Arizona Department of Education, 2009
This publication contains Arizona public schools' updated academic standards for high school. The contents of this document contain: (1) The Arts Standard 2006--High School; (2) Comprehensive Health Education/Physical Activity Standards 1997--Proficiency and Distinction (Grades 9-12); (3) Foreign and Native Language Standards 1997--Proficiency and…
Sklarz, David P.
A plan for the academic magnet high school (AMHS) program offered by the Charleston County (South Carolina) School District is presented in this report. A program overview describes general goals for students, which would emphasize thinking skills in all academic core areas, problem-solving skills in mathematics and research-based science,…
Hoffmann, Jessica D.; Ivcevic, Zorana; Zamora, Gabriele; Bazhydai, Marina; Brackett, Marc
How do high school students approach academic and creative challenges? This study compares the content of academic and creative challenges for 190 high school students, and examines students' intentions to persist. Students reported experiencing academic and creative challenges in different areas: academic challenges were described primarily in…
McGaughey, Trisha A.; Wade, Julie H.; Zhao, Huafang
This brief describes an evaluation of academic intervention supports available to high school students in Montgomery County Public Schools (MCPS) during the 2012-2013 school year. A website review identified information about academic supports available to students or parents within each high school's web pages. A survey of school staff gathered…
Griffin, Bryan W.
An important predictor of whether students remain in school or withdraw is their ability to identify with academics. Consistent with Ogbu's (1992) cultural inversion and Steele's (1992) stereotype threat hypotheses, research has shown that Black and Hispanic students tend to demonstrate higher levels of academic disidentification relative to Asian…
Winningham, Mark L.
In a causal-comparative research design, this study investigated the effectiveness of an academic alternative school in improving at-risk student outcomes in a selected county school system in the Upper Cumberland region of Tennessee. The academic alternative high school was compared to a traditional high school serving at-risk populations.…
Schmelkin, Liora Pedhazur; Gilbert, Kimberly A.; Silva, Rebecca
Although cheating on tests and other forms of academic dishonesty are considered rampant, no standard definition of academic dishonesty exists. The current study was conducted to investigate the perceptions of academic dishonesty in high school students, utilizing an innovative methodology, multidimensional scaling (MDS). Two methods were used to…
Keister, Mary; Hall, Joshua
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…
Beam, Eric Adam
This study is a mixed-methods case study of Antelope Valley High School (AVHS). AVHS was one of the first six schools in California to receive academic sanctions since the passage of the No Child Left Behind Act of 2001. It was also the first high school to receive a State Trustee who was embedded at the school every day for two school years. AVHS…
Every student at Wheeling High School takes a full academic courseload. Many of the graduates of this 2,000-student school in Wheeling, Illinois, however, also emerge with significant experience in a career field. Those interested in health careers, for example, can work with student-athletes in the school's athletic training facility, earn a…
Liu, Yangyang; Lu, Zuhong
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…
Blansky, Deanna; Kavanaugh, Christina; Boothroyd, Cara; Benson, Brianna; Gallagher, Julie; Endress, John; Sayama, Hiroki
Application of social network analysis to education has revealed how social network positions of K-12 students correlate with their behavior and academic achievements. However, no study has been conducted on how their social network influences their academic progress over time. Here we investigated correlations between high school students' academic progress over one year and the social environment that surrounds them in their friendship network. We found that students whose friends' average GPA (Grade Point Average) was greater (or less) than their own had a higher tendency toward increasing (or decreasing) their academic ranking over time, indicating social contagion of academic success taking place in their social network.
Casillas, Alex; Robbins, Steve; Allen, Jeff; Kuo, Yi-Lung; Hanson, Mary Ann; Schmeiser, Cynthia
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…
Brown-Wright, Lynda; Tyler, Kenneth M.; Stevens-Watkins, Danelle; Thomas, Deneia; Mulder, Shambra; Hughes, Travonia; Stevens-Morgan, Ruby; Roan-Belle, Clarissa; Gadson, Nadia; Smith, La Toya
The current study examined the association between home-school dissonance and academic cheating among 344 high school juniors and seniors at two urban high schools. Students completed two subscales of the Patterns of Adaptive Learning Scale (PALS) and one subscale of the Academic Motivation Scale (AMS). Analyses revealed that home-school…
Akin Kösterelioglu, Meltem; Kösterelioglu, Ilker
This study aims to identify the effects of high school students' perceptions of school life quality on their academic motivation levels. The study was conducted on a sample of high school students (n = 2371) in Amasya Province in the fall semester of 2013-2014 academic year. Study sample was selected with the help of cluster sampling method. Data…
Pearson, Debra; McNeil, Beth
Describes the University of Nebraska-Lincoln University Libraries' high school users program, which has grown from a small operation into a well-developed program. The resources of a large academic research library are made available to students so they may complete their high school coursework with a wider range of resources, and possibly, gain…
Liu, Yangyang; Lu, Zuhong
In a sample of 368 Chinese high school students, the present study examined the different effects of Chinese high school students' academic stress on their depressive symptoms and the moderating effects of gender and students' perceptions of school climate on the relationships between their academic stress and depressive symptoms. Regression mixture model identified two different kinds of subgroups in the effects of students' academic stress on their depressive symptoms. One subgroup contained 90% of the students. In this subgroup, the students' perceptions of academic stress from lack of achievement positively predicted their depressive symptoms. For the other 10% of the students, academic stress did not significantly predict their depressive symptoms. Next, multinomial regression analysis revealed that girls or students who had high levels of achievement orientation were more likely to be in the first subgroup. The findings suggested that gender and students' perceptions of school climate could moderate the relationships between Chinese high school students' academic stress and their depressive symptoms.
Kalenkoski, Charlene Marie; Pabilonia, Sabrina Wulff
Although previous research has shown that homework improves students' academic achievement, the majority of these studies use data on students' homework time from retrospective questionnaires, which may be less accurate than time-diary data. We use data from the combined Child Development Supplement (CDS) and the Transition to Adulthood Survey…
Giuliano, Barbara; Sullivan, Judith
Without adequate reading comprehension, writing proficiency, math competency, and critical thinking skills, students pursuing higher education are vulnerable to failure. An environmental Science course built around academic wholism is the focus of a summer program designed to bridge the gap between high school and college. Students self-reflect…
Moradi Sheykhjan, Tohid; Jabari, Kamran; Rajeswari, K.
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…
Many Iraqi refugee students in the United States suffer from posttraumatic stress disorder (PTSD) as well as acculturation stresses. These stresses often create challenges for their integration into U.S. schools. The project explored risk factors such as the length of educational gaps in transit, PTSD, and separation and marginalization…
Bohát, Róbert; Rödlingová, Beata; Horáková, Nina
Corpus of High School Academic Texts (COHAT), currently of 150,000+ words, aims to make academic language instruction a more data-driven and student-centered discovery learning as a special type of Computer-Assisted Language Learning (CALL), emphasizing students' critical thinking and metacognition. Since 2013, high school English as an additional…
Neel, Cari Gillen-O'; Fuligni, Andrew
This longitudinal study examined how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation. Students from Latin American, Asian, and European backgrounds participated (N = 572; age span = 13.94-19.15 years). In ninth grade, girls' school belonging was higher than boys'. Over the course of high school, however, girls' school belonging declined, whereas boys' remained stable. Within-person longitudinal analyses indicated that years in which students had higher school belonging were also years in which they felt that school was more enjoyable and more useful, above and beyond their actual level of achievement. Results highlight the importance of belonging for maintaining students' academic engagement during the teenage years.
Datu, Jesus Alfonso D
Recent literature has recognized the advantageous role of low-arousal positive affect such as feelings of peacefulness and internal harmony in collectivist cultures. However, limited research has explored the benefits of low-arousal affective states in the educational setting. The current study examined the link of peace of mind (PoM) to academic motivation (i.e., amotivation, controlled motivation, and autonomous motivation) and academic achievement among 525 Filipino high school students. Findings revealed that PoM was positively associated with academic achievement β = .16, p < .05, autonomous motivation β = .48, p < .001, and controlled motivation β = .25, p < .01. As expected, PoM was negatively related to amotivation β = -.19, p < .05, and autonomous motivation was positively associated with academic achievement β = .52, p < .01. Furthermore, the results of bias-corrected bootstrap analyses at 95% confidence interval based on 5,000 bootstrapped resamples demonstrated that peace of mind had an indirect influence on academic achievement through the mediating effects of autonomous motivation. In terms of the effect sizes, the findings showed that PoM explained about 1% to 18% of the variance in academic achievement and motivation. The theoretical and practical implications of the results are elucidated.
Langenkamp, Amy G.
The transition to high school is a critical stage in students' academic trajectories and can be especially difficult for middle school students who struggle academically. Starting high school on a low academic track and with low academic performance often leads to dropping out of high school. This study investigates what might protect academically…
Chen, Ji-Kang; Astor, Ron Avi
Educational tracking based on academic ability accounts for different school dynamics between vocational versus academically-oriented high schools in Taiwan. Many educational practitioners predict that the settings of vocational schools and academic schools mediate school violence in different ways. Alternatively, some researchers argue the actual…
Suldo, Shannon M.; Shaunessy-Dedrick, Elizabeth
This cross-sectional study determined whether students who take part in academically challenging high school curricula experience elevated levels of stress and whether this stress co-occurs with psychological and/or academic problems. Data from self-report questionnaires and school records were collected from 480 students from four high schools.…
Roulette-McIntyre, Ovella; Bagaka's, Joshua G.; Drake, Daniel D.
This study identified parental practices that relate positively to high school students' academic performance. Parents of 643 high school students participated in the study. Data analysis, using a multiple linear regression model, shows parent-school connection, student gender, and race are significant predictors of student academic performance.…
Dixon, Roselyn M.; Tanner, Kathleen
Adolescents with Asperger syndrome (AS) are increasingly being placed in academically focused high schools. These students, although academically able, may not be coping with the wider classroom and social demands of transition to, and within, the high school environment. Schools are keen to enroll these students. However, there appears to be a…
The purpose of this study was to examine the relationships between parental involvement in academic success as determined by grade point average and Michigan high school students' perception of parent involvement with school, participation in homework, recognition of academic success, knowledge of school policies, and support of participation in…
Liu, Yangyang; Lu, Zuhong
The present study identified the different patterns of Chinese students' academic achievement trajectories over the high school transition period and examined the relationships between students' sense of school belonging trajectories and the different patterns of academic achievement trajectories. In a sample of 567 Chinese high school students, a…
Wouters, Sofie; Germeijs, Veerle; Colpin, Hilde; Verschueren, Karine
Academic self-concept is considered a relevant psychological construct influencing many educational outcomes directly or indirectly. Therefore, the major focus of the current study is on the predictors and effects of academic self-concept in late adolescence. First, we studied the simultaneous effects of individual, class-average and school-average achievement (i.e., assessed by school grades) on academic self-concept in the final year of high school, thereby replicating and extending previous research on the big-fish-little-pond effect model. Second, the predictive value of high school academic self-concept for academic adjustment and success in the first year of higher education was examined. The sample comprised 536 twelfth grade students (44% boys) recruited from 24 schools (67 classes) that were representative with regard to geographical region and educational network in Flanders. Structural equation modeling showed that, when examining the joint contribution of school- and class-average achievement, only class-average achievement was significantly and negatively associated with academic self-concept. Furthermore, a significant effect of academic self-concept in high school on academic adjustment and success in higher education (in addition to any effects of high school academic achievement) was found. These results highlight the importance of considering academic self-concept in educational research and policy.
Kuperminc, Gabriel P; Darnell, Adam J; Alvarez-Jimenez, Anabel
A path model based in a theory of social capital was tested with Latino middle school (n=195, 58% female, average 13.8 years of age) and high school students (n=129, 64% female, average 16.8 years of age). Most participants (77%) were immigrants (predominantly from Mexico). Questionnaires assessed student perceptions of parent involvement, school belonging, and academic competence. Teachers rated their expectations for student academic attainment and grades were obtained from school records. Perceived school belonging and teacher expectations mediated cross-sectional associations of parent involvement with academic adjustment. Links between parent involvement and academic adjustment were stronger for high school than middle school students. Middle school parent involvement was unrelated to teacher expectations and its indirect effect on school grades was non-significant. Future research should examine the link between middle school parent involvement and teacher expectations and its potential role in increasing Latino youths' school success.
Brooks, Wanda; Kaimal, Girija; Savage, Lorraine; Gonzaga, Adele
This article addresses a unique effort to implement a summer residential program that identifies and inspires potential educators by reaching down the pipeline to academically talented high school students. The primary goal of the program was to introduce participants to various dimensions of urban teaching. The research and evaluation for the…
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…
Huang, Gary G.; Weng, Stanley; Zhang, Fan; Cohen, Michael P.
Data from the High School and Beyond Study (National Center for Education Statistics) are used to examine the post-school outmigration of students from rural areas in connection with student coursework and curriculum program enrollment (school level). Results show a connection between outmigration and high academic achievement and the schools'…
Barba, Eric Matthew
The purpose of this study was to evaluate the effect of the Norton High School Early College Early College Program on academic measures for students at Norton High School. Measures of achievement include the results of the English Language Arts (ELA), Mathematics, Social Science, and Science portions of the California Standards Test (CST), Student…
Sanchez, Jafeth Evelyn
The pathway to a postsecondary education is challenging for many students, including students from the growing Latino population in the United States. This research project focused on Latino and Caucasian students' academic and non-academic characteristics as predictors of educational outcomes, high school and beyond. The introduction to the…
McKenzie, Kathryn Bell; Skrla, Linda; Scheurich, James Joseph; Rice, Delores; Hawes, Daniel P.
Large, traditional urban high schools are among the most difficult education environments in the United States. These schools, which serve a high percentage of the Black and Latino students in the United States, often have low academic performance, high dropout rates, high teacher and school leader turnover, and inexperienced teachers. They often…
Wormington, Stephanie V.; Corpus, Jennifer Henderlong; Anderson, Kristen G.
This study used a person-centered approach to identify naturally occurring combinations of intrinsic motivation and controlled forms of extrinsic motivation (i.e., introjected and external regulation) and their correlates in an academic context. 1061 high school students completed measures of academic motivation, performance, and school-related…
Moberg, D. Paul; Finch, Andrew J.; Lindsley, Stephanie M.
This article reviews findings from the authors' studies of recovery high schools (RHS), including a 1995 program evaluation of a school in New Mexico (Moberg & Thaler, 1995), a 2006-09 descriptive study of 17 recovery high schools (Moberg & Finch, 2008), and presents early findings from a current study of the effectiveness of recovery high…
CROSNOE, ROBERT; RIEGLE-CRUMB, CATHERINE; MULLER, CHANDRA
Given the increasing importance of education to socioeconomic attainment and other life course trajectories, early academic struggles can have long-term consequences if not addressed. Analysis of a nationally representative sample with official school transcripts and extensive data on adolescent functioning identified a social psychological pathway in this linkage between external feedback about early struggles and truncated educational trajectories. For girls, class failures absent of diagnosed learning disabilities engendered increasingly negative self-perceptions that, in turn, disrupted math and science course-taking, especially in family and peer contexts in which academic success was prioritized. For boys, diagnosed learning disabilities, regardless of class performance, engendered the same changes in self-perception and the same consequences of these changes for course-taking across family and peer contexts. These results reveal how ability labels and ability-related performance indicators come together to influence the long-term educational prospects of girls and boys attending mainstream schools in which the majority of students do not have learning disabilities or severe academic problems. Keywords: education, learning disability, academic failure, peers, and stigma. PMID:20216933
Bilge, Filiz; Tuzgol Dost, Meliha; Cetin, Bayram
This study examines high school students' levels of burnout and school engagement with respect to academic success, study habits, and self-efficacy beliefs. The data were gathered during the 2011-2012 school year from 633 students attending six high schools located in Ankara, Turkey. The analyses were conducted on responses from 605 students. The…
Grubb, W. Norton, Ed.
This book contains the following papers examining approaches to integrating high school vocational and academic curricula in U.S. high schools to provide education through occupations: "Resolving the Paradox of the High School" (W. Norton Grubb); "'The Cunning Hand, the Cultured Mind': Sources of Support for Curriculum…
Jin, Suk-Un; Moon, Sidney M.
The purpose of this study was to examine whether academically talented adolescents attending a residential science high school in Korea had different levels of psychological well-being or school life satisfaction than their high-ability peers in regular high schools. The participating high-ability students (n=299) were in their second year of high…
Bryan, Julia; Moore-Thomas, Cheryl; Gaenzle, Stacey; Kim, Jungnam; Lin, Chia-Huei; Na, Goeun
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…
Weller, Nancy F; Kelder, Steven H; Cooper, Sharon P; Basen-Engquist, Karen; Tortolero, Susan R
This study describes the effects of different weekly work intensity levels on adolescent functioning in a sample of 3,083 high school students in rural South Texas, where economically disadvantaged and Hispanic youth are heavily represented. Anonymous surveys were conducted in 10th- and 12th-grade students' classrooms in 1995. The following effects were associated with long hours of weekly employment during the school year: (1) decreased performance/engagement in school and satisfaction with amount of leisure time, and (2) increased health risk behaviors and psychological stress. The effects of school-year work on academic factors and health behaviors differed by grade, but not by race/ethnicity, parent education, or race/ethnicity and parent education considered together. It was concluded that parents and professionals should continue to monitor the number of weekly hours that students work during the school year.
