authentic Contexts to Academically Motivate Students  

ERIC Educational Resources Information Center

The opportunities school-community partnerships pose for students' learning continue to generate the attention of educational stakeholders. Children learn through a variety of social and educational contexts, and the goals for student academic success are best achieved through the cooperation and support of schools, families, and communities. The…

Willems, Patricia P.; Gonzalez-DeHass, Alyssa R.

2012-01-01

366

Bonding, Achievement, and Activities: School Bonding, Academic Achievement, and Participation in Extracurricular Activities  

ERIC Educational Resources Information Center

Utilizing a single-group interrupted time series design (Creswell, 2003), this pilot study examined the relationship between academic achievement, school bonding, and the extracurricular activity participation of "uninvolved" students (n=11) who participated in a voluntary support group at a suburban high school in the southeast. Results indicated…

Howard, Anissa K.; Ziomek-Daigle, Jolie

2009-01-01

367

Learning Strategies and Their Relationships to Academic Performance of High School Students in Hong Kong  

ERIC Educational Resources Information Center

The present study examines the dynamic relationship between academic performance of high school students and their respective learning and study strategies. Two hundred thirty-six high school students were recruited to participate in this study by completing a Chinese version of the Learning and Study Strategies Inventory--LASSI, to probe into the…

Yip, Michael C. W.

2013-01-01

368

Factors Influencing High School Students' Science Enrollments Patterns: Academic Abilities, Parental Influences, and Attitudes toward Science.  

ERIC Educational Resources Information Center

This study was designed, using a path analytic model, to assess the relative impact of different factors on science concentration decisions made by grade 10 high school students (N=237). Included in the model were selected demographic and socioeconomic factors, academic abilities factors (including logical thinking), indicators of home and school

Khoury, Ghada A.; Voss, Burton E.

369

California Charter Schools Serving Low-SES Students: An Analysis of the Academic Performance Index.  

ERIC Educational Resources Information Center

This report presents the findings of an analysis of the Academic Performance Index (API) scores based on SATs taken in 1999, 2000, and 2001. It focuses on charter schools in California that serve students from low socioeconomic-status (SES) families. The purpose of the study was to see how standardized test scores from charter schools serving…

Slovacek, Simeon P.; Kunnan, Antony J.; Kim, Hae-Jin

370

Discrimination, Ethnic Identity, and Academic Outcomes of Mexican Immigrant Children: The Importance of School Context  

ERIC Educational Resources Information Center

This study examined ethnic identity, perceptions of discrimination, and academic attitudes and performance of primarily first- and second-generation Mexican immigrant children living in a predominantly White community (N = 204, 19 schools, mean age = 9 years). The study also examined schools' promotion of multiculturalism and teachers' attitudes…

Brown, Christia Spears; Chu, Hui

2012-01-01

371

Validity and Reliability of the Academic Resilience Scale in Turkish High School  

ERIC Educational Resources Information Center

The present study aims to determine the validity and reliability of the academic resilience scale in Turkish high school. The participances of the study includes 378 high school students in total (192 female and 186 male). A set of analyses were conducted in order to determine the validity and reliability of the study. Firstly, both exploratory…

Kapikiran, Sahin

2012-01-01

372

The Academic Summer Camp: A Demonstration of the School as a Center of Expertise.  

ERIC Educational Resources Information Center

This paper describes the Academic Summer Camp (ASC) initiated at The Accelerated School (TAS), the country's first charter accelerated school. The ASC delivers educational services to K-7 children and their parents in south central Los Angeles. Students are 40 percent African American and 60 percent Latino, and most qualify for the federal free…

Mims, J. Sabrina; Ponce, Ana; Moore, Stephanie; Jones, Kevin

373

The Relation between Youth Fear and Avoidance of Crime in School and Academic Experiences  

ERIC Educational Resources Information Center

Despite decades of research analyzing fear of crime among adults, little is known about youth fear of crime in general and youth fear of crime in school, specifically. Moreover, among existing studies most emphasize causes of fear, with little discussion of avoidance or the academic consequences of these feelings and behaviors in school. This…

Barrett, Kimberly L.; Jennings, Wesley G.; Lynch, Michael J.

2012-01-01

374

School Context and the Academic Achievement of Students with Emotional Disturbance  

ERIC Educational Resources Information Center

The authors examined the academic characteristics of 140 elementary-aged students served under the category of emotional disturbance (ED) from schools that differed in income level, performance on state testing, and suspension rates. School income accounted for a large amount of the variance in the reading and math achievement of students with ED…

Wiley, Andrew L.; Siperstein, Gary N.; Bountress, Kaitlin E.; Forness, Steven R.; Brigham, Frederick J.

2008-01-01

375

Academic Optimism of High School Teachers: Its Relationship to Organizational Citizenship Behaviors and Student Achievement  

ERIC Educational Resources Information Center

The purpose of this study is to build on an emergent research base for academic optimism by testing the construct and its relationship to student achievement and organizational citizenship behaviors in schools in a sample of public high schools. All participants in this study were full-time teachers, guidance counselors, and other full-time…

Wagner, Charles A.; DiPaola, Michael F.

2011-01-01

376

Comprehensive School Counseling Programs and Academic Achievement--A Rejoinder to Brown and Trusty  

ERIC Educational Resources Information Center

In this brief article, the author responds to Brown and Trusty's assertion that based on the deficiencies of existing comprehensive school counseling program (CSCP) research, school counselors need not focus their time and effort on showing causal connections between their programs and measures of student academic achievement. Rather than…

Sink, Christopher A.

2005-01-01

377

The Effects of Alcohol Use on Academic Achievement in High School  

ERIC Educational Resources Information Center

This paper examines the effects of alcohol use on high school students' quality of learning. We estimate fixed-effects models using data from the National Longitudinal Study of Adolescent Health. Our primary measure of academic achievement is the student's grade point average (GPA) abstracted from official school transcripts. We find that…

Balsa, Ana I.; Giuliano, Laura M.; French, Michael T.

2011-01-01

378

An Exploration of How School District Leaders Are Responding to the Connecticut Academic Achievement Test (CAPT).  

ERIC Educational Resources Information Center

This study focused on how school district leaders in Connecticut are translating educational reform policies into instructional practice. It explored how school improvement initiatives were being implemented to improve student performance on the Connecticut Academic Performance Test (CAPT) and examined the ways in which these initiatives were…

Negroni, Italia A.; Iwanicki, Edward F.

379

Parent Perceptions of Barriers to Academic Success in a Rural Middle School  

ERIC Educational Resources Information Center

In focus groups, parents of both academically successful seventh-grade students and at-risk students (i.e., failing one or more classes, numerous behavioral referrals, and/or suspensions) in a rural middle school identified perceived barriers to student success as well as school and community resources for overcoming those barriers. Qualitative…

Griffin, Dana; Galassi, John P.

2010-01-01

380

The Association of Athletic Expenditures with Student Academic Achievement in Arkansas Secondary Public Schools  

ERIC Educational Resources Information Center

Data on public secondary schools in Arkansas were gathered for two separate school years, 2005-2006 (N = 278) and 2006-2007 (N = 279), to determine if there was an association between athletic expenditures and student academic achievement. Prior to this research, there was little empirical evidence demonstrating any effect that athletic spending…

Skelton, Mike

2009-01-01

381

Academic and Psychological Functioning in Late Adolescence: The Importance of School Belonging  

ERIC Educational Resources Information Center

Few researchers have considered the influence of school context, an important construct at earlier ages, on late adolescents' college adjustment. In a sample of second-semester freshmen (N = 266), the authors explored associations between a sense of school belonging and academic and psychological adjustment. Students' reports of belonging at the…

Pittman, Laura D.; Richmond, Adeya

2007-01-01

382

Academic Achievement and Transcendental Meditation: A Study with At-Risk Urban Middle School Students  

ERIC Educational Resources Information Center

The middle school level is of particular concern to educators because of poor standardized test performance. This study evaluated change in academic achievement in public middle school students practicing the Transcendental Meditation[R] program compared to controls. A total of 189 students who were below proficiency level at baseline in English…

Nidich, Sanford; Mjasiri, Shujaa; Nidich, Randi; Rainforth, Maxwell; Grant, James; Valosek, Laurent; Chang, Walter; Zigler, Ronald L.

2011-01-01

383

Fine Motor Skills and Early Comprehension of the World: Two New School Readiness Indicators  

ERIC Educational Resources Information Center

Duncan et al. (2007) presented a new methodology for identifying kindergarten readiness factors and quantifying their importance by determining which of children's developing skills measured around kindergarten entrance would predict later reading and math achievement. This article extends Duncan et al.'s work to identify kindergarten readiness

Grissmer, David; Grimm, Kevin J.; Aiyer, Sophie M.; Murrah, William M.; Steele, Joel S.

2010-01-01

384

The Impact of GEAR UP on College Readiness for Students in Low Income Schools  

ERIC Educational Resources Information Center

The purpose of this study was to evaluate the impact of the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP) on college readiness outcomes using a quasi-experimental design. GEAR UP is designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education by providing 6-year…

Bausmith, Jennifer Merriman; France, Megan

2012-01-01

385

Moving Beyond High School Expectations: Examining Stakeholders' Responsibility for Increasing Latina/o Students' College Readiness  

ERIC Educational Resources Information Center

In an effort to improve college readiness for Latina/o students, this article examines the meaning and significance of college readiness among multiple stakeholders (teachers, counselors, parents, students, and superintendents) in the South Texas border region. Using focus group data, this article explores the assets embedded within college…

Yamamura, Erica K.; Martinez, Melissa A.; Saenz, Victor B.

2010-01-01

386

Measuring Readiness to Respond to Intervention in Students Attending Disciplinary Alternative Schools  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the factor structure, internal consistency, and reliability of the Readiness to Respond to Intervention Scale (RRIS), which is designed to assess adolescents' readiness to change. This measure is based on the Stage of Change Scale and assesses three stages of the Stage of Change Model (i.e.,…

Mitchell, Angela D.; Booker, Kimberly W.; Strain, Jeffrey D.

