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Sample records for academic achievement gap

  1. The Racial Academic Achievement Gap

    ERIC Educational Resources Information Center

    Green, Toneka M.

    2008-01-01

    Closing the racial academic achievement gap is a problem that must be solved in order for future society to properly function. Minorities including African-American and Latino students' standardized test scores are much lower than white students. By the end of fourth grade, African American, Latino, and poor students of all races are two years…

  2. An Academic Curriculum Will Close the Academic Achievement Gap

    ERIC Educational Resources Information Center

    Palumbo, Anthony; Kramer-Vida, Louisa

    2012-01-01

    America's unyielding academic achievement gap has been a national priority for a long time; yet, some schools have succeeded with academically disadvantaged youth. Usually, these institutions embrace a culture of success and follow an academic curriculum that is grounded in core knowledge and scholastic vocabulary. Academically disadvantaged…

  3. The Academic Achievement Gap: The Suburban Challenge. CSR Connection.

    ERIC Educational Resources Information Center

    Alson, Allan

    Suburban schoolchildren of color, in the aggregate, do not perform as well as their white counterparts. In fact, the academic achievement gaps in many suburban communities are actually greater than those in urban school districts. This research brief looks at the achievement gap in suburban schools, offering preliminary answers to the following…

  4. Academically Resilient Latino Elementary Students Bridging the Achievement Gap

    ERIC Educational Resources Information Center

    Diamond, Elena; Furlong, Michael J.; Quirk, Matthew

    2016-01-01

    This study investigated associations between school-readiness patterns of Latino students and their subsequent academic achievement. After identifying a subgroup of students with academic risk at kindergarten entry who showed signs of later average or better academic skill development, academic data were gathered to explore how this group of…

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

    ERIC Educational Resources Information Center

    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

    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…

  6. Closing the Academic Achievement Gap on the California High School Exit Exam (CAHSEE) through Professional Learning Communities (PLC) Characteristics

    ERIC Educational Resources Information Center

    Buenrostro, Samuel

    2012-01-01

    Purpose: The purpose of this study was to determine the degree of importance that DuFour's nine characteristics of highly effective schools have on closing the academic achievement gap on the California High School Exit Exam, as perceived by high school principals. The study also examined the strategies believed to be most important in…

  7. Rural-Urban Gaps in Academic Achievement, Schooling Conditions, Student, and Teachers' Characteristics in Pakistan

    ERIC Educational Resources Information Center

    Tayyaba, Saadia

    2012-01-01

    Purpose: Recent educational research has demonstrated rural-urban gaps in achievement and schooling conditions. Evidence from developing countries is still sparse. This study seeks to report rural-urban disparities in achievement, student, teacher, and school characteristics based on a nationally representative sample of grade four students from…

  8. Narrowing the Academic Achievement Gap among High School Latino Students through Parental Involvement

    ERIC Educational Resources Information Center

    Parry, Douglas L.

    2010-01-01

    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…

  9. Actively Closing the Gap? Social Class, Organized Activities, and Academic Achievement in High School

    ERIC Educational Resources Information Center

    Morris, David S.

    2015-01-01

    Participation in Organized Activities (OA) is associated with positive behavioral and developmental outcomes in children. However, less is known about how particular aspects of participation affect the academic achievement of high school students from different social class positions. Using the Education Longitudinal Study of 2002, this study…

  10. Narrowing the Achievement Gap: Factors That Support English Learner and Hispanic Student Academic Achievement in an Urban Intermediate School

    ERIC Educational Resources Information Center

    Flores, Patricia Arleen

    2010-01-01

    A persistent and pervasive disparity in academic achievement exists between ethnic minority and English Learner students and their White and Asian peers. This qualitative single-case study of a high-poverty, high-performing middle school focused on the cultural norms, practices, and programs that were perceived to be contributing to narrowing the…

  11. The Academic Generation Gap

    ERIC Educational Resources Information Center

    Dronzek, Anna

    2008-01-01

    The current generation gap in academia is different--fundamentally shaped by the structural problems of academic employment. The job market has especially exacerbated tensions between senior and junior faculty by ratcheting up expectations and requirements at every stage of the academic career. The disparities have been mentioned often enough to…

  12. Confronting the Achievement Gap

    ERIC Educational Resources Information Center

    Gardner, David

    2007-01-01

    This article talks about the large achievement gap between children of color and their white peers. The reasons for the achievement gap are varied. First, many urban minorities come from a background of poverty. One of the detrimental effects of growing up in poverty is receiving inadequate nourishment at a time when bodies and brains are rapidly…

  13. The Widening Income Achievement Gap

    ERIC Educational Resources Information Center

    Reardon, Sean F.

    2013-01-01

    Has the academic achievement gap between high-income and low-income students changed over the last few decades? If so, why? And what can schools do about it? Researcher Sean F. Reardon conducted a comprehensive analysis of research to answer these questions and came up with some striking findings. In this article, he shows that income-related…

  14. Exploring the Academic Achievement Gap among Hispanic Students on State Standardized Tests

    ERIC Educational Resources Information Center

    Melendez, Ruth L.

    2013-01-01

    Historically Hispanic students have lagged behind African American, White, and other ethnic groups in academics. The Hispanic population is the fastest growing minority group in the United States. The increase of Hispanic students in our schools has created significant concerns among educators. The schools are not prepared to meet the needs of…

  15. The Achievement Gap among Newcomer Immigrant Adolescents: Life Stressors Hinder Latina/o Academic Success

    ERIC Educational Resources Information Center

    Patel, Sita G.; Barrera, Alinne Z.; Strambler, Michael J.; Muñoz, Ricardo F.; Macciomei, Erynn

    2016-01-01

    This study compares life stressors and school outcomes among newcomer immigrant adolescents from Latin America, Asia, and the Caribbean. Participants attended a predominantly low-income, urban international public high school in the northeast. The Latina/o students were exposed to more life stressors and had lower attendance and achievement than…

  16. Minority Gaps Smaller in Some Pentagon Schools. The Achievement Gap.

    ERIC Educational Resources Information Center

    Viadero, Debra

    2000-01-01

    This third in a four-part series on why academic achievement gaps exist explains how U.S. Department of Defense schools for children of military families offer lessons on how to raise academic achievement among minority students. Minority students in these schools do better than their counterparts almost anywhere in the United States on…

  17. A Study of the Perceptions of School System Personnel of the Academic Achievement Gap and How Their Perceptions Influence Their Educational Practices

    ERIC Educational Resources Information Center

    Garrett, Nashett Chaunte

    2012-01-01

    The case study takes place in a North Carolina School district diverse in student population and land use, which by some records is experiencing some success with the students it serves. Standardized test data reveals the existence of academic achievement gaps within schools throughout the district. The school district's superintendent…

  18. The Black-White-Other Achievement Gap: Testing Theories of Academic Performance among Multiracial and Monoracial Adolescents

    ERIC Educational Resources Information Center

    Herman, Melissa R.

    2009-01-01

    The study presented here tested three theories of racial differences in academic performance among monoracial and multiracial high school students. These theories (status attainment, oppositional culture, and educational attitudes) were developed to explain differences in achievement among monoracial groups, but the study tested how the theories…

  19. Decomposing Achievement Gaps among OECD Countries

    ERIC Educational Resources Information Center

    Zhang, Liang; Lee, Kristen A.

    2011-01-01

    In this study, we use decomposition methods on PISA 2006 data to compare student academic performance across OECD countries. We first establish an empirical model to explain the variation in academic performance across individuals, and then use the Oaxaca-Blinder decomposition method to decompose the achievement gap between each of the OECD…

  20. Closing the Achievement Gap: A Summer School Program to Accelerate the Academic Performance of Economically Disadvantaged Students

    ERIC Educational Resources Information Center

    Gonzalez, Ramon Michael

    2013-01-01

    With the increasing disparity in educational outcomes among economically and racially different groups of students, summer school has received attention from school reformers as a means to close the achievement gap. Given the interest in this topic by educators, researchers, and policymakers, there is little research on the impact of summer school…

  1. Increasing Male Academic Achievement

    ERIC Educational Resources Information Center

    Jackson, Barbara Talbert

    2008-01-01

    The No Child Left Behind legislation has brought greater attention to the academic performance of American youth. Its emphasis on student achievement requires a closer analysis of assessment data by school districts. To address the findings, educators must seek strategies to remedy failing results. In a mid-Atlantic district of the Unites States,…

  2. Psychological Adjustment and Academic Achievement among Adolescents

    ERIC Educational Resources Information Center

    Mahmood, Khalid; Iqbal, Muhammad Maqsood

    2015-01-01

    This study was studied that emotional and behavioural problems of young students who are directly related to their academic achievement and thus play a vital role in the development of young learners carrier. This study helped to fill a gap by conducting an exploration of psychological adjustment and academic achievement among adolescents. It also…

  3. The Importance of Physical Activity in Closing the Achievement Gap

    ERIC Educational Resources Information Center

    Burton, Laura J.; VanHeest, Jaci L.

    2007-01-01

    The most significant concern within the US educational community is the academic achievement gap. Investigation of the achievement gap reveals that minority students across all levels of education are not meeting the same academic measures as their non-Hispanic White peers. In addition, a disproportionate number of minority children are identified…

  4. Academic Delay of Gratification and Academic Achievement

    ERIC Educational Resources Information Center

    Bembenutty, Hefer

    2011-01-01

    The ability to delay gratification is the cornerstone of all academic achievement and education. It is by delaying gratification that learners can pursue long-term academic and career goals. In general, "delay of gratification" refers to an individual's ability to forgo immediate rewards for the sake of more valuable ones later (Mischel, 1996).…

  5. Stress Correlates and Academic Achievement.

    ERIC Educational Resources Information Center

    Bentley, Donna Anderson; And Others

    An ongoing concern for educators is the identification of factors that contribute to or are associated with academic achievement; one such group of variables that has received little attention are those involving stress. The relationship between perceived sources of stress and academic achievement was examined to determine if reactions to stress…

  6. Bilingualism and Academic Achievement

    ERIC Educational Resources Information Center

    Han, Wen-Jui

    2012-01-01

    Using the Early Childhood Longitudinal Study, Kindergarten Cohort, this study examines the role that bilingualism plays in children's academic developmental trajectories during their early school years, with particular attention on the school environment (N = 16,380). Growth-curve results showed that despite starting with lower math scores in…

  7. Social Equity Theory and Racial-Ethnic Achievement Gaps

    ERIC Educational Resources Information Center

    McKown, Clark

    2013-01-01

    In the United States, racial-ethnic differences on tests of school readiness and academic achievement continue. A complete understanding of the origins of racial-ethnic achievement gaps is still lacking. This article describes social equity theory (SET), which proposes that racial-ethnic achievement gaps originate from two kinds of social process,…

  8. Socioeconomic Determinants of Academic Achievement

    ERIC Educational Resources Information Center

    Tomul, Ekber; Savasci, Havva Sebile

    2012-01-01

    This study aims to investigate the relationship between academic achievement and the socioeconomic characteristics of elementary school 7th grade students in Burdur. The population of the study are 7th grade students who had education at elementary schools in Burdur in the 2007-2008 academic year. Two staged sampling was chosen as suitable for the…

  9. WWC Review of the Report "Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition." What Works Clearinghouse Single Study Review

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2014

    2014-01-01

    For the 2014 study, "Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition," researchers investigated the impact of attending a moderated panel on incoming freshmen's adjustment to college. The panel…

  10. Game Addiction and Academic Achievement

    ERIC Educational Resources Information Center

    Sahin, Mehmet; Gumus, Yusuf Yasin; Dincel, Sezen

    2016-01-01

    The primary aim of this study was to investigate the correlation between game addiction and academic achievement. The secondary aim was to adapt a self-report instrument to measure game addiction. Three hundred and seventy high school students participated in this study. Data were collected via an online questionnaire that included a brief…

  11. Epistemological Beliefs and Academic Achievement

    ERIC Educational Resources Information Center

    Arslantas, Halis Adnan

    2016-01-01

    This study aimed to identify the relationship between teacher candidates' epistemological beliefs and academic achievement. The participants of the study were 353 teacher candidates studying their fourth year at the Education Faculty. The Epistemological Belief Scale was used which adapted to Turkish through reliability and validity work by…

  12. Achievement Gaps: An Examination of Differences in Student Achievement and Growth. The Full Report

    ERIC Educational Resources Information Center

    McCall, Martha S.; Hauser, Carl; Cronin, John; Kingsbury, G. Gage; Houser, Ronald

    2006-01-01

    The difference between the academic performance of poor students and wealthier students and between minority students and their non-minority peers is commonly known as the achievement gap. The current study examines the achievement gap using a large sample of students from a wide variety of school districts across the United States. It examines…

  13. Subgroup Achievement and Gap Trends: Oklahoma, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Oklahoma for 2010. Oklahoma made progress in narrowing achievement gaps for most major subgroups on the End-of-Instruction (EOI) test in Algebra I. Trends in achievement gaps could not be determined for other grades in math, or for any grades in reading, because the state…

  14. Reducing the White-Nonwhite Achievement Gap.

    ERIC Educational Resources Information Center

    Ramey, Madelaine

    It is well documented that there continues to be a gap between white and nonwhite student achievement. A study develops and tests a measure of white-nonwhite achievement gap reduction. The ultimate purpose is to use the measure as the dependent variable in a qualitative study of what works in reducing the gap. The strategy used in addressing this…

  15. The Achievement Gap: Factors That Influenced the Achievement of Successful Black Students

    ERIC Educational Resources Information Center

    Morton, Kwame R., Sr.

    2011-01-01

    The academic underperformance of Black students when compared to their White peers has confounded educators nationwide. This discrepancy in academic performance commonly referred to as the achievement gap has become a national crisis which has led to one of the most significant educational reforms undertaken in the United States of America in the…

  16. Closing the Achievement Gap: Four States' Efforts

    ERIC Educational Resources Information Center

    Wixom, Micah Ann

    2015-01-01

    The achievement gap separating economically disadvantaged students from their more advantaged peers disproportionately affects students of color and has been the focus of discussion, research and controversy for more than 40 years. While the gap between black and white students narrowed considerably from the 1950s to the 1980s, that gap has…

  17. The "Developing" Achievement Gap: Colombian Voucher Reform

    ERIC Educational Resources Information Center

    Stern, Jonathan M. B.

    2014-01-01

    The achievement gap in many developing countries is defined in terms of rich/poor and public/private. The prevailing explanation for the "developing" achievement gap is an underfunded, inefficient, and/or inadequately supplied public school sector. Via an analysis of a Colombian voucher experiment, this article examines the extent to…

  18. Subgroup Achievement and Gap Trends: Idaho, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Idaho for 2010. Idaho showed improvement in reading and math in grade 8 at the basic, proficient, and advanced levels for Latino and white students, low income students, and boys and girls. The state has also made progress in narrowing achievement gaps between Latino and white…

  19. School Choice and the Achievement Gap

    ERIC Educational Resources Information Center

    Jeynes, William H.

    2014-01-01

    The possibility is examined that school choice programs could be a means to reducing the achievement gap. Data based on meta-analytic research and the examination of nationwide data sets suggest that school choice programs that include private schools could reduce the achievement gap by 25%. The propounding of this possibility is based on research…

  20. Closing the social-class achievement gap: a difference-education intervention improves first-generation students' academic performance and all students' college transition.

    PubMed

    Stephens, Nicole M; Hamedani, MarYam G; Destin, Mesmin

    2014-04-01

    College students who do not have parents with 4-year degrees (first-generation students) earn lower grades and encounter more obstacles to success than do students who have at least one parent with a 4-year degree (continuing-generation students). In the study reported here, we tested a novel intervention designed to reduce this social-class achievement gap with a randomized controlled trial (N = 168). Using senior college students' real-life stories, we conducted a difference-education intervention with incoming students about how their diverse backgrounds can shape what they experience in college. Compared with a standard intervention that provided similar stories of college adjustment without highlighting students' different backgrounds, the difference-education intervention eliminated the social-class achievement gap by increasing first-generation students' tendency to seek out college resources (e.g., meeting with professors) and, in turn, improving their end-of-year grade point averages. The difference-education intervention also improved the college transition for all students on numerous psychosocial outcomes (e.g., mental health and engagement).

  1. Mobility and the Achievement Gap.

    ERIC Educational Resources Information Center

    Skandera, Hanna; Sousa, Richard

    2002-01-01

    Research indicates that low achievement scores relate significantly to high school mobility rates. One explanation for this relationship is curricular inconsistency. Some suggest that school choice could contribute to a solution by breaking the link between a child's home address and school address, thus allowing students to remain at one school…

  2. Prosocial foundations of children's academic achievement.

    PubMed

    Caprara, G V; Barbaranelli, C; Pastorelli, C; Bandura, A; Zimbardo, P G

    2000-07-01

    The present longitudinal research demonstrates robust contributions of early prosocial behavior to children's developmental trajectories in academic and social domains. Both prosocial and aggressive behaviors in early childhood were tested as predictors of academic achievement and peer relations in adolescence 5 years later. Prosocialness included cooperating, helping, sharing, and consoling, and the measure of antisocial aspects included proneness to verbal and physical aggression. Prosocialness had a strong positive impact on later academic achievement and social preferences, but early aggression had no significant effect on either outcome. The conceptual model accounted for 35% of variance in later academic achievement, and 37% of variance in social preferences. Additional analysis revealed that early academic achievement did not contribute to later academic achievement after controlling for effects of early prosocialness. Possible mediating processes by which prosocialness may affect academic achievement and other socially desirable developmental outcomes are proposed.

  3. Subgroup Achievement and Gap Trends: Wyoming, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Wyoming for 2010. Wyoming's demographic profile is such that achievement trends could only be determined for white, Latino, male and female, and low-income student subgroups. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), the white,…

  4. Subgroup Achievement and Gap Trends: Vermont, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Vermont for 2010. Vermont's demographic profile is such that achievement trends could only be determined for white, male and female, and low-income student subgroups. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), the white, low-income,…

  5. Cognitive Factors in Academic Achievement.

    ERIC Educational Resources Information Center

    Cuasay, Peter

    1992-01-01

    This review explores the factors of cognitive processing, style, and metacognitive organization as they contribute to academic success. Specific discussions consider aspects of short- and long-term memory, including how these affect learning and academic performance, and the keys to attaining long-term memory capability by involving redundancy,…

  6. Education Watch: Achievement Gap Summary Tables.

    ERIC Educational Resources Information Center

    Education Trust, Washington, DC.

    These summary tables focus on the state-by-state academic achievement of African American, Hispanic American, American Indian, Asian American, and white students. Data are presented on achievement gains by state (4th grade reading scale scores, 1992-1998; 8th grade science and scale scores, 1996-2000; 4th grade math scale scores, 1992-2000; and…

  7. Social equity theory and racial-ethnic achievement gaps.

    PubMed

    McKown, Clark

    2013-01-01

    In the United States, racial-ethnic differences on tests of school readiness and academic achievement continue. A complete understanding of the origins of racial-ethnic achievement gaps is still lacking. This article describes social equity theory (SET), which proposes that racial-ethnic achievement gaps originate from two kinds of social process, direct and signal influences, that these two kinds of processes operate across developmental contexts, and that the kind of influence and the setting in which they are enacted change with age. Evidence supporting each of SET's key propositions is discussed in the context of a critical review of research on the Black-White achievement gap. Specific developmental hypotheses derived from SET are described, along with proposed standards of evidence for testing those hypotheses.

  8. Social equity theory and racial-ethnic achievement gaps.

    PubMed

    McKown, Clark

    2013-01-01

    In the United States, racial-ethnic differences on tests of school readiness and academic achievement continue. A complete understanding of the origins of racial-ethnic achievement gaps is still lacking. This article describes social equity theory (SET), which proposes that racial-ethnic achievement gaps originate from two kinds of social process, direct and signal influences, that these two kinds of processes operate across developmental contexts, and that the kind of influence and the setting in which they are enacted change with age. Evidence supporting each of SET's key propositions is discussed in the context of a critical review of research on the Black-White achievement gap. Specific developmental hypotheses derived from SET are described, along with proposed standards of evidence for testing those hypotheses. PMID:23240908

  9. Student Health and Academic Achievement

    MedlinePlus

    ... 11 Resources Health and Academics Data and Statistics Bullying and Absenteeism: Information for State and Local Education Agencies [PDF - 624 KB] Anti-Bullying Policies and Enumeration: An Infobrief for Local Education ...

  10. Subgroup Achievement and Gap Trends: Rhode Island

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Rhode Island showed gains--improvements in reading and math at the basic, proficient, and advanced levels for most racial/ethnic subgroups, low-income students, and boys and girls. Achievement gaps between students narrowed in most cases at grades 4 and 8.…

  11. Subgroup Achievement and Gap Trends: Minnesota, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Minnesota for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Minnesota showed mostly gains in reading at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. In math,…

  12. Subgroup Achievement and Gap Trends: Nebraska

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Nebraska made gains across the board at the proficient-and-above level for all major racial/ethnic subgroups and low-income students in reading and math. Achievement gaps also narrowed across the board for all subgroups analyzed at grades 4, 8, and 11.…

  13. Subgroup Achievement and Gap Trends: Montana, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Montana for 2010. In grade 8 reading (the only grade in which subgroup trends were analyzed by achievement level), Montana showed across-the-board gains at the basic-and-above, proficient-and-above, and advanced levels for the state's major racial/ethnic subgroups and…

  14. Subgroup Achievement and Gap Trends: Iowa, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Iowa for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Iowa had data for racial/ethnic subgroups, low income students, and boys and girls at the proficient and advanced levels. Trends at the proficient and advanced levels were…

  15. Subgroup Achievement and Gap Trends: Maryland, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Maryland for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Maryland had data for racial/ethnic subgroups, low income students, and boys and girls at the proficient and advanced levels. The percentage of students reaching the…

  16. Subgroup Achievement and Gap Trends: Virginia, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Virginia for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Virginia showed across-the-board gains--improvements in reading and math at the proficient-and-above and advanced levels for all racial/ethnic subgroups, low-income…

  17. Subgroup Achievement and Gap Trends: Tennessee, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Tennessee for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Tennessee showed across-the-board gains--improvements in reading and math at the proficient-and-above, and advanced levels for all racial/ethnic subgroups, low-income…

  18. Subgroup Achievement and Gap Trends: Delaware

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Delaware students showed consistent gains in math at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. There were mixed results in reading. Achievement gaps narrowed in both reading and math in…

  19. Subgroup Achievement and Gap Trends: Massachusetts, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Massachusetts for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Massachusetts showed across-the-board gains--improvements in both reading and math at the basic, proficient and advanced levels for all racial/ethnic subgroups, low…

  20. Subgroup Achievement and Gap Trends: Wisconsin, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Wisconsin for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Wisconsin showed across-the-board gains--improvements in reading and math at the basic-and-above, proficient-and-above, and advanced levels for all racial/ethnic…

  1. Subgroup Achievement and Gap Trends: Missouri

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Missouri showed across-the-board gains--improvements in both reading and math at the basic, proficient and advanced levels for all racial/ethnic subgroups, low income students, and boys and girls. Results on achievement gaps were mixed. Comparable data were…

  2. Subgroup Achievement and Gap Trends: Utah, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Utah for 2010. Utah implemented new standards and cut scores in math so trend data that include 2009 are not available. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Utah showed across-the-board gains in reading at the basic,…

  3. Subgroup Achievement and Gap Trends: New Jersey

    ERIC Educational Resources Information Center

    Center on Education Policy, 2009

    2009-01-01

    This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…

  4. Subgroup Achievement and Gap Trends: Kentucky, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Kentucky for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Kentucky showed mostly gains in both reading and math at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls.…

  5. Subgroup Achievement and Gap Trends: New York

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), New York showed a clear trend of gains in reading and math at the basic-and-above, proficient-and-above, and advanced levels for all major subgroups with just a few exceptions. Achievement gaps in reading and math also narrowed at grades 4 and 8 for most…

  6. Subgroup Achievement and Gap Trends: Oregon, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Oregon for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Oregon showed a clear trend of gains in reading and math at the basic-and-above, proficient-and-above, and advanced levels for all major racial/ethnic subgroups, low-income…

  7. Subgroup Achievement and Gap Trends: Washington, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Washington for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Washington showed across-the-board gains in math--improvements at the basic, proficient, and advanced levels for all racial/ethnic subgroups, low-income students, and…

  8. Subgroup Achievement and Gap Trends: Nevada, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Nevada for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Nevada showed across-the-board gains--improvements in both reading and math at the basic, proficient and advanced levels for all racial/ethnic subgroups, low income…

  9. Subgroup Achievement and Gap Trends: Texas, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Texas for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Texas showed across-the-board gains--improvements in reading and math at the basic, proficient, and advanced levels for all racial/ethnic subgroups, low-income students, and…

  10. Subgroup Achievement and Gap Trends: Kansas, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Kansas for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Kansas students showed across-the-board gains--both reading and math at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and…

  11. Subgroup Achievement and Gap Trends: Ohio, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in Ohio for 2010. In grade 8 math (the only grade in which subgroup trends were analyzed by achievement level), Ohio showed a clear trend of gains for all major subgroups at the basic-and-above, proficient-and-above, and advanced levels, with one exception. In grade 8 reading,…

  12. Subgroup Achievement and Gap Trends: Ohio

    ERIC Educational Resources Information Center

    Center on Education Policy, 2009

    2009-01-01

    This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…

  13. Academic Achievement Survey and Educational Assessment Research

    ERIC Educational Resources Information Center

    Tanaka, Koji

    2009-01-01

    The recent "Nationwide academic achievement and study situation survey" was clearly influenced by the idea of "authentic assessment", an educational assessment perspective focused on "quality" and "engagement". However, when "performance assessment", the assessment method corresponding to this focus, is adopted in academic achievement surveys, it…

  14. Folk Belief Theory, the Rigor Gap, and the Achievement Gap

    ERIC Educational Resources Information Center

    Torff, Bruce

    2014-01-01

    Folk belief theory is suggested as a primary cause for the persistence of the achievement gap. In this research-supported theory, culturally specified folk beliefs about learning and teaching prompt educators to direct more rigorous curriculum to high-advantage students but not to low-advantage students, resulting in impoverished pedagogy in…

  15. Structure of Black Male Students Academic Achievement in Science

    NASA Astrophysics Data System (ADS)

    Rascoe, Barbara

    Educational policies and practices have been largely unsuccessful in closing the achievement gap between Black and White students "Schwartz, 2001". This achievement gap is especially problematic for Black students in science "Maton, Hrabrowski, - Schmitt, 2000. Given the fact that the Black-White achievement gap is still an enigma, the purpose of this article is to address the Black female-Black male academic achievement gap in science majors. Addressing barriers that Black male students may experience as college science and engineering majors, this article presents marketing strategies relative to politics, emotional intelligence, and issues with respect to how science teaching, and Black male students' responses to it, are different. Many Black male students may need to experience a paradigm shift, which structures and enhances their science achievement. Paradigm shifts are necessary because exceptional academic ability and motivation are not enough to get Black males from their first year in a science, technology, education, and mathematics "STEM" major to a bachelor's degree in science and engineering. The conclusions focus on the balance of truth-slippery slopes concerning the confluence of science teachers' further ado and Black male students' theories, methods, and values that position their academic achievement in science and engineering majors.

  16. The Impact of Reading Achievement on Overall Academic Achievement

    ERIC Educational Resources Information Center

    Churchwell, Dawn Earheart

    2009-01-01

    This study examined the relationship between reading achievement and achievement in other subject areas. The purpose of this study was to determine if there was a correlation between reading scores as measured by the Standardized Test for the Assessment of Reading (STAR) and academic achievement in language arts, math, science, and social studies…

  17. Family and personal correlates of academic achievement.

    PubMed

    García Bacete, F J; Rosel Remírez, J

    2001-04-01

    Researchers and educators raise the question of whether pupils' academic performance can be improved through parental involvement in academic activities. The main objective of the following study is to verify whether parental involvement in school activities and family socioeconomic status are associated with children's academic achievement. 150 Spanish seventh grade pupils completed intelligence tests, and their teachers assessed parents' involvement in the school and estimated parents' cultural levels. To measure academic achievement the pupil's overall grade was taken from the Pupils' Final Evaluation Registers. The education and professional level of the mother and father and home size were obtained from the Pupil Personal Register; these variables define the family socioeconomic status. The data, analyzed through application of structural equations, suggest that academic achievement is directly influenced by the cultural level of the family and the child's intelligence but is indirectly influenced by parental involvement in school activities and the socioeconomic status of the child's family.

  18. Subgroup Achievement and Gap Trends: Hawaii

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    Hawaii showed improvement in reading and math in grade 8 at the basic, proficient, and advanced levels for Asian and white students, low income students, and boys and girls. Gains in math tended to be larger than in reading. Trends in closing achievement gaps were mixed. Comparable data were available from 2007 through 2009. (Contains 9 tables.)…

  19. High Ability Readers and the Achievement Gap

    ERIC Educational Resources Information Center

    Hunsaker, Scott L.; Parke, Cynthia J.; Bramble, Joan G.

    2004-01-01

    To close the achievement gap, the "No Child Left Behind" law calls for all students to make appropriate yearly progress. This presumably means that progress is being made by capable readers at the same time progress is being made by struggling readers. However, there appear to be unintended effects of "No Child Left Behind" that may impede the…

  20. Preparing Educational Leaders to Close Achievement Gaps

    ERIC Educational Resources Information Center

    Johnson, Joseph F., Jr.; Uline, Cynthia L.

    2005-01-01

    For more than 25 years, researchers have described the critical roles leaders play in creating effective schools and school districts. If U.S. schools are to close achievement gaps, their leaders must possess the appropriate knowledge, dispositions, and skills to assume these critical roles. The Interstate School Leadership Licensure Consortium…

  1. Closing the Achievement Gap on ACT & SAT

    ERIC Educational Resources Information Center

    Anderson, David

    2010-01-01

    Research has focused on four groups of factors and the achievement gap: (1) student characteristics (high school GPA, attendance patterns, courses taken in high school, participation in extra-curricular activities, etc.); (2) family characteristics (family structure, in home, parents' level of education, mobility, etc.); (3) school-based…

  2. Social–Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap

    PubMed Central

    Becker, Bronwyn E.; Luthar, Suniya S.

    2012-01-01

    Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social–emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social–emotional factors that act as both risk and protective factors for disadvantaged students’ learning and opportunities for academic success. Four critical social–emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed. PMID:23255834

  3. Parental Involvement and Academic Achievement

    ERIC Educational Resources Information Center

    Goodwin, Sarah Christine

    2015-01-01

    This research study examined the correlation between student achievement and parent's perceptions of their involvement in their child's schooling. Parent participants completed the Parent Involvement Project Parent Questionnaire. Results slightly indicated parents of students with higher level of achievement perceived less demand or invitations…

  4. Student academic achievement in college chemistry

    NASA Astrophysics Data System (ADS)

    Tabibzadeh, Kiana S.

    General Chemistry is required for variety of baccalaureate degrees, including all medical related fields, engineering, and science majors. Depending on the institution, the prerequisite requirement for college level General Chemistry varies. The success rate for this course is low. The purpose of this study is to examine the factors influencing student academic achievement and retention in General Chemistry at the college level. In this study student achievement is defined by those students who earned grades of "C" or better. The dissertation contains in-depth studies on influence of Intermediate Algebra as a prerequisite compared to Fundamental Chemistry for student academic achievement and student retention in college General Chemistry. In addition the study examined the extent and manner in which student self-efficacy influences student academic achievement in college level General Chemistry. The sample for this part of the study is 144 students enrolled in first semester college level General Chemistry. Student surveys determined student self-efficacy level. The statistical analyses of study demonstrated that Fundamental Chemistry is a better prerequisite for student academic achievement and student retention. The study also found that student self-efficacy has no influence on student academic achievement. The significance of this study will be to provide data for the purpose of establishing a uniform and most suitable prerequisite for college level General Chemistry. Finally the variables identified to influence student academic achievement and enhance student retention will support educators' mission to maximize the students' ability to complete their educational goal at institutions of higher education.

