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Sample records for academic achievement gaps

  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. The Academic Achievement Gap between African American and White Students: An Exploratory Study on Reading Achievement and Intrinsic Motivation

    ERIC Educational Resources Information Center

    Herron-McCoy, La-Monica

    2009-01-01

    The purpose of this study was to explore the academic achievement gap between upper elementary African American and White students. This study sought to assess any relationships between whether academic reading, students attitudes toward reading, and academic intrinsic motivation related to ethnicity. This study also sought to assess whether…

  6. 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…

  7. Trends in Academic Achievement Gaps in the Era of No Child Left Behind

    ERIC Educational Resources Information Center

    Reardon, Sean F.; Greenberg, Erica; Kalogrides, Demetra; Shores, Kenneth A.; Valentino, Rachel A.

    2012-01-01

    The authors' goals in this study are to use both the National Assessment of Educational Progress (NAEP) and state accountability test score data to (1) provide a detailed description of the magnitude and trends of state-level academic achievement gaps among cohorts of students entering school in the 1990s and 2000s; (2) investigate the extent to…

  8. Closing the gap in academic readiness and achievement: the role of early childcare

    PubMed Central

    Geoffroy, Marie-Claude; Côté, Sylvana. M.; Giguère, Charles-Édouard; Dionne, Ginette; Zelazo, Philip David; Tremblay, Richard E.; Boivin, Michel; Séguin, Jean. R.

    2012-01-01

    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 social disadvantage (indexed by low levels of maternal education). Methods A cohort of infants born in the Canadian province of Quebec in 1997/1998 was selected through birth registries and followed annually until 7 years of age (n = 1,863). Children receiving formal childcare (i.e., center-based or non-relative out-of-home) were distinguished from those receiving informal childcare (i.e., relative or nanny). Measures from 4 standardized tests that assessed cognitive school readiness (Lollipop Test for School Readiness), receptive vocabulary (Peabody Picture Vocabulary Test Revised), mathematics (Number Knowledge Test), and reading performance (Kaufman Assessment Battery for children) were administered at 6 and 7 years. Results Children of mothers with low levels of education showed a consistent pattern of lower scores on academic readiness and achievement tests at 6 and 7 years than those of highly educated mothers, unless they received formal childcare. Specifically, among children of mothers with low levels of education, those who received formal childcare obtained higher school readiness (d = 0.87), receptive vocabulary (d = 0.36), reading (d = 0.48) and math achievement scores (d = 0.38; although not significant at 5%) in comparison with those who were cared for by their parents. Childcare participation was not associated with cognitive outcomes among children of mothers with higher levels of education. Conclusions Public investments in early childcare are increasing in many countries with the intention of reducing cognitive inequalities between disadvantaged and advantaged children. Our findings provide further

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. States Address Achievement Gaps.

    ERIC Educational Resources Information Center

    Christie, Kathy

    2002-01-01

    Summarizes 2 state initiatives to address the achievement gap: North Carolina's report by the Advisory Commission on Raising Achievement and Closing Gaps, containing an 11-point strategy, and Kentucky's legislation putting in place 10 specific processes. The North Carolina report is available at www.dpi.state.nc.us.closingthegap; Kentucky's…

  16. 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…

  17. 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…

  18. Three Essays on Grade Configuration, Academic Achievement, and the Gender Gap

    ERIC Educational Resources Information Center

    Parekh, Charles

    2010-01-01

    This dissertation is comprised of three essays exploring the performance of students on standardized tests in public schools. Since the passage of the "No Child Left Behind Act" (NCLB) in 2002, public schools have been subject to penalties for poor student achievement. In particular, NCLB requires states to measure reading and math test scores…

  19. 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…

  20. 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…

  1. 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…

  2. Closing the Achievement Gap. Research Brief

    ERIC Educational Resources Information Center

    Muir, Mike

    2003-01-01

    The "achievement gap" is a matter of race and class. Across the U.S., a gap in academic achievement persists between minority and disadvantaged students and their white counterparts. This is one of the most pressing education-policy challenges that states currently face. For decades, policymakers, researchers, and school reformers have sought ways…

  3. Unmet Promise: Raising Minority Achievement. The Achievement Gap.

    ERIC Educational Resources Information Center

    Johnston, Robert C.; Viadero, Debra

    2000-01-01

    This first in a four-part series on why academic achievement gaps persist discusses how to raise minority achievement. It explains how earlier progress in closing the gap has stalled, while at the same time, the greater diversity of student populations and the rapid growth of the Hispanic population and of other ethnic groups have reshaped the…

  4. 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…

  5. 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…

  6. Lags in Minority Achievement Defy Traditional Explanations. The Achievement Gap.

    ERIC Educational Resources Information Center

    Viadero, Debra; Johnston, Robert C.

    2000-01-01

    This second in a four-part series on why academic achievement gaps exist notes that standard explanations for why minority students trail behind non-Hispanic whites are not good enough, suggesting that no single explanation for the gap exists, but instead a multitude of factors are influential. Poverty, though not the single most important cause,…

  7. 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,…

  8. 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…

  9. 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…

  10. 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).…

  11. Affective Processes and Academic Achievement.

    ERIC Educational Resources Information Center

    Feshbach, Norma Deitch; Feshbach, Seymour

    1987-01-01

    Data indicate that for girls, affective dispositional factors (empathy, depressive affectivity, aggression, and self-concept) are intimately linked to cognitive development and academic achievement. (PCB)

  12. The Black-White-Other Test Score Gap: Academic Achievement among Mixed Race Adolescents. Institute for Policy Research Working Paper.

    ERIC Educational Resources Information Center

    Herman, Melissa R.

    This paper describes the achievement patterns of a sample of 1,492 multiracial high school students and examines how their achievement fits into existing theoretical models that explain monoracial differences in achievement. These theoretical models include status attainment, parenting style, oppositional culture, and educational attitudes. The…

  13. 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…

  14. Surmounting the Challenges of Improving Academic Performance: Closing the Achievement Gap through Social-Emotional and Character Development

    ERIC Educational Resources Information Center

    Elias, Maurice J.; White, Gwyne; Stepney, Cesalie

    2014-01-01

    While educators and policy makers have an intuitive understanding of the influence of socioeconomic factors and race on student achievement, these factors make the current emphasis on standardized test scores as a primary criterion for evaluating schools and teachers indefensible and ineffective. The research presented illustrates the limits of…

  15. 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,…

  16. 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…

  17. The Relationship between Birth Order and Academic Achievement.

    ERIC Educational Resources Information Center

    Ogletree, Earl J.

    1980-01-01

    The author reviews some selected literature that reports higher academic achievement for first-borns and findings that large enough age gaps between siblings can offset first-born advantages in achievement. (Editor/SJL)

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. Closing the Achievement Gap: Challenges and Opportunities

    ERIC Educational Resources Information Center

    Robards, Shirley N.

    2008-01-01

    Closing the achievement gap between low- and high-achieving public school students is an important goal of public education. This article explores background information and research and discusses examples of best practices to close the achievement gap. Several plans have been proposed as ways to enhance the achievement of under-represented…

  3. Closing the Gap: An Overview. The Achievement Gap: An Overview. Info Brief. Number 44

    ERIC Educational Resources Information Center

    Poliakoff, Anne Rogers

    2006-01-01

    Persistent gaps between the academic achievements of different groups of children are thoroughly documented by the U.S. National Assessment of Educational Progress and other statistical analyses of state assessments, grades, course selection, and dropout rates. Despite improvements in some years, the gap endures as a consistent and disturbing…

  4. 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…

  5. 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…

  6. 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…

  7. 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). PMID:24553359

  8. 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…

  9. 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…

  10. Subgroup Achievement and Gap Trends: Mississippi, 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 Mississippi for 2010. Mississippi made changes to its state testing program in the 2007-08 school year. Therefore, subgroup and achievement gap trends could not be calculated because fewer than three consecutive years of data were available, too short a period to constitute a…

  11. Narrowing the Standardized Achievement Gap among Ethnic Subgroups

    ERIC Educational Resources Information Center

    Grenier, Janet L.

    2013-01-01

    There is a gap in academic achievement, as evidenced on standardized tests, between European American, Latino American, and African American students in the United States. In 2011, the United States average scale scores for 8th grade students on the NAEP mathematics assessment for European American, Latino American, and African American students…

  12. Helping Students Succeed: Communities Confront the Achievement Gap

    ERIC Educational Resources Information Center

    Flono, Fannie

    2010-01-01

    In 2007, the Kettering Foundation launched a nationwide, two-year research project to learn what people in communities across the nation think about the achievement gap--and what roles they see for themselves in helping young people succeed academically. The community forums, which drew more than 3,200 participants nationwide, spotlighted elements…

  13. 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…

  14. Academic Attitudes of High Achieving and Low Achieving Academically Able Black Male Adolescents.

    ERIC Educational Resources Information Center

    Trotter, John Rhodes

    1981-01-01

    In order to identify the relationships between the attitudes and perceptions of peer pressure and the academic achievement of academically able male adolescents, this study compares the school attitudes of high achieving and low achieving Black male youth. (EF)

  15. Educating the African American Male College Student: The Achievement Gap Factor

    ERIC Educational Resources Information Center

    Moyo, Tawonga Timothy

    2013-01-01

    The academic achievement gap persists in spite of much concern and talk in both the educational and political arenas. Moreover, literature on the education of African American male students at the college level is scarce; the existing literature is on the achievement gap issue in general. In this phenomenological study, the academic achievement…

  16. Academic Self-Concept, Autonomous Academic Motivation, and Academic Achievement: Mediating and Additive Effects

    ERIC Educational Resources Information Center

    Guay, Frederic; Ratelle, Catherine F.; Roy, Amelie; Litalien, David

    2010-01-01

    Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between…

  17. 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,…

  18. 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,…

  19. Predicting Academic Achievement with Cognitive Ability

    ERIC Educational Resources Information Center

    Rohde, Treena Eileen; Thompson, Lee Anne

    2007-01-01

    The purpose of the present study is to explain variation in academic achievement with general cognitive ability and specific cognitive abilities. Grade point average, Wide Range Achievement Test III scores, and SAT scores represented academic achievement. The specific cognitive abilities of interest were: working memory, processing speed, and…

  20. 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…

  1. 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,…

  2. 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

  3. 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 ...

  4. A Historical Perspective on Closing Achievement Gaps

    ERIC Educational Resources Information Center

    Guskey, Thomas R.

    2005-01-01

    Although much has been written recently about gaps in the achievement of different groups of students, the problem has been with us for many years. This manuscript presents a historical perspective of the problem, viewing it as one of reducing variation in students' achievement. Specifically, it reviews the work of renowned educator Benjamin S.…

  5. 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…

  6. Subgroup Achievement and Gap Trends: South Dakota

    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…

  7. Subgroup Achievement and Gap Trends: Michigan

    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), Michigan 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…

  8. 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…

  9. 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…

  10. Subgroup Achievement and Gap Trends: Florida

    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), Florida students showed gains almost across the board in both reading and math at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. Progress has been made in narrowing achievement gaps in both…

  11. 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.…

  12. Subgroup Achievement and Gap Trends: New Mexico

    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 Mexico showed across-the-board gains--improvements in reading and math at the basic-and-above, proficient-and-above, and advanced levels for all major racial/ethnic subgroups and low-income students. Progress in narrowing achievement gaps at grades 4, 8,…

  13. 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…

  14. Subgroup Achievement and Gap Trends: Pennsylvania

    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), Pennsylvania 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 boys and girls. Achievement gaps generally narrowed at grades 4 and 8 but…

  15. Subgroup Achievement and Gap Trends: Alabama

    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), Alabama students showed gains across the board in reading and math--at the basic, proficient, and advanced levels for all racial/ethnic subgroups, low income students, and boys and girls. Progress was made in narrowing achievement gaps between racial/ethnic…

  16. 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…

  17. 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…

  18. Subgroup Achievement and Gap Trends: Illinois

    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), Illinois students 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. There was mixed progress made in narrowing achievement gaps in reading and math…

  19. 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.…

  20. 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…

  1. Black Students: Psychosocial Issues and Academic Achievement.

    ERIC Educational Resources Information Center

    Berry, Gordon LaVern, Ed.; Asamen, Joy Keiko, Ed.