2011-01-01

387

School Choice and Academic Performance: Some Evidence from Developing Countries  

ERIC Educational Resources Information Center

There is widespread concern about differences in the quality of state-run and private schooling. The concerns are especially severe in the numerous developing countries where much of the population has left state-provided schooling for private schooling, including many private schools not recognized by the government. The fees charged by the…

Tooley, James; Bao, Yong; Dixon, Pauline; Merrifield, John

2011-01-01

388

Socioeconomic advantage and achievement motivation: Important mediators of academic performance in minority children in urban schools  

Microsoft Academic Search

A correlational study examined relationships between socioeconomic advantage, achievement motivation, and academic performance in an urban elementary school population of 130 minority students (African-American, Hispanic). Level of socioeconomic advantage (more\\/less) was determined by school records and eligibility for participation in a compensatory school-lunch program for low-income children. A self-report measure of students' self-efficacy, intrinsic value, and self-regulatory learning orientation was

Geoffrey F. Schultz

1993-01-01

389

Can After-School Programs Help Level the Academic Playing Field for Disadvantaged Youth? Equity Matters. Research Review No. 4  

ERIC Educational Resources Information Center

As schools struggle to meet federal achievement standards, after-school programs are increasingly viewed as a potential source of academic support for youth at risk of school failure. The hope among youth advocates and policymakers is that after-school programs can partially compensate for the inequities that plague the nation's schools and play a…

Gardner, Margo; Roth, Jodie L.; Brooks-Gunn, Jeanne

2009-01-01

390

Academic achievement, employment, age and gender and students' experience of alternative school.  

PubMed

The purpose of this cross-sectional study was to explore associations between academic achievement, employment, gender, and age in relation to students' sense of school membership and perception of adults in school. The sample consisted of 102 secondary, alternative school students. Results indicated that students with a more positive perception of school personnel also reported a greater sense of school membership. Male students and older students had a more negative perception of administrators relative to female and younger students. In addition, students who worked tended to report higher grades than students who did not. Study implications are discussed. PMID:19086669

Poyrazli, Senel; Ferrer-Wreder, Laura; Meister, Denise G; Forthun, Larry; Coatsworth, J Doug; Grahame, Kamini Maraj

2008-01-01

391

Emotional intelligence and academic success: examining the transition from high school to university  

Microsoft Academic Search

The transition from high school to university was used as the context for examining the relationship between emotional intelligence and academic achievement. During the first month of classes 372 first-year full-time students at a small Ontario university completed the short form of the Emotional Quotient Inventory (EQ-i:Short). At the end of the academic year the EQ-i:Short data was matched with

James D. A. Parker; Laura J. Summerfeldt; Marjorie J. Hogan; Sarah A. Majeski

2004-01-01

392

School Violent Crime and Academic Achievement in Chicago  

ERIC Educational Resources Information Center

Educational outcomes vary dramatically across schools in the United States. Many underperforming schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students' educational experiences. However,…

Burdick-Will, Julia

2013-01-01

393

School Psychologists' Responses to Academic and Behavioral Problems.  

ERIC Educational Resources Information Center

Research has shown that teachers desire assistance from school psychologists in dealing with student problems. A study was conducted to determine how school psychologists respond to teacher requests for assistance. Members of the National Association of School Psychologists were mailed one of six descriptions of a student from a concerned teacher.…

McKellar, Nancy A.; Hartshorne, Timothy S.

394

Cluster (School) RCT of ParentCorps: Impact on Kindergarten Academic Achievement  

PubMed Central

OBJECTIVE: To evaluate the impact of an early childhood, family-centered, school-based intervention on children’s kindergarten academic achievement. METHODS: This was a cluster (school) randomized controlled trial with assessments from pre-kindergarten (pre-k) entry through the end of kindergarten. The setting was 10 public elementary schools with 26 pre-k classes in 2 school districts in urban disadvantaged neighborhoods serving a largely black, low-income population. Participants were 1050 black and Latino, low-income children (age 4; 88% of pre-k population) enrolled in 10 schools over 4 years. Universal intervention aimed to promote self-regulation and early learning by strengthening positive behavior support and effective behavior management at home and school, and increasing parent involvement in education. Intervention included after-school group sessions for families of pre-k students (13 2-hour sessions; co-led by pre-k teachers) and professional development for pre-k and kindergarten teachers. The outcome measures were standardized test scores of kindergarten reading, writing, and math achievement by independent evaluators masked to intervention condition (primary outcome); developmental trajectories of teacher-rated academic performance from pre-k through kindergarten (secondary outcome). RESULTS: Relative to children in control schools, children in intervention schools had higher kindergarten achievement test scores (Cohen’s d = 0.18, mean difference = 2.64, SE = 0.90, P = .03) and higher teacher-rated academic performance (Cohen’s d = 0.25, mean difference = 5.65, SE = 2.34, P = .01). CONCLUSIONS: Early childhood population-level intervention that enhances both home and school environments shows promise to advance academic achievement among minority children from disadvantaged, urban neighborhoods.

Dawson-McClure, Spring; Calzada, Esther J.; Huang, Keng-Yen; Kamboukos, Dimitra; Palamar, Joseph J.; Petkova, Eva

2013-01-01

395

Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program  

ERIC Educational Resources Information Center

Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI--Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social-emotional…

Bierman, Karen L.; Domitrovich, Celene E.; Nix, Robert L.; Gest, Scott D.; Welsh, Janet A.; Greenberg, Mark T.; Blair, Clancy; Nelson, Keith E.; Gill, Sukhdeep

2008-01-01

396

Associations among Measures of Perfectionism, Self-Concept and Academic Achievement Identified in Primary School Students in Hong Kong  

ERIC Educational Resources Information Center

This study investigated relationships among measures of perfectionism, academic self-concept, and academic achievement in fourth and fifth grade children from selective primary schools in Hong Kong where admission involves strict assessment of students' aptitude and potential. Based on their overall academic performance 331 students were…

Fong, Ricci W.; Yuen, Mantak

2009-01-01

397

A Multi-Dimensional Tutoring and Academic Counseling Model: Applications and Effects Upon Minority High School Students.  

ERIC Educational Resources Information Center

An experiment was conducted to investigate the relationship between Tutoring and Academic Counseling (TAC) and the academic performance of minority group high school students. The treatment group of 16 students was exposed to TAC, an intensive program of one-to-one tutoring in academic areas and counseling on study skills and interpersonal…

James, William H.; Sanderson, Leslie A.

398

The Development of Academic Language Proficiency: Challenges for Middle School Immersion in Hong Kong and Xi'an  

ERIC Educational Resources Information Center

This paper investigates the development of academic language proficiency through immersion in middle school programmes in Hong Kong and Xi'an. The study reveals that in both contexts students have exposure to complex academic language through teacher talk and textbooks; however, there is not sufficient support for students' academic language use…

Kong, Stella; Hoare, Philip

2012-01-01

399

The Condition of College Readiness, 2009  

ERIC Educational Resources Information Center

Since 1959, ACT has collected and reported data on students' academic readiness for college. Because becoming ready for college is a process that occurs throughout elementary and secondary education, measuring academic performance over time in the context of college readiness provides meaningful and compelling information about the college…

ACT, Inc., 2009

2009-01-01

400

The Condition of College & Career Readiness, 2010  

ERIC Educational Resources Information Center

Since 1959, ACT has collected and reported data on students' academic readiness for college. Because becoming ready for college and career is a process that occurs throughout elementary and secondary education, measuring academic performance over time in the context of college and career readiness provides meaningful and compelling information…

ACT, Inc., 2010

2010-01-01

401

Academic dishonesty in nursing schools: an empirical investigation.  

PubMed

Academic dishonesty, whether in the form of plagiarism or cheating on tests, has received renewed attention in the past few decades as pervasive use of the Internet and a presumed deterioration of ethics in the current generation of students has led some, perhaps many, to conclude that academic dishonesty is reaching epidemic proportions. What is lacking in many cases, including in the nursing profession, is empirical support of these trends. This article attempts to provide some of that empirical data and supports the conclusion that cheating is a significant issue in all disciplines today, including nursing. Some preliminary policy implications are also considered. PMID:19650608

McCabe, Donald L

2009-11-01

402

Coeducational or single?sex school: does it make a difference on high school girls’ academic motivation?  

Microsoft Academic Search

The aim of the present study was to further examine the impact over time of single?sex and coeducational school environments on girls’ motivation in language arts and mathematics. Two cohorts comprising 340 girls (7th to 9th grade; 9th to 11th grade) from eight coeducational and two single?sex schools were followed during a period of three academic years in a longitudinal

Roch Chouinard; Carole Vezeau; Thérèse Bouffard

2008-01-01

403

Using Quasi-Experimental Methods to Select Comparisons Schools for an Evaluation of the Northeast Tennessee College and Career Ready Consortium  

ERIC Educational Resources Information Center

This presentation focuses on the quasi-experimental methods used to select comparison schools for an evaluation of a federal investing in innovation (i3) validation grant. The Northeast Tennessee College and Career Ready Consortium (NETCO) consists of 29 high schools participating in a five-year program to expand students' access to rigorous…

Mokher, Christine; Cavalluzzo, Linda

2011-01-01

404

Taking College Courses in High School: A Strategy Guide for College Readiness--The College Outcomes of Dual Enrollment in Texas  

ERIC Educational Resources Information Center

States and school districts are searching for strategies to raise the college and career readiness of high school graduates--imperative in an era when postsecondary credentials are the key to good jobs, better pay, and stronger economies. The creation and implementation of higher graduation standards aligned to college and career expectations is…

Struhl, Ben; Vargas, Joel

2012-01-01

405

Adolescent Same-Sex Attraction and Academic Outcomes: The Role of School Attachment and Engagement  