Espenshade, Thomas J.; Hale, Lauren E.; Chung, Chang Y.
In this article, the authors test a "frog-pond" model of elite college admission proposed by Attewell, operationalizing high school academic context as the secondary school-average SAT score and number of Advanced Placement tests per high school senior. Data on more than 45,000 applications to three elite universities show that a high…
Finn, Jeremy D.; Gerber, Susan B.; Boyd-Zaharias, Jayne
This investigation addressed 3 questions about the long-term effects of early school experiences: (a) Is participation in small classes in the early grades (K-3) related to high school graduation? (b) Is academic achievement in K-3 related to high school graduation? (c) If class size is related to graduation, is the relationship explained by the…
Ozmun, Cliff D.
Do high school students who are predisposed to enroll in dual-credit courses already possess high levels of motivation or college and academic self-efficacy? Students in this study reported being academically motivated, but they did not report high levels of confidence in their ability to perform certain college-associated tasks. Of 52 items…
Karatas, Hakan; Alci, Bulent; Aydin, Hasan
Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure. The aim of this study is to define the correlation among high school senior students' test anxiety, academic performance (GPA) and points of university entrance exam (UEE). The study group of…
Oberman, Paul S.
Through interviews and classroom observations, this study investigated the academic help-seeking and interactions of high school girls with their computer science classmates in both a private school and a public school setting. The study explored five aspects of this help-seeking interaction: (1) females as a gender minority in computer science;…
Massey Fields, Chamara
This study examined three high schools in a large urban school district in Texas that achieved an academically acceptable rating after being sanctioned to reconstitute by state agencies. Texas state accountability standards are a result of the No Child Left Behind Act of 2011 (NCLB). Texas state law requires schools to design a reconstitution plan…
Wright, Johnnie M.
Social promotion is defined as the practice of allowing students who failed to meet performance standards and academic requirements the opportunity to pass on to the next grade with their peers. Although the A+ Educational Reform Act abolished the use of the practice, social promotion continues to occur in numerous school districts across one…
Chambers, Terah T. Venzant; Tabron, Lolita A.
Kiara, an African American rising freshman, has aspirations to become a medical doctor. She enrolls at Birch High School because of the reputation of the principal, Mr. Brown, whose vision for academic excellence permeates every corner of the school. Kiara graduates from high school with top honors, but realizes her success may have come at a…
Liu, Yangyang; Lu, Zuhong
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…
Blasdell, Alison L.; Hudgins-Brewer, Sandra
High school counselors (n=95) identified characteristics they considered important for nursing. Leadership and academic achievement were rated less important than for other careers. compassion, kindness, and obedience were considered important but not decision making or assertiveness. (SK)
Nishimura, Takuma; Sakurai, Shigeo
This study examined changes in academic motivation among elementary and junior high school students. Based on self-determination theory (Ryan & Deci, 2000a), we focused on changes in autonomous and controlled motivation. In Study 1, we examined inter-individual changes in academic motivation among 5th to 9th grade students (N = 1 572) through a cross-sectional study. In Study 2, we examined intra-individual changes in academic motivation among students (N = 128) who were in transition from elementary to junior high school through a longitudinal study. All participants completed the Academic Motivation Scale (Nishimura, Kawamura, & Sakurai, 2011) that measured autonomous and controlled motivation. The results revealed that autonomous motivation decreased in the students from elementary to junior high school, while controlled motivation increased during the same period. This is a unique finding because a prior study conducted in a Western culture suggested that both motivations decrease gradually in school.
Trice, Rodney Nathaniel
This study examines the educational experiences of high achieving African American males. More specifically, it analyzes the influences on their successful navigation through high school science. Through a series of interviews, observations, questionnaires, science portfolios, and review of existing data the researcher attempted to obtain a deeper understanding of high achieving African American males and their limitations to academic attainment and high school science experiences. The investigation is limited to ten high achieving African American male science students at Woodcrest High School. Woodcrest is situated at the cross section of a suburban and rural community located in the southeastern section of the United States. Although this investigation involves African American males, all of whom are successful in school, its findings should not be generalized to this nor any other group of students. The research question that guided this study is: What are the limitations to academic attainment and the high school science experiences of high achieving African American males? The student participants expose how suspension and expulsion, special education placement, academic tracking, science instruction, and teacher expectation influence academic achievement. The role parents play, student self-concept, peer relationships, and student learning styles are also analyzed. The anthology of data rendered three overarching themes: (1) unequal access to education, (2) maintenance of unfair educational structures, and (3) authentic characterizations of African American males. Often the policies and practices set in place by school officials aid in creating hurdles to academic achievement. These policies and practices are often formed without meaningful consideration of the unintended consequences that may affect different student populations, particularly the most vulnerable. The findings from this study expose that high achieving African American males face major
Graham, David Mark
Research investigating the impact of factors such as gender, socioeconomic status, racial socialization, and academic self-concept on the academic achievement of African American high school students has been of interest to scholars for decades. Previous literature has focused much attention on the relationship of each of these constructs and…
Bozick, Robert; Dalton, Benjamin
Federal legislation has attempted to move career and technical education (CTE) from a segregated component of the high school curriculum to an integrated element that jointly improves both academic and career readiness. However, concerns remain about the ability of CTE to improve academic learning. Using a nationally representative sample of high…
Smith, Kevin G.; Dombek, Jennifer L.; Foorman, Barbara R.; Hook, Karl S.; Lee, Laurie; Cote, Anna-Marie; Sanabria, Israel; Stafford, Tammy
While academic interventions can be implemented in any grade, focusing on interventions in high school is critical because it is often a student's last chance to become ready for the academic demands of postsecondary education and careers. States across the country are implementing large-scale initiatives focused on delivering academic…
Tokarska, Barbara; And Others
An ongoing study examined implementation and student response to academic career magnet (ACM) programs in New York City high schools. The programs emphasize both college preparation and career education, demonstrating one approach to the current emphasis on integrating academic and vocational education. New York City offers a wide array of magnet…
Lutzke, Steven Ronald
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.…
Ray, Larry A.
This study examined the academic performance of Tech Prep students (referred to as participants) in comparison to non-Tech Prep students (referred to as non-participants) entering a two-year community college from sixteen different high schools in Stark County, Ohio. This study provided a quantitative analysis of students' academic experiences to…
Successful completion of the Living Environment, one state's high school biology course, is a state graduation requirement. The academically at-risk students enrolled in one suburban public high school had been disproportionately unsuccessful at achieving a passing grade in this course. In response, a constructivist biology curriculum was created…
This study aimed at recognizing the effect of the Time Management Art on academic achievement among high school students in the Hashemite Kingdom of Jordan. The researcher employed the descriptive-analytic research to achieve the purpose of the study where he chose a sample of (2000) high school female and male students as respondents to the…
Edison, David Allen
The purpose of the study was to explore the relationship of Texas high school principals' organizational commitment and the academic performance of the high schools served by the principals. Three components of principal organizational commitment--affective commitment, continuance commitment, and normative commitment--were assessed using the…
Yip, Michael C. W.
The present study examines the dynamic relationship between academic performance of high school students and their respective learning and study strategies. Two hundred thirty-six high school students were recruited to participate in this study by completing a Chinese version of the Learning and Study Strategies Inventory--LASSI, to probe into the…
Wright, Tiffanie L.
The purpose of this study was to explore whether Modeling Instruction, compared to traditional lecturing, is an effective instructional method to promote academic achievement in selected high school physics classes at a rural middle Tennessee high school. This study used an "ex post facto," quasi-experimental research methodology. The…
The present study aims to determine the validity and reliability of the academic resilience scale in Turkish high school. The participances of the study includes 378 high school students in total (192 female and 186 male). A set of analyses were conducted in order to determine the validity and reliability of the study. Firstly, both exploratory…
Flores, Agnes L. Acker
The "ex post facto" causal-comparative study examined the academic achievement of high school students who took their dual credit English or mathematics college credit-bearing course in two different environments, namely, the college setting and the high school setting. Due to non-experimental nature of the study, no causal inferences…
Green, Jasmine; Liem, Gregory Arief D.; Martin, Andrew J.; Colmar, Susan; Marsh, Herbert W.; McInerney, Dennis
The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation…
Nishimura, Takuma; Sakurai, Shigeo
This study investigated the relationship between autonomous motivation and academic adjustment based on the perspective of self-determination theory. It also examined motivational profiles to reveal individual differences and the characteristic of these profiles for groups with varying levels of autonomous and controlled regulation (autonomous, controlled, high motivation, and low motivation). Data were collected from 442 junior high school students for academic motivation, academic performance, academic competence, meta-cognitive strategy, academic anxiety, apathy, and stress experience. Correlation analyses generally supported the basic hypothesis of self-determination theory that a more autonomous regulation style was strongly related to academic adjustment. The results also showed that persons with a high autonomous regulation and a low controlled regulation style were the most adaptive.
Loibl, Cäzilia; Fisher, Patti J.
Despite public support for personal finance instruction in high school, its effectiveness has not been firmly established. The current study investigates instructional approaches as a reason for these inconsistent outcomes by comparing survey responses of business education, family and consumer sciences, and social studies/economics teachers. The…
This study examines multilingual high school writers' individual talk with their teachers in two advanced English language development classes to observe how such talk shapes linguistically diverse adolescents' writing. Addressing adolescent writers' language socialization through microethnographic discourse analysis, the author argues that…
Balsa, Ana I.; Giuliano, Laura M.; French, Michael T.
This paper examines the effects of alcohol use on high school students' quality of learning. We estimate fixed-effects models using data from the National Longitudinal Study of Adolescent Health. Our primary measure of academic achievement is the student's grade point average (GPA) abstracted from official school transcripts. We find that…
This study uses self-determination theory to explore the mechanisms of filial piety in the academic motivation of eight high-achieving secondary school seniors at an international school in South Korea, resulting in several findings. First, the students attributed their parents' values and expectations as a major source of the students'…
Allen, Tyrone J.
Low performance of African American male students in high school math is an ongoing concern of Maryland's public schools. Because disproportionately large numbers of African American male students enroll in Algebra 2 in Grade 11, the use of early academic counseling to promote enrollment in Algebra 2 in Grade 9 and to increase self-regulation may…
This article reports the findings of a study on the nature of parent-school engagement at an academically selective public high school in New South Wales, Australia. Such research is pertinent given recent policies of "choice" and decentralization, making a study of local stakeholders timely. The research comprised a set of interviews…
Borgen, Solveig T.; Borgen, Nicolai T.
High dropout rates from upper secondary school are related to substantial societal costs, and are hence a major policy concern. The Norwegian folk high schools provide a non-academic education in an intimate and nurturing environment where interpersonal and social skills are emphasised, and where individuals grow in sense of self-esteem and sense…
Al-Alwan, Ahmed F.
The author proposed a model to explain how parental involvement and school engagement related to academic performance. Participants were (671) 9th and 10th graders students who completed two scales of "parental involvement" and "school engagement" in their regular classrooms. Results of the path analysis suggested that the…
Palardy, Gregory J.; Rumberger, Russell W.; Butler, Truman
Background/Context: The 1954 U.S. Supreme Court decision on Brown v. Board of Education concluded that segregated schools were inherently unequal and therefore unlawful. That decision was not based solely upon the notion that segregated black schools were inferior in terms of academic instruction, curricular rigor, resources, etc., but also on…
Mulkerrin, Elizabeth A.
The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of…
Drawing from the findings of a qualitative study with female refugee high school students from Somalia in the US, this paper attempts to provide a window to understanding the multilayered character of newcomer students' academic identity construction. The students' micro-level processes of creating spaces for belonging at school are linked to…
Psychological correlates of academic performance have always been of high relevance to psychological research. The relation between psychometric intelligence and academic performance is one of the most consistent and well-established findings in psychology. It is hypothesized that intelligence puts a limit on what an individual can learn or achieve. Moreover, a growing body of literature indicates a relationship between personality traits and academic performance. This relationship helps us to better understand how an individual will learn or achieve their goals. The aim of this study is to further investigate the relationship between psychological correlates of academic performance by exploring the potentially moderating role of prior education. The participants in this study differed in the type of high school they attended. They went either to gymnasium, a general education type of high school that prepares students specifically for university studies, or to vocational school, which prepares students both for the labour market and for further studies. In this study, we used archival data of psychological testing during career guidance in the final year of high school, and information about the university graduation of those who received guidance. The psychological measures included intelligence, personality and general knowledge. The results show that gymnasium students had greater chances of performing well at university, and that this relationship exceeds the contribution of intelligence and personality traits to university graduation. Moreover, psychological measures did not interact with type of high school, which indicates that students from different school types do not profit from certain individual characteristics. PMID:27695073
Ebadi, Setareh; Shakoorzadeh, Reza
The present study was carried out with the aim of Investigation of academic procrastination prevalence and its relationship with academic self-regulation and achievement motivation among high-school students in Tehran city. The sample included 624 high school students (312 Boys & 312 Girls) from different areas and regions that selected using…
Hagins, Marshall; Rundle, Andrew
Yoga programs within schools have become more widespread but research regarding the potential effect on academic achievement remains limited. This study cluster-randomized 112 students within a single New York City public high school to participate in either school-based yoga or physical education (PE) for an entire academic year. The primary…
Brown, William T.; Jones, James M.
This study investigated the relationship between the Future Temporal Orientation (FTO) and academic performance of African American high school students. We hypothesized that the relationship between FTO and academic performance would be mediated by students' perceptions of the usefulness of an education and their valuing of academic work and that…
Khanehkeshi, Ali; Basavarajappa
This paper compares the difference between boy and girl high school students of 1st grade to 3rd grade in academic stress and depression. Using a random stratified sampling 120 girl and boy students (60 girls and 60 boys) were selected from 1st grade (n = 40), 2nd grade (n = 40) and 3rd grade (n = 40) high school students. In this study gender and…
Gil-Olarte Márquez, Paloma; Palomera Martín, Raquel; Brackett, Marc A
This study investigated the discriminant, criterion and incremental validity of an ability measure of Emotional Intelligence (EI). High school students (N = 77) took the Mayer-Salovey-Caruso Emotional Intelligence Test - Spanish Version (MSCEIT V. 2.0, 2002), a measure of Big Five personality traits (BFQ; Caprara, Barbanelli, & Borgogni , 1993), an General Intelligence test (IGF-r 5; Yuste, 2002), and a social competence inventory (AECS; Moraleda, González, & García-Gallo, 1998). Students' academic grades also were obtained from official school records at the end of the school year. As predicted, the MSCEIT was discriminable from well-established measures of personality and intelligence. The test was also moderately related to social competence and predicted students' final grades. Most of the findings remained significant after personality and academic intelligence were statistically controlled. The potential utility of EI in the context of academic institutions is discussed.
Honken, Nora B.; Ralston, Patricia A. S.
This study investigated the relationship among lack of self-control, academic ability, and academic performance for a cohort of freshman engineering students who were, with a few exceptions, extremely high achievers in high school. Structural equation modeling analysis led to the conclusion that lack of self-control in high school, as measured by…
McCartney, Donald M.
The qualitative, historical, ethnographic study explored the perceived disparity between the General Certificate of Education (GCE) examination and The Bahamas General Certificate of Secondary Education (BGCSE) and the disparity in the academic achievement of high school students who took the GCE examination and those who took the BGCSE…
This study examined the relationship between 2011 freshman college mathematics and science grades and freshman students' high school academics and demographic data, exploring the factors that contribute to the success of first-year STEM majoring freshman students at State University of New York at Oswego. The variables were Gender, Race, SES,…
Burkhalter, Bettye B.
To study the relationship of the physical environment to high school students' academic achievement, 60 students participated in an experiential career exploration program at the Alabama Space and Rocket Center while 108 students participated in a traditional careers program. Tests indicated the former group improved more in career choice…
Eleby, Calvin, Jr.
"The major problems facing the world today can be solved only if we improve our understanding of human behavior" (Schlinger, 2005, pg. 48) and how it affects our educational experience in high school. The purpose of this study was to explore and examine to what extent there exists a relationship between social and academic study …
As the Latino population increases nationally, educators must develop the work ethic among their Latino students to meet the requirements for student achievement. This case study examined if teachers' perceptions of the Latino population affected the academic motivation of their Latino students at a low-income, primarily Latino high school in…
Strati, Anna D.
Using data collected through classroom videotaping, student surveys, and the Experience Sampling Method (ESM), the present study explored associations between teacher-provided intellectual challenge, two types of support (instrumental and emotional), and students' momentary academic engagement in high school science classrooms. Results of 3-level…
This paper reports findings on the changes in students' understandings of the concept of matter during an academic year, for students from grade 3 through high school chemistry. The instrument for measuring students' understandings of matter consists of three forms: one for grades 3-6, one for grades 7-9, and one for grades 10-12. The three forms…
Dawkins, Harold Smith
This dissertation examined the impact of inclusion on the academic achievement outcome of high school special education students as measured by English 1, biology, and algebra 1 as a function of gender, ethnicity, and years of inclusion. The study also examined the generalizations with confidence that could be made about the use of inclusion…
In a world that is now a global village, enterprising individuals, especially from Third World countries, who make it to greener pastures do not leave their children behind. But with a long list of barriers to academic achievement associated with immigrant and minority students in American high schools, an understanding of the experiences and…
Lawrence, A. S. Arul; Deepa, T.