    This collection examines the history and current status of the economic, political, social, and psychological factors that influence the academic achievement of low-income African Americans. The introduction, "Afro-American Students and Academic Achievement" (J. K. Asamen), outlines the historical development of black education and previews the…

  2. Purpose plus: supporting youth purpose, control, and academic achievement.

    PubMed

    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 achievement. Using a sample of 209 high school students, this study examines the effectiveness of an intervention designed to promote purpose development and internal control over academic success in high school students from a low-socioeconomic-status community. Findings reveal that a short-term intervention was effective in significantly increasing internal control over academic success and purpose in life for students participating in the intervention group. In addition, analysis of academic achievement for students who experienced positive gains in internal control and purpose demonstrates significant gains in academic achievement as measured by grade point average. Implications are made for further study of internal control and life purpose as a means of academic intervention in the effort to address the achievement gap. PMID:22275280

  3. Want to Close the Achievement Gap? Close the Teaching Gap

    ERIC Educational Resources Information Center

    Darling-Hammond, Linda

    2015-01-01

    For years now, educators have looked to international tests as a yardstick to measure how well students from the United States are learning compared with their peers. The answer has been: not so well. The United States has been falling further behind other nations and has struggled with a large achievement gap. Federal policy under No Child Left…

  4. 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…

  5. Faculty Development to Address the Achievement Gap

    ERIC Educational Resources Information Center

    Gillian-Daniel, Donald L.; Kraemer, Sara B.

    2015-01-01

    Disparities in academic achievement between students who are under-represented minorities, the first in their families to go to college, and/or low income and their more privileged peers affects students from kindergarten through college. Inequities throughout their education, as well as other causes affect the ability of high school graduates to…

  6. Predictors of Achievement in African American Students at Risk for Academic Failure: The Roles of Achievement Values and Behavioral Engagement

    ERIC Educational Resources Information Center

    Darensbourg, Alicia M.; Blake, Jamilia J.

    2013-01-01

    The achievement gap between African American and European American youth is a pervasive problem in the United States. This study explored how achievement values and behavioral engagement affect the academic attainment of an academically at-risk sample of 167 African American youth in late elementary school. Results indicate that achievement values…

  7. [Research Reports on Academic Achievement.

    ERIC Educational Resources Information Center

    Latts, Sander; And Others

    1969-01-01

    Four counselors studied the relation between achievement and choice of major, achievement and motivation, counseling and motivation, and achievement and employment. To see if those with definite majors or career choices in mind did better than those without, 300 students were tested according to the certainty of their choice. No significant…

  8. 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.

  9. 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…

  10. 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. PMID:11351904

  11. Social-Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap.

    PubMed

    Becker, Bronwyn E; Luthar, Suniya S

    2002-01-01

    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

  12. 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

  13. 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…

  14. Getting to Results. Closing the Achievement Gap

    ERIC Educational Resources Information Center

    Read, Tory

    2008-01-01

    The "Closing the Achievement Gap" series explores the Casey Foundation's education investments and presents stories, results, and lessons learned. This publication describes efforts to develop a flexible but rigorous results measurements system that enables the Foundation and its grantees to reflect on practice and course-correct as needed to…

  15. 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.)…

  16. 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…

  17. 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…

  18. Subgroup Achievement and Gap Trends: New Jersey

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    In New Jersey, achievement gaps narrowed in grade 11 reading and math for all major subgroups, with one exception. Comparable data for grade 11 by subgroup were available for 2002-2009, with a few exceptions. Because the state changed its tests at grades 4 and 8 in recent years, there were too few years of comparable data to determine trends at…

  19. Academic Achievements of Children in Immigrant Families

    ERIC Educational Resources Information Center

    Han, Wen-Jui

    2006-01-01

    Utilizing data on approximately 16,000 children from the Early Childhood Longitudinal Survey-Kindergarten Cohort and a rich set of mediating factors on 16 immigrant groups, this paper examined the associations between children's immigrant generation status and their academic performance. The changes in academic achievements during kindergarten and…

  20. 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…

  1. 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.

  2. Curricular Diversity and Academic Achievement.

    ERIC Educational Resources Information Center

    Wilson, Reginald

    1991-01-01

    Educational achievement should be intellectually and philosophically divorced from cultural affirmation, which is merely a byproduct of the inclusion of diverse voices in the search for truth. A model based on the relationship between the valuation of oneself by others and by oneself is presented to explain differential effects of schooling on…

  3. Academic Achievement in Effective Schools

    ERIC Educational Resources Information Center

    Basque, Marc; Bouchamma, Yamina

    2013-01-01

    Purpose: The purpose of this study is to identify predictors of achievement in mathematics in elementary schools in New Brunswick (Canada). Data Collection: Both teachers and school leaders (N = 111) completed a questionnaire on their practices and on school functioning. Findings: Multiple regression analyses revealed that the students'…

  4. 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…

  5. Schools in Violent Neighborhoods: The Impact on African American Elementary School Students' Academic Achievement

    ERIC Educational Resources Information Center

    Ingram, Brenda

    2013-01-01

    The academic achievement gap between African American and Caucasian students continues to be a major concern for policymakers and educators. This gap started to shrink in the 1970s and 1980s with integration, but the 1990s showed the achievement gap was on the rise again. The characteristics of the neighborhoods where children live and attend…

  6. A Special Section on the Achievement Gap--Reframing the Achievement Gap

    ERIC Educational Resources Information Center

    Evans, Robert

    2005-01-01

    The achievement gap, the persistent disparity between the performance of African American and Hispanic students and that of white and Asian American students, is perhaps the most stubborn, perplexing issue confronting American schools today. Closing the gap is widely seen as important not just for the education system but ultimately for the…

  7. 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…

  8. 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…

  9. 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…

  10. Academic Achievement Among Juvenile Detainees.

    PubMed

    Grigorenko, Elena L; Macomber, Donna; Hart, Lesley; Naples, Adam; Chapman, John; Geib, Catherine F; Chart, Hilary; Tan, Mei; Wolhendler, Baruch; Wagner, Richard

    2015-01-01

    The literature has long pointed to heightened frequencies of learning disabilities (LD) within the population of law offenders; however, a systematic appraisal of these observations, careful estimation of these frequencies, and investigation of their correlates and causes have been lacking. Here we present data collected from all youth (1,337 unique admissions, mean age 14.81, 20.3% females) placed in detention in Connecticut (January 1, 2010-July 1, 2011). All youth completed a computerized educational screener designed to test a range of performance in reading (word and text levels) and mathematics. A subsample (n = 410) received the Wide Range Achievement Test, in addition to the educational screener. Quantitative (scale-based) and qualitative (grade-equivalence-based) indicators were then analyzed for both assessments. Results established the range of LD in this sample from 13% to 40%, averaging 24.9%. This work provides a systematic exploration of the type and severity of word and text reading and mathematics skill deficiencies among juvenile detainees and builds the foundation for subsequent efforts that may link these deficiencies to both more formal, structured, and variable definitions and classifications of LD, and to other types of disabilities (e.g., intellectual disability) and developmental disorders (e.g., ADHD) that need to be conducted in future research. PMID:24064502

  11. 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.

  12. Academic achievement in high functioning autistic individuals.

    PubMed

    Minshew, N J; Goldstein, G; Taylor, H G; Siegel, D J

    1994-04-01

    Academic achievement levels in 54 high functioning (IQ > 70) autistic subjects were compared with those of 41 normal controls, who did not differ significantly in age, IQ, gender, race, or SES from the autistic subjects. The measures of academic achievement used included portions of the Detroit Tests of Learning Aptitude-2, the Woodcock Reading Mastery Test, and the Kaufman Test of Educational Achievement. Based on prior neuropsychological findings, it was hypothesized that autistic subjects would not differ from controls on subtests assessing mechanical and procedural skills, but would differ on subtests measuring comprehension and interpretive skills. As predicted, the autistic subjects performed significantly less well than controls on comprehension tasks, but not on mechanical reading, spelling, and computational tasks. This pattern is at variance with the typical academic profile of individuals with disabilities in reading or spelling, but shares some features with the nonverbal learning disabilities. PMID:8021313

  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

    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. 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

  16. Can Code Switching Enhance Learners' Academic Achievement?

    ERIC Educational Resources Information Center

    Simasiku, Liswani; Kasanda, Choshi; Smit, Talita

    2015-01-01

    There has been a high failure rate of Grade 10 learners in the year end examinations in the Caprivi Education Region of Namibia over a number of years. The objective of this study was to investigate whether the use of mother tongue in English medium classrooms enhanced learners' academic achievement.The study investigated 12 teachers at 12 schools…

  17. The Impact of Interest on Academic Achievement.

    ERIC Educational Resources Information Center

    Charry, Myrna B.

    There is ample theoretical and experimental evidence showing the positive impact of interest on academic achievement to suggest that college administrators might be well advised to include "expressed interest" in test batteries designed to facilitate the accurate placement of students in particular courses and curricula. J. Dewey was the first to…

  18. Optimism versus Pessimism and Academic Achievement Evaluation

    ERIC Educational Resources Information Center

    Harpaz-Itay, Yifat; Kaniel, Shlomo

    2012-01-01

    This article integrates three central theories of optimism-pessimism (OP). The combination of the shared components of these theories--outcome expectancies, emotions, and behavioral intention--may produce an integrative academic achievement evaluation. Little has been written regarding the differentiation between general and domain-specific OP, a…

  19. 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…

  20. 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…

  1. Parenting Style and Black Adolescents' Academic Achievement

    ERIC Educational Resources Information Center

    Attaway, Nicole M.; Bry, Brenna Hafer

    2004-01-01

    The relationships between maternal beliefs in control and responsiveness and adolescent academic achievement were examined by interviewing 59 Black mothers and female guardians of adolescents, ages 11 to 19, living in a northeastern small city or adjacent suburb and correlating their answers to year-end report cards of their adolescents.…

  2. The Protestant Work Ethic and Academic Achievement.

    ERIC Educational Resources Information Center

    Warner, Stephen L.

    The factor make-up of the Protestant Work Ethic, first presented by M. Weber, was explored, and the relationship between endorsement of the Protestant Work Ethic and academic achievement was studied in a sample of 257 high school seniors. The independent variable was level of endorsement of the Protestant Work Ethic. The dependent variable was…

  3. 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…

  4. 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…

  5. 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…

  6. 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.…

  7. Socio-Economic Status and Academic Achievement Trajectories from Childhood to Adolescence

    ERIC Educational Resources Information Center

    Caro, Daniel H.

    2009-01-01

    Although a positive relationship between socio-economic status and academic achievement is well-established, how it varies with age is not. This article uses four data points from Canada's National Longitudinal Study of Children and Youth (NLSCY) to examine how the academic achievement gap attributed to SES changes from childhood to adolescence…

  8. Some Factors Affecting Undergraduate Academic Achievement

    PubMed Central

    Hunter, R. C. A.