PubMed Central

Schools create environments in which some sexual feelings, behaviors, and relationships are stigmatized, and this may have negative consequences for adolescents with nonheterosexual romantic attractions. This stigma can lead them to withdraw and disengage from school at a critical time of preparation for adulthood, which can compromise opportunities for future success. Previous research has demonstrated that sexual minority youth report greater levels of school-related problems, including a weaker sense of attachment to school and more trouble with teachers and peers. This lack of social integration is likely to affect their educational success. Data from the National Longitudinal Study of Adolescent Health and the newly collected Adolescent Health and Academic Achievement study provide the first opportunity to fully explore whether and to what extent same-sex attracted youth enter adulthood with an educational disadvantage. In this study, we examine (1) whether same-sex attracted adolescents have lower levels of academic success, (2) if their lower academic success is explained by a lack of social integration at school, and (3) whether these relationships differ for boys and girls. Results suggest that same-sex attracted students, particularly boys, do suffer academically, and that this is in part a result of school-related problems and risk factors such as emotional distress and substance use; however, a great deal of the disadvantage fails to be explained by these factors. Additionally, while same-sex attracted boys show poorer academic performance, same-sex attracted girls do not, suggesting that gender may shape how sexual minority youth experience and respond to marginalizing school environments

Pearson, Jennifer; Muller, Chandra; Wilkinson, Lindsey

2010-01-01

406

Acculturative and Psychological Predictors of Academic-Related Outcomes Among Cambodian American High School Students  

PubMed Central

This study examined the acculturative and psychosocial predictors of academic-related outcomes among Cambodian American high school students from an urban school district in the state of Massachusetts. Student participants (N = 163) completed an anonymous survey that assessed demographic characteristics, acculturative experiences, intergenerational conflict, depression, and academic-related outcomes. The main results indicated that acculturative and psychosocial variables were significant predictors of academic-related outcomes. Specifically, students' Cambodian cultural orientation was positively associated with their beliefs about the utility of education and sense of school membership, while students' Anglo/White cultural orientation was positively associated with their grade point average, educational aspirations, and sense of school membership. Results also indicated that Cambodian cultural orientation was negatively associated with intergenerational conflict, which in turn was associated with depression. This study provides important information to developers of school-based and family-based prevention and intervention programs by highlighting the acculturative challenges and how academic success can be fostered for Cambodian American students.

Dinh, Khanh T.; Weinstein, Traci L.; Kim, Su Yeong; Ho, Ivy K.

2009-01-01

407

Academic Self-Presentation Strategies and Popularity in Middle School  

ERIC Educational Resources Information Center

This study examined early adolescents' beliefs about which academic self-presentation strategies hypothetical hard-working, high-achieving students should use with popular peers, adolescents' own use of self-presentation strategies, and links between popularity and self-presentation strategies. In response to scenarios in which popular…

Zook, Joan M.; Russotti, Justin M.

2013-01-01

408

Career and Technical Education in the Balance: An Analysis of High School Persistence, Academic Achievement, and Postsecondary Destinations.  

ERIC Educational Resources Information Center

A study examined the relationship between: (1) the balance struck between career and technical education (CTE) and academic course-taking during the high school years; and (2) academic achievement, persistence in high school, and postsecondary destinations. Data for the study were drawn from the National Education Longitudinal Study of 1988. The…

Plank, Stephen

409

Longitudinal Predictors of School-Age Academic Achievement: Unique Contributions of Toddler-Age Aggression, Oppositionality, Inattention, and Hyperactivity  

ERIC Educational Resources Information Center

This project examined the unique predictive validity of parent ratings of toddler-age aggression, oppositionality, inattention, and hyperactivity-impulsivity to academic achievement at school-age in a sample of 566 high-risk children and families. The study also investigated potential indirect effects of the Family Check-Up on school-age academic

Brennan, Lauretta M.; Shaw, Daniel S.; Dishion, Thomas J.; Wilson, Melvin

2012-01-01

410

The Difference in the Academic Achievement of Hispanic High School Students Based on the Theme of the Small Learning Community  

ERIC Educational Resources Information Center

The purpose of this study is to describe the difference in the academic achievement of urban Hispanic high school students based on the small learning community theme. The study used a quantitative method of ex post facto research to examine how the academic achievement of Hispanic high school students differs across the themes of small…

Martinez, Beate M. Winter

2010-01-01

411

Small Learning Communities versus Small Schools: Describing the Difference in the Academic Achievement of African American High School Students  

ERIC Educational Resources Information Center

In 1999, the United States Department of Education began its Small Learning Community Program in an effort to support the breakup of large schools into smaller learning communities. In an effort to improve the academic success rate of students, President George W. Bush signed into law the "No Child Left Behind Act of 2001" (NCLB). NCLB had as its…

Owens, Carol L.

2010-01-01

412

Implementing school-wide positive behavior support: Exploring the influence of socio-cultural, academic, behavioral, and implementation process variables  

Microsoft Academic Search

This study evaluated the influence of academic, behavioral, and sociocultural variables on the implementation of Schoolwide Positive Behavior Support (SWPBS), a system intended to improve discipline in school buildings. The number of schools that are implementing SWPBS has been increasing dramatically over the years as school violence continues to rise and solutions are needed to improve school climate. This study

Rachel Mara Cohen

2006-01-01

413

A Comparison of Career Technical Education--16 Career Pathway High School Participants with Non-Participants on Academic Achievement, School Engagement, and Development of Technical Skills  

ERIC Educational Resources Information Center

The objective of this research was to compare Career Technical Education--16 Career Pathway high school participants with non-participants on academic achievement, development of technical skills and school engagement. Academic achievement was measured by Exit Level Math and English Language Arts Texas Assessment of Knowledge and Skills (TAKS)…

Orozco, Edith Aimee

2010-01-01

414

Behavior Problems, Academic Skill Delays and School Failure Among School-Aged Children in Foster Care: Their Relationship to Placement Characteristics  

Microsoft Academic Search

We describe the level of behavior problems, academic skill delays, and school failure among school-aged children in foster care. We also examine how behavior problems are associated with academic problems, and explore how these outcomes are related to children's placement characteristics. Foster parent and child home interviews, as well as teacher telephone interviews were conducted from a randomly selected sample

Bonnie T. Zima; Regina Bussing; Stephanny Freeman; Xiaowei Yang; Thomas R. Belin; Steven R. Forness

2000-01-01

415

Health Is Academic. A Guide to Coordinated School Health Programs.  

ERIC Educational Resources Information Center

This book presents a collection of papers that define comprehensive school health programs and their components and provide action steps for their implementation at the local, state, and national levels: (1) "Linking Health and Learning: An Overview of Coordinated School Health Programs" (Floretta Dukes McKenzie and Julius B. Richmond); (2)…

Marx, Eva, Ed.; Wooley, Susan Frelick, Ed.; Northrop, Daphne, Ed.

416

School Resources and Academic Performance in Sub-Saharan Africa  

ERIC Educational Resources Information Center

We investigate links between students' achievement and several resource inputs in African primary schools, using data from the 2000 Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ-II). We focused on four sub-Saharan countries that had in place legislation mandating free and universal primary schooling: Botswana,…

Lee, Valerie E.; Zuze, Tia Linda

2011-01-01

417

The Effects of Block Scheduling on High School Academic Achievement  

ERIC Educational Resources Information Center

The effect of block scheduling on high school student achievement in mathematics and reading was investigated in this study through the use of an ex post-facto, longitudinal research design. Specifically, student scores from 9th and 11th-grade standardized tests were matched and sorted by junior high and high school attended. Outcome measures…

Lewis, Chance W.; Dugan, James J.; Winokur, Marc A.; Cobb, Brian R.

2005-01-01

418

Generating Knowledge of Academic Language among Urban Middle School Students  

ERIC Educational Resources Information Center

A quasi-experimental study of a novel, cross-content area vocabulary intervention program called "Word Generation" showed significantly greater growth among 6th- to 8th-grade students in schools implementing the program than in comparison schools, on a curriculum-specific test. Furthermore, the language-minority students in the treatment, but not…

Snow, Catherine E.; Lawrence, Joshua F.; White, Claire

2009-01-01

419

Mentoring urban Black Middle-School Male Students: Implications for Academic Achievement  

PubMed Central

Researchers have called for innovative and culturally responsive intervention programs to enhance male, African American middle school students’ academic achievement. Mentoring has received considerable attention as a novel remedy. Although anecdotal evidence supports the positive role of mentoring on academic achievement, these results are not consistent. The Benjamin E. Mays Institute (BEMI) builds on the ideals of mentoring to counter the effects academic underachievement among adolescent Black males by building a model that is Afro-centric, uses pro-social modeling, and emphasizes cultural strengths and pride, and single-sex instruction in a dual-sex educational environment. Sixty-one middle-school Black males were enrolled (BEMI: n=29; Comparison: n=32) in this study. Results revealed that students in the BEMI program had significantly greater academic attachment scores and academic success than their non-mentored peers. Additionally, racial identity attitudes of immersion/emersion and internalization and identification with academics were also significantly associated with standardized achievement tests and GPA. Policy and practice implications are discussed.

Gordon, Derrick M.; Iwamoto, Derek; Ward, Nadia; Potts, Randolph; Boyd, Elizabeth

2010-01-01

420

Comparison of Nonrural versus Rural Middle-School Students' Academic Aspirations.  

ERIC Educational Resources Information Center

West Virginia received two grants from the U.S. Department of Education to encourage disadvantaged youth to have high expectations, stay in school, and take academically rigorous courses to prepare for college. A total of 17 counties were served by these grants. As part of the program, surveys were completed by 3,716 students in 54 middle and…

Cowley, Kimberly S.; Meehan, Merrill L.; Whittaker, Denise; Carey, Marsha

421

The Correlation Between Ordinal Position - First Born - and Academic Achievement of Elementary School Children.  