The objective of the study is to find the significant relationship between emotional intelligence and academic achievement of high school students with reference to the background variables. Survey method was employed. Two tools are used in this study namely self-made Trait Emotional Intelligence Questionnaire Short Form (TEIQue SF) and the…
Young, Adena Elizabeth
The purpose of this dissertation was to examine metacognition among academically talented middle and high school mathematics students from both educational psychology and mathematics education perspectives. A synthesis of the literatures and three studies employing quantitative, qualitative, and mixed methodologies were used to address three…
Li, Jian; O'Connell, Ann A.
The authors investigated children's self-reported high-calorie food intake in Grade 5 and its relationship to trends in obesity status and academic achievement over the first 6 years of school. They used 3-level hierarchical linear models in the large-scale database (the Early Childhood Longitudinal Study--Kindergarten Cohort). Findings indicated…
Makhni, Eric C; Buza, John A; Byram, Ian; Ahmad, Christopher S
We conducted a study to determine the academic involvement and research productivity of orthopedic team physicians at high school, college, and professional levels of sport. Through Internet and telephone queries, we identified 1054 team physicians from 362 institutions, including 120 randomly selected high schools and colleges and 122 professional teams (baseball, basketball, football, hockey). For all physicians included in the study, we performed a comprehensive search of the Internet and of a citation database to determine academic affiliations, number of publications, and h-index values. Of the 1054 physicians, 678 (64%) were orthopedic surgeons. Percentage of orthopedic team physicians affiliated with an academic medical center was highest in professional sports (64%; 173/270) followed by collegiate sports (36%; 98/275) and high school sports (20%; 27/133). Median number of publications per orthopedic team physician was significantly higher in professional sports (30.6) than in collegiate sports (10.7) or high school sports (6). Median number of publications by orthopedic physicians also varied by sport, with the highest number in Major League Baseball (37.9; range, 0-225) followed by the National Basketball Association (32.0; range, 0-227) and the National Football League (30.4; range, 0-460), with the lowest number within the National Hockey League (20.7; range, 0-144). Academic affiliation and research productivity of orthopedic team physicians vary by competition level and professional sporting league.
Neto, Roque; Golz, Nancy; Polega, Meaghan
This study explored the association between social media use, loneliness, and academic achievement in high school students and identified the demographic characteristics associated with these three elements. This study also aimed to identify the percentage of variance in loneliness accounted for by social media use and GPA. Participants were 345…
Morris, David S.
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…
Martinez, Beate M. Winter
The purpose of this study is to describe the difference in the academic achievement of urban Hispanic high school students based on the small learning community theme. The study used a quantitative method of ex post facto research to examine how the academic achievement of Hispanic high school students differs across the themes of small…
Russell, Kelly; Hutchison, Michael G.; Selci, Erin; Leiter, Jeff; Chateau, Daniel; Ellis, Michael J.
Background Many concussion symptoms, such as headaches, vision problems, or difficulty remembering or concentrating may deleteriously affect school functioning. Our objective was to determine if academic performance was lower in the academic calendar year that students sustain a concussion compared to the previous year when they did not sustain a concussion. Methods Using Manitoba Health and Manitoba Education data, we conducted a population-based, controlled before-after study from 2005–2006 to 2010–2011 academic years. Grade 9–12 students with an ICD9/10 code for concussion were matched to non-concussed controls. Overall changes in grade point average (GPA) were compared for the academic year prior to the concussion to the academic year the concussion occurred (or could have occurred among non-concussed matched students). Results Overall, 8240 students (1709 concussed, 6531 non-concussed students) were included. Both concussed and non-concussed students exhibited a lower overall GPA from one year to the next. Having sustained a concussion resulted in a -0.90% (95% CI: -1.88, 0.08) reduction in GPA. Over the same period, non-concussed matched students’ GPA reduced by -0.57% (95% CI: -1.32, 0.19). Students who sustained a concussion during high school were just as likely to graduate within four years as their non-concussed peers (ORadj: 0.84; 95% CI: 0.73, 1.02). Conclusions We found that, at a population level, a concussion had minimal long-term effects on academic performance during high school. While academic accommodations and Return-to-Learn programs are an important component of pediatric concussion management, research is needed to identify risk factors for poor academic performance after a concussion and who should receive these programs. PMID:27764223
Becker, Michael; Neumann, Marko; Tetzner, Julia; Böse, Susanne; Knoppick, Henrike; Maaz, Kai; Baumert, Jürgen; Lehmann, Rainer
The present study investigates school context effects on psychosocial characteristics (academic self-concept, peer relations, school satisfaction, and school anxiety) of high-achieving and gifted students. Students who did or did not make an early transition from elementary to secondary schools for high-achieving and gifted students in 5th grade…
James, William H.; Sanderson, Leslie A.
An experiment was conducted to investigate the relationship between Tutoring and Academic Counseling (TAC) and the academic performance of minority group high school students. The treatment group of 16 students was exposed to TAC, an intensive program of one-to-one tutoring in academic areas and counseling on study skills and interpersonal…
Šorgo, Andrej; Vavdi, Marija; Cigler, Urška; Kralj, Marko
The purpose of this study was to reveal data about cheating behaviours in Slovenian upper secondary schools, to raise awareness and to lower tolerance for such behaviour. To acquire information about demographics, cheating behaviour, and opinions on such behaviour, we compiled a questionnaire that targeted a university population of first-year…
Measuring the quality of the "product" is elemental in education, and most studies depend on observational data about student achievement factors, focusing overwhelmingly on quantitative data namely achievement scores, school data like attendance, facilities, expenditure class size, etc. But there is little evidence of learner…
Liu, Feng; Cavanaugh, Cathy
This paper describes the effect of teacher comments, students' demographic information and learning management system utilisation on student final scores in algebra courses in a K-12 virtual learning environment. Students taking algebra courses in a state virtual school in the Midwestern US region during 2007-2008 participated in this study.…
Mingle, Jeffrey; Adams, Musah; Adjei, E. A.
The study comparatively analyzed social media usage and academic performance in public and private senior high schools. The issue of social media and academic performance has been a very debatable topic with regard to its effect. This study further explores the relation between private and public schools in relation to social media use and…
Maina, Nyambura Susan; McGaughey, Trisha; Wade, Julie
The purpose of this study was to examine the impact of the English for Speakers of Other Languages (ESOL) Student Service Learning (SSL) Club on academic and non-academic outcomes for students receiving ESOL services during 2012-2013 in six high schools in Montgomery County (Maryland) Public Schools (MCPS). The ESOL SSL Club convenes regularly…
Because of national, state, and local accountability to prepare students to be college and career-ready, secondary schools are looking for ways to maximize student academic growth while in high school. The purpose of this study was to investigate the relation between academic growth as measured by the changes in performance from students' 8th…
Regueiro, Bibiana; Núñez, José C; Valle, Antonio; Piñeiro, Isabel; Rodríguez, Susana; Rosário, Pedro
This work examined whether combinations of academic and non-academic goals generated different motivational profiles in high school students. Besides, differences in homework behavioural engagement (i.e. amount of homework, time spent in homework, homework time management), homework emotional engagement (i.e. homework anxiety) and academic achievement were analysed. Participants were 714 high school students (43.4% boys and 56.6% girls). The study of potential motivational profiles was conducted by latent profile analysis, and the differences between the motivational profiles regarding homework variables and academic achievement were analysed using multivariate analysis. The results indicate the existence of five groups of motivational profiles: a group of students with multiple goals, a group of unmotivated students, two groups of students with a predominance of learning goals and, finally, a group comprising students with a high fear of failure. Both the group with multiple goals and the learning goals-oriented groups reported to do more homework, spending more time on homework, making better use of that time and having a higher academic achievement than counterparts. The avoidance-failure group and the group with multiple goals showed higher levels of homework anxiety. Globally, these results provide support for a person-centred approach.
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 developing…
Sheppard, Peter A., IV
The objectives of this study were to determine (1) the reasons why successful mathematics students have been able to thrive in schools labeled academically unacceptable and (2) why they have chosen to stay in these academically unacceptable schools despite having the option to leave for a better performing school. Qualitative methods including…
Crosnoe, Robert; Smith, Chelsea; Leventhal, Tama
Applying latent class and regression techniques to data from the NICHD Study of Early Child Care and Youth Development (n = 997), this study explored the potential academic advantages of time spent in out-of-school activities. Of particular interest was how these potential advantages played out in relation to the timing and duration of activity participation and the family contexts in which it occurred. Participation closer to the start of high school—including consistent participants and latecomers—was associated with higher grades at the transition into high school, especially for youth from low-income families. Sensitivity analyses indicated that this link between school-age activity participation and adolescent academic progress was unlikely to be solely a function of selection. It also tended to be more pronounced among youth from lower-income families, although without varying by other aspects of family status or process. PMID:26279615
Stover, Juliana Beatriz; de la Iglesia, Guadalupe; Boubeta, Antonio Rial; Liporace, Mercedes Fernández
The Academic Motivation Scale (AMS), supported in Self-Determination Theory, has been applied in recent decades as well in high school as in college education. Although several versions in Spanish are available, the underlying linguistic and cultural differences raise important issues when they are applied to Latin-American population. Consequently an adapted version of the AMS was developed, and its construct validity was analyzed in Argentine students. Results obtained on a sample that included 723 students from Buenos Aires (393 high school and 330 college students) verified adequate psychometric properties in this new version, solving some controversies regarded to its dimensionality. PMID:22888280
Jones, Sheila Kay
Low test scores in science and fewer career choices in science among African American high school students than their White counterparts has resulted in lower interest during high school and an underrepresentation of African Americans in science and engineering fields. Reasons for this underachievement are not known. This qualitative study used a grounded theory methodology to examine what influence parental involvement, ethnic identity, and early mentoring had on the academic achievement in science and career choice in science of African American urban high school 10th grade students. Using semi-structured open-ended questions in individual interviews and focus groups, twenty participants responded to questions about African American urban high school student achievement in science and their career choice in science. The median age of participants was 15 years; 85% had passed either high school biology or physical science. The findings of the study revealed influences and interactions of selected factors on African American urban high school achievement in science. Sensing potential emerged as the overarching theme with six subthemes; A Taste of Knowledge, Sounds I Hear, Aromatic Barriers, What Others See, The Touch of Others, and The Sixth Sense. These themes correlate to the natural senses of the human body. A disconnect between what science is, their own individual learning and success, and what their participation in science could mean for them and the future of the larger society. Insight into appropriate intervention strategies to improve African American urban high school achievement in science was gained.
Orozco, Edith Aimee
The objective of this research was to compare Career Technical Education--16 Career Pathway high school participants with non-participants on academic achievement, development of technical skills and school engagement. Academic achievement was measured by Exit Level Math and English Language Arts Texas Assessment of Knowledge and Skills (TAKS)…
Rahafar, Arash; Maghsudloo, Mahdis; Farhangnia, Sajedeh; Vollmer, Christian; Randler, Christoph
Previous findings have demonstrated that chronotype (morningness/intermediate/eveningness) is correlated with cognitive functions, that is, people show higher mental performance when they do a test at their preferred time of day. Empirical studies found a relationship between morningness and higher learning achievement at school and university. However, only a few of them controlled for other moderating and mediating variables. In this study, we included chronotype, gender, conscientiousness and test anxiety in a structural equation model (SEM) with grade point average (GPA) as academic achievement outcome. Participants were 158 high school students and results revealed that boys and girls differed in GPA and test anxiety significantly, with girls reporting better grades and higher test anxiety. Moreover, there was a positive correlation between conscientiousness and GPA (r = 0.17) and morningness (r = 0.29), respectively, and a negative correlation between conscientiousness and test anxiety (r = -0.22). The SEM demonstrated that gender was the strongest predictor of academic achievement. Lower test anxiety predicted higher GPA in girls but not in boys. Additionally, chronotype as moderator revealed a significant association between gender and GPA for evening types and intermediate types, while intermediate types showed a significant relationship between test anxiety and GPA. Our results suggest that gender is an essential predictor of academic achievement even stronger than low or absent test anxiety. Future studies are needed to explore how gender and chronotype act together in a longitudinal panel design and how chronotype is mediated by conscientiousness in the prediction of academic achievement.
Morgan, Peter Wallace
The purpose of this study was to investigate the effect of extended instruction in high school chemistry on the academic self-concept of students and determine what parts of the learning experience need to be addressed to make the interaction a more positive one. Fifty-seven students from three metropolitan public schools, who were enrolled in college preparatory chemistry classes, were asked to complete a written instrument, before and after extended chemistry instruction, that measures academic self-concept. Twenty-one of the students who took part in the written task volunteered to answer some in-depth interview questions concerning their academic self-concept and its relationship to chemistry instruction. Student responses, instrument scores, and student chemistry grades were analyzed for a variety of chemistry learning--academic self-concept connections and interactions. Results showed that there was a positive interaction for less than half of the students involved in the interview sessions. The results from the written instrument showed similar findings. Comparing chemistry grades and academic self-concept revealed an uncertain connection between the two, especially for students with strong academic self-concepts. Students felt that the laboratory experience was often disconnected from the remainder of chemistry instruction and recommended that the laboratory experience be integrated with classroom work. Students also expressed concerns regarding the volume of algorithmic mathematical calculations associated with college preparatory chemistry instruction. Results of this study suggest that secondary chemistry instruction must become more aware of the affective domain of learning and develop a mindful awareness of its connection to the cognitive domain if chemistry teaching and learning is going to better facilitate the intellectual growth of secondary students.
Wright, Tiffanie L.
The purpose of this study was to explore whether Modeling Instruction, compared to traditional lecturing, is an effective instructional method to promote academic achievement in selected high school physics classes at a rural middle Tennessee high school. This study used an ex post facto , quasi-experimental research methodology. The independent variables in this study were the instructional methods of teaching. The treatment variable was Modeling Instruction and the control variable was traditional lecture instruction. The Treatment Group consisted of participants in Physical World Concepts who received Modeling Instruction. The Control Group consisted of participants in Physical Science who received traditional lecture instruction. The dependent variable was gains scores on the Force Concepts Inventory (FCI). The participants for this study were 133 students each in both the Treatment and Control Groups (n = 266), who attended a public, high school in rural middle Tennessee. The participants were administered the Force Concepts Inventory (FCI) prior to being taught the mechanics of physics. The FCI data were entered into the computer-based Statistical Package for the Social Science (SPSS). Two independent samples t-tests were conducted to answer the research questions. There was a statistically significant difference between the treatment and control groups concerning the instructional method. Modeling Instructional methods were found to be effective in increasing the academic achievement of students in high school physics. There was no statistically significant difference between FCI gains scores for gender. Gender was found to have no effect on the academic achievement of students in high school physics classes. However, even though there was not a statistically significant difference, female students' gains scores were higher than male students' gains scores when Modeling Instructional methods of teaching were used. Based on these findings, it is recommended
Back, Lindsey T.; Polk, Elizabeth; Keys, Christopher B.; McMahon, Susan D.
Urban learning environments pose distinct instructional challenges for teachers and administrators, and can lead to lower achievement compared to suburban or rural schools. Today's educational climate increasingly emphasises a need for positive academic outcomes, often measured by standardised tests, on which student educational opportunities,…
Hardinger, Regina Gail
Many educational administrators in Georgia continue to struggle with low student academic achievement and low high school graduation rates. DuFour's professional learning community (PLC) theory suggests a positive relationship between levels of PLC implementation and academic achievement and between levels of PLC implementation and graduation…
Perry, Laura B.; Southwell, Leonie
This study examines how access to academic curriculum differs between secondary schools in Australia, a country whose education system is marked by high levels of choice, privatisation and competition. Equitable access to academic curriculum is important for both individual students and their families as well as the larger society. Previous…
Niaz, Mansoor; De Nunez, Grecia Saud; De Pineda, Isangela Ruiz
Students at a Venezuela high school were tested to determine creativity, cognitive variables, and academic performance. Multiple regression analyses showed that the mobility-fixity dimension was the most consistent predictor of academic performance with creativity scores also explaining variance between subject areas. Results suggest the…
Smagorinsky, Peter; Daigle, Elizabeth Anne; O'Donnell-Allen, Cindy; Bynum, Susan
This article reports a study of one high school senior's process of academic bullshitting as she wrote an analytic essay interpreting Shakespeare's "Much Ado about Nothing." The construct of bullshit has received little scholarly attention; although it is known as a common phenomenon in academic speech and writing, it has rarely been the subject…
Neilson, Gavin R; McNally, James G
Work experience has been a feature of the secondary school curriculum in the United Kingdom for a number of years. Usually requested by the pupil, it aims to provide opportunities for school pupils to enhance their knowledge and understanding of an occupation. The main benefits are claimed to be that it can help pupils develop an insight into the skills and attitudes required for an occupation and an awareness of career opportunities. However the quality and choice of placements are considered to be of great importance in this process and in influencing career choice [Department for Education and Skills (DfES), 2002a. Work Experience: A Guide for Employers. Department for Education and Skills, London]. As university departments of nursing experience a decline in the number of school pupils entering student nurse education programmes, and with the competition for school leavers becoming even greater, it is important to consider whether school pupils have access to appropriate work placements in nursing and what influence their experience has on pursuing nursing as a career choice. This paper is based on interview data from 20 high academic achieving fifth and sixth year school pupils in Scotland, paradigmatic cases from a larger survey sample (n=1062), who had considered nursing as a possible career choice within their career preference cluster, but then later disregarded nursing and decided to pursue medicine or another health care profession. This was partly reported by Neilson and Lauder [Neilson, G.R., Lauder, W., 2008. What do high academic achieving school pupils really think about a career in nursing: analysis of the narrative from paradigmatic case interviews. Nurse Education Today 28(6), 680-690] which examined what high academic achieving school pupils really thought about a career in nursing. However, the data was particularly striking in revealing the poor quality of nursing work experience for the pupils, and also their proposal that there was a need
This study examined the relationship between 2011 freshman college mathematics and science grades and freshman students' high school academics and demographic data, exploring the factors that contribute to the success of first-year STEM majoring freshman students at State University of New York at Oswego. The variables were Gender, Race, SES, School Size, Parent with College Education, High School Grade Point Average (HSGPA), Transfer Credit, SAT Composite Score, and New York State Regents Exam results, based on data from 237 freshman students entering college immediately following high school. The findings show HSGPA as a significant predictor of success in freshman College Mathematics and Sciences, Transfer Credit as a significant predictor in College Mathematics and College Chemistry, SES as a significant predictor in College Biology and College Chemistry, Parent with College Education as a significant predictor in College Biology and New York State Chemistry Regents Exam as a significant predictor in College Chemistry. Based on these findings, guidance counselors, science educators, and education institutions can develop a framework to determine which measurements are meaningful and advise students to focus on excellent performance in the Chemistry Regents Exams, take more college courses during high school, and maintain a high grade point average.