    1965-01-01

    A related series of studies, most of which have been published previously, is described. These studies form a coherent whole and demonstrate the development of a theme, namely, the identification of factors in the student and the medical school which, in their interaction, influenced undergraduate academic performance at one medical school. In the population concerned no reliable positive or negative correlation could be demonstrated between cognitive ability and academic performance, when the former was measured by the Wechsler Adult Intelligence Scale and the Medical College Admission Test, and the latter by the current assessment methods of the medical school. Other factors, including socioeconomic and individual personality variables, are at present under investigation as to their effect on academic achievement. It is emphasized that the results of these studies cannot be regarded as valid for all medical schools, but the methods employed can be generalized. PMID:14278025

  9. 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…

  10. 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…

  11. 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…

  12. 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.

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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. PMID:26581725

  18. The neural basis of academic achievement motivation.

    PubMed

    Mizuno, Kei; Tanaka, Masaaki; Ishii, Akira; Tanabe, Hiroki C; Onoe, Hirotaka; Sadato, Norihiro; Watanabe, Yasuyoshi

    2008-08-01

    We have used functional magnetic resonance imaging to study the neural correlates of motivation, concentrating on the motivation to learn and gain monetary rewards. We compared the activation in the brain obtained during reported high states of motivation for learning, with the ones observed when the motivation was based on monetary reward. Our results show that motivation to learn correlates with bilateral activity in the putamen, and that the higher the reported motivation, as derived from a questionnaire that each subject filled prior to scanning, the greater the change in the BOLD signals within the putamen. Monetary motivation also activated the putamen bilaterally, though the intensity of activity was not related to the monetary reward. We conclude that the putamen is critical for motivation in different domains and the extent of activity of the putamen may be pivotal to the motivation that drives academic achievement and thus academic successes. PMID:18550387

  19. 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,…

  20. Parenting Styles and Academic Achievement: A Cross-Cultural Study.

    ERIC Educational Resources Information Center

    Leung, Kwok; Lau, Sing; Lam, Wai-Lim

    1998-01-01

    Investigated relationships between parenting style and adolescents' academic achievement in Hong Kong, United States, and Australia. Found cultural differences in general and academic authoritarianism and general authoritativeness. Academic achievement was negatively related to academic authoritarianism and was positively related to general…

  1. Examining the Effectiveness of Closing the Achievement Gap Professional Development Demonstration Schools

    ERIC Educational Resources Information Center

    White, Larry J.; Hixson, Nate; Hammer, Patricia Cahape; Smith, Diana L.; D'Brot, Juan

    2010-01-01

    A study examined the impact of the "Closing the Achievement Gap" (CAG schools) program on the academic achievement of students in 30 schools serving high percentages of African American and economically disadvantaged students in West Virginia (WV), 2004-2008. The program assigned experienced educators, "CAG liaisons", to the schools to provide…

  2. 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…

  3. Closing the Achievement Gap in El Paso: A Collaboration for K-16 Renewal.

    ERIC Educational Resources Information Center

    Navarro, M. Susana; Natalicio, Diana S.

    1999-01-01

    To close the Anglo/ethnic minority achievement gap, 11 education and community leaders formed the El Paso Collaborative for Academic Excellence. Two goals were paramount: ensuring success among K-16 youngsters in area educational institutions and ensuring all high-school graduates' readiness for college. The program achieved impressive results.…

  4. 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…

  5. 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,…

  6. Is the Achievement Gap in Indiana Narrowing? Special Report

    ERIC Educational Resources Information Center

    Spradlin, Terry E.; Kirk, Ryan; Walcott, Crystal; Kloosterman, Peter; Zaman, Khadija; McNabb, Sarah; Zapf, Jason

    2005-01-01

    In this Special Report, the Center for Evaluation and Education Policy at Indiana University examines the factors that contribute to student achievement gaps, defines the scope of the achievement gaps that exist in Indiana, evaluates whether these gaps are narrowing or will persist as Neal suggests, and offers strategies that have been identified…

  7. Emotional Intelligence and Academic Achievement in 11th Grade At-Risk Students

    ERIC Educational Resources Information Center

    Nelson, Patricia Diane

    2009-01-01

    As the emphasis on measures of student academic achievement increases, educational researchers and practitioners are interested in identifying factors that demonstrate effectiveness in supporting student achievement. This quantitative, correlational study explored the influence of emotional intelligence on closing the achievement gap. A study of…

  8. 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.)…

  9. Does School Size Have Any Relationship to Academic Achievement?

    ERIC Educational Resources Information Center

    Edington, Everett D.; Martellaro, Helena C.

    1990-01-01

    Examines relationship between school size and achievement. Correlates size and achievement factors, controlling for correlated variables. Finds no relationship between enrollment and achievement levels. Links academic achievement to percentages of Title I and ethnic students. Suggests academic achievement related to socioeconomic factors and…

  10. 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

  11. 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…

  12. Subgroup Achievement and Gap Trends: Arizona

    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), Arizona students 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, there were gains at all three achievement levels in grade 8 for these subgroups.…

  13. Subgroup Achievement and Gap Trends: New Mexico

    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…

  14. 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…

  15. Subgroup Achievement and Gap Trends: Oregon

    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…

  16. The Impact and Racial Identity on Academic Achievement

    ERIC Educational Resources Information Center

    Mulzac, Anica Camela

    2012-01-01

    Research has shown that academic achievement among racial minority groups, particularly African Americans, and the majority Caucasian group is profoundly disproportionate. A number of variables have been shown to influence the academic achievement of students, such as stereotype threat, racial identity, and academic self-concept (Awad, 2007;…

  17. Exploring Processes Linking Shyness and Academic Achievement in Childhood

    ERIC Educational Resources Information Center

    Hughes, Kathleen; Coplan, Robert J.

    2010-01-01

    The goal of the current study was to explore the relations between shyness, academic engagement, and academic achievement in childhood. Participants were (n = 125) children (aged 9-13 years) attending public school boards in Canada. Children completed self reports of shyness and were administered a test of nonverbal IQ. Academic achievement was…

  18. 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.…

  19. 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

  20. 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…

  1. Utilizing Modality Theory to Achieve Academic Success

    ERIC Educational Resources Information Center

    Lister, Dena; Ansalone, George

    2006-01-01

    Education accompanied by social mobility is the cornerstone of the American dream. Yet, each year scores of children, especially those from the underprivileged class, fail to meet even the most modest academic expectations and subsequently never reach their academic potential. This research rejects earlier explanations of academic failure and…

  2. Closing Achievement Gaps: Lessons from the Last 15 Years

    ERIC Educational Resources Information Center

    Murphy, Joseph

    2009-01-01

    At first glance, closing the achievement gap seems fairly straightforward. It is a difficult task to accomplish, but it does not seem an especially complex one to conceptualize. How educators look at achievement gaps will determine their success in reducing them. When designing interventions, the author suggests that educators need to remember the…

  3. 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…

  4. Closing Achievement Gaps: Revisiting Benjamin S. Bloom's "Learning for Mastery"

    ERIC Educational Resources Information Center

    Guskey, Thomas R.

    2007-01-01

    The problem of achievement gaps among different subgroups of students has been evident in education for many years. This manuscript revisits the work of renowned educator Benjamin S. Bloom, who saw reducing gaps in the achievement of various groups of students as a simple problem of reducing variation in student learning outcomes. Bloom observed…

  5. 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…

  6. 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,…

  7. 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)

  8. Subgroup Achievement and Gap Trends: South 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 South Carolina for 2010. South Carolina introduced new tests in grades 3-8, so trend data that include 2009 are not available. Progress in narrowing achievement gaps at grade 10 was mixed. Comparable data were available for 2004-2009 at grade 10. (Contains 9 tables.) [For the…

  9. Closing the Obesity Achievement Gap: Evidence-Based Practices that School Counselors Can Help Implement

    ERIC Educational Resources Information Center

    Perusse, Rachelle; Kailimang, Lukas; Krell, Megan

    2009-01-01

    School counselors are charged with helping students in the personal/social, academic, and career development domains. Obesity creates adverse educational outcomes for students along these three domains, suggesting an obesity achievement gap. Thus, school counselors can benefit from knowing which interventions have been shown to be successful in…

  10. Promoting Cultural Responsiveness and Closing the Achievement Gap with Standards Blending

    ERIC Educational Resources Information Center

    Schellenberg, Rita; Grothaus, Timothy

    2009-01-01

    In this article, "standards blending"--the integration of core academic and school counseling standards--is demonstrated as a culturally responsive strategy to assist in closing the achievement gap for a group of third-grade African American males. The small-group intervention described resulted in knowledge gains in both the school counseling and…

  11. 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…

  12. 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;…

  13. 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…

  14. 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…

  15. 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…

  16. Subgroup Achievement and Gap Trends: Arkansas

    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), Arkansas 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 boys and girls. The gains were quite large in most instances, especially at the…

  17. 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…

  18. 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…

  19. 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…

  20. Is the California Special Education Achievement Gap Really Closing?

    ERIC Educational Resources Information Center

    Fearn, Emilene Johnson

    2012-01-01

    The achievement gains of California students with disabilities (SWDs) on the California Standards Test (CST)-English Language Arts have surpassed the achievement gains of students with no reported disabilities in recent years, and so the special education achievement gap seemed to be closing. However, the reported achievement for SWDs has not…

  1. 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…

  2. 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…

  3. School Counselors: Closing Achievement Gaps and Writing Results Reports

    ERIC Educational Resources Information Center

    Hartline, Julie; Cobia, Debra

    2012-01-01

    Charged with closing the achievement gap for marginalized students, school counselors need to be able to identify gaps, develop interventions, evaluate effectiveness, and share results. This study examined 100 summary results reports submitted by school counselors after having received four days of training on the ASCA National Model. Findings…

  4. 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

  5. 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…

  6. 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…

  7. 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…

  8. Identity Status and Academic Achievements in Female Adolescents.

    ERIC Educational Resources Information Center

    Hummel, Raymond; Roselli, Linda L.

    1983-01-01

    Studied the relationship between identity status and academic achievement in female adolescents (N=20), based on the theories of Erikson and Marcia. Scoring of interviews suggested that experience and working through crises in beliefs were more closely associated with academic achievement and identity than specific commitments to career or…

  9. 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,…

  10. 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…

  11. 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…

  12. The Relationship between Birth Order and Academic Achievement.

    ERIC Educational Resources Information Center

    Cherry, Crystal M.

    This paper reviews the literature on the relationship between birth order and several variables, especially academic achievement. One study found a relationship between leadership skills and birth order for males. Several studies found no relationship between birth order and academic achievement; grade point average; self-esteem; locus of control…

  13. 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…

  14. 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,…

  15. 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…

  16. 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…

  17. 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…

  18. 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)…

  19. 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…

  20. Juvenile Delinquency and Recidivism: The Impact of Academic Achievement

    ERIC Educational Resources Information Center

    Katsiyannis, Antonis; Ryan, Joseph B.; Zhang, Dalun; Spann, Anastasia

    2008-01-01

    For well over a century, behavioral researchers have attempted to understand the relation between juvenile delinquency and academic achievement. The authors review current literature pertaining to academic achievement and its effect on delinquency. While researchers have not yet been able to establish a direct causal relation between these two…

  1. Variables Affecting Academic Achievement in New Mexico Schools.

    ERIC Educational Resources Information Center

    Edington, Everett D.; Martellaro, Helena C.