ERIC Educational Resources Information Center

Research shows that firstborn children tend to excel in academic pursuits in comparison to those born later in the family constellation. A disproportionately high number of firstborns are present at the college level, and they are also overrepresented in medical and graduate schools. Firstborns score higher than those born later on a variety of…

White-Hicks, Adrienne

422

Arizona Measure of Academic Progress: Third Annual Look at Growth in Arizona Schools.  

ERIC Educational Resources Information Center

The 2001 results of Arizonas Measure of Academic Progress (MAP) mark the third annual release of this important school accountability tool. The 2001 MAP results are slightly different from the results of previous years in that they show the percent of students who achieve One Years Growth (OYG) and present results in a more accessible format. The…

Aportela, Anabel

423

Out-of-School Factors Affecting Academic Achievement. Information Capsule. Volume 1004  

ERIC Educational Resources Information Center

This Information Capsule is the third in a series of papers addressing factors contributing to low academic achievement. The two previous papers addressed issues relevant to class size reduction and teacher quality/preparation. The premise of this Information Capsule is that there is no single smoking gun relative to improving school performance.…

Romanik, Dale

2010-01-01

424

The Impact of Inclusion on the Academic Achievement of High School Special Education Students  

ERIC Educational Resources Information Center

This dissertation examined the impact of inclusion on the academic achievement outcome of high school special education students as measured by English 1, biology, and algebra 1 as a function of gender, ethnicity, and years of inclusion. The study also examined the generalizations with confidence that could be made about the use of inclusion…

Dawkins, Harold Smith

2010-01-01

425

Differences in Construction, Facilities, Equipment and Academic Achievement Among Ugandan Primary Schools  

ERIC Educational Resources Information Center

This study sets out to clarify two questions within the context of a non-industrial society's educational system: (1) In what areas would there be measurable variation in physical facilities between primary schools? (2) Is any of this variation statistically related to the academic performance of children on the national selection examination…

Heyneman, S. P.

1977-01-01

426

School Adjustment and Academic Achievement: Parental Expectations and Socio-Cultural Background.  

ERIC Educational Resources Information Center

Examined relationships between adjustment and academic achievement and effects of sociocultural background on parental expectations for primary school students in Italy. Found a significant relationship between adjustment and achievement. Parents were more willing than teachers to excuse poor adjustment or behavior in a high-achieving child.…

Balboni, Giulia; Pedrabissi, Luigi

1998-01-01

427

Attitudes of High School Personnel Toward NCAA Academic Integrity Reform Measures and Proposals.  

ERIC Educational Resources Information Center

This study sought to determine the perceptions held by high school principals and head football coaches in regard to efforts by the National Collegiate Athletic Association (NCAA) to improve academic integrity in intercollegiate sports. A total of 112 principals and 79 coaches were asked to rate and rank each of the NCAA's current efforts,…

Newman, Richard E.; Miller, Michael T.

428

What Are the Connections between Subject Developments in Academic and School Geography?  

ERIC Educational Resources Information Center

Geography, the academic discipline, is in a continual state of change. The major paradigm shifts within the subject are well documented as are calls for unity at times of perceived fragmentation. Changes within the school subject of geography have received less coverage but are equally significant in terms of the future position of the subject…

Rawding, Charles

2010-01-01

429

"Managing" Managerialism: The Impact of Educational Auditing on an Academic "Specialist" School  

ERIC Educational Resources Information Center

This article seeks to nuance arguments about the impact of broad policy technologies of auditing processes upon teachers' practices by providing empirical evidence of the effects of such processes, in context. Specifically, the article draws upon a cross section of teachers' accounts of schooling practices in a specialist, academically oriented…

Hardy, Ian

2012-01-01

430

Do Gender Differences Exist in the Academic Identification of African American Elementary School-Aged Children?  

ERIC Educational Resources Information Center

The disidentification hypothesis predicts that African American boys achieve less in school than African American girls do because boys have less personal investment in doing well academically (i.e., they are disidentified). When do such gender differences emerge? Using self-perception and achievement data from longitudinal studies of children (N…

McMillian, M. Monique; Frierson, Henry T.; Campbell, Frances A.

2011-01-01

431

The Effect of Inschool Suspension on the Academic Progress of High School Science and English Students.  

ERIC Educational Resources Information Center

This paper presents findings of a study that explored the effects of assignment to an inschool suspension (ISS) program on high school students' academic performance. The study compared the before- and after-ISS grades in English and science of 32 ninth- and tenth-grade students who had spent a minimum of 5 days in an ISS program during a 6-week…

Silvey, Donald F.

432

Academe Makes for Strange Bedfellows: How Continuing Education and Schools of Management Collide and Cooperate  

ERIC Educational Resources Information Center

A significant component of continuing education involves teaching management, especially through the array of academic degree programs offered to part-time older students. In fact, the ability to offer management education is critical for the viability of continuing education. Co-existing amicably with its institution's business schools is the…

Halfond, Jay A.; Moore, Thomas E.

2009-01-01

433

Personality Correlates of Academic Achievement and Laboratory Learning of Elementary School Pupils. Final Report.  

ERIC Educational Resources Information Center

This paper reports three studies designed to determine if significant increases could be made in the prediction of elementary school pupils' academic achievement by adding personality measures to intellectual measures after mental age and intelligent quotient leveling. A fourth study examined the utility of leveling pupils on socioeconomic…

Butterfield, Earl C.; Weaver, S. Joseph

434

Obesity, High-Calorie Food Intake, and Academic Achievement Trends among U.S. School Children  

ERIC Educational Resources Information Center

The authors investigated children's self-reported high-calorie food intake in Grade 5 and its relationship to trends in obesity status and academic achievement over the first 6 years of school. They used 3-level hierarchical linear models in the large-scale database (the Early Childhood Longitudinal Study--Kindergarten Cohort). Findings indicated…

Li, Jian; O'Connell, Ann A.

2012-01-01

435

The Effect of School-Specific Parenting Processes on Academic Achievement in Adolescence and Young Adulthood  

ERIC Educational Resources Information Center

There is inconsistency in the current literature regarding the association between dimensions of parenting processes and academic achievement for adolescents. Further, few studies have extended such an association into young adulthood. In this study, we examined the effect of three dimensions of parenting processes, including school-specific…

Gordon, Mellissa S.; Cui, Ming

2012-01-01

436

Study of Interests in Academic, Technical and Extracurricular College Programs by High School Juniors and Seniors.  

ERIC Educational Resources Information Center

In 1989, a survey of high school students was conducted by Labette Community College (LCC) to determine their career and academic aspirations, possible interests in college majors, interests in proposed new offerings, information needs, extracurricular interests, and scheduling preferences. Surveys were administered on a voluntary basis to 1,004…

Usera, John J.

437

Families' Goals, School Involvement, and Children's Academic Achievement: A Follow-Up Study Thirteen Years Later  

ERIC Educational Resources Information Center

A study conducted from 1996-2000 focused on the academic development of children within a statewide educational reform effort, including changing the organizational structure of the early years of schooling into nongraded primary programs (formerly age-based classrooms for kindergarteners through third grade). The multisite study involved children…

Kyle, Diane W.

2011-01-01

438

Narrowing the Academic Achievement Gap among High School Latino Students through Parental Involvement  

ERIC Educational Resources Information Center

The low academic achievement among Latino students in many inner city high schools leads to higher failure, dropout, and absenteeism rates, as well as lower standardized test scores and graduation rates. The purpose of this study was to explore whether Latino parental attitudes toward and perceptions, level of, and form of involvement may be…

Parry, Douglas L.

2010-01-01

439

Academic Achievement in Norwegian Secondary Schools: The Impact of Violence during Childhood  

ERIC Educational Resources Information Center

Using data from a national survey (N = 6,979) of young people in their last year in Norwegian secondary schools in 2007 (aged 18 and 19), this paper examines the effect of experience of violence including sexual abuse during childhood (before the age of 13) on the later academic achievement of young people. This investigation includes three types…

Huang, Lihong; Mossige, Svein

2012-01-01

440

An Analytic Method for Measuring Student Academic Preparation by School and Gender. Report 09-03  

ERIC Educational Resources Information Center

An important goal for California is that public high schools continue to make progress in closing the achievement gap between demographic groups and that students are prepared for postsecondary education. In early 2008 Commission staff started developing a composite measure of academic preparation based on standardized test scores in nine college…

Wilson, Stacy; Fuller, Ryan; Angeli, Mallory

2009-01-01

441

The Academic Achievement of Black Students in Desegregated Schools: A Critical Review  

ERIC Educational Resources Information Center

The Coleman Report, Equality of Educational Opportunity (EEOS), and several reanalyses of its data are reviewed. The methodologies and results of several field studies of the effects of school desegregation upon the academic performance of black students are evaluated to determine whether they support the conclusions drawn in the EEOS. (EVH)

Bradley, Laurence A.; Bradley, Gifford W.

1977-01-01

442

Simply Academic? Why Children with Special Educational Needs Don't Like School  

ERIC Educational Resources Information Center

International studies have raised concerns about the academic and social implications of inclusive policies on school engagement and successful learning and, in particular, on the ways in which friendships are formed between students with SEN and other students. This article stems from research findings which show that Irish children with special…

McCoy, Selina; Banks, Joanne

2012-01-01

443

A Model for Academic Success: The School and Home Environment of East Asian Students.  

ERIC Educational Resources Information Center

Examines the academic achievement of East Asian and White elementary school students in relation to sociocultural and interpersonal factors. Finds a positive correlation between the East Asian students' high achievement and the values that they share with their parents, the home learning activities in which families participate, and the…

Schneider, Barbara; Lee, Yongsook

1990-01-01

444

Motivation and Academic Help-Seeking in High School Computer Science  

ERIC Educational Resources Information Center

The primary objective of this study was to determine the degree to which academic motivation predicted the executive help-seeking, instrumental help-seeking, perceived benefits of help-seeking, and avoidance of help-seeking of high school students enrolled in computer science (n = 314). Task goals were positively associated with instrumental…

Cheong, Yuk Fai; Pajares, Frank; Oberman, Paul S.