  5. Motivation and academic achievement in medical students

    PubMed Central

    Yousefy, Alireza; Ghassemi, Gholamreza; Firouznia, Samaneh

    2012-01-01

    Background: Despite their ascribed intellectual ability and achieved academic pursuits, medical students’ academic achievement is influenced by motivation. This study is an endeavor to examine the role of motivation in the academic achievement of medical students. Materials and Methods: In this cross-sectional correlational study, out of the total 422 medical students, from 4th to final year during the academic year 2007–2008, at School of Medicine, Isfahan University of Medical Sciences, 344 participated in completion of the Inventory of School Motivation (ISM), comprising 43 items and measuring eight aspects of motivation. The gold standard for academic achievement was their average academic marks at pre-clinical and clinical levels. Data were computer analyzed by running a couple of descriptive and analytical tests including Pearson Correlation and Student's t-student. Results: Higher motivation scores in areas of competition, effort, social concern, and task were accompanied by higher average marks at pre-clinical as well as clinical levels. However, the latter ones showed greater motivation for social power as compared to the former group. Task and competition motivation for boys was higher than for girls. Conclusion: In view of our observations, students’ academic achievement requires coordination and interaction between different aspects of motivation. PMID:23555107

  6. Academic Achievement and Minimal Brain Dysfunction

    ERIC Educational Resources Information Center

    Edwards, R. Philip; And Others

    1971-01-01

    The investigation provided no evidence that a diagnosis of minimal brain dysfunction based on a pediatric neurological evaluation and/or visual-motor impairment as measured by the Bender-Gestalt, is a useful predictor of academic achievement. (Author)

  7. Indochinese Refugee Families and Academic Achievement.

    ERIC Educational Resources Information Center

    Caplan, Nathan; And Others

    1992-01-01

    The children of the Southeast Asian boat people excel in the U.S. school system. A review of the factors underlying this achievement suggests that the U.S. educational crisis is more social than academic. (KR)

  8. Can Judges Improve Academic Achievement?

    ERIC Educational Resources Information Center

    Greene, Jay P.; Trivitt, Julie R.

    2008-01-01

    Over the last 3 decades student achievement has remained essentially unchanged in the United States, but not for a lack of spending. Over the same period a myriad of education reforms have been suggested and per-pupil spending has more than doubled. Since the 1990s the education reform attempts have frequently included judicial decisions to revise…

  9. Debating Values: Race, Class and Academic Achievement

    ERIC Educational Resources Information Center

    Milton, Penny

    2008-01-01

    The relationships among race, class and academic achievement are complex, yet have been well documented in Canada for the last thirty years. Generations of students have experienced them--lowered expectations for achievement, gross generalizations about parents' backgrounds and aspirations, negative stereotypes of communities, and curricula that…

  10. Computer Use, Parental Expectations, & Latino Academic Achievement

    ERIC Educational Resources Information Center

    Taningco, Maria Teresa V.; Pachon, Harry P.

    2008-01-01

    In the United States, traditionally underrepresented minority children have lower levels of academic achievement than their white counterparts. In the broadest perspective, this quantitative study seeks to help stakeholders and policymakers understand the factors responsible for Hispanic or Latino student achievement relative to that of comparison…

  11. Gifted Student Academic Achievement and Program Quality

    ERIC Educational Resources Information Center

    Jordan, Katrina Ann Woolsey

    2010-01-01

    Gifted academic achievement has been identified as a major area of interest for educational researchers. The purpose of this study was to ascertain whether there was a relation between the quality of gifted programs as perceived by teachers, coordinators and supervisors of the gifted and the achievement of the same gifted students in 6th and 7th…

  12. Science Achievement for All: Improving Science Performance and Closing Achievement Gaps

    NASA Astrophysics Data System (ADS)

    Jackson, Julie K.; Ash, Gwynne

    2012-11-01

    This article addresses the serious and growing need to improve science instruction and science achievement for all students. We will describe the results of a 3-year study that transformed science instruction and student achievement at two high-poverty ethnically diverse public elementary schools in Texas. The school-wide intervention included purposeful planning, inquiry science instruction, and contextually rich academic science vocabulary development. In combination, these instructional practices rapidly improved student-science learning outcomes and narrowed achievement gaps across diverse student populations.

  13. Examining Different School Structures' Effect on Reducing the Achievement Gap Between African-American and White Students

    ERIC Educational Resources Information Center

    Reini, Eric William

    2004-01-01

    The fact that an achievement gap between White and African-American students exists is undisputed. The reasons for this gap are many and complex. Evidence does exist, though, that this gap can be narrowed and potentially eliminated. Evidence also exists that demonstrates that when the gap in academic achievement becomes equal African-Americans are…

  14. Students’ Achievement Goals, Learning-Related Emotions and Academic Achievement

    PubMed Central

    Lüftenegger, Marko; Klug, Julia; Harrer, Katharina; Langer, Marie; Spiel, Christiane; Schober, Barbara

    2016-01-01

    In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed. PMID:27199836

  15. The Relationship between Resources and Academic Achievement.

    ERIC Educational Resources Information Center

    Womack, Sid T.

    This paper evaluates whether or not there is a direct academic-achievement benefit from additional expenditures on education in the United States. Numerous critics have said that education is already overfunded and that it can never be funded enough to make any appreciable difference. Berliner's study of 900 school districts in Texas in the 1993…

  16. Eye Movement Models of Academic Achievement.

    ERIC Educational Resources Information Center

    Dillon, Ronna F.

    Current pscyhometric assessments, which are based on test score predictors providing information only on products of performance, fail to account for satisfactory amounts of variance in academic achievement or other criterion measures of interest. To corroborate and extend previous work on information processing measures, by examining the…

  17. Athletics, Athletic Leadership, and Academic Achievement

    ERIC Educational Resources Information Center

    Yeung, Ryan

    2015-01-01

    This study examines the relationship between athletics, athletic leadership, and academic achievement. This is likely to be a tricky issue as athletes and athletic leaders are not likely to be a random group of students. To address this issue I control for school fixed effects and instrument the endogenous variables with height. I find that…

  18. Student Academic Achievement: Report to the Provost.

    ERIC Educational Resources Information Center

    Leas, David E.

    In fall 1991, the faculty and staff of New Mexico State University-Alamogordo (NMSU-A) designed and implemented a strategic planning process which incorporates a comprehensive annual review of various aspects of student academic achievement (SAA). The faculty-based SAA assessment process includes activities focused on classroom instruction,…

  19. Raising Academic Achievement through Parent Involvement.

    ERIC Educational Resources Information Center

    Blackfelner, Carol; Ranallo, Barbara

    Research has demonstrated that parent involvement has many beneficial effects for students. This action research project designed and implemented a program to raise the academic achievement of second-grade students by increasing parent involvement. The students attended two second-grade classrooms in a west-central Illinois school. The problem of…

  20. Personality Traits, Learning and Academic Achievements

    ERIC Educational Resources Information Center

    Jensen, Mikael

    2015-01-01

    There has been an increased interest in personality traits (especially the five-factor model) in relation to education and learning over the last decade. Previous studies have shown a relation between personality traits and learning, and between personality traits and academic achievement. The latter is typically described in terms of Grade Point…

  1. Academic Freedom, Achievement Standards and Professional Identity

    ERIC Educational Resources Information Center

    Sadler, D. Royce

    2011-01-01

    The tension between the freedom of academics to grade the achievements of their students without interference or coercion and the prerogative of higher education institutions to control grading standards is often deliberated by weighing up the authority and rights of the two parties. An alternative approach is to start with an analysis of the…

  2. Is the Black-White Achievement Gap a Public Sector Effect? An Examination of Student Achievement in the Third Grade

    ERIC Educational Resources Information Center

    Simms, Kathryn

    2012-01-01

    Prior research has suggested private school education in middle school and high school as a solution for the Black-White achievement gap. However, more recent research calls this solution into question. Additionally, research increasingly implicates third grade as being of preeminent importance in driving students' subsequent academic achievement.…

  3. Academic Achievement, Technology and Race: Experimental Evidence

    ERIC Educational Resources Information Center

    Fairlie, Robert W.

    2012-01-01

    Although a large literature explores the achievement gap between minority and non-minority students, very little is known about whether disparities in access to technology are partly responsible. Data from the first-ever field experiment involving the random provision of free computers to low-income community college students for home use are used…

  4. The Black-White Scoring Gap on SAT II Achievement Tests: Some of the News Is Cheering.

    ERIC Educational Resources Information Center

    Journal of Blacks in Higher Education, 2003

    2003-01-01

    Academically accomplished applicants to the nation's top colleges usually take SAT II Achievement Tests. While scoring gaps between college-bound Blacks and Whites on these tests tend to be smaller than gaps on the basic SAT, a racial scoring gap persists. However, black students appear to be making progress in closing the racial scoring gap on…

  5. Academic achievement of children of divorced parents.

    PubMed

    Cherian, V I

    1989-04-01

    This study investigated the academic achievement of 242 pupils whose parents were divorced and 713 pupils whose parents were neither divorced nor separated. The subjects were in the age range of 13 to 17 yr., with a mean age of 15.6 yr. and they were chosen at random from the total Standard 7 population of Transkei, South Africa. A questionnaire was administered to 1,021 pupils to identify the children of parents divorced or separated and neither divorced nor separated. Analysis of variance indicated that the academic achievement of children whose parents were divorced or separated was significantly lower than that of the children whose parents were neither divorced nor separated.

  6. Causes of and Solutions to the Achievement Gap: Teachers' Perceptions

    ERIC Educational Resources Information Center

    Ratcliff, Nancy J.; Costner, Richard H.; Carroll, Kimberly L.; Jones, Cathy R.; Sheehan, Heather Chase; Hunt, Gilbert H.

    2016-01-01

    Survey results from 874 educators regarding the achievement gap are shared. The importance of the achievement gap, causes of and solutions to the achievement gap, and performance expectations for students in their schools are explored. Implications for teacher educators are discussed as related to both pre-service and in-service training programs.

  7. The Causal Ordering of Self-Concept and Academic Motivation and Its Effect on Academic Achievement

    ERIC Educational Resources Information Center

    Green, Jasmine; Nelson, Genevieve; Martin, Andrew J.; Marsh, Herb

    2006-01-01

    Critical questions in educational psychology research to be addressed in this paper concern the casual relationship between academic self-concept, academic motivation and its effect on academic achievement. Do changes in academic self-concept and academic motivation lead to changes in subsequent academic achievement? Various studies have attempted…

  8. Academic Socialization and the Transition to Elementary School: Parents' Conceptions of School Readiness, Practices, and Children's Academic Achievement Trajectories

    ERIC Educational Resources Information Center

    Puccioni, Jaime Lynn

    2012-01-01

    By the time children enter kindergarten, significant socioeconomic and racial gaps in academic achievement exist (Coley, 2002; Rouse, Brooks-Gunn, & Mclanahan, 2005). Kindergarten is considered to be a pivotal point of educational transition, as academic achievement upon kindergarten entry is associated with subsequent academic success…

  9. Achievement Gaps and the Proficiency Trap

    ERIC Educational Resources Information Center

    Dahlin, Michael; Cronin, John

    2010-01-01

    One of the main goals of the No Child Left Behind Act (NCLB) was to hold schools accountable for ensuring that all students are meeting high academic standards, and to eliminate disparities in academic performance between traditionally advantaged and disadvantaged groups of students. One could argue that this focus on holding schools accountable…

  10. Examining the Academic Achievement of Latino Adolescents: The Role of Parent and Peer Beliefs and Behaviors

    ERIC Educational Resources Information Center

    Hayes, DeMarquis; Blake, Jamilia J.; Darensbourg, Alicia; Castillo, Linda G.

    2015-01-01

    The achievement gap between Latino and White youth is well documented. This is of particular concern as children enter middle school because of the decline in school engagement and achievement noted in many students. The impact parent and peer beliefs and behaviors have on academic achievement, engagement, and achievement values of Latino middle…

  11. Leveraging Mindsets to Promote Academic Achievement: Policy Recommendations.

    PubMed

    Rattan, Aneeta; Savani, Krishna; Chugh, Dolly; Dweck, Carol S

    2015-11-01

    The United States must improve its students' educational achievement. Race, gender, and social class gaps persist, and, overall, U.S. students rank poorly among peers globally. Scientific research shows that students' psychology-their "academic mindsets"-have a critical role in educational achievement. Yet policymakers have not taken full advantage of cost-effective and well-validated mindset interventions. In this article, we present two key academic mindsets. The first, a growth mindset, refers to the belief that intelligence can be developed over time. The second, a belonging mindset, refers to the belief that people like you belong in your school or in a given academic field. Extensive research shows that fostering these mindsets can improve students' motivation; raise grades; and reduce racial, gender, and social class gaps. Of course, mindsets are not a panacea, but with proper implementation they can be an excellent point of entry. We show how policy at all levels (federal, state, and local) can leverage mindsets to lift the nation's educational outcomes.

  12. What Works Clearinghouse Quick Review: "Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition"

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2014

    2014-01-01

    This study measured the impact of a difference-education intervention on the academic achievement of first generation college students. The difference-education intervention teaches students how their social class backgrounds can affect what they experience in college. Participants attended a moderated panel discussion featuring demographically…

  13. School Resources and the Academic Achievement of Canadian Students

    ERIC Educational Resources Information Center

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

    2011-01-01

    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,…

  14. Narrowing the Achievement Gap: Perspectives and Strategies for Challenging Times

    ERIC Educational Resources Information Center

    Timar, Thomas B., Ed.; Maxwell-Jolly, Julie, Ed.

    2012-01-01

    This timely and thoughtful book provides multiple perspectives on closing achievement gaps. Closing persistent gaps in educational outcomes between different groups of students has been a central goal of educational policy for the past forty years. The commitment to close existing achievement gaps poses an unprecedented challenge to policy makers,…

  15. Intergenerational Family Predictors of the Black-White Achievement Gap

    ERIC Educational Resources Information Center

    Mandara, Jelani; Varner, Fatima; Greene, Nereira; Richman, Scott

    2009-01-01

    The authors examined intergenerational family predictors of the Black-White achievement gap among 4,406 adolescents from the National Longitudinal Survey of Youth. An intergenerational model of the process by which family factors contribute to the achievement gap was also tested. The results showed that the ethnic gaps in socioeconomic status…

  16. Narrowing the Achievement Gap: A Review of Research, Policies, and Issues. Report.

    ERIC Educational Resources Information Center

    Hertert, Linda; Teague, Jackie

    Student achievement tests consistently show that certain groups of children score far below children in other groups. The data document a strong association between poverty and students' academic success. The achievement gap begins early in children's lives as the result of physical, social, and emotional deprivations. California is attempting to…

  17. Subgroup Achievement and Gap Trends: West Virginia, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in West Virginia for 2010. West Virginia administered new assessments in 2009, so comparisons to earlier years could not be made for the sake of discerning trends in subgroup achievement and gaps. Data on student achievement from earlier years are presented. (Contains 9 tables.)…

  18. Developmental Pathways from Parental Substance Use to Childhood Academic Achievement

    PubMed Central

    Brook, Judith S.; Saar, Naomi S.; Brook, David W.

    2010-01-01

    This cross-sectional study examined the pathways to childhood academic achievement in 209 African American and Puerto Rican children and their mothers. There were three pathways to childhood academic achievement: (a) the mother-child relationship and the child’s personality mediated between parental substance use and childhood academic achievement; (b) the child’s personality mediated between parental education and childhood academic achievement; and (c) there was a direct relationship between the child’s gender and childhood academic achievement. Policy and clinical implications suggest the importance of increasing educational opportunities for all parents, providing substance use treatment and self-esteem workshops, and altering the school curriculum. PMID:20525035

  19. Subgroup Achievement and Gap Trends: Oklahoma

    ERIC Educational Resources Information Center

    Center on Education Policy, 2009

    2009-01-01

    This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…

  20. Subgroup Achievement and Gap Trends: California

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), California students made gains across the board in reading at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. In math, there were some declines at the basic achievement level. In terms of…

  1. Association of Child Poverty, Brain Development, and Academic Achievement

    PubMed Central

    Hair, Nicole L.; Hanson, Jamie L.; Wolfe, Barbara L.; Pollak, Seth D.

    2015-01-01

    observed among children from the poorest households. Regional gray matter volumes of children below 1.5 times the federal poverty level were 3 to 4 percentage points below the developmental norm (P < .05). A larger gap of 8 to 10 percentage points was observed for children below the federal poverty level (P < .05). These developmental differences had consequences for children’s academic achievement. On average, children from low-income households scored 4 to 7 points lower on standardized tests (P < .05). As much as 20% of the gap in test scores could be explained by maturational lags in the frontal and temporal lobes. CONCLUSIONS AND RELEVANCE The influence of poverty on children’s learning and achievement is mediated by structural brain development. To avoid long-term costs of impaired academic functioning, households below 150% of the federal poverty level should be targeted for additional resources aimed at remediating early childhood environments. PMID:26192216

  2. Academic Self-Concept: Its Structure, Mechanism, and Relation to Academic Achievement.

    ERIC Educational Resources Information Center

    Li, Xiaodong

    1997-01-01

    Reviews research findings on academic self-concept, including the multidimensional character of academic self-concept, the role of frame of reference in academic self-concept formation, and the relationship between academic achievement and academic self-concept. Explores implications of this research for educational practice and suggests areas for…

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

    ERIC Educational Resources Information Center

    Dotterer, Aryn M.; Lowe, Katie

    2011-01-01

    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…

  4. Biculturalism and Academic Achievement of African American High School Students

    ERIC Educational Resources Information Center

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

    2011-01-01

    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.…

  5. Decision Points and Considerations for Identifying Rural Districts That Have Closed Student Achievement Gaps. REL 2016-130

    ERIC Educational Resources Information Center

    Culbertson, Michael J.; Billig, Shelley H.

    2016-01-01

    Rural districts have long faced challenges in closing achievement gaps between subgroups of students. This brief report describes key decision points and considerations for decision-makers interested in identifying rural districts that have closed academic achievement gaps. Examining practices in these districts may suggest activities associated…

  6. Superintendents' Responses to the Achievement Gap: An Ethical Critique.

    ERIC Educational Resources Information Center

    Sherman, Whitney H.; Grogan, Margaret

    2003-01-01

    Uses multidimensional ethical framework to critique 15 Virginia superintendents' responses to the achievement gap as measured by the Standards of Learning (SOL) tests. Questions majority of superintendents' readiness to deal with moral and ethical issues related to achievement gap. (Contains 24 references.) (PKP)

  7. The Hispanic-Asian Achievement Gap in Elementary School

    ERIC Educational Resources Information Center

    Martinez, Lina Maria

    2012-01-01

    There is little research of Hispanic and Asian children's educational outcomes; in particular, the achievement gap between these two racial/ethnic groups has not been fully explored. The objective of this investigation is to analyze the Hispanic-Asian achievement gap in elementary school using the ECLS-K, a longitudinal nationally…

  8. Closing the Gap between Professional Development and Student Achievement

    ERIC Educational Resources Information Center

    Richards, Michelle K.

    2009-01-01

    Whenever there is a discussion on closing or bridging the achievement gap in education, one accurately reasons that the "gap" in question is among groups of students from various cultural and/or socioeconomic backgrounds. Stakeholders throughout academia, then, frantically search for solution(s)" to poor student achievement in America's ailing,…

  9. Achievement Gaps in Pre-Service Teachers in Urban Settings.

    ERIC Educational Resources Information Center

    Song, Kim H.; Christiansen, Faith

    The preparation of preservice teachers plays a major role in closing the achievement gap in the education of urban children. Urban teachers often do not understand how their low expectations and deficit assumptions influence their instructional practices and contribute to a widening achievement gap between urban and non-urban students. Many…

  10. Parsing the Achievement Gap II. Policy Information Report

    ERIC Educational Resources Information Center

    Barton, Paul E.; Coley, Richard J.

    2009-01-01

    Gaps in school achievement among racial/ethnic groups and between students from different socioeconomic circumstances are well documented. They are wide and persistent, well known and widely acknowledged. This report focuses on the conditions and experiences that create and perpetuate achievement gaps. It is the second edition of the report…

  11. School Counselors Center on Academic Achievement.

    ERIC Educational Resources Information Center

    Hanson, Charles

    Academic support has long been accepted as a major role of school counselors, yet many believe that traditional roles will not be enough for school counselors in the twenty-first century. This chapter focuses on how school counselors will need to expand their understanding of what academic support means in terms of learning and academic outcomes.…

  12. School Counseling to Close the Achievement Gap: A Social Justice Framework for Success

    ERIC Educational Resources Information Center

    Holcomb-McCoy, Cheryl

    2007-01-01

    School counselors can play a powerful role in closing the achievement gap when they incorporate the principles of social justice into their practice. In this much-needed resource for preservice and inservice counselors, the author addresses factors (such as racism, sexism, heterosexism, and classism) that can contribute to academic failure, and…

  13. Bridging English Language Learner Achievement Gaps through Effective Vocabulary Development Strategies

    ERIC Educational Resources Information Center

    Gibson, Charles

    2016-01-01

    Despite a well-documented history of immigration in the United States of America and rise in population of students that speak a language other than English, academic achievement gaps between English Language Learners and their native English language speaking counterparts from Grades Pre-Kindergarten through the college/university level still…

  14. Can We Talk? Discussions about Race May Be a Key to Closing the Achievement Gap

    ERIC Educational Resources Information Center

    Garrett, Kristi

    2009-01-01

    Almost everyone knows what the term "achievement gap" means, although the key to closing it remains elusive. Despite efforts spanning a decade or more, the disparity in test scores, graduation rates, and other indicators of academic success separating many students of color from many of their white and Asian peers has not been eliminated. In a…

  15. The Effects of Pre-Collegiate Academic Outreach Programs on First-Year Financial Aid Attainment, Academic Achievement and Persistence

    ERIC Educational Resources Information Center

    Coleman, Angela Alvarado

    2011-01-01

    National statistics continue to show substantial disparities in the postsecondary enrollment and completion rates between more and less advantaged groups. Despite gains made on the part of low-income, first generation, and minority students in the areas of access, persistence, and academic achievement, gaps still exist (Avery & Kane, 2004;…

  16. Subgroup Achievement and Gap Trends: Colorado

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Colorado students showed gains in reading at the proficient level for racial/ethnic subgroups, low income students, and boys and girls. There were slight declines or flat trends for almost all subgroups at the advanced level in reading. In math, gains were…

  17. Subgroup Achievement and Gap Trends: Georgia

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    Georgia has made some changes in its testing program in recent years. As a result, trend data were only available for reading in grades 4 and 8 from 2006 through 2009, and only at the proficient and advanced levels. In math, data were only available for the high school level from 2004 through 2009. Achievement data for low income students were…

  18. Subgroup Achievement and Gap Trends: Connecticut

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Connecticut students showed gains across the board in math--at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. In reading, there were gains at the basic and proficient levels, but a slight…

  19. Subgroup Achievement and Gap Trends: Maine

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Maine students had across-the-board gains. There were improvements in both reading and math at the basic, proficient and advanced levels for the subgroups large enough to count, which were white students, low income students, and boys and girls. Results on…

  20. Review of "Our Immense Achievement Gap"

    ERIC Educational Resources Information Center

    Eaton, Susan

    2012-01-01

    This report misrepresents and then criticizes recommendations from the Minnesota Department of Education, a think tank and two independent study groups, each of which recently encouraged particular voluntary efforts to reduce concentrated poverty and achieve racial and socioeconomic integration in schools and housing in Minnesota. In building its…

  1. Addressing Achievement Gaps with Psychological Interventions

    ERIC Educational Resources Information Center

    Yeager, David; Walton, Gregory; Cohen, Geoffrey L.

    2013-01-01

    Student psychology--how the classroom looks and feels from the perspective of the student--can powerfully affect motivation and learning, and experiments are increasingly showing that even brief interventions to change psychology can boost achievement over months or years. When paired with other structural reforms, social-psychological…

  2. Academic Self-Concept and Academic Achievement: Developmental Perspectives on Their Causal Ordering.

    ERIC Educational Resources Information Center

    Guay, Frederic; Marsh, Herbert W.; Boivin, Michel

    2003-01-01

    Tests theoretical and developmental models of the causal ordering between academic self-concept and academic achievement. The structural equation model for the total sample supported a reciprocal-effects model, indicating that achievement has an effect on self-concept and that academic self-concept has an effect on achievement. (Contains 33…

  3. The Impact of Personal Digital Assistants on Academic Achievement

    ERIC Educational Resources Information Center

    Bick, Alexander

    2005-01-01

    A positive correlation has been found between laptops and student achievement. Laptops are similar to Personal Digital Assistants (PDAs) in many respects. This study seeks to determine the effect of PDA usage on high school student academic achievement. It was hypothesized that a positive correlation between PDA usage and academic achievement in…

  4. Working Memory and Recollection Contribute to Academic Achievement

    PubMed Central

    Blankenship, Tashauna L.; O’Neill, Meagan; Ross, Alleyne; Bell, Martha Ann

    2015-01-01

    The contributions of working memory and recollection to academic achievement are typically examined separately and most often with children who have learning difficulties. This study is the first to observe both types of memory in the same study and in typically developing children. Academic achievement focused on standardized assessments of math fluency, calculation, reading fluency, and passage comprehension. As noted in previous studies, working memory was associated with each assessed measure of academic achievement. Recollection, however, specifically contributed to math fluency and passage comprehension. Thus, recollection should be considered alongside working memory in studies of academic achievement. PMID:26644761

  5. Practical Issues in Estimating Achievement Gaps from Coarsened Data

    ERIC Educational Resources Information Center

    Reardon, Sean F.; Ho, Andrew D.

    2015-01-01

    In an earlier paper, we presented methods for estimating achievement gaps when test scores are coarsened into a small number of ordered categories, preventing fine-grained distinctions between individual scores. We demonstrated that gaps can nonetheless be estimated with minimal bias across a broad range of simulated and real coarsened data…

  6. Academic Wholism: Bridging the Gap between High School and College

    ERIC Educational Resources Information Center

    Giuliano, Barbara; Sullivan, Judith

    2007-01-01

    Without adequate reading comprehension, writing proficiency, math competency, and critical thinking skills, students pursuing higher education are vulnerable to failure. An environmental Science course built around academic wholism is the focus of a summer program designed to bridge the gap between high school and college. Students self-reflect…

  7. Sociocultural Theories, Academic Achievement, and African American Adolescents in a Multicultural Context: A Review of the Cultural Compatibility Perspective

    ERIC Educational Resources Information Center

    Whaley, Arthur L.; Noel, La Tonya

    2012-01-01

    Several theories suggest that African American culture facilitates academic achievement, but others suggest that identifying with Black culture contributes to the achievement gap by undermining the academic performance among youth. These opposing perspectives are labeled "cultural compatibility theories" and "cultural incompatibility theories,"…

  8. Academic Achievement in Children With Oral Clefts Versus Unaffected Siblings

    PubMed Central

    Wehby, George L.; Barron, Sheila; Romitti, Paul A.; Ansley, Timothy N.; Speltz, Matthew L.

    2014-01-01

    Objective To compare academic achievement in children with oral-facial clefts (OFC) with their unaffected siblings. Methods 256 children with OFC were identified from the Iowa Registry for Congenital and Inherited Disorders, and 387 unaffected siblings were identified from birth certificates. These data were linked to Iowa Testing Programs achievement data. We compared academic achievement in children with OFC with their unaffected siblings using linear regression models, adjusted for potential confounders. In post hoc analyses, we explored modifiers of siblings’ academic performance. Results Achievement scores were similar between children with OFC and their siblings. Children with cleft palate only were significantly more likely to use special education than their unaffected siblings. Siblings’ academic achievement was inversely related to distance in birth order and age from the affected child. Conclusion Children with OFC and their siblings received similar achievement scores. Younger siblings, in particular, may share a vulnerability to poor academic outcomes. PMID:24993102

  9. Disparities in academic achievement and health: the intersection of child education and health policy.

    PubMed

    Fiscella, Kevin; Kitzman, Harriet

    2009-03-01

    Recent data suggest that that the United States is failing to make significant progress toward the Healthy People 2010 goal of eliminating health disparities. One missing element from the US strategy for achieving this goal is a focus on gaps in child development and achievement. Academic achievement and education seem to be critical determinants of health across the life span and disparities in one contribute to disparities in the other. Despite these linkages, national policy treats child education and health as separate. Landmark education legislation, the No Child Left Behind Act of 2001, is due for Congressional reauthorization. It seeks to eliminate gaps in academic child achievement by 2014. It does so by introducing accountability for states, school districts, and schools. In this special article, we review health disparities and contributors to child achievement gaps. We review changes in achievement gaps over time and potential contributors to the limited success of the No Child Left Behind Act of 2001, including its unfunded mandates and unfounded assumptions. We conclude with key reforms, which include addressing gaps in child school readiness through adequate investment in child health and early education and reductions in child poverty; closing the gap in child achievement by ensuring equity in school accountability standards; and, importantly, ensuring equity in school funding so that resources are allocated on the basis of the needs of the students. This will ensure that schools, particularly those serving large numbers of poor and minority children, have the resources necessary to promote optimal learning. PMID:19255042

  10. Investigating Academic Achievements and Critical Thinking Dispositions of Teacher Candidates

    ERIC Educational Resources Information Center

    Karagöl, Ibrahim; Bekmezci, Sinan

    2015-01-01

    The aim of this study is to examine the relationship between academic achievements and critical thinking dispositions of teacher candidates in Faculty of Education and to find out whether critical thinking dispositions and academic achievements scores of teacher candidates differ according to different variables. The population consists of the…

  11. School Environment and Academic Achievement of Standard IX Students

    ERIC Educational Resources Information Center

    Lawrence, A. S. Arul; Vimala, A.

    2012-01-01

    The present study School Environment and Academic Achievement of standard IX students was probed to find the relationship between School Environment and Academic Achievement of standard IX students. Data for the study were collected using self-made School Environment Scale (SES). The investigator used stratified random sampling technique for…

  12. Multidimensional Parents' Action on Adolescents Academic Achievement in Malaysia

    ERIC Educational Resources Information Center

    Yen, William Koh Siaw; Lan, Ong Saw

    2010-01-01

    This paper is an initial examination of the norm activities of what parents do at home to their adolescence school-going children and eventually how these factors contribute to their academic achievement. The notion that parental involvement was crucial to their children academic achievement and well being was reinvestigated by utilizing a…

  13. The Relationship between Educational Resources of School and Academic Achievement

    ERIC Educational Resources Information Center

    Savasci, Havva Sebile; Tomul, Ekber

    2013-01-01

    The educational resources of schools play an important role in order to diminish the effect of socioeconomic features on academic achievement, and create equal opportunities for students. In this sense, it is highly crucial to investigate the relationship between the educational resources of schools and the academic achievement of students. This…

  14. The Role of Physical Fitness in Academic Achievement

    ERIC Educational Resources Information Center

    Hannigan, William J.

    2010-01-01

    Despite the research indicating a direct relationship between physical fitness and academic achievement, physical fitness levels of students are decreasing in many schools, along with opportunities for physical fitness. The purpose of this quantitative study was to examine the relationship between physical fitness and academic achievement, as…

  15. Cultural Identification and Academic Achievement among African American Males

    ERIC Educational Resources Information Center

    Irving, Miles Anthony; Hudley, Cynthia

    2008-01-01

    This study investigated the relationship between intercultural perceptions, identity, and academic achievement among African American males. Specifically, this study investigated the relationship of academic achievement, cultural mistrust, oppositional cultural attitudes, ethnic identity development and educational outcome expectations and value,…

  16. Academic Self-Handicapping and Achievement: A Meta-Analysis

    ERIC Educational Resources Information Center

    Schwinger, Malte; Wirthwein, Linda; Lemmer, Gunnar; Steinmayr, Ricarda

    2014-01-01

    Self-handicapping represents a frequently used strategy for regulating the threat to self-esteem elicited by the fear of failing in academic achievement settings. Several studies have documented negative associations between self-handicapping and different educational outcomes, inter alia academic achievement. However, studies on the relation…

  17. Personality Type and Academic Achievement of Secondary School Students

    ERIC Educational Resources Information Center

    Lawrence, Arul A. S.; Lawrence, John A.