Bosworth, Tina M.
The purpose of this study is to examine how high schools with shifting demographics respond to the academic and social needs of English language learners. Increasingly schools and teachers are asked to teach students who come from homes where English is not the primary language. The implications of shifting demographics impacts high school…
The academic achievement and attrition of high school equivalency students attending Brandon University, a small undergraduate Canadian university, were studied, as were the students' reactions to college life. The students, who received a high school equivalency certificate after completing the Tests of General Educational Development (GED), were…
Lipps, Garth; Lowe, Gillian A.; Halliday, Sharon; Morris-Patterson, Amrie; Clarke, Nelson; Wilson, Rosemarie N.
There has been limited research on academic tracking and depressive symptoms among high school students in Jamaica. Students enrolled in Grade 10 of traditional and nontraditional high schools in Jamaica were surveyed (N = 278). Students completed the Beck Depression Inventory-II along with several other measures. Seven in every 10 students…
Sarouni, Ali Sedigh; Jenaabadi, Hossein; Pourghaz, Abdulwahab
The present study aimed to examine the relationship of mental pressure with optimism and academic achievement motivation among second grade second period male high school students. This study followed a descriptive-correlational method. The sample included 200 second grade second period male high school students in Sooran. Data collection tools in…
Liao, Pei-An; Chang, Hung-Hao; Wang, Jiun-Hao; Wu, Min-Chen
This study examined the relationship between the changes of physical fitness across the 3-year spectrum of senior high school study and academic performance measured by standardized tests in Taiwan. A unique dataset of 149 240 university-bound senior high school students from 2009 to 2011 was constructed by merging two nationwide administrative…
Liu, Hui-ju; Chen, Chien-wei
This study aimed to investigate EFL learner language anxiety and learning motivation of high school students. Subjects included 155 students from the same private senior high school in central Taiwan, 60 in academic track and 95 in vocational track. The majority of the participants started taking English lessons either before entering elementary…
Jou, Min; Hung, Chen-Kang; Lai, Shih-Hung
Universities in Taiwan can be divided into two major categories of comprehensive universities and technological universities. Students studying engineering majors in comprehensive universities are often recruited from academic high schools while those in technological universities tend to be recruited from vocational high schools. The purpose of…
Peters, S. Colby; Woolley, Michael E.
Data from the School Success Profile generated by 19,228 middle and high school students were organized into three broad categories of risk and protective factors--control, support, and challenge--to examine the relative and combined power of aggregate scale scores in each category so as to predict academic success. It was hypothesized that higher…
Ybarra, Michael E.
The 21st century presents many new career opportunities and choices for women today. However, over the past decade, there has been a growing concern that there will not be enough students trained in Science, Technology, Engineering, and Math (STEM) to fill jobs in the United States. Current research reveals that there will be a need for highly skilled workers in the STEM industries, along with the opportunities to earn higher wages. With these opportunities ahead, it is paramount that secondary schools prepare not only their male students, but also their female students for these lucrative STEM careers. The purpose of this study was to investigate to what degree female high school students enrolled in a STEM academy, and who may play sports, experience academic differences in college preparatory math and science courses, and in the math and science portions of the California Standards Test. Academic differences shall be defined as differences in grade point averages. A comparison will be made of female students who take similar classes and play sports, but who are not enrolled in a STEM academy program. This comparison will then incorporate a quantitative non-experimental research design, along with a chi-square test.
Green, Jasmine; Liem, Gregory Arief D; Martin, Andrew J; Colmar, Susan; Marsh, Herbert W; McInerney, Dennis
The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation and self-concept positively predicted attitudes toward school; (b) attitudes toward school positively predicted class participation and homework completion and negatively predicted absenteeism; and (c) class participation and homework completion positively predicted test performance whilst absenteeism negatively predicted test performance. Taken together, these findings provide support for the relevance of the self-system model and, particularly, the importance of examining the dynamic relationships amongst engagement factors of the model. The study highlights implications for educational and psychological theory, measurement, and intervention.
Blackwell, Evelyn J.
The Academic Internship Program (AIP), an experiential education program in the Charlotte-Mecklenburg high schools, is described in this paper. The program utilizes one-on-one and group internships to apply academic learning to real-life problem solving. Implementing a "whole brain" approach, a goal is to provide opportunities for…
Suldo, Shannon M.; Dedrick, Robert F.; Shaunessy-Dedrick, Elizabeth; Fefer, Sarah A.; Ferron, John
Successful coping with academic demands is important given the inverse relationship between stress and positive adjustment in adolescents. The Coping With Academic Demands Scale (CADS) is a new measure of coping appropriate for students pursuing advanced high school curricula, specifically Advanced Placement (AP) classes and the International…
Adaili, M A; Mohamed, A G; Alkhashan, H
The aim of this study was to evaluate the association between overweight/obesity and future academic performance among high-school students in Saudi Arabia. This was a retrospective cohort study of 257 12th grade female students in Alabna (Ministry of Defence) high schools in Riyadh during 2013/14. Overweight/obesity was based on weight and height at 10th grade. Decline in academic performance was defined as a reduction by > 1 standard deviation in marks between 10th and 12th grades. One hundred and five students were overweight/obese and 30 had declined academic performance. Self-esteem scale was similar in both groups. In a multiple logistic regression model adjusted for sociodemographic characteristics, study-related lifestyle and self-esteem, overweight/obesity was associated with declining academic performance. Other independent associates included paternal and maternal education, and living outside governmentally provided housing. We report a negative independent association between overweight/obesity and subsequent academic performance among female high-school students in Saudi Arabia. The results highlight the need for community and school programmes to target overweight/obesity among high-school students.
Children who are homeless or in foster care change schools more often than their non-mobile peers. The impact of school mobility increases their risk of academic failure (Evans, 1996; Ingersoll, Scamman, & Eckerling, 1989; Mao, 1997, Mehana & Reynolds, 2003; Reynolds & Wolf, 1999). Laws enforcing the right of students to remain in…
Haven, Elizabeth W.
This study sought to identify factors that motivate girls to complete a four-year sequence of academic mathematics. Forty variables involving community, family, school and personal factors were measured and analyzed by a MANOVA for correlations with two criterion variables. The first criterion was a classification of schools on the basis of the…
Lam, Ching Man
This paper reports the results of a qualitative study that explored the administration and implementation of the Tier 1 Program (Secondary 1 Curriculum) of the Project P.A.T.H.S. The case study method was used to explore perceptions of the teachers and the project coordinator of program effectiveness, and to identify various factors for program success. A school admitting high academic achievers was selected, and site visits, as well as individual and focus group interviews, were conducted with the program coordinator, social worker, and course teachers. The results suggested that clear vision and program goals, high quality of curriculum, helpful leadership, positive teacher attitude, and strong administrative support are factors for program success. Analyzing the data enables the researchers to understand the characteristics of a successful program as well as the interplay among factors for producing success.
Cullen, Joseph Patrick
Consolidated Regional High Schools (RHSs) have replaced traditional Community High Schools (CHSs) in many nonmetropolitan communities. Consolidation purports to offer cost savings that, in theory, enable nonmetropolitan districts to provide a wider array of instructional opportunities to their students. Nonetheless, critics argue that the benefits…
Freeman, Jennifer; Simonsen, Brandi; McCoach, D. Betsy; Sugai, George; Lombardi, Allison; Horner, Robert
Attendance, behavior, and academic outcomes are important indicators of school effectiveness and long-term student outcomes. "Multi-tiered systems of support" (MTSS), such as "School-Wide Positive Behavior Interventions and Supports" (SWPBIS), have emerged as potentially effective frameworks for addressing student needs and…
Li, Yaoran; Allen, Jeff; Casillas, Alex
We investigated the relations between middle school students' psychological factors (academic commitment and emotional control), social perceptions (family involvement and school climate), and academic performance over time. Gender differences in these relations were also examined. Based on a two-year longitudinal data set of 942 middle-school students from a high-poverty district in the United States, we found that all four factors measured in 6th grade were predictive of GPA at the end of the 7th grade above and beyond gender, race, and home intellectual materials. Among these factors, emotional control had the strongest relation with GPA, and the importance of family involvement increased over time, especially for female students. The results also revealed the indirect effects of the social factors on GPA through the psychological factors, and mostly through emotional control. These findings highlight the complex relation between the social-emotional factors and academic outcomes in early adolescence.
National Center on Scaling Up Effective Schools, 2013
The National Center On Scaling Up Effective Schools spent the 2010-2011 school year observing classrooms and interviewing students, teachers, support staff, and school leadership teams across four high schools in South Florida to study the policies, programs, practices, and processes that made these schools effective in reaching all learners. From…
The purpose of this multicase study was to discover factors that contribute to Hispanic English language learners' (ELL) high academic performance in high school science in the Rio Grande Valley of Texas. Participants were high school seniors enrolled in college-level classes who had scored commended on the science exit-level Texas Assessment of Knowledge and Skills and ranked toward the top of their class. One student from each of four different high schools in south Texas were selected to participate. Schools identified students meeting the participant criteria and provided consent documents. In this qualitative research study, students were interviewed on three different dates. Administrators and science teachers were also interviewed for triangulation. Significant findings showed that intrinsic qualities were mainly responsible for factors contributing to high academic performance. Hispanic ELL students need meaningful responsibilities to internalize self-esteem and self-efficacy to realize high academic performance. Self-motivation, a contributing factor, provides students with a positive outlook on high academic performance and the ability to defer more immediate undermining rewards. Students expect to contribute to society by helping others. This helps their self-esteem as well as their self-worth and supports high academic performance. Parental and teacher support are critical for high academic performance. Low socioeconomic status alone is not a causal factor for poor academic performance. School administrations should assign willing and enthusiastic teachers as mentors to target students and provide skills to parents that promote, inspire, and motivate students' intrinsic qualities. Future studies should examine different leadership styles that maximize teachers' ability to influence students' high academic performance. Finally, students should be given guidance in setting career goals and demonstrating that high academic achievement is attainable and
Breslau, Naomi; Breslau, Joshua; Miller, Elizabeth; Raykov, Tenko
Previous studies documented long-run effects of behavior problems at the start of school on academic achievement. However, these studies did not examine whether the observed effects of early behavior problems are explained by more proximate behavior problems, given the tendency of children's behavior problems to persist. Latent variable modeling was applied to estimate the effects of behavior problems at ages 6 and 11 on academic achievement at age 17, using data from a longitudinal study (n=823). Behavior problems at ages 6 and 11, each stage independently of the other, predicted lower math and reading test scores at age 17, controlling for intelligence quotient (IQ), birth weight, maternal characteristics, family and community environment, and taking into account behavior problems at age 17. Behavior problems at the start of school, independent of later behavior problems, exert lingering effects on achievement by impeding the acquisition of cognitive skills that are the foundation for later academic progress.
Simner, Marvin L.; Barnes, Michael J.
The major purpose of this study was to determine what relationship currently exists between grade 1 marks and later school achievement. Complete academic records were obtained on two samples of students from rural towns in Southwestern Ontario. Each sample contained all the children born between 1964 and 1971 who attended their town's major public…
Carolan, Brian V.
Building from the classic Wisconsin model of status attainment, this study examines whether a specific style of parenting, concerted cultivation, and a close friend's school-related attitudes and behaviors mediate the relationship between a family's socioeconomic status and their child's academic achievement in the United States. Using a recursive…
Collett, Gale A.
Longitudinal research has demonstrated that children's emotional and social skills are linked to their early academic achievement (Wentzel & Asher, 1995). Children who have difficulty paying attention, following directions, getting along with others, and controlling negative emotions like anger and distress do not do as well in school (Arnokl…
Arizona State Board of Directors for Community Colleges, Phoenix.
This publication presents the Report on Academic Performance of High School Graduates in Arizona for the fiscal year 1998-1999. This report contains an Arizona Statewide Summary and District Summaries for: (1) Cochise County Community College District; (2) Coconino County Community College District; (3) Graham County Community College District,…
Lewis, Traschell S.
The purpose of this study was to examine the effectiveness of selected Advanced Placement (AP) programs on the academic performance and college readiness of high school students. Specifically, the researcher was concerned with ascertaining the effectiveness of social science, math, science, English, music/art and language AP programs on the…
Apthorp, Helen; Barley, Zoe; Englert, Kerry; Gamache, LeAnn; Lauer, Patricia; Van Buhler, Becky; Martin-Glenn, Mya
This report provides a summary of progress to date on the study of academic success in high-needs schools and is intended for use by the research team and IES staff. The report begins with a history of the project?s origins and a brief review of pilot study findings. The Introduction concludes with an overview of the conceptual framework and the…
Francois, Lucas D.
The purpose of this study was to determine whether or not a significant difference existed in the overall academic performance of athletes when compared to non-athletes at one rural high school in Wisconsin. The study was important to the field of educational leadership because in the current environment of accountability, educational leaders need…
Li, Xin; Yan, Wenfan
This study followed the comparative research mode of description, interpretation, juxtaposition and comparison. Based on the literatures and data collected on the topic, the paper compared and analyzed the past, present and future of APTHS (academic proficiency test for high schools) in the two countries. Some contemplations on the common issues…
Zhang, Xiaozhou; Tze, Virginia M. C.; Buhr, Erin; Klassen, Robert M.; Daniels, Lia M.
The current study provided evidence for the factor structure of the Academic Expectation Stress Inventory (AESI) in a sample of 213 Mainland Chinese and 184 South Korean high school students. We examined cross-national invariance of the AESI using multiple-group confirmatory factor analysis across two Asian cultural samples. Results suggested a…
Yousef, Wael Shaher Mohammed; Bellamy, Al
Introduction: Cyberbullying has received a considerable amount of attention within the academic and public literature. However, very little if any cyberbullying research has been conducted among Arab American students. This current study explored the impact of cyberbullying among middle and high school Arab American students on their self-esteem…
Although the concept of universal design for learning (UDL) is well understood in the world of architecture and in the area of special education, its use to increase the academic performance of high school English learners (ELs) is not widely explored. To reduce this void, this article presents an overview of the UDL concept and its principles,…
Scott, Timothy P.; Tolson, Homer; Lee, Yi-Hsuan
The College Board Advanced Placement Program allows high school students to take college-level courses and if an appropriate score on an exam is received, college credit is earned. While the program has had its detractors (access in rural and inner-city schools, lack of diversity, pre-selection of talented students, poor articulation with actual…
Jaakkola, Timo; Hillman, Charles; Kalaja, Sami; Liukkonen, Jarmo
The purpose of this study was to analyse the longitudinal associations between (1) fundamental movement skills (FMSs) and academic performance, and (2) self-reported physical activity and academic performance through junior high school in Finland. The participants of the study were 325 Finnish students (162 girls and 163 boys), who were 13 years old at the beginning of the study at Grade 7. Students performed three FMS tests and responded to a self-reported physical activity questionnaire at Grades 7 and 8. Marks in Finnish language, mathematics and history from Grades 7, 8 and 9 were collected. Structural equation modelling with multigroup method demonstrated that in the boys' group, a correlation (0.17) appeared between FMS and academic performance measured at Grade 7. The results also indicated that FMS collected at Grade 8 were significantly but weakly (path coefficient 0.14) associated with academic performance at Grade 9 for both gender groups. Finally, the results of this study demonstrated that self-reported physical activity was not significantly related to academic performance during junior high school. The findings of this study suggest that mastery of FMS may contribute to better student achievement during junior high school.