2004-01-01

445

Academic Potential Among African American Adolescents in Juvenile Detention Centers: Implications for Reentry to School  

Microsoft Academic Search

The study explores Black adolescent detainees' academic potential and motivation to return to school, to inform best practices and policies for juvenile reentry to educational settings. Adolescent detainees (N = 1,576) who were recruited from 1 male and 1 female youth detention facility, responded to surveys that assessed postdetention educational plans, as well as social and emotional characteristics, and criminal history. Multivariate

Ivory A. Toldson; Kamilah M. Woodson; Ronald Braithwaite; Rhonda C. Holliday; Mario De La Rosa

2010-01-01

446

The Academic Trajectories of Children of Immigrants and Their School Environments  

ERIC Educational Resources Information Center

Data from approximately 14,000 children in the Early Childhood Longitudinal Survey--Kindergarten Cohort were analyzed to examine the associations between children's immigrant status and their academic trajectories from kindergarten to 3rd grade, with particular attention to the effects of school environments. Growth curve modeling results…

Han, Wen-Jui

2008-01-01

447

Academic Failure in Secondary School: The Inter-Related Role of Health Problems and Educational Context  

PubMed Central

This study explores whether the interplay of health problems and school environment predicts academic failure, an individual event with consequences for the life course, as well as for society at large. This exploration proceeds in three steps: 1) we examine whether physical and mental health problems are an academic risk factor during secondary school; 2) we investigate the academic mechanisms underlying this risk status; and 3) we explore whether this risk status varies by school context. A series of logistic regressions reveals that self-rated health and emotional distress are both associated with greater likelihood of failing one or more classes in the next year and that absenteeism, trouble with homework, and student-teacher bonding account for much of these associations. Associations of physical and mental health problems with academic failure vary only slightly across schools, however. We discuss the implications of these findings for both research and policy and argue that the examination of overlap among different domains of adolescent functioning can advance the sociological understanding of health, education, and social problems in general.

Needham, Belinda L.; Crosnoe, Robert; Muller, Chandra

2010-01-01

448

Elementary to High School Students' Growth over an Academic Year in Understanding Concepts of Matter  

ERIC Educational Resources Information Center

This paper reports findings on the changes in students' understandings of the concept of matter during an academic year, for students from grade 3 through high school chemistry. The instrument for measuring students' understandings of matter consists of three forms: one for grades 3-6, one for grades 7-9, and one for grades 10-12. The three forms…

Liu, Xiufeng

2007-01-01

449

First and Second Year College Experiences of Wisconsin's Academically Talented 1988 High School Graduates.  

ERIC Educational Resources Information Center

This study of the college experiences of 1,724 academically talented (upper 2%) high school seniors in Wisconsin did not support suggestions of a "brain drain" out of Wisconsin. The study also found that 82% of males and 72% of females majored in math-science areas and 60% felt ill prepared in foreign languages. (DB)

Perrone, Philip; Dow, Edward

1993-01-01

450

Social to Academic: University-School District Partnership Helps Teachers Broaden Students' Language Skills  

ERIC Educational Resources Information Center

Developing the ability to use academic English is not the same as basic proficiency, but students need skills in both to succeed. This article talks about a university-school district partnership that helps teachers broaden students' language skills. To respond to the reality that all teachers need sustained professional learning opportunities to…

Gebhard, Meg; Willett, Jerri

2008-01-01

451

Cheyenne Mountain High School Academic Arts Building & Natatorium, Colorado Springs, Colorado.  

ERIC Educational Resources Information Center

Describes the academic arts and natatorium buildings of the high school named in the title, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a case study of construction costs and specifications. Also provides the floor…

Design Cost Data, 2002

2002-01-01

452

A Study of the Impact of Block Scheduling on Student Academic Achievement in Public High Schools  

ERIC Educational Resources Information Center

The number of public high schools implementing a semester 4 x 4 block scheduling design within the state of South Carolina has tripled since 2005. However, minimal local research has been conducted regarding the impact of block scheduling on student academic achievement. The purpose of this study was to determine if significant differences exist…

Norton, Mary Kay

2010-01-01

453

Utilization of Telecommunications by Academic and School Libraries in the United States.  

ERIC Educational Resources Information Center

As a part of the NASA sponsored program on the application of communication satellites to educational development, a study was made of the utilization of telecommunications by academic and school libraries in the United States and the potential for future utilization by these institutions. The five basic functions performed by all…

Niehaus, Carl A.

454

Emotional Intelligence and Academic Achievement of High School Students in Kanyakumari District  

ERIC Educational Resources Information Center

The objective of the study is to find the significant relationship between emotional intelligence and academic achievement of high school students with reference to the background variables. Survey method was employed. Two tools are used in this study namely self-made Trait Emotional Intelligence Questionnaire Short Form (TEIQue SF) and the…

Lawrence, A. S. Arul; Deepa, T.

2013-01-01

455

Sources of Academic and Self-Regulatory Efficacy Beliefs of Entering Middle School Students  

ERIC Educational Resources Information Center

The purpose of this study was to examine the influence of Bandura's (1997) hypothesized sources of self-efficacy on the academic and self-regulatory efficacy beliefs of entering middle school students ("N" = 263) and to explore whether these sources differ as a function of gender, reading ability, and race/ethnicity. For the full sample, mastery…

Usher, Ellen L.; Pajares, Frank

2006-01-01

456

Aspects of Spirituality and Ideals to Help in Adolescents from Christian Academic High Schools  

ERIC Educational Resources Information Center

In a recent study, we found that 17-year-old adolescents appreciated most non-formal aspects of spirituality in terms of relational consciousness. Nevertheless, male students expressed a significantly higher self-centeredness than females. By investigating 900 adolescents from Christian academic high schools in the southwest of Germany, the study…

Bussing, Arndt; Kerksieck, Philipp; Foller-Mancini, Axel; Baumann, Klaus

2012-01-01

457

An Examination of the Effect of Elementary School Size on Student Academic Achievement  

NASA Astrophysics Data System (ADS)

Prior studies that have investigated the relationship between school size and student academic achievement have produced conflicting results. For example, some studies found a positive relationship between school size and student achievement; other studies found that the relationship is negative. Typically, however, these past studies have not accounted for the influence of student ability in their analysis of the impact of school size on student achievement. The purpose of this paper is to examine the effect of school size on student achievement while accounting for student ability, among other variables. The results reported in this paper suggest that school size has a nonlinear relationship with respect to student achievement. Thus, there is an optimal school size with respect to the maximization of student achievement.

Borland, Melvin V.; Howsen, Roy M.

2003-09-01

458

Using School Readiness Data to Make a Difference in Student Learning  

ERIC Educational Resources Information Center

The Kansas Kindergarten Readiness Project was a three-year study to determine the skills children possess when entering kindergarten and the results of kindergarten teacher practices on further learning. Children who entered kindergarten with higher skills maintained that advantage over other children into 3rd grade. Certain teacher practices,…

Stuber, Gayle M.; Patrick, M. Renee

2010-01-01

459

The School Attitude Assessment Survey-Revised: A New Instrument to Identify Academically Able Students Who Underachieve  

Microsoft Academic Search

The purpose of this study was to design a psychometrically sound instrument to measure adolescents' attitudes toward school, attitudes toward teachers, goal-valuation, motivation, and general academic self-perceptions that could be used to explore the underachievement of academically able secondary school students. The final School Attitude Assessment Survey-Revised (SAAS-R) instrument consisted of 35 questions, each of which being an indicator of

D. Betsy McCoach; Del Siegle

2003-01-01

460

Exponential growth of dental schools in Chile: effects on academic, economic and workforce issues.  

PubMed

In the last 30 years, Chile has undergone noteworthy economic development and an exponential growth in the access of its population to higher education. The aim of this paper was to review the changes in academic, economic and workforce issues that occurred as a consequence of the growth in supply of undergraduate dental vacancies between 1997 and 2011. Data collected from the Consejo de Educación Superior - CES, Comisión Nacional de Acreditación - CNA, and Instituto Nacional de Estadísticas de Chile - INE included these variables: number of dental schools, school type (private or traditional, see explanation below), city where the school is located, entry vacancies, total student enrollment, admission scores, percentile rank of dentistry as a university career, tuition fees, accreditation status, and number of inhabitants. There was an exponential increase in dental schools in Chile (5 to 34) that occurred in association with the rise in tuition fees (US$ 3900 to US$ 9800), a deterioration in the academic level of dental students (650 to 550 points in admission scores) and a predicted 77.5% oversupply of dentists by 2025, according to WHO criteria. The exponential increase in dental schools in Chile brought about negative consequences, such as increasing career costs, deterioration in the academic level of dental students, and an oversupply of dentists, associated with lower incomes and possibly leading to unemployment. Additional research should be conducted to determine whether an increase in the number of dentists can improve the population's access to dental care and reduce the oral disease burden. PMID:24346044

Cartes-Velásquez, Ricardo Andrés

2013-01-01

461

College and Career Readiness  

ERIC Educational Resources Information Center

The seriousness of the readiness gap--the gap between being fully credentialed and fully prepared--is the reason why the Forum for Youth Investment started the Ready by 21 partnership and the reason why American Association of School Administrators (AASA) joined. Numerous organizations and associations interested in the K-12 system's end…

Pittman, Karen J.

2010-01-01

462

Tradition meets innovation: transforming academic medical culture at the University of Pennsylvania's Perelman School of Medicine.  