    To determine if a relationship can be found between school size and academic achievement, a study examined correlations for 566 New Mexico public schools (grades 5, 8, and 11) from 1978 to 1981. The measure of academic achievement used was the schools' average "total scale score" on the Comprehensive Tests of Basic Skills. The two questions to be…

  2. 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…

  3. 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…

  4. 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

  5. Academic self-efficacy mediates the effects of school psychological climate on academic achievement.

    PubMed

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

    2015-03-01

    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 achievement. The results of a bootstrapping technique used to analyze relationships between the constructs indicated that school-goal orientations and organizational citizenship predicted academic self-efficacy. Furthermore, school-goal orientation, organizational citizenship, and academic self-efficacy explained 46% of the variance in academic achievement. Mediation analyses revealed that academic self-efficacy mediated the effects of perceived task goal structure, perceived ability structure, civic virtue, and sportsmanship on adolescents' academic achievements. The results are discussed in reference to current scholarship, including theories underlying our hypothesis. Practical implications and directions for future research are suggested. PMID:24708286

  6. 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…

  7. 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…

  8. 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…

  9. Closing the Achievement Gap: Views from Nine Schools.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh. Div. of Accountability.

    This study examined North Carolina schools serving large numbers of poor and minority students, emphasizing nine schools where black student achievement was especially high, where black students had made strong gains, or where the black-white achievement gap was closing faster than the state average. Between 1999-00, research teams visited each…

  10. 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…

  11. 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. PMID:21400208

  12. 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,…

  13. Social and behavioral skills and the gender gap in early educational achievement.

    PubMed

    Diprete, Thomas A; Jennings, Jennifer L

    2012-01-01

    Though many studies have suggested that social and behavioral skills play a central role in gender stratification processes, we know little about the extent to which these skills affect gender gaps in academic achievement. Analyzing data from the Early Child Longitudinal Study-Kindergarten Cohort, we demonstrate that social and behavioral skills have substantively important effects on academic outcomes from kindergarten through fifth grade. Gender differences in the acquisition of these skills, moreover, explain a considerable fraction of the gender gap in academic outcomes during early elementary school. Boys get roughly the same academic return to social and behavioral skills as their female peers, but girls begin school with more advanced social and behavioral skills and their skill advantage grows over time. While part of the effect may reflect an evaluation process that rewards students who better conform to school norms, our results imply that the acquisition of social and behavioral skills enhances learning as well. Our results call for a reconsideration of the family and school-level processes that produce gender gaps in social and behavioral skills and the advantages they confer for academic and later success. PMID:23017693

  14. ADHD symptoms, academic achievement, self-perception of academic competence and future orientation: a longitudinal study.

    PubMed

    Scholtens, Sara; Rydell, Ann-Margret; Yang-Wallentin, Fan

    2013-06-01

    In the investigation of the effect of attention deficit hyperactivity disorder (ADHD) symptoms on school careers there is a need to study the role of adolescent and childhood ADHD symptoms and academic achievement, and to incorporate measures that include the individual's perspective. Our aim was to gain an overview of the long-term development of school careers in relation to ADHD symptoms. We studied associations between ADHD symptoms and academic achievement at different time-points and future orientation at the end of high school, and assessed the role of self-perceptions of academic competence in these associations. Participants were 192 children (47% girls) with a range of ADHD symptoms taken from a community sample. Collecting data at three time points, in 6th, 11th and 12th grade we tested a structural equation model. Results showed that ADHD symptoms in 6th grade negatively affected academic achievement concurrently and longitudinally. ADHD symptoms in 11th grade negatively affected concurrent academic achievement and academic self-perception and future orientation in 12th grade. Academic achievement had a positive influence on academic self-perception and future orientation. Given the other factors, self-perception of academic competence did not contribute to outcomes. We concluded that early ADHD symptoms may cast long shadows on young people's academic progress. This happens mainly by way of stability in symptoms and relations to early low academic achievement. PMID:23510262

  15. Associations of Future Expectations, Negative Friends, and Academic Achievement in High-Achieving African American Adolescents

    ERIC Educational Resources Information Center

    Cunningham, Michael; Corprew, Charles S., III; Becker, Jonathan E.

    2009-01-01

    The relations of future expectations (general and academic) to academic outcomes were examined in a sample of 129 African American high-achieving adolescents (majority female participants, n = 92). This study was interested in the multidimensional nature of future expectations. Results from the study confirm the hypothesis that academic future…

  16. A Special Section on the Achievement Gap - Bridging the Achievement Gap: A Bridge Too Far?

    ERIC Educational Resources Information Center

    Mathis, William J.

    2005-01-01

    Half a century after Brown v. Board of Education, the great progress made in education can be marked, but the gap remains. Some federal and state political leaders have made gung-ho proclamations about leaving no child behind. Yet they send in too few troops, too lightly supported, and with too little planning. The vaunted "historic investments"…

  17. 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…

  18. Closing the Achievement Gap: A Structured Approach to Group Counseling

    ERIC Educational Resources Information Center

    Campbell, Chari A.; Brigman, Greg

    2005-01-01

    This study evaluated the impact of a group counseling intervention on student academic and social performance. Twenty-five school counselors were trained to use a structured approach to small-group counseling with students scoring in the mid-to-low range in math and reading. The group intervention focused on improving student achievement and…

  19. 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…

  20. 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-…

  1. 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:…

  2. Vision 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 vision problems among school-aged urban minority youth, causal pathways through which vision problems adversely affects academic achievement, and proven or promising approaches for schools to address these problems. Methods: Literature review. Results: More than 20% of school-aged youth have…

  3. Sex differences in educational encouragement and academic achievement.

    PubMed

    Khan, Aqeel

    2012-08-01

    Sex differences in educational encouragement and their predictiveness of academic achievement were examined among 442 secondary school students (M age = 13.2 yr., SD = 1.9). Education-related encouragement received from mothers, fathers, friends, and teachers was assessed. Academic achievement was based on student self-reports and grades. Female adolescents reported receiving statistically significantly more educational encouragement from their mothers, fathers, friends, and teachers than did male adolescents. In regression, sex and educational encouragement from parents, friends, and teachers were found to be significant predictors of academic achievement. PMID:23045856

  4. 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…

  5. 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…

  6. Cooperative Learning on Academic Achievement in Elementary African American Males

    ERIC Educational Resources Information Center

    Wilson-Jones, Linda; Caston, Marlene Cain

    2004-01-01

    The aim of this study was to investigate how cooperative learning promoted the academic success of elementary African American males in grades 3 through 6 in a rural school in Mississippi. This study presents viewpoints based on these students' perceptions of what influenced academic achievement. In this qualitative study data were collected using…

  7. Behavioral Regulation and Early Academic Achievement in Taiwan

    ERIC Educational Resources Information Center

    Wanless, Shannon B.; McClelland, Megan M.; Acock, Alan C.; Chen, Fu-Mei; Chen, Jo-Lin

    2011-01-01

    Research Findings: Behavioral regulation (the integration of attention, working memory, and inhibitory control) is critical for school readiness and early academic achievement. In Taiwan, however, where academic success is highly valued, there is a dearth of assessments available to measure young children's behavioral regulation. The present study…

  8. 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…

  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. Children's Effortful Control and Academic Achievement: Mediation through Social Functioning

    ERIC Educational Resources Information Center

    Valiente, Carlos; Eisenberg, Nancy; Haugen, Rg; Spinrad, Tracy L.; Hofer, Claire; Liew, Jeffrey; Kupfer, Anne

    2011-01-01

    Research Findings: The purpose of this study was to test the premise that children's effortful control (EC) is prospectively related to their academic achievement and to specify mechanisms through which EC is related to academic success. We used data from 214 children (M age at Time 1 [T1] = 73 months) to test whether social functioning (e.g.,…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. Maternal Education and Children's Academic Achievement during Middle Childhood

    ERIC Educational Resources Information Center

    Magnuson, Katherine

    2007-01-01

    Despite much evidence that links mothers' educational attainment to children's academic outcomes, studies have not established whether increases in mothers' education will improve their children's academic achievement. Using data from the National Longitudinal Survey of Youth on children between the ages of 6 and 12, this study examined whether…

  16. The Relationship between Frustration Intolerance and Academic Achievement in College

    ERIC Educational Resources Information Center

    Wilde, Jerry

    2012-01-01

    Traditional measures of predicting academic achievement in college such as high school grades and standardized test scores account for approximately 25% of the difference between predicted and actual grade point average (GPA). Researchers have also examined the relationship between psychological factors and academic self-efficacy which may account…

  17. 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…

  18. 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…

  19. Adolescent Mental Health, Behavior Problems, and Academic Achievement

    ERIC Educational Resources Information Center

    McLeod, Jane D.; Uemura, Ryotaro; Rohrman, Shawna

    2012-01-01

    Prior research on the association of mental health and behavior problems with academic achievement is limited because it does not consider multiple problems simultaneously, take co-occurring problems into account, and control for academic aptitude. We addressed these limitations using data from the National Longitudinal Study of Adolescent Health…

  20. 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

  1. 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…

  2. 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

  3. 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

  4. 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…

  5. 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…

  6. 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…

  7. Factors Influencing Seminar Learning and Academic Achievement.

    PubMed

    Spruijt, Annemarie; Leppink, Jimmie; Wolfhagen, Ineke; Bok, Harold; Mainhard, Tim; Scherpbier, Albert; van Beukelen, Peter; Jaarsma, Debbie

    2015-01-01

    Many veterinary curricula use seminars, interactive educational group formats in which some 25 students discuss questions and issues relating to course themes. To get indications on how to optimize the seminar learning process for students, we aimed to investigate relationships between factors that seem to be important for the seminar learning process, and to determine how these seminar factors account for differences in students' achievement scores. A 57-item seminar evaluation (USEME) questionnaire was administered to students right after they attended a seminar. In total, 80 seminars distributed over years 1, 2, and 3 of an undergraduate veterinary medicine curriculum were sampled and 988 questionnaires were handed in. Principal factor analysis (PFA) was conducted on 410 questionnaires to examine which items could be grouped together as indicators of the same factor, and to determine correlations between the derived factors. Multilevel regression analysis was performed to explore the effects of these seminar factors and students' prior achievement scores on students' achievement scores. Within the questionnaire, four factors were identified that influence the seminar learning process: teacher performance, seminar content, student preparation, and opportunities for interaction within seminars. Strong correlations were found between teacher performance, seminar content, and group interaction. Prior achievement scores and, to a much lesser extent, the seminar factor group interaction appeared to account for differences in students' achievement scores. The factors resulting from the present study and their relation to the method of assessment should be examined further, for example, in an experimental setup. PMID:26075625

  8. Reforms that Could Help Narrow the Achievement Gap. Policy Perspectives

    ERIC Educational Resources Information Center

    Rothstein, Richard

    2006-01-01

    Americans have concluded that the achievement gap is the fault of "failing schools" because it makes no common sense that it could be otherwise. After all, how much money a family has, or a child's skin color, should not influence how well that child learns to read. If teachers know how to teach and if schools permit no distractions, children…

  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 Pre-Kindergarten Achievement Gap? Scope and Implications

    ERIC Educational Resources Information Center

    Wang, Aubrey H.