Antrop-Gonzalez, Rene; Velez, William; Garrett, Tomas
This article describes the 4 success factors that 10 working class Puerto Rican urban high school students attributed to their high academic achievement. These success factors were (a) the acquisition of social capital through religiosity and participation in school and community-based extracurricular activities, (b) having a strong Puerto Rican…
Marsh, Herbert W.; Richards, Garry
The Outward Bound Bridging Course is a 6-week residential program designed to improve academic achievement and self-concepts in low-achieving high school males. During 1980-1984, five courses were conducted for 66 Australian high school males. Most of them were ninth grade students, chosen on the basis of poor academic performance, an apparent…
Neilson, Gavin R; McNally, Jim
The International Council of Nurses proposes that the shortage of nurses is global in scale and is expected to become much worse in the years ahead. A major factor impacting on the worldwide nursing shortage is the diminishing number of young people choosing nursing as a career (International Council of Nurses, 2008). One important dimension of the school pupils' career choice process is their interactions with significant others and the influence of these significant others (Hodkinson and Sparkes, 1997). As Schools/Departments of Nursing endeavour to attract more intellectual school leavers it is important to examine what advice and opinions are significant others giving regarding nursing as a career choice and how influential is this advice. This paper is based on interview data from 20 high academic achieving 5th and 6th year school pupils in Scotland, paradigmatic cases from a larger sample, who had considered nursing as a possible career choice within their career preference cluster, but then later disregarded nursing and decided to pursue medicine or another health care profession. The data was particularly striking in revealing the negative influence of significant others on high academic achieving school pupils' choice of nursing as a career. The influence of significant others, these being specifically parents, guardians, guidance teachers and career advisors was very apparent in the data in that they had a very negative view regarding nursing as a career choice for high academic achieving school pupils.
Wangerin, Paul T.
This article attempts to bridge a perceived gap between legal education and education theory as well as the gap between academic counseling and independent learning by examining law school academic support programs. The article argues that a multidisciplinary analysis provides a helpful basis for evaluating academic support programs that address…
Bishop, Kristina; Walters, Howard
Researchers have begun tracking a group of high ability high school students from high school into college study. These students indicated an interest in Science, Technology, Engineering, and Mathematics (STEM) content areas, and specifically ocean sciences, through participation in a regional or national academic competition in high school--The…
School administrators can do much to create social conditions and climates that support talent development. Students will remain interested and motivated in their talent field, if they are challenged by class work and teachers. Administrators should use summer and outside programs to supplement, individualize, and provide a more appropriate…
Owens, Carol L.
In 1999, the United States Department of Education began its Small Learning Community Program in an effort to support the breakup of large schools into smaller learning communities. In an effort to improve the academic success rate of students, President George W. Bush signed into law the "No Child Left Behind Act of 2001" (NCLB). NCLB…
Day, Sandra K.
This study compared selected college/career readiness outcomes for students attending an urban high school who voluntarily participated in an academic support program, Advancement Via Individual Determination (AVID), to demographically similar/same school peers who completed the traditional academic program (TAP) of study. Grade point average,…
Mandell, Dorothy J.; Hill, Sheri L.; Carter, Louise; Brandon, Richard N.
Noting that little is known about how the social environment affects academic achievement among groups of students, this study examined the associations among substance use, violent/delinquent behavior, and academic achievement in groups of middle and high school students. Data sources for middle school students were the 1998 Washington State…
White, Gwyne W; Stepney, Cesalie T; Hatchimonji, Danielle Ryan; Moceri, Dominic C; Linsky, Arielle V; Reyes-Portillo, Jazmin A; Elias, Maurice J
For students and schools, the current policy is to measure success via standardized testing. Yet the immutable factors of socioeconomic status (SES) and race have, consistently, been implicated in fostering an achievement gap. The current study explores, at the school-level, the impact of these factors on test scores. Percentage of students proficient for Language and Math was analyzed from 452 schools across the state of New Jersey. By high school, 52% of the variance in Language and 59% in Math test scores can be accounted for by SES and racial factors. At this level, a 1% increase in school minority population corresponds to a 0.19 decrease in percent Language proficient and 0.33 decrease for Math. These results have significant implications as they suggest that school-level interventions to improve academic achievement scores will be stymied by socioeconomic and racial factors and efforts to improve the achievement gap via testing have largely measured it.
Whipps-Johnson, Jamellah Renee
High school graduation rates are higher than they have ever been in 40 years, but disparities continue to exist for students of color and students from poverty when compared to their counterparts. High school reform efforts like creating small learning communities are promising, but small schools alone do not improve student outcomes.…
Rutledge, Stacey A.; Cohen-Vogel, Lora; Osborne-Lampkin, La'Tara; Roberts, Ronnie L.
This article presents findings from a year-long multilevel comparative case study exploring the characteristics of effective urban high schools. We developed a comprehensive framework from the school effectiveness research that guided our data collection and analysis at the four high schools. Using value-added methodology, we identified two higher…
Heidemann, Virginia Margaret
Transmountain Early College High School (TMECHS) opened in August 2008, created by a partnership between the El Paso Community College (EPCC) and the El Paso Independent School District (EPISD), and supported in its conceptualization, start-up, and first few years operation by grant funding and guidance from the Texas High School Project (THSP)…
Hammig, Bart; Jozkowski, Kristen
The authors examined the relationship between adolescents' experiences with violent victimization and academic achievement. Data from the 2009 Youth Risk Behavior Survey were analyzed for males (N = 8,537) and females (N = 7,816). Multinomial logistic regression analyses were employed to estimate the relationship between academic achievement and violent victimization. Among males and females, 6.6% and 4.4%, respectively, earned grades of mostly Ds or Fs during the past year. Among males, those earning mostly Ds or Fs had an increased odds of having been injured in a fight (adjusted odds ratio [OR] = 2.2, 95% confidence interval [95% CI]: 1.5-3.3) or threatened at school (OR = 2.0, 95% CI: 1.3-2.9) when compared to males who earned mostly As or Bs. Moreover, those who earned mostly Cs were at increased odds of having been threatened at school when compared to males who earned mostly As or Bs (OR = 1.4, 95% CI: 1.1-1.9). Among females, those earning mostly Ds or Fs had a higher odds of having been bullied at school (OR = 1.6, 95% CI: 1.1-2.3 ), threatened at school (OR = 1.5, 95% CI: 1.1-2.3), or violently victimized by an intimate partner (OR = 2.0, 95% CI: 1.4-3.0) when compared to females who earned mostly As or Bs. Similar findings were observed when examining females earning mostly C grades. Academic achievement is linked to victimization patterns among male and female adolescents. Although the temporality of the relationship is unclear, the strength of the associations increase as academic achievement decreases.
This report presents an evaluation of the Bilingual Academic and Career Education Services for Hispanic High School Students (Project BACES), an Elementary and Secondary Education Act Title VII-funded project in its third year of operation at DeWitt Clinton High School in the Bronx and George Washington High School in Manhattan. The project served…
This study aimed to analyze the relationship between high school students' self-efficacy perceptions regarding biology, the metacognitive strategies they use in this course and their academic motivation for learn biology. The sample of the study included 286 high school students enrolled in three high schools who attended a biology course in Kars,…
Perrone, Kristin M.; Tschopp, Molly K.; Snyder, Erin R.; Boo, Jenelle N.; Hyatt, Claudine
The purpose of this study was to examine career expectations and outcomes for individuals who were identified as academically talented high school students. Data for this study were collected at two different time periods: 10 years and 20 years after participants' high school graduation. A decade after graduation from high school, participants…
García, Ofelia; Woodley, Heather Homonoff; Flores, Nelson; Chu, Haiwen
This article explores the results of a study of Latino youth in New York City public high schools. We propose that the common element among the schools is what we call here "transcaring," an overarching culture of care that allows for the creation of third spaces within school, transcending traditional dichotomies around language,…
Gigliette, Linda Marie
The purpose of this research was to investigate the effect of a trust-building technique called "positive-framing" (Lemov, 2010, p. 204) on the level of student-teacher trust and students' science academic achievement. The existing literature was reviewed under the constructs of trust, types of trust, trust-building strategies, and student academic achievement. The identified problem is a lack of research into the effect of trust from the high school student perspective and the effect of trust on student academic achievement in science. In addition, there is no empirical evidence to support the effectiveness of the "positive-framing" (Lemov, 2010, p. 204) trust-building intervention. The study involved a volunteer, convenience sample of 9th-grade science students at one high school in Northern California (N=240). The study employed a quasi-experimental, pretest, posttest non-equivalent control group design to examine the level of student trust in the teacher, using the "Student trust in faculty scale" (Forsyth, Adams, & Hoy, 2011, p. 180), and the students' academic achievement, according to the Integrated Process Skills Test II (Okey, Wise, & Burns, 1982). The independent variable was the "positive-framing" (Lemov, 2010, p. 204) trust-building intervention; the two dependent variables were the level of student-teacher trust and student academic achievement. The composite data from the "Student trust in faculty scale" and the academic achievement test were evaluated by a multivariate analysis of covariance (MANCOVA). Results of this study indicated that the null hypothesis was accepted. The "positive-framing" (Lemov, 2010, p. 204) trust-building intervention did not have a significant effect on either the student-teacher trust level or academic achievement in science.
Carter, Erik W; Sisco, Lynn G; Brown, Lissa; Brickham, Dana; Al-Khabbaz, Zainab A
We examined the peer interactions and academic engagement of 23 middle and high school students with developmental disabilities within inclusive academic and elective classrooms. The extent to which students with and without disabilities interacted socially was highly variable and influenced by instructional format, the proximity of general and special educators, and curricular area. Peer interactions occurred more often within small group instructional formats, when students were not receiving direct support from a paraprofessional or special educator, and in elective courses. Academic engagement also varied, with higher levels evidenced during one-to-one or small group instruction and when in proximity of general or special educators. Implications for designing effective support strategies for students with autism and/or intellectual disability within general education classrooms are discussed.
Barratt, Ernest S.
The author attempts to determine the value of psychometric measures of impulsiveness and anxiety for predicting potential disciplinary problems among high school males. A secondary purpose is to relate these personality factors to academic achievement. Approximately 320 sophomores were administered a psychometric battery which included: (1) an…
Idowu, Olumuyiwa Ayodeji
Over the past 2 years, almost 45% of the students attending a local suburban high school failed Algebra 2. The purpose of this study was to compare the impact of a cooperative instructional technique (student teams-achievement divisions [STAD]) to traditional instructional methods on performance in high school algebra. Motivational and cognitive…
Raye, Christopher M.
The end of high school marks the time when the most number of individuals will end their participation playing sports at a competitive level. For those pursuing higher education, it has been viewed as a stressful experience for many freshmen. Former high school athletes that enter college as "students" and not…
One in four American students does not graduate from high school on time, if at all. Many of these young people blame schoolwork that failed to challenge them and assignments that meant nothing in their lives. More surprising are the large numbers of students who graduate from high school and enter college but do not receive a degree. They drop…
Baumann, Chris; Krskova, Hana
Purpose: The purpose of this paper is to examine the role of school discipline in achieving academic performance. The study aims to clarify the role of permissive "vis-à-vis" authoritative teaching styles with an overarching hypothesis that better discipline leads to better academic performance. The authors also probe whether uniformed…
Thomas-Brantley, Betty J.
This study investigated the relationship between self-esteem and academic achievement in a group of 150 high, medium, and low achievers at a large midwestern public high school. Correlating data from the Coopersmith Inventory of self-esteem with grades, cumulative grade point averages, and class rank, the study disclosed a positive correlation…
Educators and policymakers increasingly recognize that in middle school, a combination of strong academic preparation, close monitoring, and good support is pivotal to success in high school. But few middle schools have structured themselves so explicitly to deliver the double wallop of academic and counseling attention needed to get their…
Dubé, France; Bélanger, Jean; Fontan, Jean-Marc; Beaulieu, Geneviève; Lévesque, Mathieu
The purpose of this research was to mobilize the educational community of a disadvantaged Montreal high school so as to implement practices more adapted to its environmental reality by developing an approach to support the building of collaborative bridges connecting school, family, and community. During the discussion, the perceptions of high…
This paper, a follow-up to a previous review of literature on academic excellence that synthesized information from the United States and Mexico, describes an ethnographic study of high-achieving and low-achieving Hispanic secondary school students from Calexico, California and Mexicali, Baja California Mexico. Five students for each group were…
Cheng, Kun-Hung; Liang, Jyh-Chong; Tsai, Chin-Chung
Three instruments (i.e., Internet-specific epistemic beliefs, self-regulation, and online academic help seeking questionnaires) were administered to 319 high school students with the aim of understanding the role of Internet specific epistemic beliefs and self-regulation in their online academic help seeking. Through a structure equation modeling…
Neilson, Gavin R; Lauder, William
As many Departments of Nursing within universities consider raising their academic entry requirements in an attempt to attract a more high academic achieving entrant and also endeavour to attract more school leavers one of the fundamental questions that needs to be answered is--are high academic achieving school pupils really interested in pursuing a career in nursing? The aim of this paper is to report on the findings from paradigmatic case interviews of high academic achieving school pupils who at one stage in their career choice process had considered nursing as a possible career choice but had ultimately disregarded nursing and had decided to pursue medicine or another health care profession. The study reports interview data from a sub-sample of (n=20) high academic achieving 5th and 6th year school pupils who participated in a larger survey of 5th and 6th year school pupils (n=1062). These were paradigmatic cases--high academic achieving school pupils who had considered nursing as a possible career choice within their career preference cluster but had ultimately disregarded nursing and decided to pursue medicine or another health care profession as a career choice. Participants reported that nursing was eventually not viewed as using their examination grades to the maximum benefit. Also the participants reported a belief that the work of the doctor is more important and academic as they cure patients whereas the work of the nurse is practical and routine as they only care for patients. The pupils in addition asserted a negative image of nursing and a low status level of nursing as a career. They also articulated the unremarkable typical school pupils they perceived would pursue nursing as a career choice and the type of school pupil that they had witnessed being encouraged toward nursing within their schools, both of which conflicted with their own typology. Ultimately the high academic achieving school pupils were doubtful and suspicious as to the credibility
The purpose of this study was to examine the constructivist-based " case study teaching methodology" in High School Biology classes, specifically investigating the effect this methodology had on Academic Achievement, Science Attitudes, Problem Solving Skills, and Teamwork Skills. The effect of Teacher Beliefs toward constructivist learning environments was also explored and investigated, using a quantitative measure (the Constructivist Learning Environment Survey, or CLES). A quasi-experimental design used eleven classes, five teachers, and two hundred fifty two high school biology students over two separate, consecutive quarters of a school year. Two researcher-made instruments measured Academic Achievement after each study quarter. T-Tests were used to compare the Experimental Group (Case Study Teaching Methodology) to the Control Group (Traditional Teaching) during each study quarter. Otis-Lennon School Ability Test (OLSAT) scores were used as a covariate for ANCOVA tests. Case Study Teaching Methodology had a statistically significant improvement on Academic Achievement during the first study quarter, but not the second quarter. Case Study Teaching Methodology had a statistically significant improvement on four of seven Science Attitudes, Problem Solving Skills, and Teamwork Skills during the second quarter of the study. This study is significant in that it addresses a knowledge gap regarding the effects of the constructivist-based case study teaching methodology on secondary science education. The theoretical implications of this study are meaningful: empirical evidence is added to the growing knowledge base regarding the benefits of constructivist theory. The practical implications are equally meaningful: case study teaching methodology is supported as an effective application of constructivist theory in the secondary science classroom.
Kuperminc, Gabriel P.; Darnell, Adam J.; Alvarez-Jimenez, Anabel
A path model based in a theory of social capital was tested with Latino middle school (n = 195, 58% female, average 13.8 years of age) and high school students (n = 129, 64% female, average 16.8 years of age). Most participants (77%) were immigrants (predominantly from Mexico). Questionnaires assessed student perceptions of parent involvement,…
Giuliano, Barbara A.; Sullivan, Judith L.
We conducted a research case study to ascertain the effect of a bridge program on fostering self-growth and academic readiness for college. Academic wholism provided the vehicle to promote self-awareness, self-motivation, and academic maturity. The rippling effect of this program extended beyond academics to the personal level. (Contains 2…
Wachelka, D; Katz, R C
Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure in otherwise capable students. Because test anxiety is common in older students with learning disabilities (LD), it is surprising that little research has been done on ways to reduce the distress these students experience in test situations. In this study, we used a randomized pretest-posttest control group design to examine the effectiveness of a cognitive-behavioral treatment for reducing test anxiety and improving academic self-esteem in a cohort (N = 27) of high school and college students with learning disabilities (LD). All of the students participated voluntarily. They were enrolled in classes for students with learning problems. Before the study began, they complained of test anxiety and showed an elevated score on the Test Anxiety Inventory (TAI). Eleven students (85%) completed the 8-week long treatment, which consisted of progressive muscle relaxation, guided imagery, self-instruction training, as well as training in study and test-taking skills. Results showed significant improvement in the treated group which was not evident in an untreated control group (N = 16). Compared to the control group, the treated group showed significant reductions in test anxiety on the TAI, as well as improvement in study skills and academic self-esteem as measured by the Survey of Study Habits and Attitudes, and the school scale of the Coopersmith Self-Esteem Inventory. These results extend the generality of similar studies on reducing test anxiety and improving academic self-esteem in younger students. They also suggest that relief from test anxiety can be expected fairly quickly when cognitive-behavioral methods are used. Additional implications and methodological limitations of the study are discussed.