PubMed

Traditional performance expectations and career advancement paths for academic physicians persist despite dramatic transformations in the academic workflow, workload, and workforce over the past 20 years. Although the academic physician's triple role as clinician, researcher, and educator has been lauded as the ideal by academic health centers, current standards of excellence for promotion and tenure are based on outdated models. These models fail to reward collaboration and center around rigid career advancement plans that do little to accommodate the changing needs of individuals and organizations. The authors describe an innovative, comprehensive, multipronged initiative at the Perelman School of Medicine at the University of Pennsylvania to initiate change in the culture of academic medicine and improve academic productivity, job satisfaction, and overall quality of life for junior faculty. As a key part of this intervention, task forces from each of the 13 participating departments/divisions met five times between September 2010 and January 2011 to produce recommendations for institutional change. The authors discuss how this initiative, using principles adopted from business transformation, generated themes and techniques that can potentially guide workforce environment innovation in academic health centers across the United States. Recommendations include embracing a promotion/tenure/evaluation system that supports and rewards tailored individual academic career plans; ensuring leadership, decision-making roles, and recognition for junior faculty; deepening administrative and team supports for junior faculty; and solidifying and rewarding mentorship for junior faculty. By doing so, academic health centers can ensure the retention and commitment of faculty throughout all stages of their careers. PMID:23425986

Pati, Susmita; Reum, Josef; Conant, Emily; Tuton, Lucy Wolf; Scott, Patricia; Abbuhl, Stephanie; Grisso, Jeane Ann

2013-04-01

463

Tradition Meets Innovation: Transforming Academic Medical Culture at the University of Pennsylvania's Perelman School of Medicine  

PubMed Central

Traditional performance expectations and career advancement paths for academic physicians persist despite dramatic transformations in the academic workflow, workload, and workforce over the past twenty years. While the academic physician’s triple role as clinician, researcher, and educator has been lauded as the ideal by academic medical centers, current standards of excellence for promotion and tenure are based on outdated models. These models fail to reward collaboration and center around rigid career advancement plans that do little to accommodate the changing needs of individuals and organizations. Here, the authors describe an innovative, comprehensive, multi-pronged initiative at the Perelman School of Medicine at the University of Pennsylvania to initiate change in the culture of academic medicine and improve academic productivity, job satisfaction, and overall quality of life for junior faculty. As a key part of this intervention, task forces from each of the 13 participating departments/divisions met 5 times between September 2010 and January 2011 to produce recommendations for institutional change. The authors discuss how this initiative, using principles adopted from business transformation, generated themes and techniques that can potentially guide workforce environment innovation in academic health centers across the United States. Recommendations include embracing a promotion/tenure/evaluation system that supports and rewards tailored individual academic career plans; ensuring leadership, decision-making roles and recognition for junior faculty; deepening administrative and team supports for junior faculty; and solidifying and rewarding mentorship for junior faculty. By doing so, academic health centers can ensure the retention and commitment of faculty throughout all stages of their careers.

Pati, Susmita; Reum, Josef; Conant, Emily; Tuton, Lucy Wolf; Scott, Patricia; Abbuhl, Stephanie; Grisso, Jeane Ann

2013-01-01

464

Faculty and student perceptions of academic integrity at U.S. and Canadian dental schools.  

PubMed

The issues of cheating and plagiarism in educational settings have received a large amount of attention in recent years. The purpose of this study was to assess the degree to which academic integrity issues currently exist in the dental schools throughout the United States and Canada. An online survey was developed to gather data pertaining to this topic from two key groups in dental education: faculty and students. Responses were obtained from 1,153 students and 423 faculty members. The results of the survey clearly reveal that cheating is a significant problem in dental schools and that significant differences exist between students' and faculty members' perceptions of academic integrity. The challenge for dental schools is to identify effective strategies to prevent cheating opportunities and to implement and enforce effective means of dealing with specific examples of cheating. PMID:17687085

Andrews, Kenneth G; Smith, Linda A; Henzi, David; Demps, Elaine

2007-08-01

465

Who succeeds at dental school? Factors predicting students' academic performance in a dental school in republic of Korea.  

PubMed

The purpose of this study was to examine what cognitive and non-cognitive factors were responsible for predicting the academic performance of dental students in a dental school in the Republic of Korea. This school is one of those in Korea that now require applicants to have a bachelor's degree. In terms of cognitive factors, students' undergraduate grade point average (GPA) and Dental Education Eligibility Test (DEET) scores were used, while surveys were conducted to evaluate four non-cognitive measures: locus of control, self-esteem, self-directed learning, and interpersonal skills. A total of 353 students matriculating at Seoul National University School of Dentistry in 2005, 2006, 2007, and 2008 consented to the collection of records and completed the surveys. The main finding was that applicants who scored higher on internal locus of control and self-efficacy were more likely to be academically successful dental students. Self-directed learning was significantly associated with students ranked in the top 50 percent in cumulative GPA. However, students' interpersonal skills were negatively related to their academic performance. In particular, students' lack of achievement could be predicted by monitoring their first-year GPA. Therefore, the identification of those factors to predict dental school performance has implications for the dental curriculum and effective pedagogy in dental education. PMID:24319133

Ihm, Jung-Joon; Lee, Gene; Kim, Kack-Kyun; Jang, Ki-Taeg; Jin, Bo-Hyoung

2013-12-01

466

ABILITY GROUPING IN SCHOOLS: A STUDY OF ACADEMIC ACHIEVEMENT IN FIVE SCHOOLS IN ESTONIA  

Microsoft Academic Search

The paper deals with the questions of the quality of schooling and the effect of ability grouping on students' achievement. One hundred and forty seven children from five schools participated in the study. Two schools were usual mainstream town schools, one a usual rural school, one Step-by-Step school and one \\

Aaro Toomela; Eve Kikas; Evi Mõttus

2006-01-01

467

Breakfast, midday meals and academic achievement in rural primary schools in Uganda: implications for education and school health policy  

PubMed Central

Background Underachievement in schools is a global problem and is especially prevalent in developing countries. Indicators of educational performance show that Uganda has done remarkably well on education access-related targets since the introduction of universal primary education in 1997. However, educational outcomes remain disappointing. The absence of school feeding schemes, one of the leading causes of scholastic underachievement, has not been given attention by the Ugandan authorities. Instead, as a national policy, parents are expected to provide meals even though many, especially in the rural areas, cannot afford to provide even the minimal daily bowl of maize porridge. Objective To assess and demonstrate the effect of breakfast and midday meal consumption on academic achievement of schoolchildren. Design, Materials and Methods We assessed household characteristics, feeding patterns and academic achievement of 645 schoolchildren (aged 9–15 years) in Kumi district, eastern Uganda, in 2006–2007, using a modified cluster sampling design which involved only grade 1 schools (34 in total) and pupils of grade four. Household questionnaires and school records were used to collect information on socio-demographic factors, feeding patterns and school attendance. Academic achievement was assessed using unstandardized techniques, specifically designed for this study. Results Underachievement (the proportion below a score of 120.0 points) was high (68.4%); in addition, significantly higher achievement and better feeding patterns were observed among children from the less poor households (p<0.05). Achievement was significantly associated with consumption of breakfast and a midday meal, particularly for boys (p<0.05), and a greater likelihood of scoring well was observed for better nourished children (all OR values>1.0). Conclusion We observed that underachievement was relatively high; inadequate patterns of meal consumption, particularly for the most poor, significantly higher scores among children from ‘less poor’ households and a significant association between academic achievement and breakfast and midday meal consumption.

Acham, Hedwig; Kikafunda, Joyce K.; Malde, Marian K.; Oldewage-Theron, Wilna H.; Egal, AbdulKadir A.

2012-01-01

468

Academically at-risk students' perceptions of a constructivist high school biology pedagogy  

NASA Astrophysics Data System (ADS)

Successful completion of the Living Environment, one state's high school biology course, is a state graduation requirement. The academically at-risk students enrolled in one suburban public high school had been disproportionately unsuccessful at achieving a passing grade in this course. In response, a constructivist biology curriculum was created to address the needs of at-risk students in a heterogeneous ability classroom. There is a gap in current research on students' perceptions of their learning experiences; consequently, the purpose of this phenomenological study was to obtain at-risk students' perceptions of a constructivist-based curriculum and to clarify what aspects of the Living Environment course assisted in their success. Eight academically at-risk students who successfully passed the Living Environment course were surveyed to seek their perceptions of the curricular and pedagogical change. These data were analyzed using the typological method with the inclusion of both inductive and predetermined categories. The students stated a preference for group work and active engagement. They also found that the binder system introduced in the course kept them better organized and helped them increase academic performance. Students perceived that effort was required but was rewarding. Findings derived from this study may contribute to social change by assisting teachers in tailoring curriculum and pedagogical decisions. This study provided a voice for the academically at-risk student and, in doing so, may contribute to social change by providing insight to teachers and administrators that can help students succeed academically, increase graduation rates, and enhance employment opportunities.

Sweeney, Heidi

469

Impact of Previous Pharmacy Work Experience on Pharmacy School Academic Performance  

PubMed Central

Objectives To determine whether students' previous pharmacy-related work experience was associated with their pharmacy school performance (academic and clinical). Methods The following measures of student academic performance were examined: pharmacy grade point average (GPA), scores on cumulative high-stakes examinations, and advanced pharmacy practice experience (APPE) grades. The quantity and type of pharmacy-related work experience each student performed prior to matriculation was solicited through a student survey instrument. Survey responses were correlated with academic measures, and demographic-based stratified analyses were conducted. Results No significant difference in academic or clinical performance between those students with prior pharmacy experience and those without was identified. Subanalyses by work setting, position type, and substantial pharmacy work experience did not reveal any association with student performance. A relationship was found, however, between age and work experience, ie, older students tended to have more work experience than younger students. Conclusions Prior pharmacy work experience did not affect students' overall academic or clinical performance in pharmacy school. The lack of significant findings may have been due to the inherent practice limitations of nonpharmacist positions, changes in pharmacy education, and the limitations of survey responses.