    2008-01-01

    This study examined the degree to which achievement gaps existed among different ethnic and racial groups before kindergarten entry. Using published data on the Early Childhood Longitudinal Study-Birth Cohort, this study found statistically significant differences in language knowledge and skills, literacy knowledge and skills, and mathematics…

  11. Closing the Achievement Gap: Rural Schools. CSR Connection.

    ERIC Educational Resources Information Center

    Williams, Doris Terry

    Twenty percent of the children enrolled in rural and small-town schools are non-Caucasian, children of color. As in nonrural schools, rural schools have yet to close the achievement gap across various racial and economic subgroups of this diverse population. Overall, rural students perform as well as or better than their nonrural peers on…

  12. 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…

  13. Subgroup Achievement and Gap Trends: South 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 South Dakota for 2010. South Dakota's demographic profile is such that, with the exception of Native American students, there are fewer than 500 students in the racial/ethnic subgroups at the various grade levels, and therefore these groups are too small to count for this…

  14. 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…

  15. 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…

  16. Creating Quality Choices: Charters. Closing the Achievement Gap Series

    ERIC Educational Resources Information Center

    Read, Tory

    2008-01-01

    The "Closing the Achievement Gap" series explores the Casey Foundation's education investments and presents stories, results, and lessons learned. This publication presents stories about two successful charter efforts and Foundation contributions. Contributions include: (1) Supporting a variety of activities and programs; (2) Financial support for…

  17. Social Identity and Achievement Gaps: Evidence from an Affirmation Intervention

    ERIC Educational Resources Information Center

    Dee, Thomas S.

    2015-01-01

    One provocative explanation for the continued persistence of minority achievement gaps involves the performance-dampening anxiety thought to be experienced by minority students in highly evaluative settings (i.e., "stereotype threat"). Recent field-experimental studies suggest that modest, low-cost "buffering" interventions…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. Catholic High Schools and Rural Academic Achievement.

    ERIC Educational Resources Information Center

    Sander, William

    1997-01-01

    A study of national longitudinal data examined effects of rural Catholic high schools on mathematics achievement, high school graduation rates, and the likelihood that high school graduates attend college. Findings indicate that rural Catholic high schools had a positive effect on mathematics test scores and no effect on graduation rates or rates…

  3. Academic resilience in education: the role of achievement goal orientations

    PubMed Central

    JOWKAR, BAHRAM; KOJURI, JAVAD; KOHOULAT, NAEIMEH; HAYAT, ALI ASGHAR

    2014-01-01

    Introduction: In the past 2 decades, research findings established achievement goal theory as a powerful framework for conceptualizing difference in the quality of student's engagement, persistence on task, and academic resilience. So the present study examined the relationship between achievement goal orientations and academic resilience. Method: Participants were 606 students (307 girls and 297 boys) selected from Shiraz high schools. They completed the Achievement Goals Questionnaire and Youth development Module Scale (RYDM). To analyze the data, the relationships between variables were examined, using Pearson product–moment correlations. Also simulanteous multiple regression was performed to investigate the prediction of academic resilience by achievement goal orientations. To examine the reliability and the validity of measures Cronbach alpha coefficient and factor analysis method were applied, respectively. Results: Simultaneous multiple regression of achievement goal orientations on academic resilience showed that "mastery-approach" was a significant positive predictor of the "home care/high" and "peer care" subscales. Also, "performance-approach" was a significant, positive predictor of "home care/high", and "school/community meaningful" was predicted by "performance-avoidance" positively. Conclusion: According to the findings, it seems that achievement goal orientation has a critical role in students’ academic achievement. Implications of the results are discussed in more details.  PMID:25512916

  4. 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…

  5. 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.

  6. Gender Differences in Values and Their Impact on Academic Achievement.

    ERIC Educational Resources Information Center

    Inglehart, Marita Rosch; Brown, Donald R.

    Gender differences in academic achievement of students in the medical school at the University of Michigan were investigated in this study. Observed achievement differences were attributed to gender differences in values which influence student motivation. Three hypotheses were tested: (1) that men place more importance on mastery-related issues,…

  7. The Effect of Student Mobility on Academic Achievement.

    ERIC Educational Resources Information Center

    Evans, Dolores A.

    The impact of mobility on academic achievement has been the focus of many studies. The findings are generally consistent and suggest that mobility lowers student achievement, particularly when the students are from low-income, less educated families. For this study, 30 students, classified as either mobile or stable, were randomly selected from a…

  8. 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…

  9. Longitudinal Effects of Perceived Control on Academic Achievement

    ERIC Educational Resources Information Center

    You, Sukkyung; Hong, Sehee; Ho, Hsiu-Zu

    2011-01-01

    It is well established that perceived control plays an important role in student academic achievement, but little is known about its longitudinal stability, ethnic variation, and developmental effects on subsequent achievement during adolescence. Findings from this study indicated (a) perceived control remains stable during adolescence for each of…

  10. 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.…

  11. 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. PMID:26459832

  12. 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…

  13. Social Adjustment and Academic Achievement: A Predictive Model for Students with Diverse Academic and Behavior Competencies

    ERIC Educational Resources Information Center

    Ray, Corey E.; Elliott, Stephen N.

    2006-01-01

    This study examined the hypothesized relationship between social adjustment, as measured by perceived social support, self-concept, and social skills, and performance on academic achievement tests. Participants included 27 teachers and 77 fourth- and eighth-grade students with diverse academic and behavior competencies. Teachers were asked to…

  14. A Preliminary Investigation of Academic Disidentification, Racial Identity, and Academic Achievement among African American Adolescents

    ERIC Educational Resources Information Center

    Cokley, Kevin; McClain, Shannon; Jones, Martinique; Johnson, Samoan

    2012-01-01

    The purpose of this study was to examine academic disidentification along with demographic and psychological factors related to the academic achievement of African American adolescents. Participants included 96 African American students (41 males, 55 females) in an urban high school setting located in the Southwest. Consistent with previous…

  15. 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…

  16. 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…

  17. 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…

  18. Influence of Emotional Intelligence and Need for Achievement on Interpersonal Relations and Academic Achievement of Undergraduates

    ERIC Educational Resources Information Center

    Afolabi, Olukayode Ayooluwa; Ogunmwonyi, Edosa; Okediji, Abayomi

    2009-01-01

    This study examined influence of emotional intelligence and need for achievement on interpersonal relations and academic achievement of undergraduates. Questionnaires were administered to one hundred and ten (110) subjects. The independent variables are emotional intelligence and need for achievement, while the dependent variables are…

  19. Causal Ordering of Academic Self-Concept and Achievement: Effects of Type of Achievement Measure

    ERIC Educational Resources Information Center

    Pinxten, Maarten; De Fraine, Bieke; Van Damme, Jan; D'Haenens, Ellen

    2010-01-01

    Background: The relation between academic self-concept and achievement has been examined in a large number of studies. The majority of these studies have found evidence for a reciprocal effects model. However, there is an ongoing debate on how students' achievement should be measured and whether the type of achievement indicator (grades, tests,…

  20. 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…

  1. 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,…

  2. 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…

  3. 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…

  4. Exploring the Achievement Gap between White and Minority Students in Texas: A Comparison of the 1996 and 2000 NAEP and TAAS Eighth Grade Mathematics Test Results.

    ERIC Educational Resources Information Center

    Linton, Thomas H.; Kester, Donald

    2003-01-01

    Compared scores for Texas eighth graders on the Texas Assessment of Academic Skills (TAAS) and National Assessment of Educational Progress (NAEP) to study the achievement gap in mathematics in 1996 and 2000. Results show the likelihood of a ceiling effect impacting students' TAAS scores that created the illusion the achievement gap had narrowed.…

  5. Investigating the Achievement Gap between White and Minority Students in Texas: Should We Be Concerned about a Ceiling Effect on the TAAS?

    ERIC Educational Resources Information Center

    Linton, Thomas H.; Kester, Donald; Cassidy, Jack

    The purpose of this study was to investigate the achievement gap between minority and white students by analyzing 1996 and 2000 reading and mathematics scores on the Texas Assessment of Academic Skills (TAAS) at grades 5, 8, and 10. The focus was on score increases, the achievement gap between white and minority students, and whether or not a…

  6. 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…

  7. The Relationship among Achievement Motivation Orientations, Achievement Goals, and Academic Achievement and Interest: A Multiple Mediation Analysis

    ERIC Educational Resources Information Center

    Abd-El-Fattah, Sabry M.; Patrick, Rosan R.

    2011-01-01

    The aim of the present study is to examine the relationships among achievement motivation orientations and academic achievement and interest and whether achievement goals mediate these relationships. A sample of 503 students aged 14-16 years from 8 secondary schools in two Australia cities responded to a questionnaire package, comprising measures…

  8. 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…

  9. 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…

  10. 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…

  11. Personality as a moderator of context effects on academic achievement.

    PubMed

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

    2011-04-01

    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, separately for boys (n=1033, in 92 classes) and girls (n=1465, in 119 classes). For both sexes, we found a context effect on Dutch language achievement but not on mathematics achievement. Emotional Stability appeared a moderator of this context effect but for girls only. The results suggest further that peer pressure is not a likely mechanism of group influence of classmates on academic achievement. PMID:21530765

  12. Enhancing Academic Achievement through Direct Instruction of Social Skills.

    ERIC Educational Resources Information Center

    Bendt, Lori; Nunan, Jan

    This paper examines the impact of the explicit teaching of social skills to enhance academic achievement. The targeted population comprised kindergarten and second grade students in a middle-class community located in central Illinois. The problem of inappropriate behaviors and difficulties interacting with peers and how this may affect academic…

  13. Against All Odds: A Socioeconomic Analysis of Academic Achievement

    ERIC Educational Resources Information Center

    Foote Sykes, Darold E.

    2012-01-01

    Research has shown that the adolescent African American male, in comparison to his peers of other races, is challenged by a diversity of destructive factors that significantly affect his future. This study examined the disparity in academic achievement that exists between African American male students and other student populations in the United…

  14. The Effects of Looping on Perceived Values and Academic Achievement

    ERIC Educational Resources Information Center

    Rodriguez, Carmen; Arenz, Bernard

    2007-01-01

    This study was designed to examine the effects of looping, a practice whereby teachers and students stay together for more than one year, on perceived values and academic achievement in language arts at a Fresno Unified School District elementary school in Fresno, CA. Looping has many perceived advantages, such as the development of long-term…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  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. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. Metacognitive Awareness and Academic Achievement in College Students

    ERIC Educational Resources Information Center

    Young, Andria; Fry, Jane D.

    2008-01-01

    The researchers examined the Metacognitive Awareness Inventory (MAI) (Schraw and Dennison,1994) to determine how it relates to broad and single measures of academic achievement in college students. Correlations were found between the MAI and cumulative GPA as well as end of course grades. Scores on the MAI significantly differ between graduate and…

  7. Social Intelligence and Academic Achievement as Predictors of Adolescent Popularity

    ERIC Educational Resources Information Center

    Meijs, Noortje; Cillessen, Antonius H. N.; Scholte, Ron H. J.; Segers, Eliane; Spijkerman, Renske

    2010-01-01

    This study compared the effects of social intelligence and cognitive intelligence, as measured by academic achievement, on adolescent popularity in two school contexts. A distinction was made between sociometric popularity, a measure of acceptance, and perceived popularity, a measure of social dominance. Participants were 512, 14-15 year-old…

  8. 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…

  9. 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)…

  10. Do Intelligence and Sustained Attention Interact in Predicting Academic Achievement?

    ERIC Educational Resources Information Center

    Steinmayr, Ricarda; Ziegler, Mattias; Trauble, Birgit

    2010-01-01

    Research in clinical samples suggests that the relationship between intelligence and academic achievement might be moderated by sustained attention. The present study aimed to explore whether this interaction could be observed in a non-clinical sample. We investigated a sample of 11th and 12th grade students (N = 231). An overall performance score…

  11. 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,…

  12. The Challenge of Academic Achievement in Early Adolescence.

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Counseling and Personnel Services, Ann Arbor, MI.