Lincoln High School, St. Louis, MO.
THREE SEPARATE DOCUMENTS DESCRIBE A SPECIAL HIGH SCHOOL WHICH OFFERS MOTIVATION AND ACADEMIC OR VOCATIONAL PREPARATION TO STUDENTS WHO ARE UNABLE TO FUNCTION WITHIN A REGULAR HIGH SCHOOL PROGRAM. ACADEMIC FAILURE, ABSENTEEISM, OR BEHAVIOR PROBLEMS WERE THE USUAL REASONS FOR A STUDENT'S DISMISSAL FROM HIS REGULAR SCHOOL. IT IS ANTICIPATED THAT AS A…
Shipman, Larry Douglas, Sr.
Middle and high schools across America are striving to equip their students with the tools necessary for achieving their highest academic potential to become model citizens. The purpose of this qualitative case study was to examine the strategies and interventions available for middle and high school students referred to In-school suspension (ISS)…
Cox, H. A.; Stephens, L. J.
A study was conducted on high school students, comparing those with some music credits to those with none. No statistically significant difference was found in their mean math grade point averages (GPA) or their mean cumulative GPAs. Students were then separated into two groups based on the number of music credits. Students who had earned at least…
Wintre, Maxine Gallander; Dilouya, Barry; Pancer, S. Mark; Pratt, Michael W.; Birnie-Lefcovitch, Shelly; Polivy, Janet; Adams, Gerald
The present study investigates the characteristics which differentiate between first-year university students who maintain their high school averages (Maintainers: n = 165) and those whose averages decrease at least one letter grade (Decliners: n = 435). The 600 students entered first year at one of six Canadian Universities, which varied in size…
Data on tenth graders indicated that delinquency increased as grades decreased, supporting the hypothesis that failing students are under high strain. Rejection of school educational goals reinforced the inverse association between grades and delinquency. Extent of delinquency among students considered rebellious, ritualist, retreatist, or…
Rhoades, Brittany L.; Maggs, Jennifer L.
Actively pursuing important goals predicts positive affect and well-being (Emmons, 1986, "J. Pers. Soc. Psychol." 51: 1058-1068; Emmons and King, 1988, "J. Pers. Soc. Psychol." 54: 1040-1048; Salmela-Aro and Nurmi, 1997, "J. Adult Dev." 4: 179-188). College-bound high school graduates (n=943) completed the ULTRA Orientation Survey prior to…
Elemen, Jennifer E.
The purpose of this quantitative study was to analyze high school leadership praxis for its inclusion of students in organizational leadership dialogue and decision-making and the influences of these factors on student achievement and civic participation. Survey questionnaire data were provided by 215 full-time enrolled undergraduate students from…
Reed, Deborah K.; Medina, Luis A.; Martinez, Norma A.; Veleta, Lorena G.
One recommendation for better preparing English language learners (ELLs) for scientific fields is to capitalize on Spanish speakers' knowledge of cognates. However, little is known about the presence of cognates in high school biology content. This study examined the linguistic basis of 968 terms co-occurring in at least one of four textbooks…
Yumusak, Necmettin; Sungur, Semra; Cakiroglu, Jale
This study aimed at investigating the contribution of motivational beliefs, cognitive, and metacognitive strategy use to Turkish high school students' achievement in biology. In order to investigate the specified purpose of the study, 519 tenth-grade students were administered the Motivated Strategies for Learning Questionnaire (Pintrich, Smith,…
Liu, Feng; Cavanaugh, Cathy
This paper describes a study of success factors in high enrollment courses in a K-12 virtual school learning environment. The influence of variables: time student spent in the learning management system (LMS), number of times logged into the LMS, teacher comment, participation in free or reduced lunch programs, student status in the virtual school…
Smagorinsky, Peter; Pettis, Victoria; Reed, Patty
This research analyzed the composing processes of two high school students designing horse ranch plans for a course in equine management and production. The investigation focused on understanding the problems driving the design process, the tools through which the students inscribed and encoded meaning in their compositions, and the integration,…
James, Carmela N.
The purpose of this study was to examine the attrition rate of the African American high school student enrolled in advanced academics by looking at the effects of specific quantifiable variables on state-trait anxiety scores. More specifically, this study was concerned with the influence of demographic and school related factors on the…
Curtin, Constance; Shinall, Stanley
Results of two studies of microcomputer use for second language instruction at the secondary level are reported. The investigation is based on observations made at the University of Illinois' University High School, which serves academically talented students from the surrounding area. The school's computer laboratory uses software packages for…
The purpose of this study was to examine the relationships among New York State school board member attitudes toward components of school board governance and their sense of effectiveness in high and low math academic achievement districts in New York State. The study examined board members' perceptions of their actual practices in policy…
Cromartie, Michael Tyrone
The aim of this study was to determine the organizational characteristics and behaviors that contribute to sustaining a culture of academic optimism as a mechanism of student achievement. While there is a developing research base identifying both the individual elements of academic optimism as well as the academic optimism construct itself as…
Anaam, Mahyoub Ali
The purposes of this study were: (a) to identify the variables associated with selection of majors; (b) to determine the differences between science and nonscience majors in general, and high and low achievers in particular, with respect to attitudes toward science, integrated science process skills, and logical thinking abilities; and (c) to determine if a significant relationship exists between students' majors and their personality types and learning styles. Data were gathered from 188 twelfth grade male and female high school students in Yemen, who enrolled in science (45 males and 47 females) and art and literature (47 males and 49 females) tracks. Data were collected by the following instruments: Past math and science achievement (data source taken from school records), Kolb's Learning Styles Inventory (1985), Integrated Science Process Skills Test, Myers-Briggs Type Indicator, Attitude Toward Science in School Assessment, Group Assessment of Logical Thinking, Yemeni High School Students Questionnaire. The Logistic Regression Model and the Linear Discriminant Analysis identified several variables that are associated with selection of majors. Moreover, some of the characteristics of science and nonscience majors that were revealed by these models include the following: Science majors seem to have higher degrees of curiosity in science, high interest in science at high school level, high tendency to believe that their majors will help them to find a potential job in the future, and have had higher achievement in science subjects, and have rated their math teachers higher than did nonscience majors. In contrast, nonscience majors seem to have higher degrees of curiosity in nonscience subjects, higher interest in science at elementary school, higher anxiety during science lessons than did science majors. In addition, General Linear Models allow that science majors generally demonstrate more positive attitudes towards science than do nonscience majors and they
Akomolafe, Comfort O.; Adesua, Veronica O.
The paper discusses the impact of the classroom environment as a motivating factor in enhancing the academic performance of secondary school students in South West Nigeria. The study adopted descriptive survey type. The population of this study comprises all students of senior secondary schools in South West Nigeria which consist of Lagos, Ogun,…
A Summative Evaluation of the Effectiveness of Classroom-Embedded, Individualistic, Computer-Based Learning for Middle School Students Placed at Academic Risk in Schools with a High Proportion of Title I Eligible Students
DeLoach, Regina M.
The purpose of this "post hoc," summative evaluation was to evaluate the effectiveness of classroom-embedded, individualistic, computer-based learning for middle school students placed at academic risk in schools with a high proportion of Title I eligible students. Data were mined from existing school district databases. For data (n = 393)…
Walloff, Alyssa M.
The purpose of this study was to research teacher and student perceptions of the impact of an advisory program at a large, suburban high school. The advisory program on which this study focused was created in August 2004. Kottler and Kottler (1998) note "it is through your relationships with students that you affect and influence them most…
Calero, Flor R.; Dalley, Christopher; Fernandez, Nicole; Davenport-Dalley, Tania Marie; Morote, Elsa-Sofia; Tatum, Stephanie L.
This study examined how Hispanic students' academic self-concept influences the independent variables of family academic expectations, peer relationships, schoolwork, and student-teacher relationships. A survey was administered to 222 ninth-grade students in Long Island, New York, 99 of whom self-identified as Hispanic. A structural equation model…
Kazu, Ibrahim Yasar; Demirkol, Mehmet
This study analyzes the students' academic performance by comparing the blended learning environment and traditional learning environment. It has been observed whether there is a significant difference between the academic achievement grade dispersions and the male-female students' grades. The study has been carried out in Diyarbakir Anatolian…
FARQUHAR, WILLIAM M.; CHRISTENSEN, EDWARD W.
THIS STUDY INVOLVED--(1) EXPLORING ACADEMIC MOTIVATIONAL FACTORS IN PUERTO RICAN 11TH-GRADE STUDENTS, (2) CREATING A MEASURE FOR THESE FACTORS WHICH MIGHT BE USABLE IN OTHER LATIN AMERICAN AREAS, AND (3) INVESTIGATING THE CHILD-REARING AND OTHER PSYCHO-SOCIAL FACTORS RELATED TO ACADEMIC ACHIEVEMENT. THE METHOD INVOLVED THREE STAGES--(1)…
Helgeson, John L., Jr.
The pressure educators, schools, and school districts face with meeting Adequate Yearly Progress on state assessments as a result of the No Child Left Behind Act has made some schools and school district reduce class offerings and time for subjects not considered core subjects. In addition, the rising obesity rates in students have prompted…
Ramsdal, Gro; Bergvik, Svein; Wynn, Rolf
Poor academic performance is a strong predictor of school dropout. Researchers have tried to disentangle variables influencing academic performance. However, studies on preschool and early care variables are seldom examined when explaining the school dropout process. We reviewed the literature on the relationship between caregiver-child attachment and academic performance, including attachment studies from preschool years, seeking out potential contributions to academic performance and the dropout process. The review was organized according to a model of four main mediating hypotheses: the attachment-teaching hypothesis, the social network hypothesis, the attachment-cooperation hypothesis, and the attachment self-regulation hypothesis. The results of the review are summed up in a model. There is some support for all four hypotheses. The review indicates that attachment and early care contribute substantially to dropout and graduation processes. Mediation effects should be given far more attention in future research.
Savasci, Havva Sebile; Tomul, Ekber
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…
Robert Wood Johnson Foundation, 2012
In a political climate where most public schools have reduced or eliminated P.E. entirely in response to budget cuts and increased pressure to improve academic test scores, Naperville High School in Illinois stands out as an anomaly. The school's already robust daily P.E. program is specifically designed around the notion that physical activity…
Hancock, Tira K.
A qualitative descriptive case study explored courses of action for educators and leaders of math and science educators to implement to help students achieve state assessment standard and postsecondary success. The problem focused on two demographically similar rural high schools in Southwest Washington that demonstrated inadequate rates of student achievement in mathematics and science. The research question investigated courses of action that may assist educators and leaders of secondary math and science educators to help students achieve WASL standards and postsecondary success in compliance with the No Child Left Behind (NCLB) Act of 2001. Senge's learning organization theory (1990, 2006) and Fullan's (2001) contributions to leading and learning in times of change provided the theoretical framework for the study. Twenty study participant responses analyzed with qualitative analysis software QSR NVivo 7 revealed six themes. Triangulation of responses with secondary data from WASL assessment scores and case study school assessment data identified 14 courses of action and three recommendations for educators and leaders of math and science educators to help students meet state standards and postsecondary success. Critical factors identified in the study as needed to assist educators to help students succeed included professional development, collaboration, teaching practices, funding, student accountability, and parental involvement.
Kiany, Gholam Reza; Shayestefar, Parvaneh
BACKGROUND. Theories distinguish between student-initiated and teacher-initiated regulation of students' learning activities, or between strong, shared, or loose teacher control during the completion of learning tasks. Empirical validations for such distinctions are scarce, however. AIM. The present study aimed at (a) investigating students' perceptions of control behaviours exhibited by their English teachers; and (b) exploring the contribution of different types of teacher control behaviours to students' cognitive outcomes (English Achievement). SAMPLE. The sample comprised 732 English as a Foreign Language (EFL) students studying in three major fields of high school (Mathematics, Natural Science, and Humanities). The participants (16-17 years of age) were selected from third-grade classes of 27 EFL teachers working in 25 high schools of 6 main different geographical regions in the Isfahan province, Iran. METHOD. To obtain a comprehensive picture of different control types exhibited by Iranian EFL teachers, the control subscales of the two existing questionnaires, i.e., the Questionnaire on Instructional Behaviours (QIB), adapted by Den Brok et al. (2004) and the Questionnaire on Lesson Activities (QLA) used by Den Brok (2001) were merged to form the Questionnaire of Teacher Control (QTC). The development of this Persian instrument involved several steps: translation and back translation by the researchers, one expert translator, and two EFL teachers; piloting; and a final administration of the questionnaire to the student sample. With respect to the second aim of the study, data regarding students' performances on the Standardized National English Achievement Tests were gathered from local educational offices and schools. RESULTS AND CONCLUSION. Statistical analyses supported acceptable reliability and validity of the instrument. A main factor structure with three types of teacher control (strong/high, shared/mid, and loose/low) was found to underlie students
Filsinger, Lora C.
As schools and school districts continue to face budget reductions, school officials must thoroughly evaluate and determine from which programs to decrease funding. Athletic programs are one area that has received much scrutiny for receiving these cuts. If research reveals a significant relationship between athletic involvement and academic…
Crystal, D S; Chen, C; Fuligni, A J; Stevenson, H W; Hsu, C C; Ko, H J; Kitamura, S; Kimura, S
Psychological maladjustment and its relation to academic achievement, parental expectations, and parental satisfaction were studied in a cross-national sample of 1,386 American, 1,633 Chinese, and 1,247 Japanese eleventh-grade students. 5 indices of maladjustment included measures of stress, depressed mood, academic anxiety, aggression, and somatic complaints. Asian students reported higher levels of parental expectation and lower levels of parental satisfaction concerning academic achievement than their American peers. Nevertheless, Japanese students reported less stress, depressed mood, aggression, academic anxiety, and fewer somatic complaints than did American students. Chinese students reported less stress, academic anxiety, and aggressive feelings than their American counterparts, but did report higher frequencies of depressed mood and somatic complaints. High academic achievement as assessed by a test of mathematics was generally not associated with psychological maladjustment. The only exception was in the United States, where high achievers indicated more frequent feelings of stress than did low achievers.
Herrera, Carla; Grossman, Jean Baldwin; Linden, Leigh L.
One crucial decision that middle schoolers (and their families) make is where they will attend high school. Many districts employ school choice systems designed to allow students to pick a high school that will meet their needs and interests. Yet most students prefer high schools that are close to home, and for youth in low-income neighborhoods,…
Smalley, Kristi D.
Distance education, especially that of online coursework, is growing at a phenomenal rate. Despite its growth, there is a lack of experimental and quasi-experimental research that has been conducted to investigate what factors influence students' experiences and academic success in online learning environments. Previous research has focused on…
This dissertation examines the effects of social network sites on youth social and academic development. First, I provide a critical analysis of the extant research literature surrounding social network sites and youth. I merge scholarly thought in the areas of Internet studies, digital divides, social capital theory, psychological well-being,…
Puar, Surjit Singh
The present study has been designed to investigate the non-cognitive variables like anxiety, emotional maturity and social maturity and their relationship with academic achievement and also to see the locale-wise differences on the basis of their anxiety, emotional maturity and social maturity. The study was conducted over a sample of 400 (200…
Horton, Robert Wayne
Purpose: The purpose of this study was to examine the score differences on the Texas Academic Knowledge and Skills (TAKS) Reading and Mathematics measures among students in Grades 10 and 11 as a function of music enrollment. Specifically, gender, ethnicity, socioeconomic status, and enrollment in choir, band, or orchestra or no music enrollment…
Pai, Ping-Feng; Lyu, Yi-Jia; Wang, Yu-Min
Rough set theory (RST) is an emerging technique used to deal with problems in data mining and knowledge acquisition. However, the RST approach has not been widely explored in the field of academic achievement. This investigation developed an improved RST (IMRST) model, which employs linear discriminant analysis to determine a reduct of RST, and…
Beaver, Kevin M.; Vaughn, Michael G.; Wright, John Paul; DeLisi, Matt; Howard, Matthew O.