Mar, Ellena; T-L Tang, Terrill; Sasaki-Hill, Debra; Kuperberg, James R.; Knapp, Katherine

2010-01-01

470

From Guide to Practice: Improving Your After School Science Program to Increase Student Academic Achievement  

NASA Astrophysics Data System (ADS)

Numerous science organizations, such as NASA, offer educational outreach activities geared towards after school. For some programs, the primary goal is to grow students' love of science. For others, the programs are also intended to increase academic achievement. For those programs looking to support student learning in out-of-school time environments, aligning the program with learning during the classroom day can be a challenge. The Institute for Education Sciences, What Works Clearinghouse, put together a 'Practice Guide' for maximizing learning time beyond the regular school day. These practice guides provide concrete recommendations for educators supported by research. While this guide is not specific to any content or subject-area, the recommendations provided align very well with science education. After school science is often viewed as a fun, dynamic environment for students. Indeed, one of the recommendations to ensure time is structured according to students' needs is to provide relevant and interesting experiences. Given that our after school programs provide such creative environments for students, what other components are needed to promote increased academic achievement? The recommendations provided to academic achievement, include: 1. Align Instruction, 2. Maximize Attendance and Participation, 3. Adapt Instruction, 4. Provide Engaging Experiences, and 5. Evaluate Program. In this session we will examine these five recommendations presented in the Practice Guide, discuss how these strategies align with science programs, and examine what questions each program should address in order to provide experiences that lend themselves to maximizing instruction. Roadblocks and solutions for overcoming challenges in each of the five areas will be presented. Jessica Taylor will present this research based on her role as an author on the Practice Guide, 'Improving Academic Achievement in Out-of-School Time' and her experience working in various informal science programs for NASA.

Taylor, J.

2013-12-01

471

Academic Progression and Retention Policies of Colleges and Schools of Pharmacy  

PubMed Central

Objective. To describe academic progression and retention policies used by US colleges and schools of pharmacy. Methods. Student handbooks on the Web sites of 122 colleges and schools of pharmacy were reviewed between February 2012 and May 2012. Results. Data were available and obtained from 98 (80%) programs. Most used grade point average (GPA) as a criterion for progression, with 66% requiring a minimum GPA of 2.0. Cumulative GPA was the most frequently used criteria for probation. Most handbooks did not address remediation, but 38% noted that a failed course could only be retaken once. The most common criteria for dismissal were the cumulative number of times a student was on probation. The graduation requirements of most programs were a cumulative GPA of 2.0 and completion of the program within 6 years of enrollment. Conclusions. Colleges and schools of pharmacy use various criteria for academic progression and retention and frequently provide incomplete or inadequate information related to probation, progression, and dismissal. Information regarding remediation and academic performance during experiential learning is lacking. A clearinghouse containing institutional data related to progression and retention would assist programs in developing academic policies. The study also highlights the need for ACPE to ensure this information is provided to students.

Kerr, Theresa M.; Phelps, Stephanie J.

2013-01-01

472

Academic Competitions as Tools for Differentiation in Middle School  

ERIC Educational Resources Information Center

Differentiating the curriculum has been a challenging task for classroom teachers, but it has become even more challenging after the No Child Left Behind Act, because the emphasis in programming and funding in schools has shifted from realizing the individual potential of every student to raising all students to the same level of minimum…

Ozturk, Mehmet Ali; Debelak, Charles

2008-01-01

473

Adolescent Work Intensity, School Performance, and Academic Engagement  

ERIC Educational Resources Information Center

Teenagers working more than 20 hours per week perform worse in school than youth who work less. There are two competing explanations for this association: (1) that paid work takes time and effort away from activities that promote achievement, such as completing homework, preparing for examinations, getting help from parents and teachers, and…

Staff, Jeremy; Schulenberg, John E.; Bachman, Jerald G.

2010-01-01

474

Incorporating Library School Interns on Academic Library Subject Teams  

ERIC Educational Resources Information Center

This case study analyzes the use of library school interns on subject-based teams for the social sciences, humanities, and sciences in the San Jose State University Library. Interns worked closely with team librarians on reference, collection development/management, and instruction activities. In a structured focus group, interns reported that the…

Sargent, Aloha R.; Becker, Bernd W.; Klingberg, Susan

2011-01-01

475

Factors Affecting High School Students' Academic Motivation in Taiwan  

Microsoft Academic Search

The purpose of this research is to investigate predictive relationships among student characteristics that influence motivation for learning and achievement. A non-Western sample was chosen to test the generalisability of findings outside the Western cultural and social models. The participants were 6,539 students from 14 public high schools distributed across the western half of Taiwan. They were from three grade

Patricia L. Hardré; Ching-Huei Chen; Su-Hua Huang; Chen-Ting Chiang; Fen-Lan Jen; Leslie Warden

2006-01-01

476

Catholic Business Schools and the Crisis of the Academic Industry  

ERIC Educational Resources Information Center

According to many analysts, after the dot-com, housing and financial bubbles, the next bubble to burst may be that of higher education and especially business education schools. Given this possible scenario, there are two ways one might interpret the current crisis in education, accompanied by two proposals for addressing the problems. According…

Hoevel, Carlos

2012-01-01

477

Predicting the Academic Motivation of Rural High School Students  

ERIC Educational Resources Information Center

The authors investigated predictive relationships among student characteristics that influence motivation for learning and achievement. Participants were students (N = 900) from all 4 grade levels in 18 rural public high schools in the southwestern United States. The authors used AMOS 4.0 (J. L. Arbuckle & W. Wothke, 1996) to test a hypothesized…

Hardre, Patricia L.; Crowson, H. Michael; Debacker, Teresa K.; White, Deborah

2007-01-01

478

Self-Regulation and Academic Achievement in Elementary School Children  

ERIC Educational Resources Information Center

Self-regulation is a key construct in children's healthy and adaptive development. In this chapter, the authors situate self-regulation in a theoretical context that describes its underlying components that are most important for early school success: flexible attention, working memory, and inhibitory control. The authors review evidence that…

McClelland, Megan M.; Cameron, Claire E.

2011-01-01

479

Factors Influencing Student Academic Performance in Online High School Algebra  

ERIC Educational Resources Information Center

This paper describes the effect of teacher comments, students' demographic information and learning management system utilisation on student final scores in algebra courses in a K-12 virtual learning environment. Students taking algebra courses in a state virtual school in the Midwestern US region during 2007-2008 participated in this study.…

Liu, Feng; Cavanaugh, Cathy

2012-01-01

480

Supporting academic public health practice: a survey of organizational structures in public health schools.  

PubMed

A survey was conducted at 28 schools of public health to assess how they allocate responsibility for three kinds of academic practice activity: continuing education, student internships, and technical consultation by faculty. Respondents identified whether these responsibilities were in a central practice unit, in another schoolwide unit, dispersed among several units, or dispersed among individual faculty members. Though all respondents engaged in these activities, responsibility tended to be carried out by individual departments or independent faculty members. This typically decentralized approach raises questions about the sustainability of academic public health practice that call for further inquiry. PMID:12629916

Potter, Margaret A; Eggleston, Molly M

2003-01-01

481

Causal relationships among academic delay of gratification, motivation, and self-regulated learning in elementary school children.  

PubMed

Academic delay of gratification refers to the postponement of immediate rewards by students and the pursuit of more important, temporally remote academic goals. A path model was designed to identify the causal relationships among academic delay of gratification and motivation, self-regulated learning strategies (as specified in the Motivated Strategies for Learning Questionnaire), and grades among 386 Chinese elementary school children. Academic delay of gratification was found to be positively related to motivation and metacognition. Cognitive strategy, resource management, and grades mediated these two factors and were indirectly related to academic delay of gratification. PMID:21162461

Zhang, Lili; Maruno, Shun'ichi

2010-10-01

482

Poised to Lead: How School Counselors Can Drive College and Career Readiness. K-12 Practice  

ERIC Educational Resources Information Center

The quality of the coursework students take in high school powerfully affects their life options after graduation. School counselors can guide students through the course selection process. They also can help schools identify policies and practices that propel all students toward success, as well as those that hold some students back. The problem?…

Hines, Peggy Laturno; Lemons, Richard W.

2011-01-01

483

Launching toward Success: The School-Community Guidance Center and the Transitional Academic Program. Evaluation, 1986-87.  

ERIC Educational Resources Information Center

Evaluations of two Austin (Texas) Independent School District (AISD) programs are contained in this report: (1) The School-Community Guidance Center (SCGC); and (2) The Transitional Academic Program (TAP). SCGC is a program serving incorrigible and delinquent students at two locations: the F. R. Rice Secondary School and the Travis County Juvenile…

Frazer, Linda H.

484

A Multilevel Analysis of Student Perceptions of School Climate: The Effect of Social and Academic Risk Factors  

ERIC Educational Resources Information Center

This multilevel study examines the extent to which individual- and school-level variables are predictive of three aspects of students' perceived school climate (order, safety, and discipline; fairness and clarity of school rules; and teacher-student relationship) by using a nationally representative sample. A wide range of social and academic risk…

Fan, Weihua; Williams, Cathy M.; Corkin, Danya Marie

2011-01-01

485

School Completers and Noncompleters with Learning Disabilities: Similarities in Academic Achievement and Perceptions of Self and Teachers  

ERIC Educational Resources Information Center

Although academic and behavioral problems place many students with learning disabilities (LD) at risk for not completing high school, we know very little about the differences between children with LD who complete school and those who fail to do so. In this study of 76 male youth (45 school completers and 31 noncompleters), standardized measures…

Bear, George G.; Kortering, Larry J.; Braziel, Patricia

2006-01-01

486

Do Perceived Academic Competence and School Satisfaction Mediate the Relationships Between Perceived Support Provided by Teachers and Classmates, and Academic Initiative?  