    This sixth chapter in "The Challenge of Counseling in Middle Schools" presents four articles on academic achievement in early adolescence. "Succeeding in Middle School: A Multimodal Approach," by Edwin Gerler, Jr., Nancy Shannon Drew, and Phyllis Mohr, describes a study conducted to examine the effects of the multimodal program, "Succeeding in…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. Personality Traits as a Predictor of Academic Achievement in Adolescents

    ERIC Educational Resources Information Center

    Smrtnik-Vitulic, Helena; Zupancic, Maja

    2011-01-01

    The study examined the predictive value of adolescents' personality trait ratings by different groups of informants in explaining academic achievement [grade point average (GPA)] while controlling for students' sex and their mothers' education. The Inventory of Child/Adolescent Individual Differences was employed as a measure of students'…

  18. Teacher Impact on the Academic Achievement of Students of Poverty

    ERIC Educational Resources Information Center

    Franklin, Marshalynn Morgan

    2013-01-01

    This study investigated teacher impact on the academic achievement of students of poverty. Teacher impact was analyzed based on two factors: (1) teacher emotional empathy and (2) teacher professional development experiences. The results of this study indicate a non-correlative relationship between teachers' overall emotional empathy and…

  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. 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…

  1. The Relationship between Intelligence, Approaches to Learning and Academic Achievement.

    ERIC Educational Resources Information Center

    Diseth, Age

    2002-01-01

    Administered three tests of intelligence and the Approaches and Study Skills Inventory for Students (Entwhistle, 1997) to 89 Norwegian undergraduates to study the relationships among intelligence, approaches of learning, and academic achievement. Findings support the construct validity of approaches to learning because of its independence from…

  2. Parenting styles and academic achievement in college students.

    PubMed

    Joshi, Anupama; Ferris, Jennifer C; Otto, Amy L; Regan, Pamela C

    2003-12-01

    The purpose of this study was to investigate the relationship between parenting styles and college academic achievement. An ethnically diverse group of college students reported their GPA and responded to the Parenting Style Index. Parenting style scores were unrelated to college GPA. Additional analyses of ethnic groups indicated differences in maternal involvement and strictness and relationship of these variables to GPA. PMID:14723450

  3. Subliminal Self-Help Tapes and Academic Achievement: An Evaluation.

    ERIC Educational Resources Information Center

    Russell, Tanya G.; And Others

    1991-01-01

    Investigated marketing claims of effectiveness in improving academic achievement through use of commercially prepared subliminal audiotapes in college students assigned to active treatment group (n=25), inactive treatment group (n=26), or control group (n=22). No treatment differences were found on final examination scores from class and current…

  4. Study Attitude and Academic Achievement at Secondary Level in Pakistan

    ERIC Educational Resources Information Center

    Sarwar, Muhammad; Bashir, Muhamamd; Alam, Muhammad

    2010-01-01

    The author compared study attitudes of low and high achievers by using a self-developed study attitude scale (SAS) consisting of 36 items. Academic performance was measured through marks obtained by the students in the 9th grade examination conducted by the external body. The analysis revealed that the study attitude of secondary school students…

  5. Spatial Dependency and Contextual Effects on Academic Achievement

    ERIC Educational Resources Information Center

    Matlock, Ki; Song, Joon Jin; Goering, Christian Z.

    2014-01-01

    This study investigated the influences of district-related variables on a district's academic performance. Arkansas augmented benchmark examination scores were used to measure a district's scholastic achievement. Spatial analysis fit each district's performance to its geographical location; spatial autocorrelation measured the amount of influence…

  6. Ethnicity, Family Environment, School Attitudes and Academic Achievement.

    ERIC Educational Resources Information Center

    Marjoribanks, Kevin

    1978-01-01

    Regression surface analysis was used to examine relations between family environment, assessed in parent interviews, and measures of academic achievement at different levels of school-related attitudes for 800 11-year-old children from lower and middle class groups: Anglo Australian, Greek, recent English immigrants, and Southern Italian.…

  7. Parenting Practices, Ethnicity, Socioeconomic Status and Academic Achievement in Adolescents.

    ERIC Educational Resources Information Center

    Park, Hae-Seong; Bauer, Scott

    2002-01-01

    Study examines the relationship between parenting practices and academic achievement of high school students among a sample of Asian Americans, Hispanics, African Americans and European Americans. Results showed that European Americans are more authoritative than other ethnic groups, but the relationship between having an authoritative parenting…

  8. 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…

  9. 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…

  10. A Neuroscientific Perspective on Second Language Learning and Academic Achievement.

    ERIC Educational Resources Information Center

    Hawson, Anne

    It is proposed that research on neurological organization, cognitive psychology, and artificial intelligence can contribute to understanding the relationship between second language learning processes and academic achievement. Relevant research in these areas and in the field of neurolinguistics is reviewed, with several themes or topics…

  11. 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…

  12. 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…

  13. Apologize or Analyze: Measuring Academic Achievement in the Reservation School.

    ERIC Educational Resources Information Center

    Boloz, Sigmund A.; Varrati, Richard

    Three variables--student attendance, stability of enrollment, and socioeconomic status--can affect reservation students' performance on standardized tests as significantly as the quality of instruction. To test the impact of the three variables on academic achievement, the Ganado (Arizona) Unified School District No. 20 analyzed available…

  14. 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…

  15. 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);…

  16. 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…

  17. The Effect of Student Time Allocation on Academic Achievement

    ERIC Educational Resources Information Center

    Grave, Barbara S.

    2011-01-01

    There is a large literature on the influence of institutional characteristics on student academic achievement. In contrast, relatively little research focusses on student time allocation and its effects on student performance. This paper contributes to the literature by investigating the effect of student time allocation on the average grade of…

  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. Self-Concept and Academic Achievement: Investigating Their Importance as Discriminators of Academic Track Membership in High School.

    ERIC Educational Resources Information Center

    Byrne, Barbara M.

    1990-01-01

    Using linear discriminant analysis, two samples of Canadian high school students (n=929 and n=968) were tested using measures of self-concept, academic self-concept, and academic achievement. Academic self-concept was more effective than was academic achievement in differentiating between low-track and high-track students. (SLD)

  20. Discriminant and Criterion-Related Validity of Achievement Goals in Predicting Academic Achievement: A Meta-Analysis

    ERIC Educational Resources Information Center

    Huang, Chiungjung

    2012-01-01

    This study examined the discriminant and criterion-related validity of achievement goals in predicting academic achievement. Analysis of 151 studies yielded 172 independent samples (N = 52,986) with correlations among achievement goals and between achievement goals and academic achievement. The discriminant validity of achievement goals in the 2-,…

  1. 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…

  2. 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…

  3. Preliminary Evaluation of Office of Academic Achievement's Programs 1990-1991. Report No. 91-4.

    ERIC Educational Resources Information Center

    Swanson, Judy

    Three programs sponsored by the Seattle (Washington) public schools' Office of Academic Achievement were evaluated: the Academic Achievement Project, Early Childhood Model (ECM) Schools, and Pilot Projects. Academic Achievement projects were designed to increase the academic achievement of at-risk learners and to decrease disproportionality. The…

  4. 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

  5. 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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  7. Identifying Achievement Goals and Their Relationship to Academic Achievement in Undergraduate Pharmacy Students

    PubMed Central

    Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

    2014-01-01

    Objectives. To compare the achievement goal orientations of first-year with those of third-year undergraduate Australian pharmacy students and to examine the relationship of goal orientations to academic achievement. Methods. The Achievement Goal Questionnaire was administered to first-year and third-year students during class time. Students’ grades were obtained from course coordinators. Results. More first-year students adopted performance-approach and mastery-approach goals than did third-year students. Performance-approach goals were positively correlated with academic achievement in the first year. Chinese Australian students scored the highest in adopting performance-approach goals. Vietnamese Australian students adopted mastery-avoidance goals more than other ethnicities. First-year students were more strongly performance approach goal-oriented than third-year students. Conclusion. Adopting performance-approach goals was positively correlated with academic achievement, while adopting avoidance goals was not. Ethnicity has an effect on the adoption of achievement goals and academic achievement. PMID:25258438

  8. 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…

  9. Online Learning and Post-Secondary Expectations: Bridging the Gap from Academic Leaders to Instructors

    ERIC Educational Resources Information Center

    Muldrow, Marian

    2014-01-01

    The purpose of this study is to explore the leadership gap that exists between instructors and academic leadership that prohibits students from being successful in online courses, which is the result of academic leaders who inadequately prepare faculty. This is a leadership gap because programs should be established by the administrators to ensure…

  10. 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

  11. 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.…

  12. Family income, school attendance, and academic achievement in elementary school.

    PubMed

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

    2014-03-01

    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 academic achievement among a diverse sample of children from kindergarten to 4th grade (N = 35,419) using both random and within-child fixed-effects models. Generally, results suggest that the receipt of free or reduced-price lunch and duration of receipt have small but positive associations with school absences and tardies. Poor attendance patterns predict poorer grades, with absences more associated with grades than tardies. Given the small associations between receipt of free or reduced-price lunch and school attendance, and between the duration of receipt of free or reduced-price lunch and children's grades, results do not provide strong evidence that absences and tardies meaningfully attenuate relations between the duration of low family income and student achievement; poorer attendance and persistent low income independently predict poorer grades. Implications for policy and future research are discussed. PMID:23914750

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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…

  19. 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

  20. Academic Achievement and Adolescents' Daily Time Use in the Social and Academic Domains

    ERIC Educational Resources Information Center

    Witkow, Melissa R.

    2009-01-01

    The present study used the daily diary method to investigate the role of achievement in adolescents' patterns of time use in the academic and social domains. A diverse sample of over 700 ninth grade students completed three-page checklists every night for 14 consecutive nights, providing information on their time use for the day. As hypothesized,…

  1. 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…

  2. 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…

  3. 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…

  4. 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.