Although academic achievement is a heritable construct, to date research has yet to explore its molecular genetic underpinnings. Drawing on data from the National Longitudinal Study of Adolescent Health, the current longitudinal study investigated the associations between polymorphisms in three dopaminergic genes (DAT1, DRD2, and DRD4) and…
Halloran, Roberta Kathryn
Self-regulation, executive function and working memory are areas of cognitive processing that have been studied extensively. Although many studies have examined the constructs, there is limited empirical support suggesting a formal link between the three cognitive processes and their prediction of academic achievement. Thus, the present study…
Uccelli, Paola; Dobbs, Christina L.; Scott, Jessica
Beyond mechanics and spelling conventions, academic writing requires progressive mastery of advanced language forms and functions. Pedagogically useful tools to assess such language features in adolescents' writing, however, are not yet available. This study examines language predictors of writing quality in 51 persuasive essays produced by high…
Wormington, Stephanie V.; Anderson, Kristen G.; Corpus, Jennifer Henderlong
Objective: The current study investigated the relationship between different types of academic motives—specifically, intrinsic motivation, introjected regulation, and external regulation—and high school students' current and lifetime alcohol consumption. Method: One thousand sixty-seven high school students completed measures of academic motivation, other school-related factors, and lifetime and current alcohol consumption. Results: Using structural equation modeling, different types of motivation and school-related factors were differentially related to student drinking. Specifically, intrinsic motivation was negatively related to lifetime and current alcohol consumption. External regulation, on the other hand, was positively associated with current drinking. Grade point average was the only school-related factor related to student alcohol use. Conclusions: These findings suggest that motivation is an important construct to consider in predicting students’ alcohol use, even when other more commonly studied educational variables are considered. In addition, it supports the adoption of a motivation framework that considers different types of motivation in understanding the relationship between academic motivation and alcohol use. Suggestions for incorporating the self-determination model of motivation into studies of alcohol and substance use, as well as potential impacts on intervention efforts, are discussed. In particular, it may be important to foster only certain types of motivation, rather than all types of academically-focused motives, in efforts to deter alcohol use. PMID:22051210
Cirillo, Joseph John
This mixed-methods study with a narrative component explored the effect athletic participation played on the academic achievement of senior student-athletes and non-athlete in a public school in Northern New Jersey. The motivation for the study was the conflicting perceptions and research as related to the impact athletic participation had on…
Else-Quest, Nicole M.; Peterca, Oana
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…
Shapley, Kelly; Vicknair, Keven; Sheehan, Daniel; Pieper, Amy; Jepson, Dana; Sturges, Keith; Bush, Joan; Vandiver, Sherrie
The Texas Study of Students at Risk (TxSSAR) is a comprehensive evaluation examining the effectiveness of three state-level programs with the common goal of helping students at risk of failure to achieve academically. The study comprises investigations of the Optional Extended Year Program (OEYP), the Texas After School Initiative (TASI), and the…
Fuller, Carrie; Johnson, Lauri
Through a secondary analysis of a case study on successful school leadership, this study inquired into the lived experiences and understandings of Catholic identity from the perspectives of administrators, faculty, staff, and students at one urban Catholic school in the northeastern United States. Participants generally spoke about Catholic…
Olson, Catherine Applefeld
This article presents the results of a research by Whitworth University music professor Richard Strauch which assesses the freshman class for Whitworth's 2007-08 academic year. Strauch found that Whitworth students who stuck with their high school music program had higher GPAs and standardized test scores upon entering the university than…
The purpose of this empirical research is to investigate the relationship between web-based learning time and academic achievement in German. 36 learners of L3 German with L1 Turkish and L2 English from Vocational High School of Kahta at Adiyaman University were the participants of this study. The empirical process of the study continued 6 weeks…
Monachino, Kimberly S.
This research study examined the impact of the Advancement Via Individual Determination (AVID) program on students' self-efficacy and academic achievement outcome measures at the middle and high school level. AVID is a college readiness system designed to prepare at-risk students in the fourth through 12th grade for college. The main focus of this…
Dimitrov, Dimiter M.; Raykov, Tenko; AL-Qataee, Abdullah Ali
This article is concerned with developing a measure of general academic ability (GAA) for high school graduates who apply to colleges, as well as with the identification of optimal weights of the GAA indicators in a linear combination that yields a composite score with maximal reliability and maximal predictive validity, employing the framework of…
Student Centered Homogeneous Ability Grouping: Using Bronfenbrenner's Theory of Human Development to Investigate the Ecological Factors Contributing to the Academic Achievement of High School Students in Mathematics
Webb, Karla Denise
The purpose of this qualitative study was to explore the interconnectedness of the environment, human development, and the factors that influence students' academic performance in a homogeneous ability grouped mathematics classroom. The study consisted of four African American urban high school juniors, 2 male and 2 female. During the 12 week…
Kennedy, Scott J.
The purpose of this study was to investigate how high school mathematics teachers' descriptions of academic optimism, responsive teaching, technological pedagogical content knowledge, formative assessment, reflective practice, supervisor instructional leadership, and receptivity to change are related to student mastery on a NYS Regents exam in…
Kingir, Sevgi; Geban, Omer; Gunel, Murat
This study investigates the effects of the Science Writing Heuristic (SWH), known as an argumentation-based science inquiry approach, on Grade 9 students' performance on a post-test in relation to their academic achievement levels. Four intact classes taught by 2 chemistry teachers from a Turkish public high school were selected for the study; one…
Ivanovic, Daniza M; Rodríguez, María Del Pilar N; Pérez, Hernán T; Alvear, Jorge A; Almagià, Atilio F; Toro, Triana D; Urrutia, María Soledad C; Cruz, Arturo L; Ivanovic, Rodolfo M
Like in many other countries, few investigations have been carried out in Chile to measure the long-term effects of nutritional status at an early age on scholastic achievement in a multicausal approach. The objectives of the present study were to describe the impact of nutritional, intellectual, family, educational and socio-economic variables at the onset of elementary school in 1987 that may affect achievement on the academic aptitude test (AAT) taken in 1998 at the end of high school, and to quantify the impact of these independent variables on the AAT. The present study comprises two cross-sectional stages: in 1987, a representative sample of 813 elementary school first-grader Chilean children from the Metropolitan Region was randomly chosen; in 1998, 12 years later, 632 school-age children were located and only 351 of them graduated from high school and, from these, 260 students took the AAT. In 1987 nutritional status was assessed through anthropometric parameters, intellectual ability by the Raven's Progressive Matrices Test, scholastic achievement through Spanish language and mathematics tests, and socio-economic status using Graffar's modified scale; family variables were also recorded. Maternal schooling, scholastic achievement, intellectual ability and head circumference-for-age z-score (anthropometric indicator of both nutritional background and brain development) all in 1987 were the independent variables with the greatest explanatory power for AAT variance in 1998 (r2 0.402). These results provide a foundation to identify the risk factors at an early age that affect AAT scores and should be useful to improve nutritional and educational policies.
Heaven, Patrick C L; Ciarrochi, Joseph
This article assesses whether perceived parental style influenced the extent to which adolescents became increasingly conscientious and whether changes in conscientiousness influenced academic grades 1 year later. Parental styles, conscientiousness, verbal, and numerical ability at Time 1 were measured. One year later conscientiousness was again assessed, and 1 year after that end-of-year exam results were obtained. More than 784 students (mean age=12.3 years, SD=0.49) participated in the 1st year. The data of 563 students were matched across the 3 years. Conscientiousness tended to decrease from Time 1 to Time 2. Structural equation modeling showed that adolescents with more authoritative parents experienced less of a decrease in conscientiousness at Time 2 than did students with less authoritative parents and the same baseline level of conscientiousness at Time 1. Additionally, the decrease in conscientiousness at Time 2 predicted worse grades at Time 3, even after controlling for baseline levels of academic achievement.
Lam, Un Fong; Chen, Wei-Wen; Zhang, Jingqi; Liang, Ting
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…
Urban high schools are in trouble--high dropout rates, low student academic achievement, and graduates who are unprepared for college are just some of the disappointing indicators. However, recent research points to a select number of approaches to improving student outcomes and reforming underperforming schools--from particular ways of creating…
Estep, Steven A.
The purpose of this exploratory case study was to identify, investigate, and describe factors that contributed to the academic success of Phelps High School, a rural, isolated, Appalachian high school in Pike County Kentucky. The academic index of the school in 2000 was 48% and in a six year period the academic index of the school improved to 94%.…
Fox, Claudia K.; Barr-Anderson, Daheia; Neumark-Sztainer, Dianne; Wall, Melanie
Background: Previous studies have found that higher physical activity levels are associated with greater academic achievement among students. However, it remains unclear whether associations are due to the physical activity itself or sports team participation, which may involve requirements for maintaining certain grades, for example. The purpose…
de Leeuw, David; And Others
This report provides examples of curricular integration produced by teachers in three career academies in Oakland, California. It describes ways in which academic and vocational teachers have created explicit connections between their separate subjects. Following a preface, "Oakland Academies Magnet Programs--An Overview" (Allie…
Keith, Timothy Z.
This commentary presents academic enablers within the broader, overlapping context of school learning theory, including the theories of Carroll, Harnishfeger and Wiley, Walberg, and others. Multivariate models are needed to understand the influences of academic enabler and school learning variables on learning, as well as the influences of these…
Franquiz, Maria E.; Salinas, Cinthia
Secondary school teachers face remarkable challenges when they are asked to incorporate language objectives because the traditional approach to the education of English Language Learners (ELL) separates English language development from content instruction. The underlying assumption is that English language proficiency is a prerequisite for…
Mirchin, Robert Douglas
This research study is an investigation of student-laboratory (i.e., lab) learning based on students' perceptions of experiences using questionnaire data and evidence of their science-laboratory performance based on paper-and-pencil assessments using Maryland-mandated criteria, Montgomery County Public Schools (MCPS) criteria, and published…
Smith, Molly McHugh
More than twenty-five years after the release of "A Nation at Risk," our federal government continues to explore innovative ways to close the achievement gap. The goal of this phenomenological study was to describe four students' experiences with one school choice option in South Carolina, public Montessori. The purpose of the study was…
Wendt, Staci; Hipps, Jerry; Abrams, Allan; Grant, Jamie; Valosek, Laurent; Nidich, Sanford
The Quiet Time program provides a 15-min period at the beginning and end of the school day where students may practice Transcendental Meditation (TM) or another quiet activity such as reading silently to oneself. This study examined the impact of participating in Quiet Time on ninth-grade students (n?=?141) by comparing their outcomes to those of…
Robertson, Janice C.
Global self-concept, freedom from anxiety, happiness, popularity, and school satisfaction were examined for 224 partial-day Governor's School students attending public Governor's Schools as well as classes in their home high schools, and 56 students taking advanced classes in regular high schools. On average, self-concept appeared adequate to…
Ubaka, Chukwuemeka M; Sansgiry, Sujit S; Ukwe, Chinwe V
Objective. To evaluate cognitive factors that might influence academic performance of students in Nigerian pharmacy schools. Methods. A cross-sectional, multi-center survey of Nigerian pharmacy students from 7 schools of pharmacy was conducted using 2 validated questionnaires measuring cognitive constructs such as test anxiety, academic competence, test competence, time management, and strategic study habits. Results. Female students and older students scored significantly better on time management skills and study habits, respectively. Test anxiety was negatively associated with academic performance while test competence, academic competence, and time management were positively associated with academic performance. These 4 constructs significantly discriminated between the lower and higher performing students, with the first 2 contributing to the most differences. Conclusion. Test and academic competence, test anxiety, and time management were significant factors associated with low and high academic performance among Nigerian pharmacy students. The study also demonstrated the significant effects of age, gender, and marital status on these constructs.
Luhman, Anna; Fundis, Ronald
This ERIC Digest discusses relevant issues and alternatives for rural school districts trying to develop strong programs for their most academically talented students. Although rural schools are more often constrained by high costs and material shortages than are urban schools, there are opportunities inherent in the lower teacher-student ratios…
O'Leary, Brian P.
In Manitoba's Seven Oaks School Division, all 3,000 high school students have a teacher advisor who spends an hour a week with them throughout their four years in high school, knows them as individuals, knows their families, and acts as an academic and life coach. Advisors help students complete their first high school course registration and they…
Sulak, Tracey N.
School climate research has indicated a relationship between the climate of a school and academic achievement. The majority of explanatory models have been developed in urban schools with less attention given to suburban schools. Due to the process of formation of suburban schools, there is a likelihood these campuses differ from the traditional…
Yang, Pengyan; Luo, Xi; Xia, Youbing
Nowadays extensive attention has been paid on the research of acupuncture academic schools, however, a widely accepted method of partition of acupuncture academic schools is still in need. In this paper, the methods of partition of acupuncture academic schools in the history have been arranged, and three typical methods of"partition of five schools" "partition of eighteen schools" and "two-stage based partition" are summarized. After adeep analysis on the disadvantages and advantages of these three methods, a new method of partition of acupuncture academic schools that is called "three-stage based partition" is proposed. In this method, after the overall acupuncture academic schools are divided into an ancient stage, a modern stage and a contemporary stage, each schoolis divided into its sub-school category. It is believed that this method of partition can remedy the weaknesses ofcurrent methods, but also explore a new model of inheritance and development under a different aspect through thedifferentiation and interaction of acupuncture academic schools at three stages.
Lavoie, J C; Collins, B R
This study investigated the assumption that youth culture orientation adversely affects school performance, using rock music as the youth culture component. Adolescents in grades 9-12 were assigned to a subject matter topic in the area of literature, mathematics, physical science, or social science and requested to study this topic intensely for 30 min in a music condition consisting of rock, classical, or no music. The subjects then were tested on their retention of the factual content of the article either immediately after the study period, 1 day later, or 3 days later. Retention was significantly lower in the rock music condition. Students recalled more content in the literature topic and in the immediate test. The results are discussed with reference to a social learning theory interpretation of youth culture.
Somers, Marie-Andrée; Garcia, Ivonne
Ninth Grade Academies (NGAs)--also called Freshman Academies--have attracted national attention as a particularly intensive and promising approach for supporting a successful transition for high school freshmen. An NGA is a self-contained learning community for ninth-graders that operates as a school within a school. NGAs have four core structural…
Penn, Alexandra; Williams, Dennis
The two-track system that divides academic education from vocational education no longer supports students' interests. This book describes a practical approach to integrating academic and vocational education, focusing on achieving a seamlessly integrated curriculum. Chapter 1 describes the rationale of a high school program--the Cocoa Academy for…
Li, Yan; Alfeld, Corinne; Kennedy, Rebecca Prince; Putallaz, Martha
Through their participation in a seventh-grade talent search in 1996-1997, students qualified to attend a summer program at Duke University's Talent Identification Program (Duke TIP). of the North Carolina students in this group, some attended at least one summer program in middle school and others had qualified for but did not attend a summer…
Scheel, Michael J.; Gonzalez, Jaime
A theoretical model of academic motivation consisting of (a) academic self-efficacy, (b) purposefulness and intentionality, and (c) support through school counseling for autonomous learning was explored with 346 high school juniors. Regression analysis indicated academic self-efficacy and utilization of school counseling to be significant…
Jimmefors, Alexander; Mousavi, Fariba; Adrianson, Lillemor; Rosenberg, Patricia; Archer, Trevor
Background. Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: assessment and locomotion. Moreover, both subjective and psychological well-being along exercise behaviour might also play a role on adolescents academic achievement. Method. Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Regulatory Mode Questionnaire to measure self-regulation strategies (i.e., locomotion and assessment). Well-being was measured using Ryff’s Psychological Well-Being Scales short version, the Temporal Satisfaction with Life Scale, and the Positive Affect and Negative Affect Schedule. Exercise behaviour was self-reported using questions pertaining to frequency and intensity of exercise compliance. Academic achievement was operationalized through the pupils’ mean value of final grades in Swedish, Mathematics, English, and Physical Education. Both correlation and regressions analyses were conducted. Results. Academic achievement was positively related to assessment, well-being, and frequent/intensive exercise behaviour. Assessment was, however, negatively related to well-being. Locomotion on the other hand was positively associated to well-being and also to exercise behaviour. Conclusions. The results suggest a dual (in)direct model to increase pupils’ academic achievement and well-being—assessment being directly related to higher academic achievement, while locomotion is related to frequently exercising and well-being, which in turn, increase academic achievement. PMID:25861553
Mirchin, Robert Douglas
This research study is an investigation of student-laboratory (i.e., lab) learning based on students' perceptions of experiences using questionnaire data and evidence of their science-laboratory performance based on paper-and-pencil assessments using Maryland-mandated criteria, Montgomery County Public Schools (MCPS) criteria, and published laboratory questions. A 20-item questionnaire consisting of 18 Likert-scale items and 2 open-ended items that addressed what students liked most and least about lab was administered to students before labs were observed. A pre-test and post-test assessing laboratory achievement were administered before and after the laboratory experiences. The three labs observed were: soda distillation, stoichiometry, and separation of a mixture. Five significant results or correlations were found. For soda distillation, there were two positive correlations. Student preference for analyzing data was positively correlated with achievement on the data analysis dimension of the lab rubric. A student preference for using numbers and graphs to analyze data was positively correlated with achievement on the analysis dimension of the lab rubric. For the separating a mixture lab data the following pairs of correlations were significant. Student preference for doing chemistry labs where numbers and graphs were used to analyze data had a positive correlation with writing a correctly worded hypothesis. Student responses that lab experiences help them learn science positively correlated with achievement on the data dimension of the lab rubric. The only negative correlation found related to the first result where students' preference for computers was inversely correlated to their performance on analyzing data on their lab report. Other findings included the following: students like actual experimental work most and the write-up and analysis of a lab the least. It is recommended that lab science instruction be inquiry-based, hands-on, and that students be
Morrissey, Taryn W.; Hutchison, Lindsey; Winsler, Adam
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…
Salinas, Cinthia; Reyes, Reynaldo
This qualitative case study examines the educational struggles of Texas based Chicana/o high school migrant students and the noteworthy array of actions, responses, and relationship dynamics that result from the work of advocate educators. As migrant students move across our nation and enroll in high schools, they demand unique approaches that are…
Lipnevich, Anastasiya A.; MacCann, Carolyn; Bertling, Jonas P.; Naemi, Bobby; Roberts, Richard D.