Microsoft Academic Search

The aim of the study was twofold: (1) to examine how psychosocial support provided by teachers and classmates related to students' self-regulated learning as expressed through self-reported academic initiative, and (2) whether academic competence and school satisfaction mediated these relationships. The data were from a nationally representative sample of 13- and 15-year-old students (n?=?3,125) from the Norwegian part of the

Anne G. Danielsen; Kyrre Breivik; Bente Wold

2011-01-01

487

Fitness, fatness, and academic performance in seventh-grade elementary school students  

PubMed Central

Background In addition to the benefits on physical and mental health, cardiorespiratory fitness has shown to have positive effects on cognition. This study aimed to investigate the relationship between cardiorespiratory fitness and body weight status on academic performance among seventh-grade students. Methods Participants included 1531 grade 7 students (787 male, 744 female), ranging in age from 12 to 14 years (Mage?=?12.3?±?0.60), from 3 different cohorts. Academic performance was measured using the marks students had, at the end of their academic year, in mathematics, language (Portuguese), foreign language (English), and sciences. To assess cardiorespiratory fitness the Progressive Aerobic Cardiovascular Endurance Run, from Fitnessgram, was used as the test battery. The relationship between academic achievement and the independent and combined association of cardiorespiratory fitness/weight status was analysed, using multinomial logistic regression. Results Cardiorespiratory fitness and weight status were independently related with academic achievement. Fit students, compared with unfit students had significantly higher odds for having high academic achievement (OR?=?2.29, 95% CI: 1.48-3.55, p?academic achievement (OR?=?3.65, 95% CI: 1.82-7.34, p?academic achievement in seventh-grade students independent of the different cohorts, providing further support that aerobically fit and normal weight students are more likely to have better performance at school regardless of the year that they were born.

2014-01-01

488

After-School Programs and Academic Impact: A Study of Chicago's After School Matters  

ERIC Educational Resources Information Center

After-school programs for adolescents may be a way to promote positive youth development, and thus, it is important to understand what impact after-school programs can have on the educational achievement of high school students. Chicago's After School Matters (ASM) program offers an exceptional opportunity to study whether an after-school program…

Goerge, Robert; Cusick, Gretchen R.; Wasserman, Miriam; Gladden, Matthew

2007-01-01

489

Predictors of Adolescents' Academic Achievement and Engagement in School (R)  

Microsoft Academic Search

Research conducted during 1999-2000 investigating adolescents at risk, led to the development of a short form questionnaire (ISM-S) specifically calibrated to distinguish between the intention to either complete or leave school. Using the four subscales of this instrument (ISM-S) and obtaining teacher's ratings on the likelihood of students' intention to leave, research was conducted during 2002-2003 on five hundred and

Margaret H. Vickers; Katrina B. Simpson; Tim Fitzgerald; Martin Dowson

490

The Effects of Home Microsystem Risk Factors and School Microsystem Protective Factors on Student Academic Performance and Affective Investment in Schooling.  

ERIC Educational Resources Information Center

Examines the relative role of selected risk and protective factors on students' achievement and affective investment in schooling with middle and high school students (N=582) involved in Communities in Schools. Teacher support was found to have a greater impact than home status and home academic culture risk on educational investment and the only…

Bowen, Natasha K.; Bowen, Gary L.

1998-01-01

491

Maryland's Plan for Family, School, and Community Involvement: Recommendations for Reaching Academic Success for All Students through Family, School, and Community Partnerships  

ERIC Educational Resources Information Center

The Maryland Plan for Family, School, and Community Involvement addresses the importance of families, schools, and communities working together to reach academic success for all students. To continuously improve public education in Maryland so that each learner from birth through the completion of high school acquires the skills and knowledge…

Maryland State Department of Education, 2003

2003-01-01

492

Parental School Choices in Market-Oriented School Systems: Why Middle Class Asian Immigrants Self-Select into Specialized Academic Programs  

ERIC Educational Resources Information Center

This study addresses racial segregation in schools by examining the self-selecting patterns of middle class Asian immigrant parents in a public non-charter school district who enrolled their children in specialized academic programs. This phenomenological study focused on the educational history and the decision-making process of school choice in…

Padilla, Hoang-Thuy

2012-01-01

493

Violence exposure, sleep disturbance, and poor academic performance in middle school.  

PubMed

Violence has been linked to poor academic outcomes in youth, but there is little understanding of the mechanisms underlying this relation. This longitudinal survey study investigated whether sleep disturbance potentially mediates the associations between academic achievement and two forms of violence exposure--community violence and peer victimization-- in 498 seventh-grade youth. Structural equation models showed that community violence was associated with lower grade point average (GPA) directly and indirectly via sleep problems, whereas peer victimization was associated with lower GPA just indirectly via sleep problems. The structural models controlled for potential confounds, including depressive symptoms, intrusive thoughts and absenteeism. The findings suggest that failing grades and sleepiness in school may be signs that youth are exposed to violence. Interventions to improve sleep hygiene and reduce violence exposure may help to improve academic outcomes for youth. PMID:23315234

Lepore, Stephen J; Kliewer, Wendy

2013-11-01

494

Academic attainment and the high school science experiences among high-achieving African American males  

NASA Astrophysics Data System (ADS)

This study examines the educational experiences of high achieving African American males. More specifically, it analyzes the influences on their successful navigation through high school science. Through a series of interviews, observations, questionnaires, science portfolios, and review of existing data the researcher attempted to obtain a deeper understanding of high achieving African American males and their limitations to academic attainment and high school science experiences. The investigation is limited to ten high achieving African American male science students at Woodcrest High School. Woodcrest is situated at the cross section of a suburban and rural community located in the southeastern section of the United States. Although this investigation involves African American males, all of whom are successful in school, its findings should not be generalized to this nor any other group of students. The research question that guided this study is: What are the limitations to academic attainment and the high school science experiences of high achieving African American males? The student participants expose how suspension and expulsion, special education placement, academic tracking, science instruction, and teacher expectation influence academic achievement. The role parents play, student self-concept, peer relationships, and student learning styles are also analyzed. The anthology of data rendered three overarching themes: (1) unequal access to education, (2) maintenance of unfair educational structures, and (3) authentic characterizations of African American males. Often the policies and practices set in place by school officials aid in creating hurdles to academic achievement. These policies and practices are often formed without meaningful consideration of the unintended consequences that may affect different student populations, particularly the most vulnerable. The findings from this study expose that high achieving African American males face major obstacles and limitations to achievement. Student study participants believe African American male students are targeted for suspension more often because of their gender and race, parents of high achieving African American males show some uncertainty about the school's ability to treat their sons in a fair and equitable manner, and teachers see indifference and the lack of science skills as the root cause of the diminished presence of African American male participation in higher level science classes.

Trice, Rodney Nathaniel

495

Academic reference librarians : Getting by with a little help from our (special, public, school, law and medical librarian) friends  

Microsoft Academic Search

Purpose – The purpose of this viewpoint paper is to consider how academic reference librarians might be guided by non-academic librarians as their roles shift and\\/or expand in a many different directions. Design\\/methodology\\/approach – Connections between the work of academic reference librarians and the work of public, special, school, law and medical librarians are drawn. Areas where expertise can be

Dianne Cmor

2010-01-01

496

Preschool Classroom Behavioral Context and School Readiness Outcomes for Low-Income Children: A Multilevel Examination of Child- and Classroom-Level Influences  

ERIC Educational Resources Information Center

Guided by an ecological theoretical model, the authors used a series of multilevel models to examine associations among children's individual problem behavior, the classroom behavioral context, and school readiness outcomes for a cohort of low-income children (N = 3,861) enrolled in 229 urban Head Start classrooms. Associations were examined…

Bulotsky-Shearer, Rebecca J.; Dominguez, Ximena; Bell, Elizabeth R.

2012-01-01

497

[Academic modernization of Mexican School of Public Health: 1983-1995].  

PubMed

In this paper we discuss the recent efforts to modernize the School of Public Health of Mexico (ESPM). In the first part we analyze the conditions in which the ESPM operated at the beginning of the 1980s. In part two we describe the changes introduced in the ESPM between 1983 and 1986, up until its incorporation into the National Institute of Public Health (INSP). In part three we discuss the conceptual renovation which built the platform for the new academic programs introduced by the School between 1987 and 1995. In the fourth part we discuss the construction of the new facilities of INSP and the process of moving to the city of Cuernavaca. The main message of this paper is that the transformations witnessed by the ESPM in the final decades of the past century turned it into a true academic institution which uses research as the motor for training of human resources in public health. PMID:24626625

Frenk, Julio; Ruelas, Enrique; Gómez-Dantés, Octavio; López-Cervantes, Malaquías; Magaña-Valladares, Laura; Gudiño-Cejudo, María Rosa

2013-01-01

498

Paving the Road to College: How School Counselors Help Students Succeed  

ERIC Educational Resources Information Center

This evaluation study explores the reform role of Chicago Public Schools (CPS) school counselors in promoting students' academic achievement, college readiness, and transition from 8th grade into high school. In addition, this report identifies particular actions that CPS can undertake to better utilize and support school counselor professionals,…

Lapan, Richard; Harrington, Karen

2010-01-01

499

Longitudinal predictors of school-age academic achievement: unique contributions of toddler-age aggression, oppositionality, inattention, and hyperactivity.  

PubMed

This project examined the unique predictive validity of parent ratings of toddler-age aggression, oppositionality, inattention, and hyperactivity-impulsivity to academic achievement at school-age in a sample of 566 high-risk children and families. The study also investigated potential indirect effects of the Family Check-Up on school-age academic achievement through changes in child behavior problems. The results demonstrated that toddler-age aggression was most consistently associated with school-age academic achievement, albeit modestly. Moreover, findings showed that the intervention predicted greater decreases in aggression from ages 2-3 to 4-5 compared to controls. The results suggest that in high-risk toddler-aged children, aggression may be a more consistent predictor of school-age academic achievement than other externalizing dimensions, which has implications for early identification and efforts to promote children's adaptation. PMID:22527610

Brennan, Lauretta M; Shaw, Daniel S; Dishion, Thomas J; Wilson, Melvin

2012-11-01

500

School-Family-Community Partnerships and the Academic Achievement of African American, Urban Adolescents. Report No. 7.  

National Technical Information Service (NTIS)

Drawing upon Epstein's theory of overlapping spheres of influence, this study explores the effects of teacher, family and church support on the school-related attitudes, behaviors, and academic achievement of African American, urban adolescents. To achiev...

M. G. Sanders

1996-01-01