  5. 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…

  6. Reducing the socio-economic status achievement gap at University by promoting mastery-oriented assessment.

    PubMed

    Smeding, Annique; Darnon, Céline; Souchal, Carine; Toczek-Capelle, Marie-Christine; Butera, Fabrizio

    2013-01-01

    In spite of official intentions to reduce inequalities at University, students' socio-economic status (SES) is still a major determinant of academic success. The literature on the dual function of University suggests that University serves not only an educational function (i.e., to improve students' learning), but also a selection function (i.e., to compare people, and orient them towards different positions in society). Because current assessment practices focus on the selection more than on the educational function, their characteristics fit better with norms and values shared by dominant high-status groups and may favour high-SES students over low-SES students in terms of performances. A focus on the educational function (i.e., mastery goals), instead, may support low-SES students' achievement, but empirical evidence is currently lacking. The present research set out to provide such evidence and tested, in two field studies and a randomised field experiment, the hypothesis that focusing on University's educational function rather than on its selection function may reduce the SES achievement gap. Results showed that a focus on learning, mastery-oriented goals in the assessment process reduced the SES achievement gap at University. For the first time, empirical data support the idea that low-SES students can perform as well as high-SES students if they are led to understand assessment as part of the learning process, a way to reach mastery goals, rather than as a way to compare students to each other and select the best of them, resulting in performance goals. This research thus provides a theoretical framework to understand the differential effects of assessment on the achievement of high and low-SES students, and paves the way toward the implementation of novel, theory-driven interventions to reduce the SES-based achievement gap at University. PMID:23951219

  7. Pushing Past the Achievement Gap: An Essay on the Language of Deficit

    ERIC Educational Resources Information Center

    Ladson-Billings, Gloria

    2007-01-01

    Despite the intense focus on the achievement gap that exists between African American, Latino, and other students of color and their White counterparts, the achievement gap discourse keeps us locked in the deficit paradigm. This article challenges us to look at the inherent fallacies of the achievement gap discourse and place students' academic…

  8. Closing the Achievement Gap: Oregon's Plan for Success for All Students

    ERIC Educational Resources Information Center

    Oregon Department of Education, 2005

    2005-01-01

    Susan Castillo, Superintendent of Public Instruction in Oregon, named closing the achievement gap as a top instructional priority in Oregon. Superintendent Castillo notes three aspects to the achievement gap: (1) Performance gap: The discrepancies between the educational achievement and performance of students of diverse races, ethnicities, income…

  9. 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…

  10. 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

  11. 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…

  12. 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.…

  13. Closing the achievement gap: the association of racial climate with achievement and behavioral outcomes.

    PubMed

    Mattison, Erica; Aber, Mark S

    2007-09-01

    This study investigated the relationship between school racial climate and students' self-reports of academic and discipline outcomes, including whether racial climate mediated and/or moderated the relationship between race and outcomes. Using the Racial Climate Survey-High School Version (M. Aber et al., unpublished), data were gathered from African American (n = 382) and European American students (n = 1456) regarding their perceptions of racial climate. About 18% of the respondents were low-income and approximately 50% were male. Positive perceptions of the racial climate were associated with higher student achievement and fewer discipline problems. Further, race moderated the relationship between racial climate and both achievement and discipline outcomes. Finally, racial differences in students' grades and discipline outcomes were associated with differences in perceptions of racial climate. Results suggest careful attention should be given to the racial climate of secondary schools, particularly for adolescents who perceive schools as unfair. PMID:17587175

  14. Trends in the Black-White Achievement Gap: Clarifying the Meaning of Within- and Between-School Achievement Gaps. NBER Working Paper No. 14213

    ERIC Educational Resources Information Center

    Page, Lindsay C.; Murnane, Richard J.; Willett, John B.

    2008-01-01

    We decompose black-white achievement gap trends between 1971 and 2004 into trends in within- and between-school differences. We show that the previous finding that narrowing within-school inequality explains most of the decline in the black-white achievement gap between 1971 and 1988 is sensitive to methodology. Employing a more detailed partition…

  15. 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

  16. 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

  17. The Predictive Relationship between Achievement and Participation in Music and Achievement in Core Grade 12 Academic Subjects

    ERIC Educational Resources Information Center

    Gouzouasis, Peter; Guhn, Martin; Kishor, Nand

    2007-01-01

    The relationship between musical training and general intellectual capacity as well as academic achievement has been discussed in numerous contexts. In our study, we examined the relationship between participation and achievement in music and achievement in academic courses, based on data from three consecutive British Columbia student cohorts.…

  18. 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…

  19. 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…

  20. 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…

  1. The Effects of Extracurricular Activities on the Academic Achievement of Seventh and Eighth Graders

    ERIC Educational Resources Information Center

    Sinha, Sudhir K.

    2010-01-01

    This quantitative study examined the effects of extracurricular activities on academic achievement of seventh and eighth graders. This study compared the academic achievements of participants and non-participants in Mathematics and Language Arts. The three different measurements used for the academic achievement were TCAP, ThinkLink, and GPA…

  2. 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…

  3. 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…

  4. Self-Concept and Academic Achievement of Central and Western European Groups of Adolescents.

    ERIC Educational Resources Information Center

    Kobal-Palcic, Darja; Musek, Janek

    This study examined the hypothesis that academic achievement affects different components of self-concept. Also investigated was the possible influence of nationality in modifying the relationship between academic achievement and self-concept, by comparing Slovenian and French subjects. The findings of two-factor (academic achievement x…

  5. 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…

  6. 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…

  7. 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…

  8. Peer Victimization and Academic Achievement in a Multiethnic Sample: The Role of Perceived Academic Self-Efficacy

    ERIC Educational Resources Information Center

    Thijs, Jochem; Verkuyten, Maykel

    2008-01-01

    This study examines the link between perceived peer victimization and academic adjustment in an ethnically diverse sample of 1,895 Grade 6 students nested within 108 school classes. It was hypothesized that students' academic self-efficacy mediates the (negative) link between victimization experiences and academic achievement outcomes. Multilevel…

  9. Judgments of Self-Perceived Academic Competence and Their Differential Impact on Students' Achievement Motivation, Learning Approach, and Academic Performance

    ERIC Educational Resources Information Center

    Ferla, Johan; Valcke, Martin; Schuyten, Gilberte

    2010-01-01

    Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived academic competence on higher education students' achievement goals, learning approach, and academic performance. Results demonstrate that academic self-efficacy, self-efficacy for self-regulated learning, academic…

  10. 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…

  11. 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%…

  12. Is referencing the posterior condyles sufficient to achieve a rectangular flexion gap in total knee arthroplasty?

    PubMed

    Schnurr, Christoph; Nessler, Jochen; König, Dietmar Pierre

    2009-12-01

    Femoral malrotation in total knee arthroplasty causes flexion gap instability. Conventional instruments mostly reference the posterior condylar angle (PCA). The aim of this study was to verify whether the computer-navigated flexion gap (GAP) method produces a rectangular flexion gap and if a balanced flexion gap could also be achieved by referencing the PCA. A total of 100 knee prostheses were analysed using the navigated GAP method, and flexion gap symmetry along with femoral rotation were recorded. The GAP technique resulted in a rectangular flexion gap with adequate femoral rotational alignment. If the PCA technique had been used, only 51% of the femoral components would have been implanted in correct femoral rotation; the remaining 49% would have implanted with flexion gap instability. The GAP technique produces a rectangular flexion gap. The referencing of the PCA was shown to be less reliable. Thus, modern knee prosthesis instrumentation should not base femoral rotation solely on the PCA. PMID:18956189

  13. 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…

  14. 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. PMID:24447155

  15. 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…

  16. 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…

  17. 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…

  18. Moving to higher ground: Closing the high school science achievement gap

    NASA Astrophysics Data System (ADS)

    Mebane, Joyce Graham

    The purpose of this study was to examine the perceptions of West High School constituents (students, parents, teachers, administrators, and guidance counselors) about the readiness and interest of African American students at West High School to take Advanced Placement (AP) and International Baccalaureate (IB) science courses as a strategy for closing the achievement gap. This case study utilized individual interviews and questionnaires for data collection. The participants were selected biology students and their parents, teachers, administrators, and guidance counselors at West High School. The results of the study indicated that just over half the students and teachers, most parents, and all guidance counselors thought African American students were prepared to take AP science courses. Only one of the three administrators thought the students were prepared to take AP science courses. Between one-half and two-thirds of the students, parents, teachers, and administrators thought students were interested in taking an AP science course. Only two of the guidance counselors thought there was interest among the African American students in taking AP science courses. The general consensus among the constituents about the readiness and interest of African American students at West High School to take IB science courses was that it is too early in the process to really make definitive statements. West is a prospective IB school and the program is new and not yet in place. Educators at the West High School community must find reasons to expect each student to succeed. Lower expectations often translate into lower academic demands and less rigor in courses. Lower academic demands and less rigor in courses translate into less than adequate performance by students. When teachers and administrators maintain high expectations, they encourage students to aim high rather than slide by with mediocre effort (Lumsden, 1997). As a result of the study, the following suggestions should

  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. 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. PMID:20658436

  1. 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

  2. Heritability, family, school and academic achievement in adolescence.

    PubMed

    Pokropek, Artur; Sikora, Joanna

    2015-09-01

    We demonstrate how genetically informed designs can be applied to administrative exam data to study academic achievement. ACE mixture latent class models have been used with Year 6 and 9 exam data for seven cohorts of Polish students which include 24,285 pairs of twins. Depending on a learning domain and classroom environment history, from 58% to 88% of variance in exam results is attributable to heritability, up to 34% to shared environment and from 8% to 15% depends on unique events in students' lives. Moreover, between 54% and 66% of variance in students' learning gains made between Years 6 and 9 is explained by heritability. The unique environment accounts for between 34% and 46% of that variance. However, we find no classroom effects on student progress made between Years 6 and 9. We situate this finding against the view that classroom peer groups and teachers matter for adolescent learning. PMID:26188439

  3. 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. PMID:26135563

  4. 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

  5. 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.

  6. 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…

  7. Parsing the Achievement Gap: Baselines for Tracking Progress. Policy Information Report.

    ERIC Educational Resources Information Center

    Barton, Paul E.

    The gaps in school achievement among racial and ethnic groups and between students from poor and nonpoor families are well documented. They are large, and have been persistent. This publication is about conditions that help create and perpetuate achievement gaps. It focuses on the many antecedents of differences in school achievement college-going…

  8. Cognitive Ability, Academic Achievement and Academic Self-Concept: Extending the Internal/External Frame of Reference Model

    ERIC Educational Resources Information Center

    Chen, Ssu-Kuang; Hwang, Fang-Ming; Yeh, Yu-Chen; Lin, Sunny S. J.

    2012-01-01

    Background: Marsh's internal/external (I/E) frame of reference model depicts the relationship between achievement and self-concept in specific academic domains. Few efforts have been made to examine concurrent relationships among cognitive ability, achievement, and academic self-concept (ASC) within an I/E model framework. Aim: To simultaneously…

  9. 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…

  10. 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,…

  11. 2-Year-College Leaders Discuss Achievement Gaps and Accountability

    ERIC Educational Resources Information Center

    Ashburn, Elyse

    2007-01-01

    This article describes the issues addressed at this year's American Association of Community Colleges' annual convention. The discussion centered on student success, including how colleges measure it, promote it, and are held accountable for it. One of the chief concerns expressed at the meeting was the gap between the retention, graduation, and…

  12. Academic Achievement, Situational Stress, and Problem-Solving Flexibility

    ERIC Educational Resources Information Center

    Rollins, Boyd C.; Calder, Colleen

    1975-01-01

    Tested two hypotheses: (1) academic underachievers will have less problem solving flexibility during failure than during success; and (2) academic overachievers will have more problem solving flexibility during failure than during success. Subjects were tenth grade boys. (Author/SDH)

  13. Bussing and Academic Achievement: A Two-Year Follow Up

    ERIC Educational Resources Information Center

    Schellenberg, James; Halteman, John

    1976-01-01

    Results covering a period of two years (including three academic years) fail to give any evidence that elementary school children who are bussed do any better academically than those who remain in inner-city schools. (Author/AM)

  14. 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

  15. 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.…

  16. 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

  17. Neuropsychological and Academic Achievement Correlates of Abnormal WISC-R Verbal-Performance Discrepancies.

    ERIC Educational Resources Information Center

    Lueger, Robert J.; And Others

    1985-01-01

    Examined neuropsychological and academic achievement correlates of statistically abnormal verbal-performance discrepancies on the Wechsler Intelligence Scale for Children (Revised). Results indicated that abnormal discrepancies reflect specific aphasia deficits rather than generalized neuropsychological dysfunction and that academic achievement…

  18. Bridging the Gap: Technology and Veteran Academic Success

    ERIC Educational Resources Information Center

    Cass, David; Hammond, Shane

    2015-01-01

    This paper presents two unique yet confluent perspectives regarding the use of technology to support student veterans in college, and is meant to ignite discussion of the blending of high impact practices with technology to promote their academic success. The authors highlight the historical trends of student veterans in the academy and discuss…

  19. 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…

  20. 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…

  1. Academic Orientation, Academic Achievement, and Noctcaelador: Does Interest in Night-Sky Watching Correlate with Students' Approach to the Academic Environment?