    2014-01-01

    Personality is the man. The successful living of an individual, as a man, depends to a large extent on the academic achievement of that individual, as a student. This article attempts to find out personality type, academic achievement of secondary school students and relationship between them by selecting a sample of 300 secondary school students…

  18. A Study of Motivational Influences on Academic Achievement

    ERIC Educational Resources Information Center

    Dishon-Berkovits, Miriam

    2014-01-01

    This study examined the influence of motivation on academic achievement. The theoretical rationale for the study is grounded in bridging two influential yet isolated literatures of motivation: goal setting theory and achievement goal theory. Although it is clear that academic performance should be influenced by assigned learning goals,…

  19. Academic Achievement and Its Impact on Friend Dynamics

    ERIC Educational Resources Information Center

    Flashman, Jennifer

    2012-01-01

    Academic achievement in adolescence is a key determinant of future educational and occupational success. Friends play an important role in the educational process. They provide support and resources and can both encourage and discourage academic achievement. As a result, the friends adolescents make may help to maintain and exacerbate inequality…

  20. Student Participation and Parental Involvement in Relation to Academic Achievement

    ERIC Educational Resources Information Center

    Niia, Anna; Almqvist, Lena; Brunnberg, Elinor; Granlund, Mats

    2015-01-01

    This study shows that students, teachers, and parents in Swedish schools ascribe differing meanings and significance to students' participation in school in relation to academic achievement. Students see participation as mainly related to social interaction and not academic achievement, whilst teachers view students' participation as more closely…

  1. Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool

    ERIC Educational Resources Information Center

    Schmitt, Sara A.; Finders, Jennifer K.; McClelland, Megan M.

    2015-01-01

    The present study investigated the direct effects of residential mobility on children's inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking residential mobility and spring achievement. Participants included 359 preschool children (49% female)…

  2. Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool

    ERIC Educational Resources Information Center

    Schmitt, Sara A.; Finders, Jennifer K.; McClelland, Megan M.

    2015-01-01

    Research Findings: The present study investigated the direct effects of residential mobility on children's inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking residential mobility and spring achievement. Participants included 359 preschool…

  3. Adolescent Health Behavior, Contentment in School, and Academic Achievement

    ERIC Educational Resources Information Center

    Kristjansson, Alfgeir Logi; Sigfusdottir, Inga Dora; Allegrante, John P.; Helgason, Asgeir R.

    2009-01-01

    Objectives: To examine the association between health behavior indicators, school contentment, and academic achievement. Methods: Structural equation modeling with 5810 adolescents. Results: Our model explained 36% of the variance in academic achievement and 24% in school contentment. BMI and sedentary lifestyle were negatively related to school…

  4. Academic Achievement and the Third Grade African American Male

    ERIC Educational Resources Information Center

    Shropshire, Delia F. B.

    2013-01-01

    The purpose of the study was to determine to what extent teaching style relates to third grade African American male academic achievement. The problem in this study addressed the factors affecting the academic achievement of the African American third grade male. This problem led the researcher to investigate the teaching styles of the…

  5. The Impact of Learning Time on Academic Achievement

    ERIC Educational Resources Information Center

    Jez, Su Jin; Wassmer, Robert W.

    2015-01-01

    As schools aim to raise student academic achievement levels and districts wrangle with decreased funding, it is essential to understand the relationship between learning time and academic achievement. Using regression analysis and a data set drawn from California's elementary school sites, we find a statistically significant and positive…

  6. Nonverbal Intelligence and Academic Achievement in the Hearing Impaired.

    ERIC Educational Resources Information Center

    Watson, Betty; And Others

    1986-01-01

    A study examining the relationship between nonverbal intelligence and academic achievement in 53 hearing impaired 7-18 year olds supported using the Hickey-Nebraska Test of Learning Aptitude (along with other measures) in interpreting individual differences in the academic achievement of hearing impaired students. (Author/CL)

  7. Two Models of Learning and Achievement: An Explanation for the Achievement Gap?

    ERIC Educational Resources Information Center

    Yeh, Stuart S.

    2015-01-01

    Background/Context: Despite decades of research, the persistence of the gap in student achievement between disadvantaged minority students and their middle-class peers remains unexplained. Purpose/Objective: The purpose of the current article is to propose a new model of the achievement gap. Research Design: Data were analyzed from three…

  8. Subgroup Achievement and Gap Trends: North Dakota, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in North Dakota for 2010. In grade 8 reading and math (the only grade in which subgroup trends were analyzed by achievement level), North Dakota showed across-the-board gains at the basic-and-above, proficient-and-above, and advanced levels for the state's major racial/ethnic…

  9. Subgroup Achievement and Gap Trends: North Carolina, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in North Carolina for 2010. In grade 8 math (the only grade in which subgroup trends were analyzed by achievement level), North Carolina made gains across the board for all major subgroups at the basic-and-above, proficient-and-above, and advanced levels. Progress in narrowing…

  10. Student Satisfaction with Academic Achievement. Institutional Report.

    ERIC Educational Resources Information Center

    Stolar, Steven M.

    In spring 1996, Cumberland County College (CCC), in New Jersey, conducted a survey to determine the level of satisfaction of students with academic advisement services. A 36-item questionnaire developed by American College Testing (ACT) was distributed to 667 degree-seeking students, representing one third of the degree-seeking students enrolled…

  11. Advancing Academic Achievement in the Heterogeneous Classroom.

    ERIC Educational Resources Information Center

    Casey, Linda; And Others

    This master's project analyzed the implementation of a program designed to address the academic needs of all students in a heterogeneous classroom. The targeted population consisted of secondary parochial school students from working and middle class backgrounds in or around a large midwestern metropolitan area. Problems of underachievement were…

  12. Student Mobility and Academic Achievement. ERIC Digest.

    ERIC Educational Resources Information Center

    Rumberger, Russell W.

    Student mobility--students moving from one school to another for reasons other than being promoted to the next school level-is widespread in the United States. This digest examines the research on the academic consequences of mobility for elementary school students and discusses what schools and parents can do to mitigate the possible negative…

  13. Academic Talent and Grade Achievement of Graduates.

    ERIC Educational Resources Information Center

    Chase, Clinton I.

    Among students and faculty as well, there are widespread beliefs that some departmental programs impose stringent demands on students while others are relatively undemanding. A second notion is that students with a given level of academic talent gravitate to departments whose demands correspond with the student's talent. It was therefore the…

  14. Factors Affecting Bioscience Students' Academic Achievement

    ERIC Educational Resources Information Center

    Rytkonen, Henna; Parpala, Anna; Lindblom-Ylanne, Sari; Virtanen, Viivi; Postareff, Liisa

    2012-01-01

    The examination of academic progression has become an essential tool for measuring the effectiveness of educational systems. Research concerning the relationship between student learning and how they progress in their studies, however remains scarce. The aim of this study is two-fold: Firstly, the study aims to analyse first-year bioscience…

  15. Classroom context, school engagement, and academic achievement in early adolescence.

    PubMed

    Dotterer, Aryn M; Lowe, Katie

    2011-12-01

    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 multidimensional approach to the measurement of classroom context and school engagement, incorporating both observational and self-reported assessments of various dimensions of classroom context (instruction quality, social/emotional climate, and student-teacher relationship) and school engagement (psychological and behavioral engagement). Using data from the NICHD Study of Early Child Care and Youth Development, we tested whether school engagement mediated the link between classroom context and academic achievement among 5th grade students, and whether these pathways were the same for students with previous achievement difficulties identified in 3rd grade. Participants included 1,014 children (50% female) in 5th grade (mean age = 11). The majority of the participants were white (77%) and 23% were children of color. Results indicated that psychological and behavioral engagement mediated the link between classroom context and academic achievement for students without previous achievement difficulties. However, for students with previous achievement difficulties psychological and behavioral engagement did not mediate the link between classroom context and academic achievement. These results suggest that improving classroom quality may not be sufficient to improve student engagement and achievement for students with previous achievement difficulties. Additional strategies may be needed for these students.

  16. Positive Academic Emotions Moderate the Relationship between Self-Regulation and Academic Achievement

    ERIC Educational Resources Information Center

    Villavicencio, Felicidad T.; Bernardo, Allan B. I.

    2013-01-01

    Background: Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models,…

  17. Effects of Peer Academic Reputation on Achievement in Academically At-Risk Elementary Students

    ERIC Educational Resources Information Center

    Hughes, Jan N.; Dyer, Nicole; Luo, Wen; Kwok, Oi-Man

    2009-01-01

    664 relatively low achieving first grade children were recruited into a longitudinal study. Measures of peer academic reputation (PAR), peer acceptance, teacher-rated academic engagement and achievement, and reading and math achievement were obtained in Year 2, when the majority of students were in second grade, and 1 year later. Measures of…

  18. Physical Activity and the Achievement Gap among Urban Minority Youth

    ERIC Educational Resources Information Center

    Basch, Charles E.

    2011-01-01

    Objectives: To outline the prevalence and disparities of physical activity among school-aged urban minority youth, causal pathways through which low levels of physical activity and fitness adversely affects academic achievement, and proven or promising approaches for schools to increase physical activity and physical fitness among youth. Methods:…

  19. Asthma and the Achievement Gap among Urban Minority Youth

    ERIC Educational Resources Information Center

    Basch, Charles E.

    2011-01-01

    Objectives: To outline the prevalence and disparities of asthma among school-aged urban minority youth, causal pathways through which poorly controlled asthma adversely affects academic achievement, and proven or promising approaches for schools to address these problems. Methods: Literature review. Results: Asthma is the most common chronic…

  20. Breakfast and the Achievement Gap among Urban Minority Youth

    ERIC Educational Resources Information Center

    Basch, Charles E.

    2011-01-01

    Objectives: To outline the prevalence and disparities of breakfast consumption among school-aged urban minority youth, causal pathways through which skipping breakfast adversely affects academic achievement, and proven or promising approaches for schools to increase breakfast consumption. Methods: Literature review. Results: On any given day a…

  1. Teen Pregnancy and the Achievement Gap among Urban Minority Youth

    ERIC Educational Resources Information Center

    Basch, Charles E.

    2011-01-01

    Objectives: To outline the prevalence and disparities of teen pregnancy among school-aged urban minority youth, causal pathways through which nonmarital teen births adversely affects academic achievement, and proven or promising approaches for schools to address this problem. Methods: Literature review. Results: In 2006, the birth rate among 15-…

  2. The Relationship of Time Perspective to Age, Gender, and Academic Achievement among Academically Talented Adolescents

    ERIC Educational Resources Information Center

    Mello, Zena R.; Worrell, Frank C.

    2006-01-01

    Time perspective is a useful psychological construct associated with educational outcomes (Phalet, Andriessen, & Lens, 2004) and may prove fruitful for research focusing on academically talented adolescents. Thus, the relationship of time perspective to age, gender, and academic achievement was examined among 722 academically talented middle and…

  3. Academic Identity Status, Goal Orientation, and Academic Achievement among High School Students

    ERIC Educational Resources Information Center

    Hejazi, Elaheh; Lavasani, Masoud Gholamali; Amani, Habib; Was, Christopher A.

    2012-01-01

    The aim of the present study was to determine the relationship between academic identity status, goal orientations and academic achievement. 301 first year high school students completed the Academic Identity Measure and Goal Orientation Questionnaire. The average of 10 exam scores in the final semester was used as an index of academic…

  4. Closing the Educational Achievement Gap between Blacks and Whites: Nobody Wants to Be Black

    ERIC Educational Resources Information Center

    Scott, Austin L.; Kronick, Robert

    2006-01-01

    This research study attempts to explain the educational achievement gap between blacks and whites, the factors that cause the achievement gap, the consequences of the achievement gap for the black race, and possible solutions to the achievement gap. The data collected for this study has shown that the educational achievement gap between blacks and…

  5. Objective Academic Achievement and Subjective Personal Well-Being

    ERIC Educational Resources Information Center

    McDonald, Betty

    2012-01-01

    This paper examines the relationship between objective academic achievement (OAA) and subjective well-being (SWB). Using a sample of 515 adolescents from ten different high schools across a small country, semi-structured interviews, academic records and observations provided relevant data for the study. OAA was measured from examination results…

  6. Family Income, School Attendance, and Academic Achievement in Elementary School

    ERIC Educational Resources Information Center

    Morrissey, Taryn W.; Hutchison, Lindsey; Winsler, Adam

    2014-01-01

    Low family income is associated with poor academic achievement among children. Higher rates of school absence and tardiness may be one mechanism through which low family income impacts children's academic success. This study examines relations between family income, as measured by receipt of free or reduced-price lunch, school attendance, and…

  7. Academic Achievement Programs and Youth Development: A Synthesis.

    ERIC Educational Resources Information Center

    Redd, Zakia; Cochran, Stephanie; Hair, Elizabeth; Moore, Kristin

    Based on the view that programs with a strong academic component may reduce the substantial educational disparities for American students from disadvantaged backgrounds or in chronically underperforming schools and school districts, this synthesis of research on academic achievement programs describes how such programs may help children and…

  8. Gendered Habitus and Gender Differences in Academic Achievement

    ERIC Educational Resources Information Center

    Edgerton, Jason; Peter, Tracey; Roberts, Lance

    2014-01-01

    Bourdieu's theory of cultural and social reproduction posits that students' habitus--learned behavioural and perceptual dispositions rooted in family upbringing--is a formative influence on how they react to their educational environments, affecting academic practices and academic achievement. Although originally conceived as a…

  9. Supplementary Education: The Hidden Curriculum of High Academic Achievement

    ERIC Educational Resources Information Center

    Gordon, Edmund W., Ed.; Bridglall, Beatrice L., Ed.; Meroe, Aundra Saa, Ed.

    2004-01-01

    In this book, the editors argue that while access to schools that enable and expect academic achievement is a necessary ingredient for the education of students, schools alone may not be sufficient to ensure universally high levels of academic development. Supplemental educational experiences may also be needed. The idea of supplementary education…

  10. Academic Self-Efficacy and Prospective ELT Teachers' Achievement

    ERIC Educational Resources Information Center

    Sariçoban, Arif; Behjoo, Bahram Mohammadi

    2016-01-01

    This study aims to scrutinize the possible relationship between academic self-efficacy beliefs and foreign language achievement among prospective ELT teachers. To do so, the data for the study were collected through a questionnaire, "College Academic Self-Efficacy Scale" adapted from Owen & Froman (1988), consisting of 33 items…

  11. Academic Underachievement: Relationship with Cognitive Motivation, Achievement Motivation, and Conscientiousness

    ERIC Educational Resources Information Center

    Preckel, Franzis; Holling, Heinz; Vock, Miriam

    2006-01-01

    In this study, the role of need for cognition, achievement motivation, and conscientiousness on academic underachievement was investigated. Forty-seven male and 46 female students in Grades 7 to 10 participated in the study. Student attributes were assessed by self-report measures, school performance by academic grades, and intellectual abilities…

  12. Academic Achievement Despite Child Maltreatment: A Longitudinal Study

    ERIC Educational Resources Information Center

    Coohey, Carol; Renner, Lynette M.; Hua, Lei; Zhang, Ying J.; Whitney, Stephen D.

    2011-01-01

    Purpose: Although researchers have concluded that child maltreatment has a negative effect on children's learning and academic achievement, not all children are negatively affected by maltreatment, and some children seem to succeed academically despite being maltreated. Drawing on risk and resilience theory, we examined a broad range of potential…

  13. Essays on Academic Achievement and Student Behavior in Public Schools

    ERIC Educational Resources Information Center

    Moussa, Wael Soheil

    2013-01-01

    This dissertation examines the student academic achievement through various mechanisms, put in place by the public school district, classroom student behavior, and negative external shocks to the students' living environment. I examine the impacts of various treatments on student short and long run academic outcomes such as math and English…

  14. Genetic and Environmental Influences on Academic Achievement Trajectories during Adolescence

    ERIC Educational Resources Information Center

    Johnson, Wendy; McGue, Matt; Iacono, William G.

    2006-01-01

    Most studies have considered the effects of particular characteristics on academic achievement individually, which means that little is known about how they function together. Using the population-based Minnesota Twin Family Study, the authors investigated the effects of child academic engagement (interest, involvement, effort), IQ, depression,…

  15. Sociodemographic Moderators of Middle School Transition Effects on Academic Achievement

    ERIC Educational Resources Information Center

    Akos, Patrick; Rose, Roderick A.; Orthner, Dennis

    2015-01-01

    The academic impact of the transition from elementary to middle school has significant consequences for many early adolescents. This study examines academic growth across the transition, as well as sociodemographic moderators. Rather than defining the transition effect as a decline in student achievement between fifth and sixth grade, these data…

  16. Do Peers Contribute to the Achievement Gap between Vietnamese-American and Mexican-American Adolescents?

    PubMed Central

    Duong, Mylien T.; Schwartz, David; McCarty, Carolyn A.

    2013-01-01

    Documented associations between academic and social functioning have been inconsistent. These discrepancies may reflect the moderating role of sociocultural context. In this study, we examined ethnicity and gender as moderators of this relation. We collected peer nominations, GPA from school records, and self-report questionnaires for 519 Vietnamese-American and Mexican-American middle school students (mean age = 12.7 years). Using general linear modeling, we found that academic and social functioning were more strongly and positively linked for Vietnamese-Americans relative to Mexican-Americans, and for girls relative to boys. We also examined group differences in achievement values, and found that Vietnamese-Americans were more likely to admire and be friends with high-achieving peers. The results suggest that peers provide one context in which ethnic and gender differences in achievement values emerge, and interventions aimed at reducing the achievement gap may benefit from incorporating a focus on peers. PMID:24443632

  17. Is preschool executive function causally related to academic achievement?

    PubMed

    Willoughby, Michael T; Kupersmidt, Janis B; Voegler-Lee, Mary E

    2012-01-01

    The primary objective of this study was to reevaluate the well-established result that preschoolers' performance on executive function tasks are positively associated with their performance on academic achievement tests. The current study replicated the previously established concurrent associations between children's performance on EF tasks and academic achievement tests. Specifically, children's performance on measures of inhibitory and motor control were positively associated with their performance on tests of reading, writing, and mathematics achievement (rs = .2-.5); moreover, although diminished in magnitude, most of these associations held up even after including an earlier measure of academic achievement as a covariate (rs = .1-.3). However, the application of an alternative analytic method, fixed effects analysis, a method that capitalizes on repeated measures data to control for all time stable measured and unmeasured covariates, rendered the apparent positive associations between executive function and academic achievement nonsignificant (rs = .0-.1). Taken together, these results suggest that the well-replicated association between executive function abilities and academic achievement may be spurious. Results are discussed with respect to the importance of utilizing analytic methods and research designs that facilitate strong causal inferences between executive function and academic achievement in early childhood, as well as the limitations of making curriculum development recommendations and/or public policy decisions based on studies that have failed to do so. PMID:21707258

  18. Incremental validity of emotional intelligence ability in predicting academic achievement.

    PubMed

    Lanciano, Tiziana; Curci, Antonietta

    2014-01-01

    We tested the incremental validity of an ability measure of emotional intelligence (El) in predicting academic achievement in undergraduate students, controlling for cognitive abilities and personality traits. Academic achievement has been conceptualized in terms of the number of exams, grade point average, and study time taken to prepare for each exam. Additionally, gender differences were taken into account in these relationships. Participants filled in the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the Raven's Advanced Progressive Matrices, the reduced version of the Eysenck Personality Questionnaire, and academic achievement measures. Results showed that El abilities were positively related to academic achievement indices, such as the number of exams and grade point average; total El ability and the Perceiving branch were negatively associated with the study time spent preparing for exams. Furthermore, El ability adds a percentage of incremental variance with respect to cognitive ability and personality variables in explaining scholastic success. The magnitude of the associations between El abilities and academic achievement measures was generally higher for men than for women. Jointly considered, the present findings support the incremental validity of the MSCEIT and provide positive indications of the importance of El in students' academic development. The helpfulness of El training in the context of academic institutions is discussed. PMID:25603581

  19. From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools

    ERIC Educational Resources Information Center

    Ladson-Billings, Gloria

    2006-01-01

    The "achievement gap" is one of the most talked-about issues in U.S. education. The term refers to the disparities in standardized test scores between Black and White, Latina/o and White, and recent immigrant and White students. This article argues that a focus on the gap is misplaced. Instead, we need to look at the "education debt" that has…

  20. Boredom and Academic Achievement: Testing a Model of Reciprocal Causation

    ERIC Educational Resources Information Center

    Pekrun, Reinhard; Hall, Nathan C.; Goetz, Thomas; Perry, Raymond P.

    2014-01-01

    A theoretical model linking boredom and academic achievement is proposed. Based on Pekrun's (2006) control-value theory of achievement emotions, the model posits that boredom and achievement reciprocally influence each other over time. Data from a longitudinal study with college students (N = 424) were used to examine the hypothesized effects. The…

  1. Hispanic Cultural Survival and Academic Achievement: A Partnership That Works.

    ERIC Educational Resources Information Center

    Rivera, Manuel G.

    The life of Benito Juarez--who broke all odds to achieve academically, politically, and socially--serves proof that Hispanics can achieve without sacrificing their cultural heritage. The current educational achievement of Hispanics in California and elsewhere in the nation is a matter for serious consideration. Nearly 50% of all Hispanics enrolled…

  2. Academic Achievement of African American Boys: A City-Wide, Community-Based Investigation of Risk and Resilience

    ERIC Educational Resources Information Center

    Fantuzzo, John; LeBoeuf, Whitney; Rouse, Heather; Chen, Chin-Chih

    2012-01-01

    In light of persistent Black-White achievement gaps for boys, this study examined publicly monitored risks believed to be associated with being behind academically for an entire subpopulation of African American boys in a large urban public school district. Also examined were indicators of academic engagement hypothesized to mediate the relations…

  3. Academic Achievement, Academic Self-Concept, and Academic Motivation of Immigrant Adolescents in the Greater Toronto Area Secondary Schools

    ERIC Educational Resources Information Center

    Areepattamannil, Shaljan; Freeman, John G.

    2008-01-01

    The study examined the self-reported academic achievement, academic self-concept, and academic motivation of 573 immigrant and nonimmigrant adolescents in the Greater Toronto Area (GTA) secondary schools. Descriptive Discriminant Analyses indicated that the immigrant adolescents had higher performance in mathematics, higher math and school…

  4. Subgroup Achievement and Gap Trends: New Hampshire, 2010

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles the student subgroup achievement and gap trends in New Hampshire for 2010. New Hampshire's demographic profile is such that, with the exception of Latino students at the elementary level, there are fewer than 500 students in the racial/ethnic subgroups at the various grade levels, and therefore these groups are too small to…

  5. Self-Regulation and the Income-Achievement Gap

    ERIC Educational Resources Information Center

    Evans, Gary W.; Rosenbaum, Jennifer

    2008-01-01

    The pervasive income-related achievement gap among children has been partially explained by parental investments. Wealthier parents provide more cognitively enriched environments (e.g., books, informal learning opportunities such as music lessons) and converse more with their children relative to low-income parents. However parental investment…

  6. Minding the Achievement Gap One Classroom at a Time

    ERIC Educational Resources Information Center

    Pollock, Jane E.; Ford, Sharon; Black, Margaret M.

    2012-01-01

    Do teachers have the power to close achievement gaps? Here's a book that boldly claims they do and lays out a blueprint for how to do something now to help students who are falling short of standards. Regardless of the student population you need to address--English language learners, special education, or just the unmotivated and hard to…

  7. Crownhill Elementary Case Study: Closing the Economic Achievement Gap

    ERIC Educational Resources Information Center

    Washington State Board of Education, 2010

    2010-01-01

    To spotlight effective practices, the Washington State Board of Education (SBE) is highlighting schools that are closing achievement gaps and performing at high levels. In 2009, SBE partnered with the Office of Superintendent of Public Instruction (OSPI) to create the Washington Accountability Index. The Index is a new way to measure schools'…

  8. Expanding METCO and Closing Achievement Gaps. White Paper No. 129

    ERIC Educational Resources Information Center

    Apfelbaum, Katherine; Ardon, Ken

    2015-01-01

    School systems around the United States are heavily segregated by income and race. At the same time, an achievement gap between white and nonwhite students persists despite many efforts to close it. Against this background, in this white paper the authors explore the history and successes of the Metropolitan Council for Educational Opportunity…

  9. Using Student-Involved Classroom Assessment to Close Achievement Gaps

    ERIC Educational Resources Information Center

    Stiggins, Rick; Chappuis, Jan

    2005-01-01

    The authors argue that the failure of 60 years of total reliance on assessment via standardized tests to help reduce achievement score gaps must compel us to rethink the role of assessment in this endeavor. They advocate rebalancing assessment priorities to bring classroom assessment into the equation. Evidence gathered over decades from around…

  10. A "Gap-Gazing" Fetish in Mathematics Education? Problematizing Research on the Achievement Gap

    ERIC Educational Resources Information Center

    Gutierrez, Rochelle

    2008-01-01

    A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more…

  11. Academic Achievement of NCAA Division III Athletes

    ERIC Educational Resources Information Center

    Barlow, Kathy A.; Hickey, Ann

    2014-01-01

    A study of 215 athletes at a small private liberal arts Division III college revealed that athletes (a) begin their college experience with SATs no different from non-athletes; (b) attain GPAs that do not significantly differ from those of nonathletes; (c) achieve GPAs that do not significantly differ between their "in-season" semester…

  12. IQ and Neuropsychological Predictors of Academic Achievement

    ERIC Educational Resources Information Center

    Mayes, Susan Dickerson; Calhoun, Susan L.; Bixler, Edward O.; Zimmerman, Dennis N.

    2009-01-01

    Word reading and math computation scores were predicted from Wechsler Abbreviated Scale of Intelligence Full Scale IQ, 10 neuropsychological tests, and parent attention deficit hyperactivity disorder (ADHD) ratings in 214 general population elementary school children. IQ was the best single predictor of achievement. In addition, Digit Span…

  13. Diversity: The Windows of Opportunity in Overcoming the Academic Achievement Gap between African-American and White Students and in Overcoming Racially Discriminatory Myths of African American Students in Public Education

    ERIC Educational Resources Information Center

    McLauchlin, Vera Ann

    2007-01-01

    The "Brown v. Board of Education" decision of 1954 legally authorized equitable academic conditions and access for African-American students in the United States' public school systems. However, in actuality, Brown did not lead to substantial "de facto" changes in equity and access. The American public education system…

  14. Parenting Style as a Moderator for Students' Academic Achievement

    NASA Astrophysics Data System (ADS)

    Ishak, Zahari; Low, Suet Fin; Lau, Poh Li

    2012-08-01

    Parenting styles have always been a crucial factor in influencing all aspects of a person's development. The purpose of this study is to test the structural equation model of academic achievement among the students using parenting styles as a moderator. The sample comprised 493 students from eight schools. Parenting styles are determined using the Parental Authority Questionnaire (Buri in J Pers Assess 57:110-119, 1991). Academic achievement is measured based on the students' performance in the Lower Secondary Assessment. Data were analyzed using structural equation modelling. Results demonstrated that model of authoritative and model of authoritarian fit the data of this study well. Both authoritative and authoritarian parenting styles are the most common practice of the parents. Parenting styles have been found to be a moderator of this study. The results indicated that parenting styles moderated the effect of academic self-concept on academic achievement. The impact of academic self-concept on academic achievement is found to be greater for the authoritative than the authoritarian parenting style.

  15. Evidence for the Importance of Academic Word Knowledge for the Academic Achievement of Diverse Middle School Students

    ERIC Educational Resources Information Center

    Townsend, Dianna; Filippini, Alexis; Collins, Penelope; Biancarosa, Gina

    2012-01-01

    Despite the current theoretical momentum for the importance of academic English and the acknowledgment that academic materials increase in complexity through the grades, little empirical attention has been devoted to the role of academic English in academic achievement. This study examined the amount of variance in academic achievement explained…

  16. The Role of Academic Achievement Growth in School Track Recommendations

    ERIC Educational Resources Information Center

    Caro, Daniel H.; Lenkeit, Jenny; Lehmann, Rainer; Schwippert, Knut

    2009-01-01

    Students in Germany are tracked into different forms of secondary schooling based on teachers' recommendations. The literature shows that school tracking is largely affected by academic achievement levels, but neglects the influence of individual achievement growth. The authors used data from the Berlin study ELEMENT (N = 2242) to characterize…

  17. Fidelity as a Precondition for Integrity in Grading Academic Achievement

    ERIC Educational Resources Information Center

    Sadler, D. Royce

    2010-01-01

    If a grade is to be trusted as an authentic representation of a student's level of academic achievement, one of the requirements is that all the elements that contribute to that grade must qualify as achievement, and not be something else. The implications of taking this proposition literally turn out to be far reaching. Many elements that are…

  18. Personality Characteristics Associated with Academic Achievement among Developmental College Students.

    ERIC Educational Resources Information Center

    Hill, Allan B.

    This study was conducted to identify the personality characteristics of high achieving developmental, or remedial, students and to discover how personality characteristics relate to academic performance among high-achieving developmental and non-developmental college students to determine if a correlation exists between personality and…

  19. The Effects of Academic Optimism on Elementary Reading Achievement

    ERIC Educational Resources Information Center

    Bevel, Raymona K.; Mitchell, Roxanne M.

    2012-01-01

    Purpose: The purpose of this paper is to explore the relationship between academic optimism (AO) and elementary reading achievement (RA). Design/methodology/approach: Using correlation and hierarchical linear regression, the authors examined school-level effects of AO on fifth grade reading achievement in 29 elementary schools in Alabama.…

  20. Academic Achievement of University Students with Dyslexia.

    PubMed

    Olofsson, Åke; Taube, Karin; Ahl, Astrid

    2015-11-01

    Broadened recruitment to higher education is on the agenda in many countries, and it is also widely recognized that the number of dyslexic students entering higher education is increasing. In Sweden, as in many other European countries, higher education institutions are required to accommodate students with dyslexia. The present study focuses on the study outcome for 50 students with diagnosed dyslexia, mainly in teacher education and nurses' training, at three universities in Northern Sweden. The students trusted their own ability to find information on the Internet but mistrusted their own abilities in reading course books and articles in English and in taking notes. The mean rate of study was 23.5 European Credit Transfer and Accumulation System credits per semester, which is slightly below the national baseline of 26.7. The results show that more than half of the students are examined at a normal rate of study but that about one fifth have a very low rate of study. Messages Most students with dyslexia can compensate for their reading problems. Taking notes during lessons and reading in foreign language may be especially difficult for students with dyslexia. Diagnoses should distinguish between reading comprehension and word decoding. More than half of the students with dyslexia can achieve at a normal rate of study. One-fifth of the students with dyslexia may need a longer period of study than other students.

  1. Teacher expectations, classroom context, and the achievement gap.

    PubMed

    McKown, Clark; Weinstein, Rhona S

    2008-06-01

    In two independent datasets with 1872 elementary-aged children in 83 classrooms, Studies 1 and 2 examined the role of classroom context in moderating the relationship between child ethnicity and teacher expectations. For Study 1 overall and Study 2 mixed-grade classrooms, in ethnically diverse classrooms where students reported high levels of differential teacher treatment (PDT) towards high and low achieving students, teacher expectations of European American and Asian American students were between .75 and 1.00 standard deviations higher than teacher expectations of African American and Latino students with similar records of achievement. In highly diverse low-PDT classrooms in Study 1 and highly diverse low-PDT mixed-grade classrooms in Study 2, teachers held similar expectations for all students with similar records of achievement. Study 3 estimated the contribution of teacher expectations to the year-end ethnic achievement gap in high- and low-bias classrooms. In high-bias classrooms, teacher expectancy effects accounted for an average of .29 and up to .38 standard deviations of the year-end ethnic achievement gap.

  2. Relationships among Properties of College Students' Self-Set Academic Goals and Academic Achievement

    ERIC Educational Resources Information Center

    Acee, Taylor W.; Cho, Yoonjung; Kim, Jung-In; Weinstein, Claire Ellen

    2012-01-01

    The major purpose of this study was to investigate the relationships among properties of college students' self-set academic goals and academic achievement, using multiple theoretical perspectives. Using a personal goal-based research methodology, college students enrolled in a learning-to-learn course (N = 130) were asked to list 20 of their…

  3. Academic Self-Efficacy Mediates the Effects of School Psychological Climate on Academic Achievement

    ERIC Educational Resources Information Center

    Høigaard, Rune; Kovac, Velibor Bobo; Øverby, Nina Cecilie; Haugen, Tommy

    2015-01-01

    This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth-and tenth-grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic…

  4. Academic Self-Concept and Learning Strategies: Direction of Effect on Student Academic Achievement

    ERIC Educational Resources Information Center

    McInerney, Dennis M.; Cheng, Rebecca Wing-yi; Mok, Magdalena Mo Ching; Lam, Amy Kwok Hap

    2012-01-01

    This study examined the prediction of academic self-concept (English and Mathematics) and learning strategies (deep and surface), and their direction of effect, on academic achievement (English and Mathematics) of 8,354 students from 16 secondary schools in Hong Kong. Two competing models were tested to ascertain the direction of effect: Model A…

  5. Academic Identification as a Mediator of the Relationship between Parental Socialization and Academic Achievement

    ERIC Educational Resources Information Center

    Strambler, Michael J.; Linke, Lance H.; Ward, Nadia L.

    2013-01-01

    This study examines whether academic identification, or one's psychological and emotional investment in academics, mediates the association between child-reported parental educational socialization and standardized achievement test scores among a predominantly ethnic minority sample of 367 urban middle school students. We predicted that academic…

  6. Can the Academic Achievement of Korean Students Be Portrayed as a Product of "Shadow Achievement"?

    ERIC Educational Resources Information Center

    Kim, Hyunjin

    2015-01-01

    The purpose of this study was to investigate the effects of private tutoring expenditure on two types of Korean students' academic achievements as measured by standardized test achievement and by school performance achievement, applying 5-year data from Korean Educational Longitudinal Study (KELS). It was found that private tutoring…

  7. A Mediation Analysis of Achievement Motives, Goals, Learning Strategies, and Academic Achievement

    ERIC Educational Resources Information Center

    Diseth, Age; Kobbeltvedt, Therese

    2010-01-01

    Background: Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. Aims: To investigate the relationship between achievement motives,…

  8. Why Closing the Research-Practice Gap Is Critical to Closing Student Achievement Gaps

    ERIC Educational Resources Information Center

    Cooper, Laura A.

    2007-01-01

    Discussions of the research-practice gap often assume that K-12 educators are uninterested in or even derisive about the value of research for improving student learning. The work of K-12 educators in the Minority Student Achievement Network (MSAN) counters this conventional wisdom. This article provides evidence that MSAN educators not only value…

  9. Narrowing the Achievement Gap and Sustaining Success: A Qualitative Study of the Norms, Practices, and Programs of a Successful High School with Urban Characteristics

    ERIC Educational Resources Information Center

    Senesac, Donald Raymond

    2010-01-01

    The academic achievement gap is the manifestation of differential learning outcomes for students typified by membership in an ethnic minority sub group or economically disadvantaged sub group. Addressing the achievement gap has become vital for the nation as a whole, and even more critical for the state of California because the majority of…

  10. Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress. Highlights. NCES 2011-485

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    This report provides a detailed portrait of Hispanic and White academic achievement gaps and how students' performance has changed over time at both the national and state levels. The report presents achievement gaps using reading and mathematics assessment data from the National Assessment of Educational Progress (NAEP) for the 4th- and 8th-grade…

  11. A Study of African American Male Students' Academic Achievement and School Attitude in an Urban Elementary School

    ERIC Educational Resources Information Center

    Mohamed, Roslyn J. F. Billy

    2013-01-01

    With the signing of the No Child Left Behind Act in 2001, much emphasis has been placed on the accountability of schools and school districts to ensure higher academic achievement of all students. The achievement gap remains among African American male students in urban school districts. This purposed quantitative study explored the relationship…

  12. Patterns and Trends in Achievement Gaps in Malaysian Secondary Schools (1999-2011): Gender, Ethnicity, and Socioeconomic Status

    ERIC Educational Resources Information Center

    Saw, Guan Kung

    2016-01-01

    Educational inequality is a highly debated yet empirically understudied topic in Malaysia. This paper examines the patterns and trends of academic achievement gaps by student social groups in Malaysia, drawing upon nationally representative data for the most recent four cohorts (1999, 2003, 2007, and 2011) of eighth-grade Malaysian students from…

  13. Examining the Achievement Gap: The Effectiveness of African American Teachers Instructing African American Students in Kansas City Public Schools

    ERIC Educational Resources Information Center

    Campbell, Judith Jordan

    2013-01-01

    Over several years the American public educational system has failed to address one of the most infuriating problems faced by our nation, narrowing the achievement gap in urban districts with urban learners. Historically, minority students have not paralleled the academic performance of their White counterparts. This holds true with standardized…

  14. Understanding and Addressing the California Latino Achievement Gap in Early Elementary School. Working Paper 2004-01

    ERIC Educational Resources Information Center

    Rumberger, Russell W.; Anguiano, Brenda Arellano

    2004-01-01

    One of the most pressing problems in California is improving student academic performance, especially the state's burgeoning Latino student population. This study examined the extent of the achievement gap between Latino and White students over the first two years of elementary school and the characteristics of students and schools that contribute…

  15. Homework Involvement and Academic Achievement of Native and Immigrant Students

    PubMed Central

    Suárez, Natalia; Regueiro, Bibiana; Epstein, Joyce L.; Piñeiro, Isabel; Díaz, Sara M.; Valle, Antonio

    2016-01-01

    Homework is a debated issue in society and its relationship with academic achievement has been deeply studied in the last years. Nowadays, schools are multicultural stages in which students from different cultures and ethnicities work together. In this sense, the present study aims to compare homework involvement and academic achievement in a sample of native and immigrant students, as well as to study immigrant students’ relationship between homework involvement and Math achievement. The sample included 1328 students, 10–16 years old from Spanish families (85.6%) or immigrant students or students of immigrant origin (14.4%) from South America, Europe, Africa, and Asia. The study was developed considering three informants: elementary and secondary students, their parents and their teachers. Results showed higher involvement in homework in native students than in immigrant. Between immigrants students, those who are more involved in homework have better academic achievement in Math at secondary grades. There weren’t found gender differences on homework involvement, but age differences were reported. Immigrant students are less involved in homework at secondary grades that students in elementary grades. The study highlights the relevance of homework involvement in academic achievement in immigrant students. PMID:27757097

  16. Longitudinal effects of educational expectations and achievement attributions on adolescents' academic achievements.

    PubMed

    Liu, Kun-Shia; Cheng, Ying-Yao; Chen, Yi-Ling; Wu, Yuh-Yih

    2009-01-01

    This study used nationwide data from the Taiwan Education Panel Survey (TEPS) to examine the longitudinal effects of educational expectations and achievement attributions on the academic achievements of adolescents. The sample included 2,000 Taiwanese secondary school students, each of whom completed three waves of questionnaires and cognitive tests: the first in grade 7 (in 2001), the second in grade 9 (in 2003), and the third in grade 11 (in 2005). Through multilevel longitudinal analysis, the results showed: (1) educational expectations accounted for a moderate amount of the variance in academic achievements; (2) students with high educational expectations and effort attribution exhibited higher growth rates in their academic achievements; and (3) studentswith lower educational expectations and those attributing success to others showed significantly fewer academic achievements and significantly lower growth rates in such achievements. The results demonstrated that adolescents' educational expectations and achievement attributions play crucial roles in the long-term course of academic accomplishments. Implications for educational practice and further studies are also discussed.

  17. Manganese exposure from drinking water and children's academic achievement.

    PubMed

    Khan, Khalid; Wasserman, Gail A; Liu, Xinhua; Ahmed, Ershad; Parvez, Faruque; Slavkovich, Vesna; Levy, Diane; Mey, Jacob; van Geen, Alexander; Graziano, Joseph H; Factor-Litvak, Pam

    2012-01-01

    Drinking water manganese (WMn) is a potential threat to children's health due to its associations with a wide range of outcomes including cognitive, behavioral and neuropsychological effects. Although adverse effects of Mn on cognitive function of the children indicate possible impact on their academic achievement little evidence on this issue is available. Moreover, little is known regarding potential interactions between exposure to Mn and other metals, especially water arsenic (WAs). In Araihazar, a rural area of Bangladesh, we conducted a cross-sectional study of 840 children to investigate associations between WMn and WAs and academic achievement in mathematics and languages among elementary school-children, aged 8-11 years. Data on As and Mn exposure were collected from the participants at the baseline of an ongoing longitudinal study of school-based educational intervention. Annual scores of the study children in languages (Bangla and English) and mathematics were obtained from the academic achievement records of the elementary schools. WMn above the WHO standard of 400μg/L was associated with 6.4% score loss (95% CI=-12.3 to -0.5) in mathematics achievement test scores, adjusted for WAs and other sociodemographic variables. We did not find any statistically significant associations between WMn and academic achievement in either language. Neither WAs nor urinary As was significantly related to any of the three academic achievement scores. Our finding suggests that a large number of children in rural Bangladesh may experience deficits in mathematics due to high concentrations of Mn exposure in drinking water.

  18. The Academic Achievement of Elite Athletes at Australian Schools

    ERIC Educational Resources Information Center

    Georgakis, Steve; Evans, John Robert; Warwick, Leanne

    2015-01-01

    While sport and student-athletes have featured in the Australian education system since compulsory schooling, there has been no analysis to date of the link between academic achievement and elite student-athletes. However, this is in stark contrast to the United States of America (US), where student-athletes have been the subject of sustained…

  19. Academic Optimism and Student Achievement in Urban Elementary Schools

    ERIC Educational Resources Information Center

    Smith, Page A.; Hoy, Wayne K.

    2007-01-01

    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…

  20. High School Employment and Academic Achievement: A Note for Educators

    ERIC Educational Resources Information Center

    Keister, Mary; Hall, Joshua

    2010-01-01

    Educators are often in a position to affect student decisions to work during the school term. This study reviews and summarizes the literature on the effect that employment during high school has on academic achievement. The available evidence suggests that part-time jobs for high school students are beneficial as long as the number of hours…

  1. Organizational Culture and Academic Achievement in Secondary Schools

    ERIC Educational Resources Information Center

    van der Westhuizen, Philip C.; Mosoge, M. J.; Swanepoel, L. H.; Coetsee, L. D.

    2005-01-01

    A number of factors have been identified that affect academic achievement of learners. Among these factors, organizational culture seems to be a key factor. This is a complex factor characterized by many variables. To classify the variables included in organizational culture, a theoretical model was constructed. Two sets of variables were…

  2. Academic Achievement among Adolescents in Cambodia: Does Caregiver Trauma Matter?

    ERIC Educational Resources Information Center

    Eng, Sothy; Mulsow, Miriam; Cleveland, Harrington; Hart, Sybil L.

    2009-01-01

    How will hostilities occurring around today's world influence future generations in affected areas? Cambodia may be one place where this question can be answered, and academic achievement is one way to measure these effects. Cambodian adolescent/caregiver dyads (n=288) were examined for links between caregiver trauma history and adolescent…

  3. Exercise and Children's Intelligence, Cognition, and Academic Achievement

    ERIC Educational Resources Information Center

    Tomporowski, Phillip D.; Davis, Catherine L.; Miller, Patricia H.; Naglieri, Jack A.

    2008-01-01

    Studies that examine the effects of exercise on children's intelligence, cognition, or academic achievement were reviewed and results were discussed in light of (a) contemporary cognitive theory development directed toward exercise, (b) recent research demonstrating the salutary effects of exercise on adults' cognitive functioning, and (c) studies…

  4. Using Students' Cultural Heritage to Improve Academic Achievement in Writing

    ERIC Educational Resources Information Center

    Mendez, Gilbert

    2006-01-01

    This article discusses an approach to teaching used at Calexico Unified School District, a California-Mexican border high school, by a group of teachers working to make teaching and learning more relevant to Chicano and Mexican students' lives and to improve their academic achievement in writing. An off-shoot of a training program for English…

  5. Effect of Cooperative Learning on Academic Achievement of Physics Course

    ERIC Educational Resources Information Center

    Keramati, Mohammadreza

    2010-01-01

    This paper reports the results of an investigation on the effect of cooperative learning on academic achievement of physics course. Cooperative learning was employed to experimental group and conventional teaching method was used for control group. Sampling of the study consists of 15-16 years old 220 students at high school in Iran. The progress…

  6. Health Behaviour and Academic Achievement in Icelandic School Children

    ERIC Educational Resources Information Center

    Sigfusdottir, Inga Dora; Kristjansson, Alfgeir Logi; Allegrante, John P.

    2007-01-01

    Interest in the relationship between health behaviours and academic achievement has recently intensified in the face of an epidemic of childhood and adolescent obesity and converging school reforms in the United States and other nations with advanced economies. Epidemiologic research has demonstrated that poor diet and lack of adequate physical…

  7. Relationship Between Learning Styles and Academic Achievement. Final Report.

    ERIC Educational Resources Information Center

    McKinney, James D.; And Others

    This study investigated the relationship between learning styles, classroom behaviors, ability levels, and academic achievement in an open classroom kindergarten setting. Thirty subjects were selected (ten children from each of the 4-, 5-, and 6-year-old groups). Each child was tested on the following measures: Matching Familiar Figures (MMF);…

  8. Academic Achievement of Red Deer College Students at Alberta Universities.

    ERIC Educational Resources Information Center

    Burford, Charles Thomas

    The purpose of this study was to report on the academic achievement of Red Deer College transfer students at three Alberta Universities for 1968-1971. Transfer students were matched with native students from the universities using session year, year of program, degree sought, age, sex, and first year cumulative grade-point average. These matched…

  9. Classroom Management Strategies and Behavioral Interventions to Support Academic Achievement

    ERIC Educational Resources Information Center

    Gilpatrick, Robin Sue Holzworth

    2010-01-01

    This mixed method project study identified the need for effective classroom management strategies to dissuade student noncompliant behavior and to ensure academic success for all students. Enhancing classroom management practices is vital to improved student achievement and teacher self-efficacy. Within a constructivist framework, it is critical…

  10. Helping Students Improve Academic Achievement and School Success Behavior

    ERIC Educational Resources Information Center

    Brigman, Greg; Campbell, Chari

    2003-01-01

    This article describes a study evaluating the impact of school-counselor-led interventions on student academic achievement and school success behavior. A group counseling and classroom guidance model called student success skills (SSS) was the primary intervention. The focus of the SSS model was on three sets of skills identified in several…

  11. The Relationship Between Simultaneous-Successive Processing and Academic Achievement.

    ERIC Educational Resources Information Center

    Merritt, Frank M.; McCallum, R. Steve

    1984-01-01

    Investigates the relationship between simultaneous-successive information processing and academic achievement among 157 college students. Notes that high levels of simultaneous and successive processing are related systematically to high grade-point averages and that higher simultaneous processing apparently is related to high ACT performance. (SB)

  12. Intelligence and Academic Achievement in a Clinical Adolescent Population

    ERIC Educational Resources Information Center

    Stewart, David W.; Morris, Linda

    1977-01-01

    The present study was undertaken with two related goals: (a) to examine the relationships between the WRAT and CAT, and (b) to examine the relationships which may exist between these academic achievement tests -nd a standard intelligence battery such as the Wechsler Scale. (Author)

  13. Morningness-eveningness preferences and academic achievement of university students.

    PubMed

    Beşoluk, Senol; Onder, Ismail; Deveci, Isa

    2011-03-01

    The present study investigates whether the circadian preferences of students are related to their academic achievements. This study explores whether different class times affect students' achievement and examines the performance of students on final exams administered at 09:30 h for differences according to chronotype. A total of 1471 university students between 18 and 25 yrs of age responded to a morningness-eveningness questionnaire (MEQ), and data on their cumulative grade point averages (CGPA) were also collected from their transcripts. Some of the students in the sample attended classes during the first teaching period, which started at 08:00 h and ended at 14:50 h, and the remaining students followed the second schedule, which started at 15:00 h and ended at 21:50 h. MEQ scores were found to differ by sex. MEQ scores partially predicted academic success and that students' academic achievements differed according to the time of the teaching period. Moreover, final exam (administered at 09:30 h) scores differed with respect to their circadian preferences; students with a morning preference achieved higher scores than either those with an evening or intermediate preference. Both teaching and test start times thus impact academic performance.

  14. Relationship between Grade Span Configuration and Academic Achievement

    ERIC Educational Resources Information Center

    Dove, Mary Jane; Pearson, L. Carolyn; Hooper, Herbert

    2010-01-01

    The relationship between grade span configuration and academic achievement of 6th-grade students as measured by the Arkansas Benchmark Examination, which is the approved NCLB criterion-referenced annual assessment, was examined. The results of a one-between two-within analysis of variance for the 3-year state-wide study of 6th graders' combined…

  15. Assuring Academic Achievement Standards: From Moderation to Calibration

    ERIC Educational Resources Information Center

    Sadler, D. Royce

    2013-01-01

    The course (module) grades entered on higher education academic records (transcripts) purportedly represent substantive levels of student achievement. They are often taken at face value and accepted as comparable across courses. Research undertaken over several decades has shown that the underlying standards against which student works are…

  16. The Effect of Primary School Size on Academic Achievement

    ERIC Educational Resources Information Center

    Gershenson, Seth; Langbein, Laura

    2015-01-01

    Evidence on optimal school size is mixed. We estimate the effect of transitory changes in school size on the academic achievement of fourth-and fifth-grade students in North Carolina using student-level longitudinal administrative data. Estimates of value-added models that condition on school-specific linear time trends and a variety of…

  17. Emotional Intelligence, Creativity and Academic Achievement of Business Administration Students

    ERIC Educational Resources Information Center

    Olatoye, R. Ademola; Akintunde, S. O.; Yakasai, M. I.

    2010-01-01

    Introduction: This study investigated the extent to which the level of creativity and emotional intelligence influenced the level of academic achievement of Higher National Diploma HND business administration students of Polytechnics in the South Western States of Nigeria. Method: Three instruments; Student Cumulative Grade Point (CGPA)…

  18. Social Class and Academic Achievement: A Third World Reinterpretation.

    ERIC Educational Resources Information Center

    Niles, F. Sushila

    1981-01-01

    Correlates academic achievement of a sample of secondary students in Colombo, Sri Lanka, with variables of social class, material conditions in the home, and parental interest in and support for education. Discusses differences between present findings and those of similar studies in other Third World nations. (SJL)

  19. Self-Esteem and Academic Achievement of High School Students

    ERIC Educational Resources Information Center

    Moradi Sheykhjan, Tohid; Jabari, Kamran; Rajeswari, K.

    2014-01-01

    The primary purpose of this study was to determine the influence of self-esteem on academic achievement among high school students in Miandoab City of Iran. The methodology of the research is descriptive and correlation that descriptive and inferential statistics were used to analyze the data. Statistical Society includes male and female high…

  20. How Does Grit Impact College Students' Academic Achievement in Science?

    ERIC Educational Resources Information Center

    Bazelais, Paul; Lemay, David John; Doleck, Tenzin

    2016-01-01

    Research has suggested that achievement is not solely based on the cognitive abilities of the learner, but rather on the combination of cognitive ability and personality traits. This paper explores how grit affects student academic performance and success in first-year college physics students in the context of a Quebec Collège d'enseignement…

  1. Parenting Style as a Moderator for Students' Academic Achievement

    ERIC Educational Resources Information Center

    Ishak, Zahari; Low, Suet Fin; Lau, Poh Li

    2012-01-01

    Parenting styles have always been a crucial factor in influencing all aspects of a person's development. The purpose of this study is to test the structural equation model of academic achievement among the students using parenting styles as a moderator. The sample comprised 493 students from eight schools. Parenting styles are determined using the…

  2. Homework, Motivation, and Academic Achievement in a College Genetics Course

    ERIC Educational Resources Information Center

    Planchard, Matthew; Daniel, Kristy L.; Maroo, Jill; Mishra, Chandrani; McLean, Tim

    2015-01-01

    We conducted a mixed methods study in an upper-level genetics course exploring the relationships between student motivation, homework completion, and academic achievement at the college level. We used data from an open-ended questionnaire, homework grades and completion reports, and exam scores. We used these data sources to measure self-perceived…

  3. Does Children's Academic Achievement Improve when Single Mothers Marry?

    ERIC Educational Resources Information Center

    Wagmiller, Robert L., Jr.; Gershoff, Elizabeth; Veliz, Philip; Clements, Margaret

    2010-01-01

    Promoting marriage, especially among low-income single mothers with children, is increasingly viewed as a promising public policy strategy for improving developmental outcomes for disadvantaged children. Previous research suggests, however, that children's academic achievement either does not improve or declines when single mothers marry. In this…

  4. Personality and Academic Achievement in Three Educational Levels.

    ERIC Educational Resources Information Center

    Goh, David S.; Moore, Charles M.

    This study was undertaken to examine the relationship between "Personality fitness" and academic achievement. One hundred seventy-five subjects from three educational levels--university, vocational technical institute, and high school--were administered the Eysenck Personality Questionnaire, the Raven's Advanced Progressive Matrices and an…

  5. Depressive Mood and Social Maladjustment: Differential Effects on Academic Achievement

    ERIC Educational Resources Information Center

    Aluja, Anton; Blanch, Angel

    2004-01-01

    The Children Depression Inventory (CDI) is a multidimensional instrument that includes items of social withdrawal, anhedonia, asthenia, low self-esteem (internalized) and behavioral problems (externalized). Child depression has been related with low academic achievement, neurotic and introverted personality traits and social maladjustment defined…

  6. Classroom Emotional Climate, Student Engagement, and Academic Achievement

    ERIC Educational Resources Information Center

    Reyes, Maria R.; Brackett, Marc A.; Rivers, Susan E.; White, Mark; Salovey, Peter

    2012-01-01

    The emotional connections students foster in their classrooms are likely to impact their success in school. Using a multimethod, multilevel approach, this study examined the link between classroom emotional climate and academic achievement, including the role of student engagement as a mediator. Data were collected from 63 fifth- and sixth-grade…

  7. Academic Effort and Achievement in Science: Beyond a Gendered Relationship

    ERIC Educational Resources Information Center

    Adamuti-Trache, Maria; Sweet, Robert

    2013-01-01

    This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender-immigrant profiles: Canadian-born males, immigrant males, Canadian-born…

  8. Where Does Handwriting Fit in? Strategies to Support Academic Achievement

    ERIC Educational Resources Information Center

    Cahill, Susan M.

    2009-01-01

    In today's environment of high-stakes testing, handwriting is a skill that is often overlooked in order to focus on other areas of the curriculum. However, research indicates that handwriting is tied to academic achievement, especially composition and literacy skills. This article provides strategies that can be used to support students with…

  9. Effects of Cochlear Implants on Children's Reading and Academic Achievement

    ERIC Educational Resources Information Center

    Marschark, Marc; Rhoten, Cathy; Fabich, Megan

    2007-01-01

    This article presents a critical analysis of empirical studies assessing literacy and other domains of academic achievement among children with cochlear implants. A variety of recent studies have demonstrated benefits to hearing, language, and speech from implants, leading to assumptions that early implantation and longer periods of implant should…

  10. Personality as a Moderator of Context Effects on Academic Achievement

    ERIC Educational Resources Information Center

    Hendriks, A. A. Jolijn; Kuyper, Hans; Lubbers, Miranda J.; Van der Werf, Margaretha P. C.

    2011-01-01

    We investigated whether personality moderates group influence of classmates on academic achievement and whether these so-called context effects can be attributed to peer pressure. The sample consisted of 2498 students in their first year of Dutch secondary education. The data were analyzed by a two-level (students within classes) analysis,…

  11. Confidence: The Best Non-Cognitive Predictor of Academic Achievement?

    ERIC Educational Resources Information Center

    Stankov, Lazar; Morony, Suzanne; Lee, Yim Ping

    2014-01-01

    Recent efforts to identify non-cognitive predictors of academic achievement and school success have largely focused on self-constructs such as self-efficacy, self-concept and anxiety that are measured with respect to a specific domain (e.g. mathematics). We extend the measurement of the non-cognitive realm in education to incorporate both social…

  12. Integrating Technology for Academic Achievement in Phonics and Fluency

    ERIC Educational Resources Information Center

    Mason, Hope I.

    2010-01-01

    With the push for teacher accountability and the controversy concerning high-stakes testing, more teachers are looking for systematic ways to increase academic achievement. If the U.S. is to regain its global position as number 1 in the education arena, education policy must dictate that teachers integrate technology as a regular part of core…

  13. WFH: closing the global gap--achieving optimal care.

    PubMed

    Skinner, Mark W

    2012-07-01

    For 50 years, the World Federation of Hemophilia (WFH) has been working globally to close the gap in care and to achieve Treatment for All patients, men and women, with haemophilia and other inherited bleeding disorders, regardless of where they might live. The WFH estimates that more than one in 1000 men and women has a bleeding disorder equating to 6,900,000 worldwide. To close the gap in care between developed and developing nations a continued focus on the successful strategies deployed heretofore will be required. However, in response to the rapid advances in treatment and emerging therapeutic advances on the horizon it will also require fresh approaches and renewed strategic thinking. It is difficult to predict what each therapeutic advance on the horizon will mean for the future, but there is no doubt that we are in a golden age of research and development, which has the prospect of revolutionizing treatment once again. An improved understanding of "optimal" treatment is fundamental to the continued evolution of global care. The challenges of answering government and payer demands for evidence-based medicine, and cost justification for the introduction and enhancement of treatment, are ever-present and growing. To sustain and improve care it is critical to build the body of outcome data for individual patients, within haemophilia treatment centers (HTCs), nationally, regionally and globally. Emerging therapeutic advances (longer half-life therapies and gene transfer) should not be justified or brought to market based only on the notion that they will be economically more affordable, although that may be the case, but rather more importantly that they will be therapeutically more advantageous. Improvements in treatment adherence, reductions in bleeding frequency (including microhemorrhages), better management of trough levels, and improved health outcomes (including quality of life) should be the foremost considerations. As part of a new WFH strategic plan

  14. WFH: closing the global gap--achieving optimal care.

    PubMed

    Skinner, Mark W

    2012-07-01

    For 50 years, the World Federation of Hemophilia (WFH) has been working globally to close the gap in care and to achieve Treatment for All patients, men and women, with haemophilia and other inherited bleeding disorders, regardless of where they might live. The WFH estimates that more than one in 1000 men and women has a bleeding disorder equating to 6,900,000 worldwide. To close the gap in care between developed and developing nations a continued focus on the successful strategies deployed heretofore will be required. However, in response to the rapid advances in treatment and emerging therapeutic advances on the horizon it will also require fresh approaches and renewed strategic thinking. It is difficult to predict what each therapeutic advance on the horizon will mean for the future, but there is no doubt that we are in a golden age of research and development, which has the prospect of revolutionizing treatment once again. An improved understanding of "optimal" treatment is fundamental to the continued evolution of global care. The challenges of answering government and payer demands for evidence-based medicine, and cost justification for the introduction and enhancement of treatment, are ever-present and growing. To sustain and improve care it is critical to build the body of outcome data for individual patients, within haemophilia treatment centers (HTCs), nationally, regionally and globally. Emerging therapeutic advances (longer half-life therapies and gene transfer) should not be justified or brought to market based only on the notion that they will be economically more affordable, although that may be the case, but rather more importantly that they will be therapeutically more advantageous. Improvements in treatment adherence, reductions in bleeding frequency (including microhemorrhages), better management of trough levels, and improved health outcomes (including quality of life) should be the foremost considerations. As part of a new WFH strategic plan

  15. Using the 2 x 2 Framework of Achievement Goals to Predict Achievement Emotions and Academic Performance

    ERIC Educational Resources Information Center

    Putwain, David W.; Sander, Paul; Larkin, Derek

    2013-01-01

    Previous work has established how achievement emotions are related to the trichotomous model of achievement goals, and how they predict academic performance. In our study we examine relations using an additional, mastery-avoidance goal, and whether outcome-focused emotions are predicted by mastery as well as performance goals. Results showed that…

  16. The Link between Musical Achievement and Academic Achievement of Young Children

    ERIC Educational Resources Information Center

    Costley, Kevin C.

    2011-01-01

    During the twentieth century it has been theorized that there is a link between musical achievement and academic achievement of young children. In support of this controversial view, many educators and music specialists promote the relationship between, parent, teacher, and child. The theory is: with cooperative learning experiences in the study…

  17. Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance

    ERIC Educational Resources Information Center

    Pekrun, Reinhard; Elliot, Andrew J.; Maier, Markus A.

    2009-01-01

    The authors propose a theoretical model linking achievement goals and achievement emotions to academic performance. This model was tested in a prospective study with undergraduates (N = 213), using exam-specific assessments of both goals and emotions as predictors of exam performance in an introductory-level psychology course. The findings were…

  18. The Relationship between Stress, Academic Confidence, Parental Involvement, and Academic Achievement in African American Urban Youth

    ERIC Educational Resources Information Center

    Ayers, Teresa Horne

    2010-01-01

    The purpose of this study was to examine the relationship between stress, coping resources, and academic achievement in fourth-grade urban youth. The intent was to examine if students' perceptions of their stress and coping resources could predict reading and math achievement. The data were collected from 24 low-income African American students…

  19. Purpose Plus: Supporting Youth Purpose, Control, and Academic Achievement

    ERIC Educational Resources Information Center

    Pizzolato, Jane Elizabeth; Brown, Elizabeth Levine; Kanny, Mary Allison

    2011-01-01

    Research in the past decade suggests that a persistent achievement gap between students from low-income minority backgrounds and higher-income white backgrounds may be rooted in theories of student motivation and youth purpose. Yet limited research exists regarding the role of purpose on positive youth development as it pertains to academic…

  20. Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps

    PubMed Central

    Pennebaker, James W.; Gosling, Samuel D.; Ferrell, Jason D.

    2013-01-01

    An in-class computer-based system, that included daily online testing, was introduced to two large university classes. We examined subsequent improvements in academic performance and reductions in the achievement gaps between lower- and upper-middle class students in academic performance. Students (N = 901) brought laptop computers to classes and took daily quizzes that provided immediate and personalized feedback. Student performance was compared with the same data for traditional classes taught previously by the same instructors (N = 935). Exam performance was approximately half a letter grade above previous semesters, based on comparisons of identical questions asked from earlier years. Students in the experimental classes performed better in other classes, both in the semester they took the course and in subsequent semester classes. The new system resulted in a 50% reduction in the achievement gap as measured by grades among students of different social classes. These findings suggest that frequent consequential quizzing should be used routinely in large lecture courses to improve performance in class and in other concurrent and subsequent courses. PMID:24278176

  1. Talented Athletes and Academic Achievements: A Comparison over 14 Years

    ERIC Educational Resources Information Center

    Jonker, Laura; Elferink-Gemser, Marije T.; Visscher, Chris

    2009-01-01

    The purpose of this study was to gain insight into the academic achievements of 200 talented athletes in 1992/1993 and 200 in 2006/2007, aged 14-16 years. When compared with the national average, the athletes in 2006/2007 attended pre-university classes more often (X[superscript 2] = 57.001, p less than 0.05). Of the 2006/2007 athletes, a higher…

  2. Children's Social Behaviors as Predictors of Academic Achievement: A Longitudinal Analysis.

    ERIC Educational Resources Information Center

    Malecki, Christine Kerres; Elliott, Stephen N.