    ERIC Educational Resources Information Center

    Kelly, William E.; Daughtry, Don

    2007-01-01

    This study explored the relationship between academic orientation, academic achievement, and interest in night-sky watching (noctcaelador). Participants included 117 students enrolled in undergraduate psychology classes who completed the Survey of Academic Orientations (SAO; Davidson, Beck, & Silver, 1999), Noctcaelador Inventory (NI; Kelly,…

  2. 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.…

  3. 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…

  4. 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…

  5. 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. PMID:26679954

  6. 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,…

  7. 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…

  8. 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…

  9. Teachers, Technology and Training: A New Year's Resolution for 2006: Closing the Achievement Gap

    ERIC Educational Resources Information Center

    Donlevy, Jim

    2006-01-01

    Recognizing the glaring discrepancies in outcomes for many poor and minority children, the New York State Regents hosted an Education Summit in November 2005 with the theme of Closing the Achievement Gap. Leaders in business, government and education were in attendance and rallied to more thoroughly understand the achievement gap and produce…

  10. 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…

  11. One of Us Cannot Be Wrong: The Paradox of Achievement Gaps.

    ERIC Educational Resources Information Center

    Gorard, Stephen

    2000-01-01

    Focuses on two general groups of methods that can be used to calculate achievement gaps between groups of students. States that the methods produce radically different results. Considers both of these methods and related problems in the calculation of achievement gaps in solving the contradiction between the two methods. Includes references. (CMK)

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. Are Boys Left Behind? The Evolution of the Gender Achievement Gap in Beijing's Middle Schools

    ERIC Educational Resources Information Center

    Lai, Fang

    2010-01-01

    Using one cohort of 7235 middle school students in Beijing, China, we examined the evolution of the gender achievement gap in middle school. Our study found a more significant female dominance than in U.S. studies: even though boys gradually caught up during middle school, especially in Math and Science, and the gender achievement gap decreased…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. Longitudinal analysis of the effect of academic failure tolerance on academic achievement fluctuation in medical school students

    PubMed Central

    Chae, Su Jin; Kim, Miran; Chang, Ki Hong

    2016-01-01

    Purpose: Academic failure tolerance (AFT) is one of the important psychological concepts in education, but its applications in medical education are rare. Thus, the purpose of this study was to investigate the effect of academic failure tolerance on academic achievement fluctuation among medical school students using a longitudinal research design. Methods: The subjects were 43 medical students who responded to the AFT test. This study analyzed the longitudinal data of achievement scores up to the 2nd academic year (2012–2013) among students who were divided into academic achievement improvement and decline groups. Results: Comparing the improvement and decline groups’ mean academic achievement fluctuation scores demonstrated that behavior and preferred task difficulty showed high scores whereas feeling scores were lower in the improvement group (p<0.05). Conclusion: In the improvement group, despite the higher negative feeling scores during academic failure, the students favored the more difficult subjects and were more assiduous in their studies. This will form an important basis for enhancing academic achievement among medical students. PMID:26838565

  5. 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. PMID:25185231

  6. Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms

    PubMed Central

    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. PMID:25185231

  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. PMID:21199490

  8. Academic Personal Bests (PBs), Engagement, and Achievement: A Cross-Lagged Panel Analysis

    ERIC Educational Resources Information Center

    Martin, Andrew J.; Liem, Gregory Arief D.

    2010-01-01

    Using a cross-lagged analytic framework, the present study examined (1) the relative salience of prior academic personal bests (PBs) in predicting subsequent engagement and achievement compared with (2) the relative salience of prior engagement and achievement in predicting subsequent PBs. Academic PBs, engagement, and achievement measures were…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. Academic achievement of homeless and highly mobile children in an urban school district: longitudinal evidence on risk, growth, and resilience.

    PubMed

    Obradović, Jelena; Long, Jeffrey D; Cutuli, J J; Chan, Chi-Keung; Hinz, Elizabeth; Heistad, David; Masten, Ann S

    2009-01-01

    Longitudinal growth trajectories of reading and math achievement were studied in four primary school grade cohorts (GCs) of a large urban district to examine academic risk and resilience in homeless and highly mobile (H/HM) students. Initial achievement was assessed when student cohorts were in the second, third, fourth, and fifth grades, and again 12 and 18 months later. Achievement trajectories of H/HM students were compared to low-income but nonmobile students and all other tested students in the district, controlling for four well-established covariates of achievement: sex, ethnicity, attendance, and English language skills. Both disadvantaged groups showed markedly lower initial achievement than their more advantaged peers, and H/HM students manifested the greatest risk, consistent with an expected risk gradient. Moreover, in some GCs, both disadvantaged groups showed slower growth than their relatively advantaged peers. Closer examination of H/HM student trajectories in relation to national test norms revealed striking variability, including cases of academic resilience as well as problems. H/HM students may represent a major component of "achievement gaps" in urban districts, but these students also constitute a heterogeneous group of children likely to have markedly diverse educational needs. Efforts to close gaps or enhance achievement in H/HM children require more differentiated knowledge of vulnerability and protective processes that may shape individual development and achievement. PMID:19338695

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. Improving Academic Achievement of Underachieving Students in a Heterogeneous Classroom.

    ERIC Educational Resources Information Center

    Thurman, Richard; Wolfe, Kenton

    This action research project implemented and evaluated a program to address the academic needs of all students in a heterogeneous classroom. The targeted population consisted of middle school students in a rural western Illinois community. Evidence of academic underachievement was documented by teacher observation, surveys, test scores, and…

  2. An Examination of the Relationship between Academic Achievement, Peer Tutoring, Academic Self-Concept, and Personal Self-Concept

    ERIC Educational Resources Information Center

    Rogers, Keba Marguerita

    2010-01-01

    The purpose of the present study was to examine the relationship between academic achievement, as measured by high school GPA and cumulative undergraduate GPA, peer tutoring, academic self-concept, and personal self-concept. A total of 50 students (treatment=29, control=21) from a university in Western, NY participated in this study. The results…

  3. 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…

  4. 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. PMID:22288600

  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. Relationships between Learning Styles and Academic Achievement and Brain Hemispheric Dominance and Academic Performance in Business and Accounting Courses.

    ERIC Educational Resources Information Center

    Carthey, Joseph H.

    A study determined if relationships exist between learning styles and academic achievement and brain hemispheric dominance and academic performance in the courses of principles of management, business law, intermediate accounting, and principles of economics. All second-year accounting students (64 students) at Northeast Iowa Community College…

  7. Self-Concept, Self-Esteem and Academic Achievement: Strategies for Maintaining Self-Esteem in Students Experiencing Academic Failure

    ERIC Educational Resources Information Center

    Peixoto, Francisco; Almeida, Leandro S.

    2010-01-01

    Previous research into the relationship between self-esteem and academic achievement shows that despite differences in academic self-evaluation, students' global self-representations do not differ as a result of their grades at school. In this study, we will analyse the strategies that underachievers used to maintain their self-esteem at an…

  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. 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…

  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. 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…

  12. 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…

  13. Explaining the Gap: Teacher Efficacy and the Conceptualization of Minority Student Achievement

    ERIC Educational Resources Information Center

    Wilmore, Christian

    2009-01-01

    The No Child Left Behind legislation has drawn a great deal of attention to the gap' that exists between the academic performance of Black and Hispanic students as compared to their White counterparts. While numerous reform efforts have been implemented to address this disparity, to date little research has been done to connect a teacher's sense…

  14. 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)

  15. 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…

  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. IQ, Academic Achievement and Community Adjustment After Discharge from the Institution

    ERIC Educational Resources Information Center

    Rosen, Marvin; And Others

    1974-01-01

    Fifty previously institutionalized educable retarded adults were retested approximately 3 years after discharge to ascertain if community living produced a change in IQ or academic achievement, measured by the WAIS and Metropolitan Achievement Battery. (Author)

  18. 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…

  19. Accuracy of Teachers' Judgments of Students' Academic Achievement: A Meta-Analysis

    ERIC Educational Resources Information Center

    Sudkamp, Anna; Kaiser, Johanna; Moller, Jens

    2012-01-01

    This meta-analysis summarizes empirical results on the correspondence between teachers' judgments of students' academic achievement and students' actual academic achievement. The article further investigates theoretically and methodologically relevant moderators of the correlation between the two measures. Overall, 75 studies reporting…

  20. 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.…

  1. 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…

  2. 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,…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. A Review of Academic Achievement Tests: Recommendations for Age Appropriate Administration

    ERIC Educational Resources Information Center

    Kozloff, Allison Burstein

    2009-01-01

    Comprehensive academic achievement tests are routinely used by school psychologists in psycho-educational assessment batteries to identify learning disabled students. A variety of assessment measures are used across age groups to determine if a discrepancy exists between academic achievement and intellectual functioning; however, among the most…

  11. Authoritarianism and Academic Achievement of Men and Women: A Canonical Profile.

    ERIC Educational Resources Information Center

    Badgett, John L. And Others

    1984-01-01

    Determined which authoritarian profiles correlate with which specific types of patterns of academic achievement in female and male college freshmen (N=150). Results indicated no pattern between females' academic achievement and authoritarian dimensions although males showed positive scores on authoritarian dimensions of superstition and stereotypy…

  12. 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…

  13. A Model of Academic Enablers and Mathematics Achievement in the Elementary Grades

    ERIC Educational Resources Information Center

    DiPerna, James C.; Volpe, Robert J.; Elliott, Stephen N.

    2005-01-01

    The purpose of this study was to test a model of the relations between specific academic enablers (motivation, interpersonal skills, engagement, and study skills) and mathematics achievement. Using teacher judgments of academic enablers and achievement, we examined the fit of this model for primary (Grades K-2) and intermediate (Grades 3-6)…

  14. 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…

  15. 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…

  16. 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…

  17. Self-Beliefs and Behavioural Development as Related to Academic Achievement in Canadian Aboriginal Children

    ERIC Educational Resources Information Center

    Baydala, Lola; Rasmussen, Carmen; Birch, June; Sherman, Jody; Wikman, Erik; Charchun, Julianna; Kennedy, Merle; Bisanz, Jeffrey

    2009-01-01

    The authors explored the relationship between measures of self-belief, behavioural development, and academic achievement in Canadian Aboriginal children. Standardized measures of intelligence are unable to consistently predict academic achievement in students from indigenous populations. Exploring alternative factors that may be both predictive…

  18. Maternal Employment and Children's Academic Achievement: Parenting Styles as Mediating Variable.

    ERIC Educational Resources Information Center

    Beyer, Sylvia

    1995-01-01

    Provides a review and integration of findings on the effects of parenting styles and maternal employment on children's academic achievement. Presents a model in which it is argued that maternal employment status has little, if any, direct effect on children's academic achievement. Suggests maternal employment affects parenting styles, which in…

  19. Home Environment, Self-Concept, and Academic Achievement: A Causal Modeling Approach.

    ERIC Educational Resources Information Center

    Song, In-Sub; Hattie, John

    1984-01-01

    Structural equation modeling was used to investigate the relation between home environment, self-concept, and academic achievement. It was found and cross-validated over four samples of 2,297 Korean adolescents that self-concept is a mediating variable between home environment and academic achievement. (Author/BS)

  20. 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…