    2002-01-01

    Investigates relationships among a diverse sample of elementary students' social skills, problem behaviors, academic competence, and academic achievement. Results indicate that social skills are positively predictive of concurrent levels of academic achievement and problem behaviors are negatively predictive of concurrent academic achievement.…

  3. Growth and gaps in mathematics achievement of students with and without disabilities on a statewide achievement test.

    PubMed

    Stevens, Joseph J; Schulte, Ann C; Elliott, Stephen N; Nese, Joseph F T; Tindal, Gerald

    2015-02-01

    This study estimated mathematics achievement growth trajectories in a statewide sample of 92,045 students with and without disabilities over Grades 3 to 7. Students with disabilities (SWDs) were identified in seven exceptionality categories. Students without disabilities (SWoDs) were categorized as General Education (GE) or Academically/Intellectually Gifted (AIG). Students in all groups showed significant growth that decelerated over grades as well as significant variability in achievement by student group, both at the initial assessment in Grade 3 and in rates of growth over time. Race/ethnicity, gender, parental education, free/reduced lunch status, and English language proficiency were also significant predictors of achievement. Effect size estimates showed substantial year-to-year growth that decreased over grades. Sizeable achievement gaps that were relatively stable over grades were observed between SWoDs and students in specific exceptionality categories. Our study also demonstrated the importance of statistically controlling for variation related to student demographic characteristics. Additional research is needed that expands on these results with the same and additional exceptionality groups. PMID:25636260

  4. Growth and gaps in mathematics achievement of students with and without disabilities on a statewide achievement test.

    PubMed

    Stevens, Joseph J; Schulte, Ann C; Elliott, Stephen N; Nese, Joseph F T; Tindal, Gerald

    2015-02-01

    This study estimated mathematics achievement growth trajectories in a statewide sample of 92,045 students with and without disabilities over Grades 3 to 7. Students with disabilities (SWDs) were identified in seven exceptionality categories. Students without disabilities (SWoDs) were categorized as General Education (GE) or Academically/Intellectually Gifted (AIG). Students in all groups showed significant growth that decelerated over grades as well as significant variability in achievement by student group, both at the initial assessment in Grade 3 and in rates of growth over time. Race/ethnicity, gender, parental education, free/reduced lunch status, and English language proficiency were also significant predictors of achievement. Effect size estimates showed substantial year-to-year growth that decreased over grades. Sizeable achievement gaps that were relatively stable over grades were observed between SWoDs and students in specific exceptionality categories. Our study also demonstrated the importance of statistically controlling for variation related to student demographic characteristics. Additional research is needed that expands on these results with the same and additional exceptionality groups.

  5. Divergent Streams: Race-Gender Achievement Gaps at Selective Colleges and Universities

    PubMed Central

    Massey, Douglas S.; Probasco, LiErin

    2013-01-01

    In this paper, we extend previous research on racial performance gaps at 28 selective US colleges and universities by examining differences in grade achievement and graduate rates across race-gender categories. Using data from the National Longitudinal Survey of Freshmen, we show that black males, black females, and Hispanic males attain significantly lower grades than other race-gender groups, and that black males are 35% less likely to graduate on-time than other race-gender groups. Analyses consider an array of personal and institutional indicators of academic performance. Grades and graduation rates are improved by academic preparation (particularly high school GPA), scholarly effort, and, for graduation rates, membership in career-oriented or majority-white campus groups. Grade performance and graduation rates are undermined by a hostile racial climate on campus, family stress, and stereotype threat, all of which disproportionately affect minority students. We conclude with recommendations to college administrators for ways of selecting and supporting minority students to reduce differentials in academic achievement across race-gender groups. PMID:23646062

  6. Study of academic achievements using spatial analysis tools

    NASA Astrophysics Data System (ADS)

    González, C.; Velilla, C.; Sánchez-Girón, V.

    2012-04-01

    In the 2010/12 academic year the College of Agricultural Engineering of the Technical University of Madrid implemented three new degrees all of them adapted to the European Space for Higher Education. These degrees are namely: Graduate in Agricultural Engineering and Science, Graduate in Food Engineering and Graduate in Agro-Environmental Engineering. A total of 382 new incoming students were finally registered and a survey study was carried out with these students about their academic achievement with the aim of finding the level of dependence among the following variables: the final mark in their secondary studies, the option followed in the secondary studies (Art, Science and Technology, and Humanities and Social Sciences), the mark obtained in the entering examination to the university and in which of the two opportunities per year this examination takes place the latter mark was obtained. Similarly, another group of 77 students were evaluated independently to the former group. These students were those entering the College in the previous academic year (2009/10) and decided to change their curricula to the new ones. Subsequently, using the tools of spatial analysis of geographic information systems, we analyzed the possible relationship between the success or failure at school and the socioeconomic profile of new students in a grade. For this purpose every student was referenced assigning UTM coordinates to their postal addresses. Furthermore, all students' secondary schools were geographically coded considering their typology (public, private, and private subsidized) and fares. Each student was represented by its average geometric point in order to be correlated to their respective record. Following this procedure a map of the performance of each student could be drawn. This map can be used as a reference system, as it includes variables as the distance from the student home to the College, that can be used as a tool to calculate the probability of success or

  7. Growth mindset tempers the effects of poverty on academic achievement.

    PubMed

    Claro, Susana; Paunesku, David; Dweck, Carol S

    2016-08-01

    Two largely separate bodies of empirical research have shown that academic achievement is influenced by structural factors, such as socioeconomic background, and psychological factors, such as students' beliefs about their abilities. In this research, we use a nationwide sample of high school students from Chile to investigate how these factors interact on a systemic level. Confirming prior research, we find that family income is a strong predictor of achievement. Extending prior research, we find that a growth mindset (the belief that intelligence is not fixed and can be developed) is a comparably strong predictor of achievement and that it exhibits a positive relationship with achievement across all of the socioeconomic strata in the country. Furthermore, we find that students from lower-income families were less likely to hold a growth mindset than their wealthier peers, but those who did hold a growth mindset were appreciably buffered against the deleterious effects of poverty on achievement: students in the lowest 10th percentile of family income who exhibited a growth mindset showed academic performance as high as that of fixed mindset students from the 80th income percentile. These results suggest that students' mindsets may temper or exacerbate the effects of economic disadvantage on a systemic level. PMID:27432947

  8. Growth mindset tempers the effects of poverty on academic achievement.

    PubMed

    Claro, Susana; Paunesku, David; Dweck, Carol S

    2016-08-01

    Two largely separate bodies of empirical research have shown that academic achievement is influenced by structural factors, such as socioeconomic background, and psychological factors, such as students' beliefs about their abilities. In this research, we use a nationwide sample of high school students from Chile to investigate how these factors interact on a systemic level. Confirming prior research, we find that family income is a strong predictor of achievement. Extending prior research, we find that a growth mindset (the belief that intelligence is not fixed and can be developed) is a comparably strong predictor of achievement and that it exhibits a positive relationship with achievement across all of the socioeconomic strata in the country. Furthermore, we find that students from lower-income families were less likely to hold a growth mindset than their wealthier peers, but those who did hold a growth mindset were appreciably buffered against the deleterious effects of poverty on achievement: students in the lowest 10th percentile of family income who exhibited a growth mindset showed academic performance as high as that of fixed mindset students from the 80th income percentile. These results suggest that students' mindsets may temper or exacerbate the effects of economic disadvantage on a systemic level.

  9. Changing the culture of academic medicine to eliminate the gender leadership gap: 50/50 by 2020.

    PubMed

    Valantine, Hannah; Sandborg, Christy I

    2013-10-01

    Central to the daily struggles that successful working women face is the misalignment of the current work culture and the values of the workforce. In addition to contributing to work-life integration conflicts, this disconnect perpetuates the gender leadership gap. The dearth of women at the highest ranks of academic medicine not only sends a clear message to women that they must choose between career advancement and their personal life but also represents a loss of talent for academic health centers as they fail to recruit and retain the best and the brightest. To close the gender leadership gap and to meet the needs of the next generation of physicians, scientists, and educators, the authors argue that the culture of academic medicine must change to one in which flexibility and work-life integration are core parts of the definition of success. Faculty must see flexibility policies, such as tenure clock extensions and parental leaves, as career advancing rather than career limiting. To achieve these goals, the authors describe the Stanford University School of Medicine Academic Biomedical Career Customization (ABCC) model. This framework includes individualized career plans, which span a faculty member's career, with options to flex up or down in research, patient care, administration, and teaching, and mentoring discussions, which ensure that faculty take full advantage of the existing policies designed to make career customization possible. The authors argue that with vision, determination, and focus, the academic medicine community can eliminate the gender leadership gap to achieve 50/50 by 2020.

  10. Changing the culture of academic medicine to eliminate the gender leadership gap: 50/50 by 2020.

    PubMed

    Valantine, Hannah; Sandborg, Christy I

    2013-10-01

    Central to the daily struggles that successful working women face is the misalignment of the current work culture and the values of the workforce. In addition to contributing to work-life integration conflicts, this disconnect perpetuates the gender leadership gap. The dearth of women at the highest ranks of academic medicine not only sends a clear message to women that they must choose between career advancement and their personal life but also represents a loss of talent for academic health centers as they fail to recruit and retain the best and the brightest. To close the gender leadership gap and to meet the needs of the next generation of physicians, scientists, and educators, the authors argue that the culture of academic medicine must change to one in which flexibility and work-life integration are core parts of the definition of success. Faculty must see flexibility policies, such as tenure clock extensions and parental leaves, as career advancing rather than career limiting. To achieve these goals, the authors describe the Stanford University School of Medicine Academic Biomedical Career Customization (ABCC) model. This framework includes individualized career plans, which span a faculty member's career, with options to flex up or down in research, patient care, administration, and teaching, and mentoring discussions, which ensure that faculty take full advantage of the existing policies designed to make career customization possible. The authors argue that with vision, determination, and focus, the academic medicine community can eliminate the gender leadership gap to achieve 50/50 by 2020. PMID:23969359

  11. Academic Attitudes and Achievement in Students of Urban Public Single-Sex and Mixed-Sex High Schools

    ERIC Educational Resources Information Center

    Else-Quest, Nicole M.; Peterca, Oana

    2015-01-01

    Publicly funded single-sex schooling (SSS) has proliferated in recent years and is touted as a remedy to gaps in academic attitudes and achievement, particularly for low-income students of color. Research on SSS is rife with limitations, stemming from selective admissions processes, selection effects related to socioeconomic status, a lack of…

  12. Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School.

    PubMed

    Valle, Antonio; Regueiro, Bibiana; Núñez, José C; Rodríguez, Susana; Piñeiro, Isabel; Rosário, Pedro

    2016-01-01

    There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, PMID:27065928

  13. Patterns of Change in U.S. Gender Achievement Gaps during Elementary and Middle School

    ERIC Educational Resources Information Center

    Fahle, Erin

    2016-01-01

    Research on gender achievement gaps shows they exist, and are largest in the tails of the distribution, starting as early as Kindergarten and persisting through eighth grade. In mathematics, studies find small average gender achievement gaps and larger systematically male-favoring gaps among the highest achieving students. This paper seeks to…

  14. Internet use and academic achievement: gender differences in early adolescence.

    PubMed

    Chen, Su-Yen; Fu, Yang-Chih

    2009-01-01

    As a new medium of learning readily connected with the outside world, the Internet has brought unprecedented opportunities to students on the one hand, while becoming a major concern for parents on the other. For parents and educators alike, it is thus critical to stipulate whether and how Internet use is linked to academic achievement. Using panel survey data from middle-school students in northern Taiwan (N = 1,409), this study examines how patterns of Internet use in the 8th grade affect students' performance on their high school entrance exam a year later. The findings confirm that online searching for information helps boost exam scores, while using the Internet for socializing and gaming, as well as going to Internet Cafés, contributes to poorer exam performance. Male and female students differ not only in their patterns of Internet use, but in how these patterns affect their academic performance. While information searching helps both boys and girls, online socializing makes girls particularly vulnerable, and online gaming and Internet Cafés hurt only boys' academic achievement. PMID:20432601

  15. Measuring the Impact of Substance Abuse on Student Academic Achievement and Academic Growth

    ERIC Educational Resources Information Center

    Rattermann, Mary Jo

    2014-01-01

    This research presents data linking the impact of substance disorder to academic achievement, using data gathered at a recovery high school. Recovery schools provide recovery supports and a high-quality education to students with substance use disorders. The Global Appraisal of Individual Needs -- Short Screener and the Northwest Evaluation…

  16. Identity Styles and Academic Achievement: Mediating Role of Academic Self-Efficacy

    ERIC Educational Resources Information Center

    Hejazi, Elaheh; Shahraray, Mehrnaz; Farsinejad, Masomeh; Asgary, Ali

    2009-01-01

    The purpose of this study was to assess the mediating effect of self-efficacy on the relationship between identity styles and academic achievement. Four-hundred high school students (200 male, 200 female) who were selected through cluster random sampling, completed the Revised Identity Styles Inventory (ISI, 6G) and Morgan-Jink Student Efficacy…

  17. Relationship of Academic, Physical and Social Self-Concepts of Students with Their Academic Achievement

    ERIC Educational Resources Information Center

    Zahra, Asma-Tuz; Arif, Manzoor H.; Yousuf, Muhammad Imran

    2010-01-01

    This study investigated relationship between self-concept and academic achievement of bachelor degree students. Female students at bachelor were considered the target population. A sample of 1500 students was selected by using two stage cluster sampling technique. An amended form of Self-Descriptive Questionnaire developed by Marsh (1985) was used…

  18. Academic Effort and Achievement in Science: Beyond a Gendered Relationship

    NASA Astrophysics Data System (ADS)

    Adamuti-Trache, Maria; Sweet, Robert

    2013-12-01

    This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender-immigrant profiles: Canadian-born males, immigrant males, Canadian-born females, and immigrant females on their scores on teacher-assigned grades in science and on the SAIP science literacy test, and across a range of dispositions, beliefs, and behaviors suggested in the literature as predictive of achievement in science. Study findings show that Canadian-born students, particularly boys, have higher performance in the science literacy test despite their lower achievement in the science classroom and the least investments of time in doing science homework. In contrast, immigrant female students demonstrate the highest academic effort and achievement in science courses which are not matched by similar results in the science literacy test. We discuss these results in relation to different socialization experiences with science and technology that limit female and immigrant students' abilities to transfer knowledge to new situations that have not been learned in the classroom.

  19. Identifying Gaps in Academic Writing of ESL Students

    ERIC Educational Resources Information Center

    Giridharan, Beena

    2012-01-01

    There is growing evidence that the lack of competence of university ESL (English as a second language) students in academic writing affects their overall academic performance. Olivas and Li (2006) connected low second-language proficiency levels in English to poor academic performance of international students studying at both university and…

  20. Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School

    PubMed Central

    Valle, Antonio; Regueiro, Bibiana; Núñez, José C.; Rodríguez, Susana; Piñeiro, Isabel; Rosário, Pedro

    2016-01-01

    There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, (c) homework time management was associated with the approach to homework, (d) and the approach to homework, like the rest of the variables of the model (except for the time spent on homework), was related to the student's academic motivation (i.e., academic goals). PMID:27065928

  1. Gender, Ethnicity, and Social Cognitive Factors Predicting the Academic Achievement of Students in Engineering.

    ERIC Educational Resources Information Center

    Hackett, Gail; And Others

    1992-01-01

    Examined relationships of measures of occupational and academic self-efficacy; vocational interests; outcome expectations; academic ability; and perceived stress, support, and coping to academic achievement of engineering/science majors (n=197). Self-efficacy for academic milestones, in combination with other academic and support variables, was…

  2. Effects of Achievement Motivation, Social Identity, and Peer Group Norms on Academic Conformity

    ERIC Educational Resources Information Center

    Masland, Lindsay C.; Lease, A. Michele

    2013-01-01

    This study investigated whether academic achievement motivation and social identity explain variation in children's conformity to positive academic behaviors (n = 455 children in grades three through five). Structural equation modeling suggested that academic value and peer group academic norms were positively related to academic conformity.…

  3. Alcohol Exposure In Utero and Child Academic Achievement*

    PubMed Central

    von Hinke Kessler Scholder, Stephanie; Wehby, George L; Lewis, Sarah; Zuccolo, Luisa

    2014-01-01

    We examine the effect of prenatal alcohol exposure on child academic achievement. We use a genetic variant in the maternal alcohol-metabolism gene ADH1B to instrument for alcohol exposure, whilst controlling for the child's genotype on the same variant. We show that the instrument is unrelated to an extensive range of parental characteristics and behaviour. OLS regressions suggest an ambiguous association between alcohol exposure and attainment but there is a strong social gradient in drinking, with mothers in higher socio-economic groups more likely to drink. In contrast to the OLS, the IV estimates show clear negative effects of prenatal alcohol exposure. PMID:25431500

  4. Learning-related skills and academic achievement in academically at-risk first graders

    PubMed Central

    Cerda, Carissa A.; Im, Myung Hee; Hughes, Jan N.

    2015-01-01

    Using an academically at-risk, ethnically diverse sample of 744 first-grade children, this study tested a multi-method (i.e., child performance measures, teacher ratings, and peer ratings) measurement model of learning-related skills (i.e., effortful control [EC], behavioral self-regulation [BSR], and social competence [SC]), and their shared and unique contributions to children's reading and math achievement, above the effect of demographic variables. The hypothesized correlated factor measurement model demonstrated relatively good fit, with BSR and SC correlated highly with one another and moderately with EC. When entered in separate regression equations, EC and BSR each predicted children's reading and math achievement; SC only predicted reading achievement. When considered simultaneously, neither EC, BSR, nor SC contributed independently to reading achievement; however, EC had a direct effect on math achievement and an indirect effect on reading achievement via both BSR and SC. Implications for research and early intervention efforts are discussed. PMID:25908886

  5. State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?

    ERIC Educational Resources Information Center

    Chudowsky, Naomi; Chudowsky, Victor; Kober, Nancy

    2009-01-01

    A main goal of the No Child Left Behind Act (NCLB) is to close gaps in test scores between different groups of students while raising achievement for all groups. Of particular concern are the persistent achievement gaps between African American, Latino, and Native American students and their white and Asian counterparts, and between students from…

  6. Academic self-concept and academic achievement: relations and causal ordering.

    PubMed

    Marsh, Herbert W; Martin, Andrew J

    2011-03-01

    BACKGROUND. A positive self-concept is valued as a desirable outcome in many disciplines of psychology as well as an important mediator to other outcomes. AIMS. The present review examines support for the reciprocal effects model (REM) that posits academic self-concept (ASC) and achievement are mutually reinforcing, each leading to gains in the other - and its extension to other achievement domains. METHOD. We review theoretical, methodological, and empirical support for the REM. Critical features in this research are a theoretical emphasis on multidimensional perspectives that focus on specific components of self-concept and a methodological focus on a construct validity approach to evaluating the REM. RESULTS. Consistent with these distinctions, REM research and a comprehensive meta-analysis show that prior ASC has direct and indirect effects on subsequent achievement, whilst the effects of self-esteem and other non-academic components of self-concept are negligible. We then provide an overview of subsequent support for the generality of the REM for: young children, cross-cultural, health (physical activity), and non-elite (gymnastics) and elite (international swimming championships) sport. CONCLUSION. This research is important in demonstrating that increases in ASC lead to increases in subsequent academic achievement and other desirable educational outcomes. Findings confirm that not only is self-concept an important outcome variable in itself, it also plays a central role in affecting other desirable educational outcomes. Implications for educational practice are discussed. PMID:21391964

  7. Black-White Achievement Gap and Family Wealth

    ERIC Educational Resources Information Center

    Yeung, W. Jean; Conley, Dalton

    2008-01-01

    This article examines the extent to which family wealth affects the Black-White test score gap for young children based on data from the Panel Study of Income Dynamics (aged 3-12). This study found little evidence that wealth mediated the Black-White test scores gaps, which were eliminated when child and family demographic covariates were held…

  8. Test Format and the Variation of Gender Achievement Gaps within the United States

    ERIC Educational Resources Information Center

    Reardon, Sean; Fahle, Erin; Kalogrides, Demetra; Podolsky, Anne; Zarate, Rosalia

    2016-01-01

    Prior research demonstrates the existence of gender achievement gaps and the variation in the magnitude of these gaps across states. This paper characterizes the extent to which the variation of gender achievement gaps on standardized tests across the United States can be explained by differing state accountability test formats. A comprehensive…

  9. Closing the Achievement Gap in Mathematics for Elementary School Students with Disabilities

    ERIC Educational Resources Information Center

    Bickford, Elizabeth K.

    2013-01-01

    An achievement gap exists in mathematics between elementary school students with and without disabilities. Guided by the conceptual framework of constructivism, this project study addressed issues related to this achievement gap in the area of mathematics, specifically assessing the cause of this gap from the teachers' perspective. The…

  10. Explanatory Factors of the Black Achievement Gap in Montreal's Public and Private Schools: A Multivariate Analysis

    ERIC Educational Resources Information Center

    Caldas, Stephen J.; Bernier, Sylvain; Marceau, Richard

    2009-01-01

    This exploratory analysis uses multiple regression modeling to help shed light on the correlates of the Black achievement gap in Montreal's public and private secondary schools. Using school-level testing data from Quebec's Ministry of Education, the authors show that there is a Black achievement gap, and that this gap is highly associated with…

  11. The Impact of Resources on Education: A Position Paper on How Theories of Social Capital Provide Insight on the Achievement Gap in the United States Education System

    ERIC Educational Resources Information Center

    Zeisler, Kayla

    2012-01-01

    Research has shown that there is a gap in educational achievement between socioeconomic and racial groups in the public education system in the United States. This paper identifies the link between resources and academic achievement. Through examining educational resources, from in-school factors, such as facilities and teacher quality, to…

  12. Middle School Friendships and Academic Achievement in Early Adolescence: A Longitudinal Analysis

    ERIC Educational Resources Information Center

    Veronneau, Marie-Helene; Dishion, Thomas J.

    2011-01-01

    Early adolescence is a critical transition period for the maintenance of academic achievement. One factor that school systems often fail to take into account is the influence of friends on academic achievement during middle school. This study investigated the influence of friends' characteristics on change in academic achievement from Grade 6 to…

  13. Predictors of Academic Achievement for School-Age Children with Sickle Cell Disease

    ERIC Educational Resources Information Center

    Smith, Kelsey E.; Patterson, Chavis A.; Szabo, Margo M.; Tarazi, Reem A.; Barakat, Lamia P.

    2013-01-01

    Children with sickle cell disease (SCD) are at risk for neurocognitive impairment and poor academic achievement, although there is limited research on factors predicting academic achievement in this population. This study explores the relative contribution to academic achievement of a comprehensive set of factors, such as environmental…

  14. The Effects of Concealing Academic Achievement Information on Adolescents' Self-Concept

    ERIC Educational Resources Information Center

    Zhang, Baoshan; Wang, Mo; Li, Juan; Yu, Guoliang; Bi, Yan-Ling

    2011-01-01

    Using an experimental design, the effect of concealing academic achievement information on adolescents' self-concept was examined in the current study. Specifically, adolescents with low academic achievement and adolescents with average to high academic achievement (N = 129) were randomly assigned to different interview contexts wherein…

  15. Metacognition, Achievement Goals, Study Strategies and Academic Achievement: Pathways to Achievement

    ERIC Educational Resources Information Center

    Vrugt, Anneke; Oort, Frans J.

    2008-01-01

    The purpose of this research was to develop and test a model of effective self-regulated learning. Based on effort expenditure we discerned effective self-regulators and less effective self-regulators. The model comprised achievement goals (mastery, performance-approach and -avoidance goals), metacognition (metacognitive knowledge, regulation and…

  16. The Relationships among Academic Attitudes, Psychological Attitudes, and the First-Semester Academic Achievement of First-Year College Students

    ERIC Educational Resources Information Center

    Reynolds, Amy L.; Weigand, Matthew J.

    2010-01-01

    This study examined the relationships among academic and psychological attitudes and academic achievement of first-year students. The College Resilience Scale, the Academic Motivation Scale, the College Self-Efficacy Inventory, and the University Environment Scale were administered to 164 first-year undergraduate students enrolled at a large RU/VH…

  17. Indirect Effects in the Peer Victimization-Academic Achievement Relation: The Role of Academic Self-Concept and Gender

    ERIC Educational Resources Information Center

    Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick

    2015-01-01

    Peer victimization is a concern because victimized youth are more likely to have social, emotional, and academic difficulties. The current study examined the link between peer victimization and academic achievement by exploring the indirect effect of academic self-concept on two variables. The sample consisted of 140 middle school students (40%…

  18. Two ecological models of academic achievement among diverse students with and without disabilities in transition.

    PubMed

    Williams, Terrinieka T; McMahon, Susan D; Keys, Christopher B

    2014-01-01

    School experiences can have positive effects on student academic achievement, yet less is known about intermediary processes that contribute to these positive effects. We examined pathways between school experiences and academic achievement among 117 low-income urban students of color, many with disabilities, who transitioned to other schools following a school closure. Using structural equation modeling, we tested two ecological models that examined the relationships among self-reported school experiences, school support, academic self-efficacy, and school-reported academic achievement. The model in which the relationship between school experiences and academic achievement is mediated by both school support and academic self-efficacy, and that takes previous academic achievement into account, was an excellent fit with the data. The roles of contextual and individual factors as they relate to academic achievement, and the implications of these findings, are discussed.

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

    NASA Astrophysics Data System (ADS)

    Murrah, William M., III

    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.

  20. The Achievement Gap between White and Non-White Students

    ERIC Educational Resources Information Center

    Rojas-LeBouef, Ana; Slate, John R.

    2012-01-01

    This Collection contains three seminal modules by Authors Ana Rojas-LeBouef and John R. Slate, professors and researchers from Sam Houston State University in Texas. They are nationally recognized scholars in the area of the academic inequity between White and Non-White students. This paper is divided into three chapters. Chapter 1--The…

  1. Closing the Achievement Gap: Urban Schools. CSR Connection.

    ERIC Educational Resources Information Center

    Porter, Kathleen; Soper, Stephanie

    This report reviews efforts to reform urban schools, focusing on initiatives in Tennessee and California as examples from which distric leaders may draw useful lessons. The report suggests that comprehensive school reform (CSR) offers promise to struggling urban schools by focusing on transforming the academic climate, school culture, and…

  2. Evaluating the Effects of Programs for Reducing Achievement Gaps: A Case Study in Taiwan

    ERIC Educational Resources Information Center

    Sung, Yao-Ting; Tseng, Fen-Lan; Kuo, Nien-Ping; Chang, Tien-Ying; Chiou, Jia-Min

    2014-01-01

    Considering that achievement gaps have become a serious educational problem worldwide, the Ministry of Education in Taiwan has been addressing a series of policies to reduce achievement gaps, but the effect of these policies has not yet been carefully examined. Therefore, the present study investigated current educational policies, achievement gap…

  3. Accumulating advantages over time: Family experiences and social class inequality in academic achievement.

    PubMed

    Potter, Daniel; Roksa, Josipa

    2013-07-01

    Children from different family backgrounds enter schooling with different levels of academic skills, and those differences grow over time. What explains this growing inequality? While the social reproduction tradition has argued that family contexts are central to producing class gaps in academic achievement, recent quantitative studies have found that family experiences explain only a small portion of those inequalities. We propose that resolving this inconsistency requires developing a new measure of family experiences that captures the continuity of exposure over time and thus more closely reflects the logic of the social reproduction tradition. Results using data from the Early Childhood Longitudinal Study - Kindergarten cohort (ECLS-K) show that, consistent with previous quantitative research, time-specific measures of family experiences have little explanatory power. However, cumulative family experiences account for most of the growing inequality in academic achievement between children from different social class backgrounds over time. These findings support claims from the social reproduction tradition, and contribute more broadly to the understanding of how family experiences contribute to social inequality.

  4. Exercise and Children’s Intelligence, Cognition, and Academic Achievement

    PubMed Central

    Davis, Catherine L.; Miller, Patricia H.; Naglieri, Jack A.

    2009-01-01

    Studies that examine the effects of exercise on children’s intelligence, cognition, or academic achievement were reviewed and results were discussed in light of (a) contemporary cognitive theory development directed toward exercise, (b) recent research demonstrating the salutary effects of exercise on adults’ cognitive functioning, and (c) studies conducted with animals that have linked physical activity to changes in neurological development and behavior. Similar to adults, exercise facilitates children’s executive function (i.e., processes required to select, organize, and properly initiate goal-directed actions). Exercise may prove to be a simple, yet important, method of enhancing those aspects of children’s mental functioning central to cognitive development. PMID:19777141

  5. Abstracting Sequences: Reasoning That Is a Key to Academic Achievement.

    PubMed

    Pasnak, Robert; Kidd, Julie K; Gadzichowski, K Marinka; Gallington, Debbie A; Schmerold, Katrina Lea; West, Heather

    2015-01-01

    The ability to understand sequences of items may be an important cognitive ability. To test this proposition, 8 first-grade children from each of 36 classes were randomly assigned to four conditions. Some were taught sequences that represented increasing or decreasing values, or were symmetrical, or were rotations of an object through 6 or 8 positions. Control children received equal numbers of sessions on mathematics, reading, or social studies. Instruction was conducted three times weekly in 15-min sessions for seven months. In May, the children taught sequences applied their understanding to novel sequences, and scored as well or better on three standardized reading tests as the control children. They outscored all children on tests of mathematics concepts, and scored better than control children on some mathematics scales. These findings indicate that developing an understanding of sequences is a form of abstraction, probably involving fluid reasoning, that provides a foundation for academic achievement in early education.

  6. Characteristics of Academically-Influential Children: Achievement Motivation and Social Status

    ERIC Educational Resources Information Center

    Masland, Lindsay C.; Lease, A. Michele

    2016-01-01

    The contributions of academic achievement motivation and social status to peer-reported academic influence were explored in a sample of 322 children in grades three through five. Latent moderated structural equation modeling indicated that children who value academics are more likely to be rated by peers as academically influential. Social status…

  7. Promoting academic achievement: the role of peers and family in the academic engagement of african american adolescents.

    PubMed

    Stanard, Pia; Belgrave, Faye Z; Corneille, Maya A; Wilson, Karen D; Owens, Kristal

    2010-01-01

    While grades are frequently used as indicators of academic achievement, they provide little information about the processes that encourage academic success. Academic engagement, on the other hand, evaluates thoughts, motivations, and behaviors that predict achievement and helps elucidate achievement mechanisms. Understanding academic engagement can facilitate an examination of the forces influencing and hindering achievement and can guide researchers and educators in developing and evaluating effective interventions for increasing academic success. Grounded in ecological theory, this study attempts to understand the influence of family cohesion and peer risky behavior on academic engagement. First, the study explores how socializing with peers who engage in risky behaviors (e.g., sexual behaviors, truancy, or substance use) influences academic engagement and its components (i.e., interest in school, education utility value, and academic effort). Second, the study assesses whether family cohesion buffers the relationship between socializing with these peers and academic engagement. The findings from hierarchical linear regression indicate that socializing with peers who engage in risky behaviors has a significant, negative impact on academic engagement. Family cohesion also was significantly associated with academic engagement over and beyond the effects of risky peers. Implications for families, schools, communities, and programming are discussed.

  8. Rigor and academic achievement: Career academies versus traditional class structure

    NASA Astrophysics Data System (ADS)

    Kyees, Linda L.

    The purpose of this study was to determine if students who attended high school Career Academy classes, as part of Career and Technical Education, showed greater academic achievement than students who attended traditional high school classes. While all participants attended schools in the same school district, and were seeking the same goal of graduation with a standard diploma, the Career Academy students had the benefit of all classes being directed by a team of teachers who helped them connect their learning to their desired career through collaborative learning projects and assignments. The traditional high school classes taught each subject independent of other subjects and did not have specific connections to desired career goals of the students. The study used a causal-comparative research design and the participants included 1,142 students from 11th and 12th grades who attended 9 high schools in a diversely populated area of central Florida with 571 enrolled in the Career Academies and 571 enrolled in traditional classes. The 10th-grade FCAT scores served as the dependent variable. All students attended similar classes with similar content, making the primary variable the difference in academic gains between students participating in the Career Academy design and the traditional design classes. Using the Man-Whitney U Test resulted in the Career Academy group achieving the higher scores overall. This resulted in rejection of the first null-hypothesis. Further examination determined that the 10th-grade FCAT scores were greater for the average students group, which comprised the largest portion of the participant group, also resulted in rejection of the second null-hypothesis. The gifted and at-risk student group scores resulted in failure to reject the third and fourth null-hypotheses.

  9. Health and Academic Achievement: Cumulative Effects of Health Assets on Standardized Test Scores Among Urban Youth in the United States*

    PubMed Central

    Ickovics, Jeannette R.; Carroll-Scott, Amy; Peters, Susan M.; Schwartz, Marlene; Gilstad-Hayden, Kathryn; McCaslin, Catherine

    2014-01-01

    Background The Institute of Medicine (2012) concluded that we must “strengthen schools as the heart of health.” To intervene for better outcomes in both health and academic achievement, identifying factors that impact children is essential. Study objectives are to (1) document associations between health assets and academic achievement, and (2) examine cumulative effects of these assets on academic achievement. Methods Participants include 940 students (grades 5 and 6) from 12 schools randomly selected from an urban district. Data include physical assessments, fitness testing, surveys, and district records. Fourteen health indicators were gathered including physical health (eg, body mass index [BMI]), health behaviors (eg, meeting recommendations for fruit/vegetable consumption), family environment (eg, family meals), and psychological well-being (eg, sleep quality). Data were collected 3-6 months prior to standardized testing. Results On average, students reported 7.1 health assets out of 14. Those with more health assets were more likely to be at goal for standardized tests (reading/writing/mathematics), and students with the most health assets were 2.2 times more likely to achieve goal compared with students with the fewest health assets (both p < .001). Conclusions Schools that utilize nontraditional instructional strategies to improve student health may also improve academic achievement, closing equity gaps in both health and academic achievement. PMID:24320151

  10. The Role of Social Relationships in the Association between Adolescents' Depressive Symptoms and Academic Achievement.

    PubMed

    Maurizi, Laura K; Grogan-Kaylor, Andrew; Granillo, M Teresa; Delva, Jorge

    2013-04-01

    While research has established that depression interferes with academic achievement, less is understood about the processes by which social relationships may buffer the relationship between depression and academic outcomes. In this study we examined the role of positive relationships in the school, family and peer contexts in the association between depressive symptoms and academic achievement among 894 adolescents aged 12-17 years living in Santiago, Chile. Depressive symptoms were associated with lower levels of academic achievement; parental monitoring, school belonging, positive mother relationships, and having academically inclined peers moderated this relationship, though some interactions differed by sex and age. Implications for promoting the academic success of adolescents experiencing depressive symptoms are discussed.

  11. Closing the Achievement Gap: Lessons Learned and Challenges Ahead.

    ERIC Educational Resources Information Center

    Green, R. Stephen

    2001-01-01

    Chronic disparities exist between the performance of minority and nonminority students on high-stakes standardized tests. Similar disparities exist on college admission. The College Board's Equity 2000 Project, implemented in 1990, gathered information on closing the gaps. Seven lessons learned from Equity 2000 emphasize the importance of such…

  12. Training School Counselors to Close the Achievement Gap

    ERIC Educational Resources Information Center

    Hartline, Julie B.

    2011-01-01

    The effectiveness of a training provided to school counselors on the implementation of comprehensive school counseling programs based on the ASCA National Model was examined. The data analyzed were the closing the gap summary results reports submitted following training. The reports were used to determine whether those trained could design,…

  13. Association between Physical Fitness and Academic Achievement in a Cohort of Danish School Pupils

    ERIC Educational Resources Information Center

    Andersen, Mikkel P.; Mortensen, Rikke N.; Vardinghus-Nielsen, Henrik; Franch, Jesper; Torp-Pedersen, Christian; Bøggild, Henrik

    2016-01-01

    Background: Time spent on physical activity in elementary school has been altered to improve core academics. However, little is known about the relationship between physical fitness and academic achievement. We examined the association between physical fitness and academic achievement and investigated the influence of parental socioeconomic status…

  14. Academic achievement trajectories of homeless and highly mobile students: resilience in the context of chronic and acute risk.

    PubMed

    Cutuli, J J; Desjardins, Christopher David; Herbers, Janette E; Long, Jeffrey D; Heistad, David; Chan, Chi-Keung; Hinz, Elizabeth; Masten, Ann S

    2013-01-01

    Analyses examined academic achievement data across third through eighth grades (N = 26,474), comparing students identified as homeless or highly mobile (HHM) with other students in the federal free meal program (FM), reduced price meals (RM), or neither (General). Achievement was lower as a function of rising risk status (General > RM > FM > HHM). Achievement gaps appeared stable or widened between HHM students and lower risk groups. Math and reading achievement were lower, and growth in math was slower in years of HHM identification, suggesting acute consequences of residential instability. Nonetheless, 45% of HHM students scored within or above the average range, suggesting academic resilience. Results underscore the need for research on risk and resilience processes among HHM students to address achievement disparities.

  15. Academic Achievement Trajectories of Homeless and Highly Mobile Students: Resilience in the Context of Chronic and Acute Risk

    PubMed Central

    Cutuli, J. J.; Desjardins, Christopher David; Herbers, Janette E.; Long, Jeffrey D.; Heistad, David; Chan, Chi-Keung; Hinz, Elizabeth; Masten, Ann S.

    2012-01-01

    Analyses examined academic achievement data across 3rd through 8th grades (N = 26,474), comparing students identified as homeless or highly mobile (HHM) to other students in the federal free meal program (FM), reduced-price meals (RM), or neither (General). Achievement was lower as a function of rising risk status (General > RM > FM > HHM). Achievement gaps appeared stable or widened between HHM students and lower-risk groups. Math and reading achievement were lower and growth in math was slower in years of HHM identification, suggesting acute consequences of residential instability. Nonetheless, 45% of HHM students scored within or above the average range, suggesting academic resilience. Results underscore the need for research on risk and resilience processes among HHM students to address achievement disparities. PMID:23110492

  16. Mentoring in neurology: filling the residency gap in academic mentoring.

    PubMed

    Lee, Paul R; Marsh, Elisabeth B

    2014-03-11

    Effective academic mentoring significantly affects a physician's choice of career, academic productivity, and professional trajectory. The mentoring relationship is necessary for the continued success of medical training. It is critical to cultivate a climate in which mentoring can thrive. In order to improve the quality and outcomes of mentoring, we must adopt a comprehensive plan. There are interventions at every level of training that will ensure that the current cohort of neurologists receives the requisite expertise needed to flourish and inspire future trainees. Professional organizations must articulate a comprehensive vision of mentoring. Institutions must create an infrastructure to support mentors. Mentors should work in active partnerships with their mentees to forge sustained, productive relationships. Mentees must actively contribute to their own mentoring. Proper mentorship will ensure a bright future for academic neurology. PMID:24616198

  17. Mentoring in neurology: filling the residency gap in academic mentoring.

    PubMed

    Lee, Paul R; Marsh, Elisabeth B

    2014-03-11

    Effective academic mentoring significantly affects a physician's choice of career, academic productivity, and professional trajectory. The mentoring relationship is necessary for the continued success of medical training. It is critical to cultivate a climate in which mentoring can thrive. In order to improve the quality and outcomes of mentoring, we must adopt a comprehensive plan. There are interventions at every level of training that will ensure that the current cohort of neurologists receives the requisite expertise needed to flourish and inspire future trainees. Professional organizations must articulate a comprehensive vision of mentoring. Institutions must create an infrastructure to support mentors. Mentors should work in active partnerships with their mentees to forge sustained, productive relationships. Mentees must actively contribute to their own mentoring. Proper mentorship will ensure a bright future for academic neurology.

  18. Gender, Student Motivation and Academic Achievement in a Midsized Wisconsin High School

    ERIC Educational Resources Information Center

    Lutzke, Steven Ronald

    2013-01-01

    This mixed-methods study investigated relationships among gender, academic motivation and achievement in a mid-sized Wisconsin high school. A questionnaire was developed that focused on perceived ability, achievement motives and achievement goals. Interviews with teachers focused on relationships among academic motivation and gender achievement.…

  19. Parenting styles, adolescent substance use, and academic achievement.

    PubMed

    Cohen, D A; Rice, J

    1997-01-01

    This article investigates how children and their parents rate their parenting styles, and how this rating is associated with academic achievement, alcohol, and tobacco use. We surveyed students and their parents in two public school districts. A total of 386 matched parent-child pairs from eighth- and ninth-grade students were analyzed for parent and student classification of parents as authoritative, authoritarian, permissive, or mixed parenting styles. Agreement on parenting styles between parents and children was poor. Students perceived parents as less authoritative, less permissive and more authoritarian than parents considered themselves. High grades were associated with child and parent perception of higher authoritativeness, lower permissiveness, and lower authoritarianism. Child tobacco and alcohol use was associated with child perception of lower authoritativeness, and higher permissiveness while parent perception of parenting style was not associated with child substance use. This study provides further evidence that parenting styles and adolescents' perceptions of them are associated with child achievement and substance use. While we cannot determine whether child or parent perception of parenting style is more accurate, child perception is more strongly associated with grades and substance use than is parent perception. It is likely that parents would benefit from understanding how they are perceived by their children.

  20. Parenting styles, adolescent substance use, and academic achievement.

    PubMed

    Cohen, D A; Rice, J

    1997-01-01

    This article investigates how children and their parents rate their parenting styles, and how this rating is associated with academic achievement, alcohol, and tobacco use. We surveyed students and their parents in two public school districts. A total of 386 matched parent-child pairs from eighth- and ninth-grade students were analyzed for parent and student classification of parents as authoritative, authoritarian, permissive, or mixed parenting styles. Agreement on parenting styles between parents and children was poor. Students perceived parents as less authoritative, less permissive and more authoritarian than parents considered themselves. High grades were associated with child and parent perception of higher authoritativeness, lower permissiveness, and lower authoritarianism. Child tobacco and alcohol use was associated with child perception of lower authoritativeness, and higher permissiveness while parent perception of parenting style was not associated with child substance use. This study provides further evidence that parenting styles and adolescents' perceptions of them are associated with child achievement and substance use. While we cannot determine whether child or parent perception of parenting style is more accurate, child perception is more strongly associated with grades and substance use than is parent perception. It is likely that parents would benefit from understanding how they are perceived by their children. PMID:9270213

  1. The Economic Impact of Achievement Gaps in Pennsylvania's Public Schools. Research Report

    ERIC Educational Resources Information Center

    Karoly, Lynn A.

    2015-01-01

    This study documents the magnitude of the gaps in student performance for public school students in Pennsylvania and estimates the economic consequences of those education performance gaps. Although Pennsylvania is one of the top-scoring states on the 2013 National Assessment of Educational Progress (NAEP) on average, the achievement gaps between…

  2. Eliminating the Achievement Gap: A White Paper on How Charter Schools Can Help District Leaders

    ERIC Educational Resources Information Center

    Lake, Robin; Hernandez, Alex

    2011-01-01

    A staggering achievement gap exists between minority and white students in America. The gap is unjust, and it is constraining the country economically, socially, and politically. Intense political pressures, labor contracts, and other forces prevent urban superintendents from closing those gaps. However, partnerships with high-performing charter…

  3. Changing the Culture of Academic Medicine to Eliminate the Gender Leadership Gap: 50/50 by 2020

    PubMed Central

    Valantine, Hannah; Sandborg, Christy I.

    2013-01-01

    Central to the daily struggles that successful working women face is the misalignment of the current work culture and the values of the workforce. In addition to contributing to work-life integration conflicts, this disconnect also perpetuates the gender leadership gap. The dearth of women at the highest ranks of academic medicine not only sends a clear message to women that they must choose between career advancement and their personal life but also represents a loss of talent for academic health centers as they fail to recruit and retain the best and the brightest. To close the gender leadership gap and to meet the needs of the next generation of physicians, scientists, and educators, the authors argue that the culture of academic medicine must change to one in which flexibility and work-life integration are core parts of the definition of success. Faculty must see flexibility policies, such as tenure clock extensions and parental leaves, as career advancing rather than career limiting. To achieve these goals, the authors describe the Stanford University School of Medicine Academic Biomedical Career Customization (ABCC) model. The ABCC framework includes individualized career plans, which span a faculty member's career, with options to flex up or down in research, patient care, administration, and teaching, and mentoring discussions, which ensure that faculty take full advantage of the existing policies designed to make career customization possible. The authors argue that with vision, determination, and focus, the academic medicine community can eliminate the gender leadership gap to achieve 50/50 by 2020. PMID:23969359

  4. Addressing Achievement Gaps: School Finance and the Achievement Gap--Funding Programs That Work. Policy Notes. Volume 16, Number 3, Fall 2008

    ERIC Educational Resources Information Center

    Yaffe, Deborah

    2008-01-01

    In education reform, money matters, but so does spending it wisely--on programs designed to meet the ambitious goal of helping low-income and minority children achieve at the same levels as their more affluent peers. The latest in the Educational Testing Service's (ETS's) series of symposia on Addressing Achievement Gaps brought researchers,…

  5. Subgroup Achievement and Gap Trends: District of Columbia

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    The District's demographics are such that achievement trends could only be determined for African American, male and female, and low income subgroups. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Washington, DC students showed gains in both reading and math at the basic, proficient, and advanced levels…

  6. Measuring Cognitive Achievement Gaps and Inequalities: The Case of Brazil

    ERIC Educational Resources Information Center

    Soares, Jose Francisco

    2006-01-01

    This paper introduces a new measure of educational inequalities based on cognitive achievement data, and uses it to examine achievement inequalities in mathematics between groups of students enrolled in basic education in Brazil. The groups of students are defined by their race, sex, socioeconomic status (SES), and region of residence. The…

  7. Analysis of the Relation between Academic Procrastination, Academic Rational/Irrational Beliefs, Time Preferences to Study for Exams, and Academic Achievement: A Structural Model

    ERIC Educational Resources Information Center

    Balkis, Murat; Duru, Erdinc; Bulus, Mustafa

    2013-01-01

    The purpose of this study was to investigate the relations between academic rational/irrational beliefs, academic procrastination, and time preferences to study for exams and academic achievement by using the structural equation model. The sample consisted of 281 undergraduate students who filled in questionnaires at the 7-week-long summer course.…

  8. On the interplay between academic achievement and educational identity: a longitudinal study.

    PubMed

    Pop, Eleonora Ioana; Negru-Subtirica, Oana; Crocetti, Elisabetta; Opre, Adrian; Meeus, Wim

    2016-02-01

    The present three-wave longitudinal study provides empirical evidence for the mechanisms of the bright and dark sides of identity development in the academic context. First, we investigated the patterns of stability and change in educational identity and academic achievement among adolescents. Second, we examined the reciprocal associations between identity processes (i.e., commitment, in-depth exploration, and reconsideration of commitment) and academic achievement. The main results of the study highlighted that academic achievement predicts the manner in which adolescents deal with their identity issues in the academic context. Thus, high academic achievement leads to high levels of commitment (identity synthesis), while low academic achievement leads to high levels of reconsideration of commitment (identity confusion). This unidirectional pattern of effects applied equally to adolescent boys and girls, early-to-middle and middle-to-late adolescents, and to adolescents attending theoretical and vocational schools. Practical implications are discussed.

  9. Long-Term Effects of Native Hawaiian Students' Early Academic Achievement under the No Child Left Behind Legislation: A Multilevel Cohort Analysis

    ERIC Educational Resources Information Center

    Singh, J. Malkeet

    2011-01-01

    The focus of the No Child Left Behind (NCLB) Legislation is to close the achievement gaps due to disadvantages based on minority status, socio-economic status, special education (SPED) or Limited English Proficiency (LEP). Poverty and culture have been consistently reported to have an impact on academic achievement. However, there have been few…

  10. Family Policies and Academic Achievement by Young Children in Single-Parent Families: An International Comparison. Population Research Institute Working Paper.

    ERIC Educational Resources Information Center

    Pong, Suet-ling; Dronkers, Jaap; Hampden-Thompson, Gillian

    This study investigates the differences in the degree of low academic achievement of third and fourth graders living with single-parent families from 11 industrialized countries. The United States ranks first among the countries compared in terms of the achievement gap for children in single- and two-parent families. After controlling for…

  11. The Effects of Reading Recovery™ on the American Indian/Non-American Indian Achievement Gap

    ERIC Educational Resources Information Center

    Collins, Mary L.

    2012-01-01

    Despite the attention being paid to the achievement gap of minorities, the regulations and laws being enacted, the research being conducted, and the funding made available to narrow the achievement gap, there is evidence that shows it still exists for American Indians. This study examined the effects of Reading Recovery, an early literacy…

  12. School Composition and the Black-White Achievement Gap. NCES 2015-018

    ERIC Educational Resources Information Center

    Bohrnstedt, G.; Kitmitto, S.; Ogut, B.; Sherman, D.; Chan, D.

    2015-01-01

    School Composition and the Black-White Achievement Gap explores public schools' demographic composition, in particular, the proportion of Black students enrolled in schools (also referred to "Black student density" in schools) and its relation to the Black-White achievement gap. This NCES study, the first of its kind, used the 2011 NAEP…

  13. K-8 Charter Schools: Closing the Achievement Gap. Innovations in Education

    ERIC Educational Resources Information Center

    US Department of Education, 2007

    2007-01-01

    This guide is part of a series produced by the U.S. Department of Education, and it builds on two previous works: "Successful Charter Schools" (ED493615) and "Charter High Schools Closing the Achievement Gap" (ED494482). It profiles seven K-8 charter schools that are making headway in narrowing gaps in achievement. It examines factors contributing…

  14. The Black-White Achievement Gap through the Lens of Central Office Administrators

    ERIC Educational Resources Information Center

    Baskin, Roger S., Sr.

    2013-01-01

    This study investigated the perceptions of Black and White central office administrators regarding the Black-White achievement gap. Four research questions (RQ) were explored: RQ1: How do central office administrators understand the causes of the Black-White achievement gap? RQ2: How do central office administrators perceive their role in…

  15. The Relationship between the Minority Student Achievement Gap and Collective Teacher Efficacy

    ERIC Educational Resources Information Center

    O'Hara, Jane A.

    2011-01-01

    The purpose of this study was to determine the relationship between Collective Teacher Efficacy and minority student achievement gap over and above that explained by socioeconomics, school size, and prior achievement gaps for Black and Hispanic students with White students. Forty-seven Virginia middle schools were selected to participate in the…

  16. The New Literacies of Online Research and Comprehension: Rethinking the Reading Achievement Gap

    ERIC Educational Resources Information Center

    Leu, Donald J.; Forzani, Elena; Rhoads, Chris; Maykel, Cheryl; Kennedy, Clint; Timbrell, Nicole

    2015-01-01

    Is there an achievement gap for online reading ability based on income inequality that is separate from the achievement gap in traditional, offline reading? This possibility was examined between students in two pseudonymous school districts: West Town (economically advantaged) and East Town (economically challenged; N = 256). Performance-based…

  17. Once, Sometimes, or Always in Special Education: Mathematics Growth and Achievement Gaps

    ERIC Educational Resources Information Center

    Schulte, Ann C.; Stevens, Joseph J.

    2015-01-01

    This study used a statewide longitudinal sample to examine mathematics achievement gaps and growth in students with and without disabilities and to examine the impact of different methods of determining disability group membership on achievement gaps and growth. When disability status was determined on the basis of special education placement each…

  18. School Administrators' Perceptions of the Achievement Gap between African American Students and White Students

    ERIC Educational Resources Information Center

    Royle, Jonathan; Brown, Casey Graham

    2014-01-01

    This study included an analysis of principal perceptions of the achievement gap between African American and White students. School administrators from campuses with a substantial number of African American students within the subgroup were interviewed to explore their perceptions of the achievement gap. The study revealed factors within the…

  19. An Analysis of Achievement Gap between Black and White Students on a Statewide Assessment.

    ERIC Educational Resources Information Center

    Zhang, Liru

    To understand the achievement gap between Black and White students, test performance on Delaware statewide assessments was studied. The study focused on Black-White test score gaps in reading, mathematics, and writing across grades 3, 5, 8, and 10 by achievement level, item format, and gender within each racial/ethnic group over time. The…

  20. Connecting Social Disorganization Theory to African-American Outcomes to Explain the Achievement Gap

    ERIC Educational Resources Information Center

    Madyun, Na'im H.

    2011-01-01

    African-American student achievement outcomes have been and continue to be a critical concern for education researchers. Much of the framing of African-American student outcomes centers on what is known as achievement gaps that exist between African-American and White students. Unfortunately, these gaps have remained roughly the same since the…

  1. A Meta-Analysis on the Factors That Best Reduce the Achievement Gap

    ERIC Educational Resources Information Center

    Jeynes, William H.

    2015-01-01

    A meta-analyses was undertaken to determine the factors that are most related with reducing the achievement gap. The meta-analysis included 30 studies that examined attempts to bridge the achievement gap between White students on one hand and Black and Latino students on the other. The results indicate that several factors are associated with a…

  2. Cross Sectional and Longitudinal Portrayals of the Special Education Mathematics Achievement Gap. Research Brief 10

    ERIC Educational Resources Information Center

    Schulte, Ann C.; Stevens, Joseph J.

    2014-01-01

    We contrasted portrayals of the achievement gap on the North Carolina state mathematics assessment for students with disabilities (SWD) using two different ways of identifying this group of students. The first method used students' disability status in third grade as the basis for identifying SWD, and then tracked the achievement gap between SWD…

  3. Technology Enhanced Learning Environments for Closing the Gap in Student Achievement between Regions: Does It Work?

    ERIC Educational Resources Information Center

    Cakir, Hasan; Delialioglu, Omer; Dennis, Alan; Duffy, Thomas

    2009-01-01

    Student achievement gap between urban and suburban regions are a major issue in U.S. schools. Technology enhanced learning environments that support teaching and learning process with advanced technology may close this achievement gap. This paper examines the impact of student and school factors with an emphasis on schools' geographic location on…

  4. Relation of academic support from parents, teachers, and peers to Hong Kong adolescents' academic achievement: the mediating role of academic engagement.

    PubMed

    Chen, Jennifer Jun-Li

    2005-05-01

    The author tested a model hypothesizing that students' self-perceived academic support (from parents, teachers, and peers) is related to their achievement directly and indirectly through their own perceived academic engagement. The participants were 270 adolescents (M age = 15.41 years, range = 14-20 years) from 3 grade levels (Forms 3-5, equivalent to Grades 9-11 in the United States) in a Hong Kong secondary school. The school principal and teachers helped to collect data based on these adolescents' responses to a self-report questionnaire, consisting of a demographic profile and 4 scales assessing their self-perceptions of the extent of parental, teacher, and peer support, and their own academic engagement. Academic achievement was measured by self-reported grades in math, English, and Chinese. Structural equation modeling analyses revealed that adolescents' perceived parental, teacher, and peer support were all indirectly related to their academic achievement mediated by their own perceived academic engagement. The strength of the relationships, however, varied by support system, with perceived teacher support to achievement being the strongest, followed closely by perceived parental support, and then perceived peer support. In addition, both perceived parental support and perceived teacher support were directly related to academic achievement. However, perceived teacher support made the most total (direct and indirect) contribution to student achievement. Perceived peer support had the smallest, nonetheless significant, indirect relationship to academic achievement. However, the negative, direct influence of perceived peer support canceled out its positive, indirect influence on academic achievement. PMID:16779945

  5. Black adolescents: a descriptive study of their self-concepts and academic achievement.

    PubMed

    Mboya, M M

    1986-01-01

    This study was designed to determine the relationships among global self-concept, self-concept of academic ability, and academic achievement of black American adolescents. The subjects were 211 tenth-grade students in five public high schools in the Pacific Northwest school district who volunteered to participate in the study. Global self-concept was measured by the Coopersmith Self-Esteem Inventory (SEI), self-concept of academic ability by the Brookover Self-Concept of Ability (General) Scale, and academic achievement by the California Achievement Test (CAT). The major statistical tools were the Pearson product-moment correlations and Fisher Z statistic. In all of the tests the decision was made to reject the null hypothesis at the .05 level of significance. No significant relationship was found between global self-concept and academic achievement, although the relationship between self-concept of academic ability and academic achievement reached significance. The relationship between self-concept of academic ability and academic achievement correlated more strongly than the relationship between global self-concept and academic achievement. These results suggest that the enhancement of global self-concept might not be a potent intervention for academic improvement for black adolescents.

  6. Gender gaps in achievement and participation in multiple introductory biology classrooms.

    PubMed

    Eddy, Sarah L; Brownell, Sara E; Wenderoth, Mary Pat

    2014-01-01

    Although gender gaps have been a major concern in male-dominated science, technology, engineering, and mathematics disciplines such as physics and engineering, the numerical dominance of female students in biology has supported the assumption that gender disparities do not exist at the undergraduate level in life sciences. Using data from 23 large introductory biology classes for majors, we examine two measures of gender disparity in biology: academic achievement and participation in whole-class discussions. We found that females consistently underperform on exams compared with males with similar overall college grade point averages. In addition, although females on average represent 60% of the students in these courses, their voices make up less than 40% of those heard responding to instructor-posed questions to the class, one of the most common ways of engaging students in large lectures. Based on these data, we propose that, despite numerical dominance of females, gender disparities remain an issue in introductory biology classrooms. For student retention and achievement in biology to be truly merit based, we need to develop strategies to equalize the opportunities for students of different genders to practice the skills they need to excel.

  7. Trait emotional intelligence influences on academic achievement and school behaviour.

    PubMed

    Mavroveli, Stella; Sánchez-Ruiz, María José

    2011-03-01

    BACKGROUND. Trait emotional intelligence (trait EI or trait emotional self-efficacy) refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait EI sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment. AIMS. This study investigates the associations between trait EI and school outcomes, such as performance in reading, writing, and maths, peer-rated behaviour and social competence, and self-reported bullying behaviours in a sample of primary school children. It also examines whether trait EI scores differentiate between children with and without special educational needs (SEN). SAMPLE. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M((age)) = 9.12 years, SD= 1.27 years) attending three English state primary schools. METHOD. Pupils completed the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF), the Guess Who peer assessment, the Peer-Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives. RESULTS. As predicted by trait EI theory, associations between trait EI and academic achievement were modest and limited to Year 3 children. Higher trait EI scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self-reported bulling behaviours. Furthermore, SEN students scored lower on trait EI compared to students without SEN. CONCLUSIONS. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren.

  8. Postindustrial Capitalism and the Problems with Bourdieu's Social and Cultural Capital in Understanding the Black/White Achievement Gap in the United States and United Kingdom

    ERIC Educational Resources Information Center

    Mocombe, Paul C.

    2015-01-01

    This hermeneutical essay demonstrates why and how Pierre Bourdieu's social reproduction theory is neither an adequate explanation for understanding praxis nor the Black/White academic achievement gap in contemporary postindustrial economies like that of the United States and the United Kingdom. The underlining hypothesis of the work is that the…

  9. WWC Review of the Report "Daily Online Testing in Large Classes: Boosting College Performance While Reducing Achievement Gaps." What Works Clearinghouse Single Study Review

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2014

    2014-01-01

    The 2013 study, "Daily Online Testing in Large Classes: Boosting College Performance While Reducing Achievement Gaps," examined the impact of frequent online testing and immediate feedback on the academic performance of college students. The study was conducted at the University of Texas in the fall of 2008 and 2011. Researchers found…

  10. Understanding and Reversing Underachievement, Low Achievement, and Achievement Gaps among High-Ability African American Males in Urban School Contexts

    ERIC Educational Resources Information Center

    Ford, Donna Y.; Moore, James L., III

    2013-01-01

    This article focuses on the achievement gap, with attention devoted to underachievement and low achievement among African American males in urban school contexts. More specifically, the article explains problems and issues facing or confronting these Black male students in urban education settings. A central part of this discussion is grounded in…

  11. Achievement Gaps and Correlates of Early Mathematics Achievement: Evidence from the ECLS K-First Grade Sample

    ERIC Educational Resources Information Center

    Chatterji, Madhabi

    2005-01-01

    In light of the NCLB Act of 2001, this study estimated mathematics achievement gaps in different subgroups of kindergartners and first graders, and identified child- and school-level correlates and moderators of early mathematics achievement. A subset of 2300 students nested in 182 schools from the Early Childhood Longitudinal Study K-First Grade…

  12. The Relationship between Principals' Leadership Characteristics and Academic Achievement of African American Males in Middle School

    ERIC Educational Resources Information Center

    Landeau, Reginald H., Jr.

    2012-01-01

    The study evaluates the relationship between middle school principals' leadership characteristics and academic achievement of African American male students in grades 6, 7, and 8 in a large urban school district. Academic achievement is typically defined as the cognitive knowledge, skills, and abilities that are measured by achievement tests. The…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  14. Teacher Turnover Impact on 1st-8th Grade Student Academic Achievement: A Correlational Study

    ERIC Educational Resources Information Center

    Reid, Johnnie M.

    2010-01-01

    The impact of schools and students not meeting academic achievement standards affects the community and the nation's future workforce. This paper examines many of the factors influencing achievement with special attention given to the facts of teacher turnover in the schools. Teacher turnover and the sad state of the academic achievement of…

  15. The Differences in Academic Achievement between Single-Sex Education and Coeducation Classes in Fifth Grade

    ERIC Educational Resources Information Center

    Scoggins, Donna K.

    2009-01-01

    Single-sex education is an instructional innovation implemented to improve student academic achievement by teaching to the learning styles and interests of boys and/or girls. This ex post facto quantitative study examined the differences in academic achievement between single-sex education and coeducation classes on students' achievement in…

  16. Predictors of Academic Achievement for Elementary Teacher Education Students in Turkey

    ERIC Educational Resources Information Center

    Buyukozturk, Sener

    2004-01-01

    Studies examining the important predictors of academic achievement of elementary teacher education students help us to understand the predictors of student achievement. These studies (House, 2000b; Ting & Bryant, 2001; Zheng, Saunders, Shelley, & Whalen, 2002)focus on the relationship between academic achievement and a number of cognitive as well…

  17. The Effects of the Achievement Gap on Students Formally Identified as Gifted. Does Giftedness Prevail?

    ERIC Educational Resources Information Center

    Chism, Dwayne T.

    2012-01-01

    This study shows that minority students who, based upon a standardized test, have shown a high academic performance capability have a readiness for rigorous courses in high school and can sustain high academic achievement over time when compared to non-minority peers. Therefore, the on-going question for many educators needs to be why doesn't…

  18. PREDICTING ACADEMIC ACHIEVEMENTS OF ENGINEERING AND SCIENCE STUDENTS IN ISRAEL.

    ERIC Educational Resources Information Center

    PERLBERG, ARYE

    A LONGITUDINAL STUDY (HIGH SCHOOL THROUGH COLLEGE) WAS CARRIED OUT AT THE TECHNION-ISRAEL INSTITUTE OF TECHNOLOGY TO INVESTIGATE ACADEMIC PREDICTORS AND PROBLEMS RELATED TO PREDICTION. FOR FOUR YEARS, THREE CLASSES OF 1,087 ENGINEERING STUDENTS WERE FOLLOWED. INTELLECTIVE PREDICTORS AND ACADEMIC CRITERIA ALONE WERE INVESTIGATED. HIGH SCHOOL AND…

  19. Academic Dishonesty among Gifted and High-Achieving Students

    ERIC Educational Resources Information Center

    Geddes, Kimberly A.

    2011-01-01

    Gifted high school students are essentially absent in the research concerning academic integrity; however, over the past few years, educators of gifted students have noticed an increase in the occurrences of academic dishonesty among students in gifted classrooms (Abilock, 2009). This research may be analyzed to provide some insight into the…

  20. Factors associated with academic achievement in children following parental separation.

    PubMed

    Bisnaire, L M; Firestone, P; Rynard, D

    1990-01-01

    Elementary school children who maintained their academic performance levels following separation of their parents were compared to those whose levels declined. Although no single measure could accurately predict children's academic adjustment, those who maintained performance levels spent significantly more time with both parents.

  1. Understanding the Gap in Mathematics Achievement of Malaysian Students

    ERIC Educational Resources Information Center

    Ismail, Noor Azina

    2009-01-01

    Of 46 countries that participated in the Trends in International Mathematics and Science Study in 2003 (I. V. S. Mullis, M. O. Martin, E. J. Gonzalez, & S. J. Chrostowski, 2004), Malaysia was ranked 10th in international scores of mathematics achievement for 8th-grade students. The present author aimed to examine the importance of students' home…

  2. Achievement Gap. Early Developments. Volume 11, Number 2, Fall 2007

    ERIC Educational Resources Information Center

    Winton, Pam, Ed.; Buysse, Virginia, Ed.; Zimmerman, Tracy, Ed.

    2007-01-01

    Research has identified a host of factors that likely contribute to the disparity in achievement, negating the possibility that a one-size-fits-all answer exists. Therefore, the initiatives highlighted in this issue of "Early Developments" address a variety of approaches. This issue of "Early Developments" includes the following articles: (1) The…

  3. The relation between perceived parental involvement and academic achievement: the roles of Taiwanese students' academic beliefs and filial piety.

    PubMed

    Chen, Wei-Wen; Ho, Hsiu-Zu

    2012-01-01

    The excellent academic performance among East-Asian students has drawn international attention from educators and psychologists. However, the process that underlies student academic achievement for this particular group has rarely been documented. The present study examines how the relation between perceived parental involvement and Taiwanese students' academic achievement is mediated by student academic beliefs (i.e., beliefs about effort, academic self-concept, and perceived control). The study further explores whether this mediating effect varies with types of filial piety. Participants were 468 first-year students from colleges and universities in Taiwan. Multiple-group mediating models were analyzed using structural equation modeling (SEM). Results indicated that, for the Taiwanese sample, students' academic beliefs mediated the relation between perceived parental involvement and academic achievement. Furthermore, the mediational effect was significant for the reciprocal filial type, but not for the authoritarian filial type. The importance of the quality of the parent-child relationship and the internalization process related to children's assumptions of their parents' educational values indicate the need for a contextual view when examining predictors of student academic achievement.

  4. Academic Self-Concept and Academic Achievement of African American Students Transitioning from Urban to Rural Schools

    ERIC Educational Resources Information Center

    Bacon, La Shawn Catrice

    2011-01-01

    The relationship between academic self-concept and academic achievement in African American students who have experienced geographic mobility was the focus of this study. Specifically, this study used quantitative methods to assess African American students from counties in Iowa to obtain information about the students' relocation from urban to…

  5. It Feels Good to Learn Where I Belong: School Belonging, Academic Emotions, and Academic Achievement in Adolescents

    ERIC Educational Resources Information Center

    Lam, Un Fong; Chen, Wei-Wen; Zhang, Jingqi; Liang, Ting

    2015-01-01

    This study examined the relationships between school belonging, academic emotions, and academic achievement in Macau adolescents. A survey of 406 junior high school students in Macau was used to collect information on the extent to which these students felt accepted and respected in their schools (school belonging), the emotions they experienced…

  6. The Shrinking Black-White Gap on SAT II Achievement Tests.

    ERIC Educational Resources Information Center

    Journal of Blacks in Higher Education, 2002

    2002-01-01

    Recent research shows that the SAT II test is a much better predictor of college success than the standard SAT. In recent years, black students appear to be making progress in closing the racial scoring gap on the wide variety of academic subjects (particularly chemistry, world history, and biology) that are measured by the SAT II test. (SM)

  7. An Effort to Close Achievement Gaps at Scale through Self-Affirmation

    ERIC Educational Resources Information Center

    Borman, Geoffrey D.; Grigg, Jeffrey

    2013-01-01

    This study addresses closing the academic performance gaps between African American and Latino students and their White counterparts, and between girls and boys in mathematics. Of the various models and theories of these social inequalities that have been advanced in literature, one particularly compelling line of research concerns the idea of…

  8. The Academic Gap: An International Comparison of the Time Allocation of Academically Talented Students

    ERIC Educational Resources Information Center

    Makel, Matthew C.; Wai, Jonathan; Putallaz, Martha; Malone, Patrick S.

    2015-01-01

    Despite growing concern about the need to develop talent across the globe, relatively little empirical research has examined how students develop their academic talents. Toward this end, the current study explored how academically talented students from the United States and India spend their time both in and out of school. Indian students…

  9. Collective Responsibility, Academic Optimism, and Student Achievement in Taiwan Elementary Schools

    ERIC Educational Resources Information Center

    Wu, Hsin-Chieh

    2012-01-01

    Previous research indicates that collective efficacy, faculty trust in students and parents, and academic emphasis together formed a single latent school construct, called academic optimism. In the U.S., academic optimism has been proven to be a powerful construct that could effectively predict student achievement even after controlling for…

  10. Academic and Social Achievement Goals: Their Additive, Interactive, and Specialized Effects on School Functioning

    ERIC Educational Resources Information Center

    Liem, Gregory Arief D.

    2016-01-01

    Background: Students' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings. Aims: Guided by multiple-goal perspectives, this study examined the role of academic and…

  11. Students' Perceptions of Parental and Teacher Academic Involvement: Consequences on Achievement Goals

    ERIC Educational Resources Information Center

    Regner, Isabelle; Loose, Florence; Dumas, Florence

    2009-01-01

    The present study examined whether students' perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students' achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental…

  12. The Role of Perceived Parental Autonomy Support in Academic Achievement of Asian and Latino American Adolescents

    ERIC Educational Resources Information Center

    Jiang, Ying Hong; Yau, Jenny; Bonner, Patricia; Chiang, Linda

    2011-01-01

    Introduction: Driven by an overarching conceptual framework adapted from Self-Determination Theory, this study tested the direct and indirect effects of perceived parental academia autonomy support vs. academic planning control on the interrelated variables of adolescents' self-esteem, academic motivation, and academic achievement, using…

  13. Achievement Motivation, Anxiety and Academic Success in First Year Master of Nursing Students.

    ERIC Educational Resources Information Center

    McEwan, Lynn; Goldenberg, Dolly

    1999-01-01

    A study of 41 graduate nursing students found they had high achievement motivation and academic ability. Trait anxiety was the only valid predictor of academic success. Academic ability and inherent anxiety had greater potential for predicting students who would succeed. (Author/SK)

  14. Mind the Gaps: How College Readiness Narrows Achievement Gaps in College Success

    ERIC Educational Resources Information Center

    ACT, Inc., 2010

    2010-01-01

    This report discusses factors that contribute to lower college success rates among underrepresented racial/ethnic minority students and students from lower-income families. The report also shows that "racial/ethnic and family income gaps in college success rates narrow substantially among students who are ready for college." Everyone needs to…

  15. The Achievement Gap Between African-American and Non-minority Students: How Can We Close the Gap?

    ERIC Educational Resources Information Center

    Wells, Wayne D.; Griffith, Kimberly Grantham; Kritsonis, William Allan

    2007-01-01

    The purpose of this article is to examine and search various ways we can close the achievement gap between African-American and Non-minority students within the educational system in the United States. [Note: Special note of gratitude to Dr. Kimberly Grantham Griffith for her assistance in getting this article published. See: www.nationalforum.com

  16. Parent Academic Involvement as Related to School Behavior, Achievement, and Aspirations: Demographic Variations Across Adolescence

    PubMed Central

    Hill, Nancy E.; Castellino, Domini R.; Lansford, Jennifer E.; Nowlin, Patrick; Dodge, Kenneth A.; Bates, John E.; Pettit, Gregory S.

    2009-01-01

    A longitudinal model of parent academic involvement, behavioral problems, achievement, and aspirations was examined for 463 adolescents, followed from 7th (approximately 12 years old) through 11th (approximately 16 years old) grades. Parent academic involvement in 7th grade was negatively related to 8th-grade behavioral problems and positively related to 11th-grade aspirations. There were variations across parental education levels and ethnicity: Among the higher parental education group, parent academic involvement was related to fewer behavioral problems, which were related to achievement and then aspirations. For the lower parental education group, parent academic involvement was related to aspirations but not to behavior or achievement. Parent academic involvement was positively related to achievement for African Americans but not for European Americans. Parent academic involvement may be interpreted differently and serve different purposes across sociodemographic backgrounds. PMID:15369527

  17. Bridging the Gap between Academic Research and Regional Development in the Basque Country

    ERIC Educational Resources Information Center

    Karlsen, James; Larrea, Miren; Wilson, James R.; Aranguren, Mari Jose

    2012-01-01

    The discussion in this article focuses on how the gap between academic knowledge and regional development can be bridged, creating conditions for change processes between researchers and regional agents. Institutional entrepreneurs can create regional development organisations and research organisations, but in order to fulfil regional needs it is…

  18. A Plan for Academic Success: Helping Academically Dismissed Students Achieve Their Goals

    ERIC Educational Resources Information Center

    Cherry, Lynn; Coleman, Lindy

    2010-01-01

    This article describes a unique process which allows a select few students who have been dismissed for academic deficiency the opportunity to create a Plan for Academic Success (Plan), which, if accepted, reverses the academic dismissal for one semester. If the Plan is accepted, the individual student assumes responsibility for taking action to…

  19. Creating the Opportunity to Learn: Moving from Research to Practice to Close the Achievement Gap

    ERIC Educational Resources Information Center

    Boykin, Wade; Noguera, Pedro

    2011-01-01

    After years of applying more pressure on schools to raise achievement levels for all students, particularly those who underperform their mainstream peers, the achievement gap today remains virtually unchanged. But the reality is that there's proof that, under the right conditions, all students can achieve at high levels. Instead of "quick-fix…

  20. Building a Bridge to Span the Minority-Majority Achievement Gap.

    ERIC Educational Resources Information Center

    Lanasa, Philip J., III; Potter, Jane Hopkins

    A number of hypotheses have been advanced to explain why black students lag behind whites in school achievement. In the 1950s and 1960s, an environmental hypothesis emerged which attributed the achievement gap to environment. Environmentalists at this point were divided between those who felt the family determined achievement and those who felt…

  1. Closing the Social Class Achievement Gap for First-Generation Students in Undergraduate Biology

    ERIC Educational Resources Information Center

    Harackiewicz, Judith M.; Canning, Elizabeth A.; Tibbetts, Yoi; Giffen, Cynthia J.; Blair, Seth S.; Rouse, Douglas I.; Hyde, Janet S.

    2014-01-01

    Many students start college intending to pursue a career in the biosciences, but too many abandon this goal because they struggle in introductory biology. Interventions have been developed to close achievement gaps for underrepresented minority students and women, but no prior research has attempted to close the gap for first-generation students,…

  2. The Achievement Gap, Revisited: An Empirical Assessment of What We Can Learn from East Asian Education

    ERIC Educational Resources Information Center

    Czehut, Katherine Jessica Drake

    2012-01-01

    International mathematics assessments have established students in East Asia as among the best in the world and their U.S. counterparts as mediocre. What is not clear is why this "achievement gap" exists. The last major study to address this question, Stevenson and Stigler's (1992) "The Learning Gap," was published prior…

  3. The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades

    ERIC Educational Resources Information Center

    Reardon, Sean F.; Galindo, Claudia

    2009-01-01

    This article describes the developmental patterns of Hispanic-White math and reading achievement gaps in elementary school, paying attention to variation in these patterns among Hispanic subgroups. Compared to non-Hispanic White students, Hispanic students enter kindergarten with much lower average math and reading skills. The gaps narrow by…

  4. Exploring Family, Neighborhood and School Factors in Racial Achievement Gap Dissertation

    ERIC Educational Resources Information Center

    Montoya, Silvia

    2010-01-01

    The racial achievement gap has been at the center of the educational debate for decades in the United States. Although disparities in educational outcomes have declined in part of the 20th century, the process has stalled in this decade. For instance, in mathematics the gap in raw scores for students aged 13 has decline from 41 points in 1978 to…

  5. School Effects and Ethnic, Gender and Socio-Economic Gaps in Educational Achievement at Age 11

    ERIC Educational Resources Information Center

    Strand, Steve

    2014-01-01

    There are long-standing achievement gaps in England associated with socio-economic status (SES), ethnicity and gender, but relatively little research has evaluated interactions between these variables or explored school effects on such gaps. This paper analyses the national test results at age 7 and age 11 of 2,836 pupils attending 68 mainstream…

  6. Closing the Achievement Gap with Culturally Relevant Technology-Based Learning Environments

    ERIC Educational Resources Information Center

    Joseph, Roberto

    2009-01-01

    The most significant educational problem of our time has been the achievement gap. The author discusses the need for the field of educational technology to join in the social movement to close this gap. He provides background on the significance of incorporating culture throughout the design and development of technology-based learning…

  7. Attacking the African American-White Achievement Gap on College Admissions Tests

    ERIC Educational Resources Information Center

    Nettles, Michael T.; Millett, Catherine M.; Ready, Douglas D.

    2003-01-01

    The African American-white achievement gap exists even among the youngest children; African American students arrive at kindergarten considerably behind their white peers in measurable cognitive skills. Although the gap has narrowed somewhat over the past several decades, the average African American still scores below 75 percent of white students…

  8. Geographic Variation of District-Level Gender Achievement Gaps within the United States

    ERIC Educational Resources Information Center

    Reardon, Sean; Fahle, Erin; Kalogrides, Demetra; Podolsky, Anne; Zarate, Rosalia

    2016-01-01

    Gender achievement gaps on national and state assessments have been a popular research topic over the last few decades. Many prior studies examine these gaps in different subjects (e.g., mathematics, reading, and science) and grades (typically kindergarten through eighth grade) for students living in various regions (typically states or countries)…

  9. Online Penalty: The Impact of Online Instruction on the Latino-White Achievement Gap

    ERIC Educational Resources Information Center

    Kaupp, Ray

    2012-01-01

    Despite a substantial body of research on the effectiveness of distance education at the post-secondary level, little is known about the impact of online course delivery on the achievement gap. In California, the gap between white and Latino post-secondary student outcomes is significant and persistent, with Latino students overrepresented in…

  10. Reassessing the Achievement Gap: Fully Measuring What Students Should Be Taught in School

    ERIC Educational Resources Information Center

    Rothstein, Richard; Jacobsen, Rebecca; Wilder, Tamara

    2008-01-01

    This presentation summarizes two products of the ongoing work the authors are doing for the Campaign for Educational Equity. Part 1 of this presentation is a summary of "A Report Card on Comprehensive Equity: Racial Gaps in the Nation's Youth Outcomes." This report estimates the black-white achievement gaps in each of these aspects of education…

  11. School and Individual Factors That Contribute to the Achievement Gap in College Admissions Tests in Chile

    ERIC Educational Resources Information Center

    Perez Mejias, Paulina

    2012-01-01

    In Chile, reports and research papers have shown that there is an achievement gap in college admissions tests mostly associated to students' gender, socioeconomic status and type of school attended. This gap represents a barrier for low-income and female students to access higher education, as well as for graduates of public schools. Prior…

  12. The Achievement Gap in U.S. Education: Canaries in the Mine

    ERIC Educational Resources Information Center

    Singham, Mano

    2005-01-01

    There has been very little progress in closing the Black/White achievement gap in education. In this book, the author Mano Singham takes a look at this problem in the context of larger political realities and contends that in order to understand this gap, we must determine what is happening within the educational system as a whole. This book…

  13. Sustaining Success toward Closing the Achievement Gap: A Case Study of One Urban High School

    ERIC Educational Resources Information Center

    Cabrera, Kimberly Elizabeth

    2010-01-01

    Since the introduction of the Coleman Report (1966), the focus on closing the achievement gap has been a critical component of educational policy for political leaders and field research by educators. The economic crisis which California and the nation at large currently face creates a challenging situation in attempting to narrow the gap.…

  14. The Chinese High School Student's Stress in the School and Academic Achievement

    ERIC Educational Resources Information Center

    Liu, Yangyang; Lu, Zuhong

    2011-01-01

    In a sample of 466 Chinese high school students, we examined the relationships between Chinese high school students' stress in the school and their academic achievements. Regression mixture modelling identified two different classes of the effects of Chinese high school students' stress on their academic achievements. One class contained 87% of…

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

    ERIC Educational Resources Information Center

    Liu, Yangyang; Lu, Zuhong

    2011-01-01

    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…

  16. Relations between Academic Achievement and Self-Concept among Adolescent Students with Disabilities over Time

    ERIC Educational Resources Information Center

    Emenheiser, David E.

    2013-01-01

    Previous literature suggests that academic achievement and self-concept among adolescents in the general education population are positively related (e.g., Huang, 2011). For students with disabilities, however, the correlation between academic achievement and self-concept is sometimes negative and non-significant (Daniel & King, 1995; Feiwell,…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  18. International Note: Between-Domain Relations of Chinese High School Students' Academic Achievements

    ERIC Educational Resources Information Center

    Yangyang, Liu

    2012-01-01

    The present study examined the between-domain relations of Chinese high school students' academic achievements. In a sample of 1870 Chinese 10th grade students, the results indicated that Chinese high school students' academic achievements were correlated across nine subjects. In line with the previous Western findings, the findings suggested that…

  19. Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children

    ERIC Educational Resources Information Center

    Becker, Derek R.; McClelland, Megan M.; Loprinzi, Paul; Trost, Stewart G.

    2014-01-01

    Research Findings: The present study investigated whether active play during recess was associated with self-regulation and academic achievement in a prekindergarten sample. A total of 51 children in classes containing approximately half Head Start children were assessed on self-regulation, active play, and early academic achievement. Path…

  20. Academic Achievement and Scientific Aptitude in Science among the Students of Standard-X

    ERIC Educational Resources Information Center

    Manichander, T.; Brindhamani, M.

    2014-01-01

    The investigator attempted to find out the significant relationship between Academic Achievement and Scientific Aptitude in Science among the Students of Standard X. Scientific Aptitude Inventory was developed and Academic Achievement in Science Test as a tool was used to assess the Variables for this study. The Investigators employed Stratified…

  1. Analysis of Relationships among Burnout, Academic Achievement, and Self-Regulation

    ERIC Educational Resources Information Center

    Duru, Erdinç; Duru, Sibel; Balkis, Murat

    2014-01-01

    This study examined the relationships among burnout, academic achievement, and self-regulation with two structural models. The participants were 383 undergraduates with different majors in a university in the western part of Turkey. The results showed that academic achievement was negatively associated with three dimensions of burnout and was…

  2. Adolescent Academic Achievement, Bullying Behavior, and the Frequency of Internet Use

    ERIC Educational Resources Information Center

    Norris, Tina L.

    2010-01-01

    Using two waves of data from the National Longitudinal Survey of Youth (NLSY), I investigated the relationships among bullying behaviors, internet use, and academic achievement for Black, Hispanic, and White boys and girls. I assessed three measures of academic achievement, including scores on mathematics, reading comprehension, and vocabulary.…

  3. Academic Achievement Trajectories of Adolescents from Mexican and East Asian Immigrant Families in the United States

    ERIC Educational Resources Information Center

    Jeong, Yu-Jin; Acock, Alan C.

    2014-01-01

    Drawing on the National Educational Longitudinal Survey 1988 (NELS:88), this study identified (1) the growth pattern of academic achievement of adolescent children from Mexican and East Asian immigrant families; (2) investigated to what extent ethnicity and family capital influenced the trajectories in the academic achievement of children from…

  4. Effective Strategies Urban Superintendents Utilize That Improve the Academic Achievement for African American Males

    ERIC Educational Resources Information Center

    Prioleau, Lushandra

    2013-01-01

    This study examined the effective strategies, resources, and programs urban superintendents utilize to improve the academic achievement for African-American males. This study employed a mixed-methods approach to answer the following research questions regarding urban superintendents and the academic achievement for African-American males: What…

  5. Criterion-Related Validity of the Nowicki-Strickland Locus of Control Scale with Academic Achievement.

    ERIC Educational Resources Information Center

    Nunn, Gary D.; And Others

    1986-01-01

    Investigated the relationships between student locus of control and academic achievement in grades five through eight. The Nowicki-Strickland Locus of Control Scale (NSLOCS) was used to measure motivation, and the Iowa Tests of Basic Skills (ITBS) to assess academic achievement. Results indicated moderate inverse relationships between level of…

  6. Coping Mediates the Relationship between Emotional Intelligence (EI) and Academic Achievement

    ERIC Educational Resources Information Center

    MacCann, Carolyn; Fogarty, Gerard J.; Zeidner, Moshe; Roberts, Richard D.

    2011-01-01

    Research examining the relationships between performance measures of emotional intelligence (EI), coping styles, and academic achievement is sparse. Two studies were designed to redress this imbalance. In each of these studies, both EI and coping styles were significantly related to academic achievement. In Study 1, 159 community college students…

  7. Improving Academic Achievement of At-Risk Students in English Education and Keyboarding I.

    ERIC Educational Resources Information Center

    Klinger, Barbara; Nelson, Denise

    This report describes a program for improving the on-task behavior of at-risk students to increase their academic achievement. The targeted population consisted of high-school students in a growing middle-class community located in a rural area of a midwestern state. The problems of academic under-achievement were documented through data including…

  8. The Academic Achievement of Elite Athletes at an Australian University: Debunking the Dumb Jock Syndrome

    ERIC Educational Resources Information Center

    Georgakis, Steve; Wilson, Rachel; Ferguson, Jamaya

    2014-01-01

    Elite athletes and their academic achievement in higher education have long been subject to considerable debate within North American scholarship. This interest proliferated especially after the release of the Knight Report (2001), which, amongst other findings, revealed a clear negative link between elite athletes and their academic achievement.…

  9. Academic Achievement as a Moderator of Genetic Influences on Alcohol Use in Adolescence

    ERIC Educational Resources Information Center

    Benner, Aprile D.; Kretsch, Natalie; Harden, K. Paige; Crosnoe, Robert

    2014-01-01

    Prior research suggests a link between academic performance and alcohol use during adolescence, but the degree to which this association reflects actual protective effects continues to be debated. We investigated the role of genetic factors in the association between academic achievement and adolescent alcohol use and whether achievement might…

  10. Temperament, School Adjustment, and Academic Achievement: Existing Research and Future Directions

    ERIC Educational Resources Information Center

    Al-Hendawi, Maha

    2013-01-01

    Since the 1980s, research has been examining the role of temperament in education. In particular, academic achievement and school adjustment were among the first variables to be examined. Subsequently, several studies have documented associations between temperament and either academic achievement or school adjustment. However, no review of this…

  11. Impact of Socio-Emotional Adjustment on Academic Achievement of Adolescent Girls in Jammu and Kashmir

    ERIC Educational Resources Information Center

    Gul, Showkeen Bilal Ahmad

    2015-01-01

    The study examined the impact of socio-emotional adjustment on academic achievement of adolescent girls of Jammu and Kashmir. The purpose of the investigation was to study the relationship and effect of socio-emotional adjustment on academic achievement among adolescent girls. The descriptive survey research method was used for the study and the…

  12. An Analysis of Spiritual Factors on Academic Achievement in Seventh-Day Adventist Schools

    ERIC Educational Resources Information Center

    Gilbert, Marianne C.

    2013-01-01

    This study asked the question: Do spiritual factors impact academic achievement? The subjects in this study were all students in grades 3, 4, 5, 6, 7, 8, 9, and 11, in Seventh-day Adventist schools in the United States and Bermuda, from 2006 to 2008. The compilation of the results of 75 questions as correlated to academic achievement, controlled…

  13. Why Try? Achievement Motivation and Perceived Academic Climate among Latino Youth

    ERIC Educational Resources Information Center

    Wilkins, Natalie J.; Kuperminc, Gabriel P.

    2010-01-01

    Elliot and McGregor's (2001) 2 x 2 model of achievement motivation (mastery approach, mastery-avoidance, performance-approach and performance-avoidance) was used among 143 Latino adolescents to examine how achievement motivation changes over time, and whether perception of academic climate influences eventual academic outcomes. A series of…

  14. Academic Achievement and Problem Behaviors among Asian Pacific Islander American Adolescents

    ERIC Educational Resources Information Center

    Choi, Yoonsun

    2007-01-01

    Using data from the National Longitudinal Study of Adolescent Health, this study tests whether the relationship between academic achievement and problem behaviors is the same across racial and ethnic groups. Some have suggested that academic achievement may be a weaker predictor of problem behaviors among Asian Pacific Islander American (API)…

  15. Exploring the Effect of a Non-Residential Learning Community on Academic Achievement and Institutional Persistence

    ERIC Educational Resources Information Center

    Heaton, Patrick Michael

    2011-01-01

    The purpose of this study was to examine what effect the Freshmen Interest Group (FIG) program, a variation of a non-residential learning community had on academic achievement scores and institutional rates of persistence. Study variables included: gender; race; pre-collegiate academic achievement (GPA scores); educational preferences (major…

  16. Children's Cognitive Ability and Their Academic Achievement: The Mediation Effects of Parental Expectations

    ERIC Educational Resources Information Center

    Phillipson, Sivanes; Phillipson, Shane N.

    2012-01-01

    It is generally accepted that cognitive ability predicts academic achievement, and that parental involvement and expectations form part of the constellation of factors that predict their children's academic achievement, particularly for families within the Chinese-heritage Cultures. Although a number of interactions between these parental factors…

  17. Communication Apprehension, Teacher Perception, Intelligence, and Academic Achievement: A Correlational Study.

    ERIC Educational Resources Information Center

    Watson, Arden K.; Monroe, Eula Ewing

    To determine which variables best predict academic achievement, a study explored relationships among teacher perception of student communication apprehension (CA), intelligence, academic achievement, and self-reported CA in 203 public elementary school students, ages 8 to 12 years in grades 3-6. The Personal Report of Communication Fear (a 14-item…

  18. Relationship between Size of Broken and Intact Families and Academic Achievement.

    ERIC Educational Resources Information Center

    Cherian, Varghese I.

    1991-01-01

    Compares relationship between family size and academic achievement of children from broken and intact families among Black African Xhosa-speaking children between the ages of 13 and 17. Results indicate a negative relationship between family size and academic achievement, regardless of broken or intact families. (Author/NL)

  19. Academic Stress in an Achievement Driven Era: Time and School Culture

    ERIC Educational Resources Information Center

    Mrowka, Karyn Anne Kowalski

    2014-01-01

    Whether academic achievement is defined as passing a state-mandated test for graduation or earning "A's" in a rigorous course load and having a resume full of extra-curricular accomplishments, the pressure to achieve is pervading public education, creating a culture of competition and causing academic stress. A culture of competition…

  20. K-12 Virtual Students: Relationships between Student Demographics, Virtual Learning Experience, and Academic Achievement

    ERIC Educational Resources Information Center

    Whitinger, Jamie Hilton

    2013-01-01

    The purpose of this study was to identify significant differences in academic achievement among virtual students of various backgrounds, demographics, and virtual learning environments. The study also sought to identify factors that may predict the academic achievement, as defined by final course grade, of virtual students. This study examined…

  1. Parental Warmth, Control, and Involvement in Schooling: Predicting Academic Achievement among Korean American Adolescents.

    ERIC Educational Resources Information Center

    Kim, Kyoungho; Rohner, Ronald P.

    2002-01-01

    Explored the relationship between parenting style and academic achievement of Korean American adolescents, investigating the influence of perceived parental warmth and control and improvement in schooling. Survey data indicated that authoritative paternal parenting related to optimal academic achievement. Differences in maternal parenting styles…

  2. Correlates of Academic Procrastination and Mathematics Achievement of University Undergraduate Students

    ERIC Educational Resources Information Center

    Akinsola, Mojeed Kolawole; Tella, Adedeji; Tella, Adeyinka

    2007-01-01

    Procrastination is now a common phenomenon among students, particularly those at the higher level. And this is doing more harm to their academic achievement than good. Therefore, this study examined the correlates between academic procrastination and mathematics achievement among the university mathematics undergraduate students. The study used a…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

  4. A Cross-Lagged Longitudinal Study of Relations between Academic Achievement and Korean Adolescent Delinquency

    ERIC Educational Resources Information Center

    Lee, Julie

    2013-01-01

    Objective: Previous studies have shown that academic achievement has a significant effect on juvenile delinquency, with the reverse reported as well. This study, therefore, examined the reciprocal causal relationships between academic achievement and juvenile delinquency. Methods: The participants were 3449 Korean adolescents (mean age 13.2 years,…

  5. Unforgiving Confucian Culture: A Breeding Ground for High Academic Achievement, Test Anxiety and Self-Doubt?

    ERIC Educational Resources Information Center

    Stankov, Lazar

    2010-01-01

    This paper reviews findings from several studies that contribute to our understanding of cross-cultural differences in academic achievement, anxiety and self-doubt. The focus is on comparisons between Confucian Asian and European regions. Recent studies indicate that high academic achievement of students from Confucian Asian countries is…

  6. A Model of Parental Achievement-Oriented Psychological Control in Academically Gifted Students

    ERIC Educational Resources Information Center

    Garn, Alex C.; Jolly, Jennifer L.

    2015-01-01

    This study investigated achievement-oriented parent socialization as it pertains to school avoidance in a sample of gifted students. A serial mediation model examining relationships among parental achievement-oriented psychological control (APC), fear of academic failure, academic amotivation, and school avoidance was tested. The sample included…

  7. The social ties that bind: social anxiety and academic achievement across the university years.

    PubMed

    Brook, Christina A; Willoughby, Teena

    2015-05-01

    Given that engagement and integration in university/college are considered key to successful academic achievement, the identifying features of social anxiety, including fear of negative evaluation and distress and avoidance of new or all social situations, may be particularly disadvantageous in the social and evaluative contexts that are integral to university/college life. Thus, the purpose of this study was to examine the direct effects of social anxiety on academic achievement, as well as investigate an indirect mechanism through which social anxiety might impact on academic achievement, namely, the formation of new social ties in university. The participants were 942 (71.7 % female; M = 19 years at Time 1) students enrolled in a mid-sized university in Southern Ontario, Canada. Students completed annual assessments of social anxiety, social ties, and academic achievement for three consecutive years. The results from an autoregressive cross-lag path analysis indicated that social anxiety had a significant and negative direct relationship with academic achievement. Moreover, the negative indirect effect of social anxiety on academic achievement through social ties was significant, as was the opposing direction of effects (i.e., the indirect effect of academic achievement on social anxiety through social ties). These findings highlight the critical role that social ties appear to play in successful academic outcomes and in alleviating the effects of social anxiety during university/college.

  8. The social ties that bind: social anxiety and academic achievement across the university years.

    PubMed

    Brook, Christina A; Willoughby, Teena

    2015-05-01

    Given that engagement and integration in university/college are considered key to successful academic achievement, the identifying features of social anxiety, including fear of negative evaluation and distress and avoidance of new or all social situations, may be particularly disadvantageous in the social and evaluative contexts that are integral to university/college life. Thus, the purpose of this study was to examine the direct effects of social anxiety on academic achievement, as well as investigate an indirect mechanism through which social anxiety might impact on academic achievement, namely, the formation of new social ties in university. The participants were 942 (71.7 % female; M = 19 years at Time 1) students enrolled in a mid-sized university in Southern Ontario, Canada. Students completed annual assessments of social anxiety, social ties, and academic achievement for three consecutive years. The results from an autoregressive cross-lag path analysis indicated that social anxiety had a significant and negative direct relationship with academic achievement. Moreover, the negative indirect effect of social anxiety on academic achievement through social ties was significant, as was the opposing direction of effects (i.e., the indirect effect of academic achievement on social anxiety through social ties). These findings highlight the critical role that social ties appear to play in successful academic outcomes and in alleviating the effects of social anxiety during university/college. PMID:25691148

  9. Adiposity and Physical Activity Are Not Related to Academic Achievement in School-Aged Children

    PubMed Central

    LeBlanc, Monique M.; Martin, Corby K.; Han, Hongmei; Newton, Robert; Sothern, Melinda; Webber, Larry S.; Davis, Allison B.; Williamson, Donald A.

    2012-01-01

    Objective To investigate the hypotheses that in elementary school students: 1) adiposity and academic achievement are negatively correlated and 2) physical activity and academic achievement are positively correlated. Method Participants were 1963 children in fourth through sixth grades. Adiposity was assessed by calculating body mass index (BMI) percentile and percent body fat and academic achievement with statewide standardized tests in four content areas. Socioeconomic status and age were control variables. A subset of participants (n = 261) wore an accelerometer for three days to provide objective measurement of physical activity. Additionally, the association between weight status and academic achievement was examined by comparing children who could be classified as “extremely obese” and the rest of the sample, as well as comparing children who could be classified as normal weight, overweight, or obese. Extreme obesity was defined as >= 1.2 times the 95th percentile. Results Results indicated that there were no significant associations between adiposity or physical activity and achievement in students. No academic achievement differences were found between children with BMI percentiles within the extreme obesity range and those who did not fall within the extreme obesity classification. Additionally, no academic achievement differences were found for children with BMI percentiles within the normal weight, overweight, or obese ranges. Conclusion These results do not support the hypotheses that increased adiposity is associated with decreased academic achievement or that greater physical activity is related to improved achievement. However, these results are limited by methodological weaknesses, especially the use of cross-sectional data. PMID:22617499

  10. Examination of Achievement Gaps among Fourth Grade Students in a Selected Louisiana School District

    ERIC Educational Resources Information Center

    LeJeune, Kevin Scott

    2010-01-01

    A major concern for educators is that student achievement is disproportionate and not increasing for all groups at the same rate. This applied dissertation addressed the problem of unequal achievement for African American, economically disadvantaged, and academically at-risk students. This quantitative study utilized a correlational design to…

  11. Relationship Between Attainment of Recommended Physical Activity Guidelines and Academic Achievement: Undergraduate Students in Egypt

    PubMed Central

    Ansari, Walid El; Stock, Christiane

    2014-01-01

    Introduction: We assessed and compared by gender, students’ achievement of recommended guidelines of four PA forms, and the association between guideline achievement of each of the four PA forms and students’ academic performance. Methods: Data (2009-2010) comprised 3,271 students (11 faculties) at Assiut University, Egypt. A self-administered questionnaire measured: moderate PA (MPA), vigorous PA (VPA), moderate to vigorous PA (MVPA), muscle-strengthening PA; five socio-demographic variables (gender, age, year of study, father’s education, living arrangements during semester); self-rated health; and, academic performance. We compared the levels of four PA forms, socio-demographic variables, and academic performance by gender. Binary logistic regression examined the factors associated with achieving the guidelines of the four PA forms. Linear regression examined the association between frequency of four PA forms and level of academic performance. Results: Nearly equal proportions of males and females (37%, 36%) achieved the MPA guidelines. Significantly more males achieved the VPA, MVPA, and muscle strengthening PA guidelines. Father’s education was positively associated with achieving all four PA guidelines (with each increasing educational achievement of the father, student’s odds of achieving PA guidelines increased by 7-9%). Students living with their parents or room mates off campus were more likely to achieve the VPA and MVPA guidelines. Students who achieved VPA and MVPA guidelines were more likely to report better academic performance. For all PA forms (except MPA), increasing academic achievement was positively associated with increasing frequency of PA, but standardised Beta (0.05-0.07) suggested a modest correlation between academic achievement and PA frequency. Conclusion: The linear association between frequency of PA and academic achievement, and the finding that the proportions of students who achieved the recommended levels of several

  12. Freshmen Persistence as Measured by Reaching Academic Achievement Benchmarks.

    ERIC Educational Resources Information Center

    Barr, James E.; Rasor, Richard

    This study at American River College (California) researches freshmen persistence as measured by the attainment of academic benchmarks. The percentage of freshmen at American River College who enroll in the fall and continue in the immediate spring semester is typically 60%. To gain additional information about persistence, the college studied…

  13. The Effectiveness of Academic Interest Scales in Predicting College Achievement.

    ERIC Educational Resources Information Center

    Johnson, Richard W.

    The predictive validities of various SVIB academic interest scales were assessed with first semester freshman males at the University of Massachusetts. Both the Rust and Ryan and the Campbell and Johansson scales contributed significantly, albeit modestly, to a multiple correlation coefficient consisting of high school rank and scholastic aptitude…

  14. Executive Impairment Determines ADHD Medication Response: Implications for Academic Achievement

    ERIC Educational Resources Information Center

    Hale, James B.; Reddy, Linda A.; Semrud-Clikeman, Margaret; Hain, Lisa A.; Whitaker, James; Morley, Jessica; Lawrence, Kyle; Smith, Alex; Jones, Nicole

    2011-01-01

    Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to "indirect" informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes "direct" neuropsychological or academic assessment data to determine treatment efficacy. Documenting…

  15. Academic Achievement and Formal Thought in Engineering Students

    ERIC Educational Resources Information Center

    Vazquez, Stella Maris; de Anglat, Hilda Difabio

    2009-01-01

    Introduction: Research on university-level academic performance has significantly linked failure and dropping out to formal reasoning deficiency. We have not found any papers on formal thought in Argentine university students, in spite of the obvious shortcomings observed in the classrooms. Thus, the main objective of this paper was exploring the…

  16. Cultural Enrichment: Connecting African American Elementary Children to Academic Achievement

    ERIC Educational Resources Information Center

    Winston, Deborah L.

    2011-01-01

    A large, growing number of mis-educated American citizens are being produced by America's public schools. Many of these students are being funneled into the penal system shortly after dropping out of high school. This phenomenon is especially prevalent among African American male students, many of whom have withdrawn academically years prior…

  17. Video Game Strategies as Predictors of Academic Achievement

    ERIC Educational Resources Information Center

    Hamlen, Karla R.

    2014-01-01

    The purpose of this study was to investigate relationships between strategies students use to overcome challenges in both video games and homework assignments, and whether or not these are predictors of academic performance in school. Data were collected through an online survey of students, primarily in middle and high school, assessing both…

  18. The Relationship between Highly Qualified Teachers and Student Academic Achievement

    ERIC Educational Resources Information Center

    Macken, Sherry Lou

    2013-01-01

    This study examined the relationship between the percentage of highly qualified teachers and standardized measures of student proficiency in the core academic subjects of mathematics, reading, science, social studies, and writing. Signed into law in January of 2002 by President George W. Bush, the No Child Left Behind (NCLB) Act requires teachers…

  19. Project Coach: Youth Development and Academic Achievement through Sport

    ERIC Educational Resources Information Center

    Intrator, Sam M.; Siegel, Donald

    2008-01-01

    Researchers and educators have long tried to find the connection between participation in sport-related activities and academic and social development among youths. This article traces the conceptual ideas that led to the design of an after-school sports program (Project Coach). This program promotes positive youth and community development…

  20. Students' Evaluation of Teaching, Approaches to Learning, and Academic Achievement

    ERIC Educational Resources Information Center

    Diseth, Age

    2007-01-01

    Students' evaluation and perception of the learning environment are considered to be important predictors of students' approaches to learning. These variables may also account for variance in academic outcome, such as in examination grades, but previous research has rarely included a comparison between all of these variables. This article…

  1. Factors Influencing Academic Achievement for Salt River Students

    ERIC Educational Resources Information Center

    Williams, Sidney

    2012-01-01

    Native American students from the Salt River Pima-Maricopa Indian Community have attended Stapley Junior High, one of 13 junior high schools in the Mesa Unified School District, since its doors opened in the fall of 1994. Over the years a variety of instructional practices have been used in an effort to improve academic outcomes for these…

  2. Academic Self-Concept and Academic Self-Efficacy: Self-Beliefs Enable Academic Achievement of Twice-Exceptional Students

    ERIC Educational Resources Information Center

    Wang, Clare Wen; Neihart, Maureen

    2015-01-01

    Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of…

  3. The Language of Success: A Case Study of the Academic Achievement of ESL Students Who Thrive in Spite of Language Barriers

    ERIC Educational Resources Information Center

    Sylvain, Martine Sabine

    2010-01-01

    There is a widening gap between the academic achievement of English as a second language (ESL) students and the rest of the school population as students reach higher levels of education. ESL students face the challenge of not only learning the language and their subjects but also adapting to the demands of different cultures. In spite of these…

  4. Science Achievement for All: Improving Science Performance and Closing Achievement Gaps

    ERIC Educational Resources Information Center

    Jackson, Julie K.; Ash, Gwynne

    2012-01-01

    This article addresses the serious and growing need to improve science instruction and science achievement for all students. We will describe the results of a 3-year study that transformed science instruction and student achievement at two high-poverty ethnically diverse public elementary schools in Texas. The school-wide intervention included…

  5. The Reciprocal Relations between Self-Concept, Motivation and Achievement: Juxtaposing Academic Self-Concept and Achievement Goal Orientations for Mathematics Success

    ERIC Educational Resources Information Center

    Seaton, Marjorie; Parker, Philip; Marsh, Herbert W.; Craven, Rhonda G.; Yeung, Alexander Seeshing

    2014-01-01

    Research suggests that motivated students and those with high academic self-concepts perform better academically. Although substantial evidence supports a reciprocal relation between academic self-concept and achievement, there is less evidence supporting a similar relation between achievement goal orientations and achievement. There is also a…

  6. Enhancing the Academic Achievement of Indigenous Students in Rural Australia

    ERIC Educational Resources Information Center

    Graham, Lorraine; Pegg, John

    2013-01-01

    Indigenous students in the middle-school years who experience difficulties in basic mathematics are a particularly vulnerable group. During these years gaps in performance between educationally disadvantaged students and their peers widen, potentially leading to ongoing economic and social disadvantage. This proposal reports on a teaching…

  7. [Good agricultural practice (GAP) of Chinese materia medica (CMM) for ten years: achievements, problems and proposals].

    PubMed

    Guo, Lan-Ping; Zhang, Yan; Zhu, Shou-Dong; Wang, Gui-Hua; Wang, Xiu; Zhang, Xiao-Bo; Chen, Mei-Lan; He, Ya-Li; Han, Bang-Xing; Chen, Nai-Fu; Huang, Lu-Qi

    2014-04-01

    This paper aims to summarize the achievements during the implementation process of good agricultural practice (GAP) in Chinese Materia Medica (CMM), and on basis of analyzing the existing problems of GAP, to propose further implementation of GAP in TCM growing. Since the launch of GAP in CMM growing ten years ago, it has acquired great achievements, including: (1) The promulgation of a series of measures for the administration of the GAP approval in the CMM growing; (2) The expanded planting area of CMM; (3) The increased awareness of standardized CMM growing among farmers and enterprises; (4) The establishment of GAP implementation bases for CMM growing; (5) The improvement of theory and methodology for CMM growing; (6) The development of a large group of experts and scholars in GAP approval for CMM production. The problems existing in the production include: (1) A deep understanding of GAP and its certification is still needed; (2) The distribution of the certification base is not reasonable; (3) The geo-economics effect and the backward farming practices are thought to be the bottlenecks in the standardization of CMM growing and the scale production of CMM; (4) Low comparative effectiveness limits the development of the GAP; (5) The base of breeding improved variety is blank; (6) The immature of the cultivation technique lead to the risk of production process; (7) The degradation of soil microbial and the continuous cropping obstacle restrict the sustainable development of the GAP base. To further promote the health and orderly GAP in the CMM growing, the authors propose: (1) To change the mode of production; (2) To establish a sound standard system so as to ensure quality products for fair prices; (3) To fully consider the geo-economic culture and vigorously promote the definite cultivating of traditional Chinese medicinal materials; (4) To strengthen the transformation and generalization of basic researches and achievements, in order to provide technical

  8. [Good agricultural practice (GAP) of Chinese materia medica (CMM) for ten years: achievements, problems and proposals].

    PubMed

    Guo, Lan-Ping; Zhang, Yan; Zhu, Shou-Dong; Wang, Gui-Hua; Wang, Xiu; Zhang, Xiao-Bo; Chen, Mei-Lan; He, Ya-Li; Han, Bang-Xing; Chen, Nai-Fu; Huang, Lu-Qi

    2014-04-01

    This paper aims to summarize the achievements during the implementation process of good agricultural practice (GAP) in Chinese Materia Medica (CMM), and on basis of analyzing the existing problems of GAP, to propose further implementation of GAP in TCM growing. Since the launch of GAP in CMM growing ten years ago, it has acquired great achievements, including: (1) The promulgation of a series of measures for the administration of the GAP approval in the CMM growing; (2) The expanded planting area of CMM; (3) The increased awareness of standardized CMM growing among farmers and enterprises; (4) The establishment of GAP implementation bases for CMM growing; (5) The improvement of theory and methodology for CMM growing; (6) The development of a large group of experts and scholars in GAP approval for CMM production. The problems existing in the production include: (1) A deep understanding of GAP and its certification is still needed; (2) The distribution of the certification base is not reasonable; (3) The geo-economics effect and the backward farming practices are thought to be the bottlenecks in the standardization of CMM growing and the scale production of CMM; (4) Low comparative effectiveness limits the development of the GAP; (5) The base of breeding improved variety is blank; (6) The immature of the cultivation technique lead to the risk of production process; (7) The degradation of soil microbial and the continuous cropping obstacle restrict the sustainable development of the GAP base. To further promote the health and orderly GAP in the CMM growing, the authors propose: (1) To change the mode of production; (2) To establish a sound standard system so as to ensure quality products for fair prices; (3) To fully consider the geo-economic culture and vigorously promote the definite cultivating of traditional Chinese medicinal materials; (4) To strengthen the transformation and generalization of basic researches and achievements, in order to provide technical

  9. Academic Delay of Gratification and Self-Efficacy Enhance Academic Achievement among Minority College Students.

    ERIC Educational Resources Information Center

    Bembenutty, Hefer

    The direct and indirect effects of academic delay of gratification and self-efficacy on academic performance of minority college students (n=45) were evaluated. The students were enrolled in an introductory writing course as part of a summer immersion program at a Midwestern university. The results of this study support the notion that delay of…

  10. Academic Motivation and Self-Regulated Learning in Predicting Academic Achievement in College

    ERIC Educational Resources Information Center

    Çetin, Baris

    2015-01-01

    The purpose of this study was to determine whether academic motivation and academic self-regulated learning predicted students' GPAs in the Early Childhood Education Department. The study participants consisted of 166 early childhood education majors enrolled in the 2014 spring semester at Georgia Southern University, USA. Data were gathered using…

  11. The Impact of Neighborhood Disadvantage on the Black-White Achievement Gap

    ERIC Educational Resources Information Center

    Lee, Moosung; Madyun, Na'im

    2009-01-01

    Contextual analysis of the achievement gap has gained much momentum within the last few decades. This study furthers the discourse by examining the applicability of 2 sociological contextual development approaches on achievement. We analyzed 79 neighborhoods organized by the level of crime and poverty from both a social disorganization and social…

  12. Can Educators Close the Achievement Gap? An Interview with Richard Rothstein and Kati Haycock

    ERIC Educational Resources Information Center

    Holland, Holly

    2007-01-01

    In this article, the author interviews two leading thinkers in the field of education. Richard Rothstein and Kati Haycock talk about the possibility of closing the achievement gap through education and face off on poverty, race, and school achievement. In his book, "Class and Schools" (Teachers College Press, 2004), Rothstein writes that "the…

  13. Language Diversity, School Learning, and Closing Achievement Gaps: A Workshop Summary

    ERIC Educational Resources Information Center

    Welch-Ross, Melissa

    2010-01-01

    The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for…

  14. Understanding Science Achievement Gaps by Race/Ethnicity and Gender in Kindergarten and First Grade

    ERIC Educational Resources Information Center

    Curran, F. Chris; Kellogg, Ann T.

    2016-01-01

    Disparities in science achievement across race and gender have been well documented in secondary and postsecondary school; however, the science achievement gap in the early years of elementary school remains understudied. We present findings from the recently released Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 that…

  15. Turnaround in Texas: How One District Closed Its Minority Achievement Gap.

    ERIC Educational Resources Information Center

    Cook, Glenn

    2003-01-01

    Describes how one district closed its minority achievement gap by employing the Brazosport model, a combination of effective-schools research and Total Quality Management principles. The model includes an eight-step "plan-do-check" instructional cycle for teachers and emphasizes teacher training and tracking data. Student-achievement data, not the…

  16. Developing a Perspective on the Global Achievement Gap: School Leaders as International Collaborators

    ERIC Educational Resources Information Center

    Fanning, Michael C. P.

    2007-01-01

    In recent years American schools and the scholars who study these schools have become focused on bridging the achievement gap. The scholarly literature is most often focused on the discrepancy in achievement in one school, a region, or perhaps one nation. The literature examining the best practices of schools that have bridged this gap…

  17. Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

    ERIC Educational Resources Information Center

    Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Maczuga, Steve

    2016-01-01

    We examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. To do so, we estimated multilevel growth models that included as predictors children's own general knowledge, reading and mathematics achievement, behavioral self-regulation, sociodemographics, other child-…

  18. The role of planning skills in the income-achievement gap.

    PubMed

    Crook, Stephen R; Evans, Gary W

    2014-01-01

    The pervasive income-achievement gap has been attributed in part to deficiencies in executive functioning (EF). The development of EF is related to children's planning ability, an aspect of development that has received little attention. Longitudinal data from the National Institute of Child Health and Human Development study of early child care show that early childhood poverty (1 and 24 months) is significantly related to fifth grade, math, and reading achievement (n = 1,009). The ability to plan in Grade 3, indexed by the Tower of Hanoi task, mediates the income-achievement gap in math and to a lesser extent in reading. IQ was incorporated as a statistical control throughout.

  19. The Role of Planning Skills in the Income-Achievement Gap

    PubMed Central

    Crook, Stephen R.; Evans, Gary W.

    2013-01-01

    The pervasive income-achievement gap has been attributed in part to deficiencies in executive functioning. The development of executive functioning is related to children’s planning ability, an aspect of development that has received little attention. Longitudinal data from the NICHD Study of Early Child Care show that early childhood poverty (1 and 24 months) is significantly related to fifth grade, math and reading achievement (n = 1,009). The ability to plan in grade 3, indexed by the Tower of Hanoi task, mediates the income-achievement gap in math and to a lesser extent in reading. IQ was incorporated as a statistical control throughout. PMID:23815401

  20. Self-regulated Learning Behavior of College Students of Art and Their Academic Achievement

    NASA Astrophysics Data System (ADS)

    Peng, Cuixin

    This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of art. The results show that for students of art, the involvements in self-efficacy, intrinsic value and cognitive strategies are closely tied to their performance in the examination. However, test anxiety, as a negative emotional factor is negatively correlated with academic performance. And among the five variables, self-efficacy has the strongest influence on students of art's academic performance.

  1. Relationship Between Self-Concept, Self-esteem, Anxiety, Depression and Academic Achievement in Adolescents

    NASA Astrophysics Data System (ADS)

    Fathi-Ashtiani, Ali; Ejei, Javad; Khodapanahi, Mohammad-Karim; Tarkhorani, Hamid

    This study is surveying some of personality characteristics of adolescents and their associations with academic achievement: Accordingly, 1314 randomly allocated students of Tehran`s high schools were assessed by Beck self-concept inventory, Coopersmith self-esteem inventory, Spielberger State-Trait anxiety inventory, Beck depression inventory. Results indicate that self-concept is correlated with self-esteem and these two have positive impacts on augment of academic achievement. Moreover, the increase of self-concept and self-esteem are related to the decrease of anxiety and a negative significant relation exists between self-concept, self-esteem and depression which will ensue decrease in academic achievement.

  2. Garrison's model of self-directed learning: preliminary validation and relationship to academic achievement.

    PubMed

    Abd-El-Fattah, Sabry M

    2010-11-01

    In this project, 119 undergraduates responded to a questionnaire tapping three psychological constructs implicated in Garrison's model of self-directed learning: self-management, self-monitoring, and motivation. Mediation analyses showed that these psychological constructs are interrelated and that motivation mediates the relationship between self-management and self-monitoring. Path modeling analyses revealed that self-management and self-monitoring significantly predicted academic achievement over two semesters with self-management being the strongest predictor. Motivation significantly predicted academic achievement over the second semester only. Implications of these findings for self-directed learning and academic achievement in a traditional classroom setting are discussed. PMID:20977009

  3. Achievement motivation, anxiety and academic success in first year Master of Nursing students.

    PubMed

    McEwan, L; Goldenberg, D

    1999-07-01

    Forty-one first semester master level nursing students from three Canadian universities participated in this descriptive correlational study to identify the influence of achievement motivation and anxiety on their academic success. Academic success was determined by their first semester grade point average (GPA). Participants had high achieving tendencies (M = 73.5) and academic ability (M = 81.9), supporting Atkinson's (1957, 1964) achievement motivation theory which was used as the framework. While state anxiety was negatively correlated, trait anxiety was the only valid predictor of academic success. Academic ability and inherent anxiety had a greater potential for predicting students who would succeed, which has implications for nurse educators, administrators and researchers. However, the need to assess both cognitive and non-cognitive variables to determine master level nursing students' ability to succeed is recommended.

  4. Physical activity and obesity mediate the association between childhood motor function and adolescents' academic achievement.

    PubMed

    Kantomaa, Marko T; Stamatakis, Emmanuel; Kankaanpää, Anna; Kaakinen, Marika; Rodriguez, Alina; Taanila, Anja; Ahonen, Timo; Järvelin, Marjo-Riitta; Tammelin, Tuija

    2013-01-29

    The global epidemic of obesity and physical inactivity may have detrimental implications for young people's cognitive function and academic achievement. This prospective study investigated whether childhood motor function predicts later academic achievement via physical activity, fitness, and obesity. The study sample included 8,061 children from the Northern Finland Birth Cohort 1986, which contains data about parent-reported motor function at age 8 y and self-reported physical activity, predicted cardiorespiratory fitness (cycle ergometer test), obesity (body weight and height), and academic achievement (grades) at age 16 y. Structural equation models with unstandardized (B) and standardized (β) coefficients were used to test whether, and to what extent, physical activity, cardiorespiratory fitness, and obesity at age 16 mediated the association between childhood motor function and adolescents' academic achievement. Physical activity was associated with a higher grade-point average, and obesity was associated with a lower grade-point average in adolescence. Furthermore, compromised motor function in childhood had a negative indirect effect on adolescents' academic achievement via physical inactivity (B = -0.023, 95% confidence interval = -0.031, -0.015) and obesity (B = -0.025, 95% confidence interval = -0.039, -0.011), but not via cardiorespiratory fitness. These results suggest that physical activity and obesity may mediate the association between childhood motor function and adolescents' academic achievement. Compromised motor function in childhood may represent an important factor driving the effects of obesity and physical inactivity on academic underachievement.

  5. Physical activity and obesity mediate the association between childhood motor function and adolescents’ academic achievement

    PubMed Central

    Kantomaa, Marko T.; Stamatakis, Emmanuel; Kankaanpää, Anna; Kaakinen, Marika; Rodriguez, Alina; Taanila, Anja; Ahonen, Timo; Järvelin, Marjo-Riitta; Tammelin, Tuija

    2013-01-01

    The global epidemic of obesity and physical inactivity may have detrimental implications for young people’s cognitive function and academic achievement. This prospective study investigated whether childhood motor function predicts later academic achievement via physical activity, fitness, and obesity. The study sample included 8,061 children from the Northern Finland Birth Cohort 1986, which contains data about parent-reported motor function at age 8 y and self-reported physical activity, predicted cardiorespiratory fitness (cycle ergometer test), obesity (body weight and height), and academic achievement (grades) at age 16 y. Structural equation models with unstandardized (B) and standardized (β) coefficients were used to test whether, and to what extent, physical activity, cardiorespiratory fitness, and obesity at age 16 mediated the association between childhood motor function and adolescents’ academic achievement. Physical activity was associated with a higher grade-point average, and obesity was associated with a lower grade-point average in adolescence. Furthermore, compromised motor function in childhood had a negative indirect effect on adolescents’ academic achievement via physical inactivity (B = –0.023, 95% confidence interval = –0.031, –0.015) and obesity (B = –0.025, 95% confidence interval = –0.039, –0.011), but not via cardiorespiratory fitness. These results suggest that physical activity and obesity may mediate the association between childhood motor function and adolescents’ academic achievement. Compromised motor function in childhood may represent an important factor driving the effects of obesity and physical inactivity on academic underachievement. PMID:23277558

  6. Closing the Achievement Gap: Impact of Inclusion upon Achievement Rates of Students with Special Needs

    ERIC Educational Resources Information Center

    Black, Kathleen

    2010-01-01

    The purpose of this research study was to examine the relationship between the amount of time a student with special needs spends in the inclusive classroom and their achievement passing rates in mathematics and reading. TAKS passing rates for mathematics and reading for third graders in 2007-2008, and the same cohort of fourth graders in…

  7. Scientific Temper among Academically High and Low Achieving Adolescent Girls

    ERIC Educational Resources Information Center

    Kour, Sunmeet

    2015-01-01

    The present study was undertaken to compare the scientific temper of high and low achieving adolescent girl students. Random sampling technique was used to draw the sample from various high schools of District Srinagar. The sample for the present study consisted of 120 school going adolescent girls (60 high and 60 low achievers). Data was…

  8. Instructional Objectives, Learner Personality and Prediction of Academic Achievement.

    ERIC Educational Resources Information Center

    Kelley, Russell Victor, Jr.

    This study investigated three questions: the relationship between the use of stated instructional objectives and achievement in audio-tutorial (A-T) instruction, the relationship of learner personality and achievement under conditions of A-T, as well as determining the power of selected batteries of intellective and personality variables to…

  9. The Academic Achievement of Minority Students: Perspectives, Practices, and Prescriptions.

    ERIC Educational Resources Information Center

    Gregory, Sheila T., Ed.

    This book presents a collection of papers by educators and researchers who discuss various methods of improving minority student achievement. The 19 chapters highlight the achievement of students from kindergarten through college as follows: (1) "Discrepancies between Aspirations and Preparation of Low SES Elementary Students" (Dianne L. Mark);…

  10. Learned Helplessness, Test Anxiety, and Academic Achievement: A Longitudinal Analysis.

    ERIC Educational Resources Information Center

    Fincham, Frank D.; And Others

    1989-01-01

    Examines the stability of individual differences in test anxiety and learned helplessness of 82 children in third grade and later in fifth grade. Results indicate that teacher reports of helplessness had the strongest and most consistent relation to concurrent achievement and to achievement test scores two years later. (RJC)

  11. Student Perception of Academic Achievement Factors at High School

    ERIC Educational Resources Information Center

    Bahar, Mustafa

    2016-01-01

    Measuring the quality of the "product" is elemental in education, and most studies depend on observational data about student achievement factors, focusing overwhelmingly on quantitative data namely achievement scores, school data like attendance, facilities, expenditure class size, etc. But there is little evidence of learner…

  12. A Structural Equation Model of Parental Involvement, Motivational and Aptitudinal Characteristics, and Academic Achievement.

    ERIC Educational Resources Information Center

    Gonzalez-Pienda, Julio Antonio; Nunez, Jose Carlos; Gonzalez-Pumariega, Soledad; Alvarez, Luis; Roces, Cristina; Garcia, Marta

    2002-01-01

    Used the structural equation model approach to test a model hypothesizing the influence of parental involvement on students' academic aptitudes, self-concept, and causal attributions, as well as the influence of these variables on academic achievement. Results for 261 adolescents aged 12 to 18 years suggest that cognitive-affective variables are…

  13. Birth Outcomes and Academic Achievement in Childhood: A Population Record Linkage Study

    ERIC Educational Resources Information Center

    Moore, Elizabeth A.; Harris, Felicity; Laurens, Kristin R.; Green, Melissa J.; Brinkman, Sally; Lenroot, Rhoshel K.; Carr, Vaughan J.

    2014-01-01

    Poor academic performance during childhood predicts later adverse outcomes, and could be targeted for improvement if detected early. This study used population-based record linkage to examine the association between early life risk factors and academic achievement at two different stages of development using two different cohorts: a kindergarten…

  14. Work Valence as a Predictor of Academic Achievement in the Family Context

    ERIC Educational Resources Information Center

    Porfeli, Erik; Ferrari, Lea; Nota, Laura

    2013-01-01

    This study asserts a theoretical model of academic and work socialization within the family setting. The presumed associations between parents' work valences, children's work valences and valence perceptions, and children's academic interest and achievement are tested. The results suggest that children's perceptions of parents…

  15. Examining Levels of Alignment between School and Afterschool and Associations with Student Academic Achievement

    ERIC Educational Resources Information Center

    Bennett, Tracy Leeann

    2013-01-01

    In recent years, attention has been given to the academic impact of afterschool programs. Some schools collaborate with afterschool programs in an attempt to align the learning that occurs during the school day with the learning that occurs during afterschool hours, and thus maximize the potential to positively impact student academic achievement.…

  16. Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children

    ERIC Educational Resources Information Center

    Milam, A. J.; Furr-Holden, C. D. M.; Leaf, P. J.

    2010-01-01

    Community and school violence continue to be a major public health problem, especially among urban children and adolescents. Little research has focused on the effect of school safety and neighborhood violence on academic performance. This study examines the effect of the school and neighborhood climate on academic achievement among a population…

  17. International note: The relationship between achievement goals and academic-related boredom.

    PubMed

    Liu, Yangyang

    2015-06-01

    In a sample of 520 Chinese high school students, the present study aimed to replicate the prior Western findings about the relationship between achievement goals and academic boredom. Our findings indicated that mastery-approach goals and performance-avoidance goals predicted academic boredom, but mastery-avoidance goals and performance-approach goals did not. PMID:25828547

  18. Preoccupation with Failure Affects Number of Study Hours--Not Academic Achievement

    ERIC Educational Resources Information Center

    Brunborg, Geir Scott; Pallesen, Stale; Diseth, Age; Larsen, Svein

    2010-01-01

    It has been claimed that perceived academic control (AC) in combination with preoccupation with failure (PWF) produces a strong motivation for success, and the interaction (AC x PWF) has been shown to predict academic achievement. In a prospective study, 442 first year psychology students completed a questionnaire about their background, study…

  19. Academic Achievement of Elementary Students: A Comparison Study of Student Athletes versus Nonathletes

    ERIC Educational Resources Information Center

    Dyke, Kimberly Renee

    2013-01-01

    The place of sports in academic institutions has been analyzed at length for several years. However most studies focus on the participation of high school and university students in school sports. Very little research exists to suggest a positive or negative correlation between academic achievement and participation in interscholastic sports at…

  20. Family Background and Academic Achievement: Does Self-Efficacy Mediate Outcomes?

    ERIC Educational Resources Information Center

    Weiser, Dana A.; Riggio, Heidi R.

    2010-01-01

    Research indicates both family background and self-efficacy influence academic outcomes; however, family background also impacts self-efficacy development. The purpose of the current study was to establish whether self-efficacy mediates the relationship between family background and academic achievement. Results indicated family background…