The current study investigated self-reported positive affect (PA) and negative affect (NA) in high school students (N = 451) within three academic contexts: homework, classwork/tests, and after-school activities. We examined whether context-specific emotions predicted grades, life satisfaction, and discipline records. Our findings revealed that…
Nasir, Na'ilah Suad; McLaughlin, Milbrey W.; Jones, Amina
In this article, the authors explore variation in the meanings of racial identity for African American students in a predominantly African American urban high school. They view racial identity as both related to membership in a racial group and as fluid and reconstructed in the local school setting. They draw on both survey data and observational…
Correa-Burrows, Paulina; Blanco, Estela; Reyes, Marcela; Castillo, Marcela; Peirano, Patricio; Algarín, Cecilia; Lozoff, Betsy; Gahagan, Sheila; Burrows, Raquel
Objective Leptin is a pleiotropic hormone associated with learning and memory via brain receptors. However, elevated plasma leptin levels may impair cognitive and memory functions. Since individual differences in memory performance affect students’ ability to learn, we aimed to study the relation between leptin status in adolescence and school performance. Design and setting We studied 568 adolescents aged 16–17 years from Santiago. A cross-sectional analysis was carried out on a birth cohort conducted in Santiago (Chile). Primary and secondary outcome measures We measured serum leptin concentration using an enzyme-linked immunosorbent assay. Cut-offs from the Healthy Lifestyle in Europe by Nutrition in Adolescence (HELENA) Study for 16-year-olds were used to define abnormally high leptin levels (hyperleptinaemia). Academic performance was measured using high-school grades and grade point average (GPA). Data were collected in 2009–2012; data analysis was performed in 2014. Results 15% of participants had hyperleptinaemia. They had significantly lower school grades and GPA compared with participants with normal leptin levels (eg, GPA mean difference=33.8 points). Leptin levels were negative and significantly correlated with school grades in 9th, 10th and 12th. Similarly, it was negatively correlated with high-school GPA. After controlling for health, sociodemographic and education confounders, the chances of having a performance ≥75th centile in students having hyperleptinaemia were 32% (95% CI 0.19% to 0.89%) that of students having normal serum leptin concentration. Conclusions In high school students, abnormally high levels of leptin were associated with poorer academic performance. These findings support the idea of a relationship between leptin and cognition. Further research is needed on the cognitive effects of leptin in younger populations. PMID:27797980
Kurlaender, Michal; Howell, Jessica S.
A college degree is more important than ever before for ensuring the economic prosperity of individuals and for society at large. Individuals with a bachelor's degree who worked full time, year-round in 2008 had median earnings of $55,700, compared to the $21,900 earned by their peers with only a high school diploma (Baum, Ma, and Payea 2010).…
This review explores which facility attributes affect academic outcomes the most and in what manner and degree. The research is examined in six categories: indoor air quality, ventilation, and thermal comfort; lighting; acoustics; building age and quality; school size; and class size. The review concludes that school facilities affect learning.…
A school-family-community partnership to improve student achievement was examined at a comprehensive high school located in a low income urban community in Long Island City, New York. In this causal comparative analyses study, the researcher examines the effect of a school-family-community partnership on the educational outcomes of economically…
Kwong, Darren; Davis, Jonathan Ryan
This multilevel study examined the relationship between school climate and academic achievement. Using the Educational Longitudinal Survey (ELS, 2002), and a sample of 16,258 students and 1954 schools nationwide, we found that student-level perception of school climate--especially the student learning environment--was highly predictive of academic…
Chong, Wan Har; Klassen, Robert M.; Huan, Vivien S.; Wong, Isabella; Kates, Allison Diane
The authors explored how prior student achievement, through school types, predicted teacher self- and collective efficacy and perceived academic climate of 222 middle school teachers in Singapore. Teachers assigned to high-track and regular middle schools differed in their perception of self- and collective efficacy to promote organizational…
Draa, Virginia Ann Bendel
The purpose of this study was to determine whether or not the implementation of a mandatory uniform policy in urban public high schools improved school performance measures at the building level for rates of attendance, graduation, academic proficiency, and student conduct as measured by rates of suspensions and expulsions. Sixty-four secondary…
Tyler, Kenneth; Brown-Wright, Lynda; Stevens-Watkins, Danelle; Thomas, Deneia; Stevens, Ruby; Roan-Belle, Clarissa; Gadson, Nadia; Smith, La Toya
The current study examined associations between home-school dissonance and several academic and psychological variables among 239 African American high school students. Regression analyses revealed that home-school dissonance significantly predicted multiple academic and psychological variables, including academic cheating, disruptive classroom…
Verna, Marilyn Ann; Campbell, James Reed; Beasley, Mark
A study involving 109 male and 116 female high achieving high school students (ages 16-18) and their parents investigated the causal linkages among home environment, self-concepts, prior ability, and socioeconomic status on mathematics achievement, science achievement, and Scholastic Aptitude Test-Quantitative (SAT-Q) and Verbal scores. Students…
Kellow, J. Thomas; Jones, Brett D.
This study investigated whether African American high school freshman students experience stereotype threat when taking a test that is seen as a predictor of their success on a high-stakes test. The authors conceptually replicated a previous study by Kellow and Jones (2005) using a true experimental design, as opposed to a quasi-experimental…
Jia, Yuane; Konold, Timothy R.; Cornell, Dewey
This study tested the association between school-wide measures of an authoritative school climate and high school dropout rates in a statewide sample of 315 high schools. Regression models at the school level of analysis used teacher and student measures of disciplinary structure, student support, and academic expectations to predict overall high…
The Southern Regional Education Board-State Vocational Education Consortium conducted a Fall 1992 forum as part of ongoing staff development for High Schools that Work leaders. It was devoted to the changing nature of the workplace and the need for upgraded standards of what to teach and what to expect of students in high school vocational…
Educational Facility Planner, 2002
Describes the building designs of 28 high schools, including their educational contexts and design goals. Includes information on size, construction costs, architects, and contractors. Also includes floor plans and photographs. (EV)
Brobst, Sharon Christian
This correlational study examined the relationship between type of high school a senior attends (University-Model SchoolRTM (UMS RTM) or traditional, comprehensive Christian) and academic college readiness, when controlling for prior academic achievement and gender. The study compared archival data from Christian school graduates from six schools…
Linking Perceptions of School Belonging to Academic Motivation and Academic Achievement amongst Student Athletes: A Comparative Study between High-Revenue Student Athletes and Non-Revenue Student Athletes
Anderson, Christine Marie
In this study, I examined the relationship that exists among school belonging, achievement motivation, and academic achievement in a sample of student-athletes at UC Berkeley. The goal of the study was to achieve a deeper understanding of how and why achievement motivation and academic achievement is often discrepant between revenue and…
The aim of this study is to reveal differences between attitudes and approaches of students from different types of high school and the first grade of university towards problem solving in chemistry. For this purpose, the scale originally developed by Mason and Singh (2010) to measure students' attitude and approaches towards problem solving in…
Peterman, Karen; Pan, Yi; Robertson, Jane; Lee, Shelley Glenn
Biotechnology constitutes one of the most challenging, cutting-edge, and rapidly growing fields in science today. Both the practical implications and the hands-on nature of this "modern science" make the topic of biotechnology an attractive addition to the high school science curriculum. The current study is the first of its kind to…
Cross-age mentoring programs are peer helping programs in which high school students serve as mentors to younger children. The study in this article compared fall-to-spring changes on connectedness, attachment, and self-esteem between 46 teen mentors and 45 comparison classmates. Results revealed an association between serving as a cross-age peer…
Jones, Stephanie M.; Kim, James; LaRusso, Maria; Kim, Ha Yeon; Selman, Robert; Uccelli, Paola; Barnes, Sophie; Donovan, Suzanne; Snow, Catherine
Word Generation (WG) is a research-based vocabulary program for middle school students designed to teach words through language arts, math, science, and social studies classes. The program consists of weekly units that introduce 5 high-utility target words through brief passages designed to spark active examination and discussion of contemporary…
This article discusses the results of a series of multiple regressions performed to predict how closely 490 eighth grade students' approaches to searching for and selecting high schools matched the New York City Department of Education's recommendations. Results indicate that children of Latin American immigrant mothers were less likely to follow…
Martin, Andrew J.
From a developmental construct validity perspective, this study examines motivation and engagement across elementary school, high school, and university/college, with particular focus on the Motivation and Engagement Scale (comprising adaptive, impeding/maladaptive, and maladaptive factors). Findings demonstrated developmental construct validity…
Montoya, Alicia; Shultz, Eileen
The Kutztown University-Allentown School District Academic Alliance in Pennsylvania, with the support of the corporate sector, provides higher education opportunities to academically at-risk middle school and high school students. Alliance activities include workshops on study skills and self-esteem, workshops for parents on career awareness and…
Tanner-Smith, Emily E.; Fisher, Benjamin W.
Many U.S. schools use visible security measures (security cameras, metal detectors, security personnel) in an effort to keep schools safe and promote adolescents' academic success. This study examined how different patterns of visible security utilization were associated with U.S. middle and high school students' academic performance, attendance,…
Crosnoe, Robert; Benner, Aprile D; Schneider, Barbara
Secondary schools are sites of academic instruction but also contexts of socioemotional development, and the intertwining of these two functions has consequences for adolescents' future health and education. Drawing on nationally representative data from the National Longitudinal Study of Adolescent Health (n = 8,271), this study explored the bidirectional associations among indicators of adolescents' alcohol use and their feelings of social integration at school. Socioemotional problems did not predict increased drinking over time, but drinking predicted declining socioemotional functioning, with negative implications for adolescents' academic grades by the end of high school. These associations, however, were conditioned by aspects of school context, with drinkers feeling more marginalized in schools characterized by dense networks with low rates of drinking.
Lee, Chanyoung; Orazem, Peter F.
The proportion of U.S. high school students working during the school year ranges from 23% in the freshman year to 75% in the senior year. This study estimates how cumulative work histories during the high school years affect probability of dropout, high school academic performance, and the probability of attending college. Variations in…
American Civil Liberties Union, New York, NY.
A policy statement recommends application of the principles of academic freedom and civil liberties to the secondary schools. Teachers' rights are discussed in terms of (1) appointments and dismissals, (2) loyalty oaths, (3) curriculum, (4) selection of texts and supplementary instructional resources, (5) freedom to teach controversial issues, (6)…
Wei, Yichun; Clifton, Rodney A.; Roberts, Lance W.
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, &…
Xie, Yufeng; Yang Zongbao; Chen, Yun; Wang, Ling; Wang, Shuhui; Yang, Lixia
The origin time, representative physicians and medical works of Xujiang acupuncture school were traced, so as to explore the academic origin and development and summarize the academic characteristic of Xujiang acupuncture school, which could make a better inheritance of academic essence and prompt the innovation and development of Xujiang acupuncture school.
Baker-Smith, E. Christine
Evidence is clear that discipline in high school is associated with negative outcomes across the life course. Not only are suspensions related to declining academic trajectories during high school in the form of attendance and academic achievement, students suspended once are also more likely to be suspended again and also substantially increase…
We reported the major findings of our research based on our own academic achievement tests towards elementary school and junior high school pupils in 2002. We then pointed out the fact that the differences of achievement between social groups have been expanded. Nowadays, that issue is seen to be one of the most serious educational problems in…
Tsai, Hsien-Chang; Liu, Shih-Hsiung
Effective time-management skills and interpersonal interactions with familiar friends for learning matters on Facebook are desired characteristics for adolescents attempting to improve their academic achievements. This study identifies the relationships between time-management skills and Facebook interpersonal skills with the academic achievement…
Ramirez, Lizbeth; Machida, Sandra K.; Kline, Linda; Huang, Leesa
Socioeconomic status and parental support play important roles in determining academic achievement and have been positively correlated with academic success. It is important to determine if students from low-socioeconomic-status (SES) families perceive less parent support than students from middle-SES families. The participants (n?=?54) were high…
Collie, Rebecca J.; Martin, Andrew J.; Malmberg, Lars-Erik; Hall, James; Ginns, Paul
Background: Previous research has indicated that although academic buoyancy and student's achievement are associated, the relationship is relatively modest. Aims: We sought to determine whether another construct might link academic buoyancy and student's achievement. Based on prior theoretical and empirical work, we examined a sense of control as…
Ansong, David; Eisensmith, Sarah R.; Masa, Rainier D.; Chowa, Gina A.
Self-efficacy is a universal construct, but few validated measures exist for researchers in developing countries to use in assessing youths' perceptions of their ability to achieve academic success. This study examined the cross-cultural suitability and psychometric properties of an academic self-efficacy scale (ASES) adapted for the Ghanaian…
Scroggins, Ruby C.
The purpose of this study was to examine the degree of academic growth of Academically Unacceptable schools in Louisiana which have been assigned a Distinguished Educator. Distinguished Educators are external change agents who are placed in Academically Unacceptable schools in Louisiana. The data were generated from the Louisiana Department of…
This article assesses gender differences in academic self-concept for a cohort of children born in 1958 (the National Child Development Study). It addresses the question of whether attending single-sex or co-educational schools affected students' perceptions of their own academic abilities (academic self-concept). Academic self-concept was found…
Kepenekci, Yasemin Karaman; Cinkir, Sakir
Objective: The purpose of this study was to investigate school bullying among public high school students in Turkey. Method: This study used a survey to examine different aspects of bullying in schools. The participants (N=692) were students chosen from five state high schools in Ankara in the 2000-2001 academic year. A self-administered…
McArdle, Jack; Hamagami, Fumiaki; Chang, Janice Y.; Hishinuma, Earl S.
The scientific literature consistently supports a negative relationship between adolescent depression and educational achievement, but we are certainly less sure on the causal determinants for this robust association. In this paper we present multivariate data from a longitudinal cohort-sequential study of high school students in Hawai‘i (following McArdle, 2009; McArdle, Johnson, Hishinuma, Miyamoto, & Andrade, 2001). We first describe the full set of data on academic achievements and self-reported depression. We then carry out and present a progression of analyses in an effort to determine the accuracy, size, and direction of the dynamic relationships among depression and academic achievement, including gender and ethnic group differences. We apply three recently available forms of longitudinal data analysis: (1) Dealing with Incomplete Data -- We apply these methods to cohort-sequential data with relatively large blocks of data which are incomplete for a variety of reasons (Little & Rubin, 1987; McArdle & Hamagami, 1992). (2) Ordinal Measurement Models (Muthén & Muthén, 2006) -- We use a variety of statistical and psychometric measurement models, including ordinal measurement models to help clarify the strongest patterns of influence. (3) Dynamic Structural Equation Models (DSEMs; McArdle, 2009). We found the DSEM approach taken here was viable for a large amount of data, the assumption of an invariant metric over time was reasonable for ordinal estimates, and there were very few group differences in dynamic systems. We conclude that our dynamic evidence suggests that depression affects academic achievement, and not the other way around. We further discuss the methodological implications of the study. PMID:25598650
The purpose of this study was to investigate the relationships between the perceptions of school membership, risk factors, and school outcomes among a sample of alternative school students. The study subjects were 48 7th-9th graders who were at high risk for school failure because of their serious and chronic behavioral and academic problems. All…
Educational outcomes vary dramatically across schools in the United States. Many under-performing schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students’ educational experiences. However, estimating the effect of school violence on learning is difficult due to potential selection bias and the confounding of other school-level problems. Using detailed crime data from the Chicago Police Department, complete administrative records from the Chicago Public Schools, and school climate surveys conducted by the Consortium on Chicago School Research (2002–10), this study exploits variation in violent crime rates within schools over time to estimate its effect on academic achievement. School and neighborhood fixed-effects models show that violent crime rates have a negative effect on test scores, but not on grades. This effect is more likely related to direct reductions in learning, through cognitive stress and classroom disruptions, than changes in perceived safety, general school climate, or discipline practices. PMID:24259755
Yildirim, Osman; Acar, Ahmet Cevat; Bull, Susan; Sevinc, Levent
There is debate about whether the leadership style of the teacher or the learning style of the student affects academic achievement more. A large sample (n = 746) of eighth-grade students in Istanbul, Turkey, participated in a study where the leadership style of the teacher was assessed in terms of people orientation and task orientation. The…
Huppert, J.; Lomask, S. Michal; Lazarowitz, R.
Investigates the impact of computer simulation on students' academic achievement and their mastery of science process skills with regard to their cognitive stages. Based on the computer simulation program "The Growth Curve of Microorganisms" which requires 10th grade biology students to use problem solving skills while simultaneously…
Montrosse, Bianca Elizabeth
Legislative amendments contained in the most recent reauthorization of IDEA and NCLB have mandated that all students, including those with special needs, be taught by an appropriately certified teacher. Specifically, both of these laws require that teachers of special education students in core academic classes must meet state special education…
Borman, Geoffrey D.; Grigg, Jeffrey; Rozek, Chris; Hanselman, Paul
This article proposes closing the academic performance gaps between African American and Latino students and their White counterparts particularly in the line of research that concerns the idea of "stereotype threat." Stereotype threat is predicated on the notion that people often fear behaving in a way that fits the negative cultural…
Evmenova, Anya S.; Graff, Heidi J.; Behrmann, Michael M.
There has been a slight increase in the number of studies focused on the strategies used to introduce content-based instruction to students with moderate/severe disability. However, interventions for students with significant intellectual disability (ID) are lacking adapted materials to make instruction available in all major academic areas…
Stavropoulos, Vasilis; Alexandraki, Kiriaki; Motti-Stefanidi, Frosso
This study aims: a) to estimate the prevalence of internet addiction among adolescents of urban and rural areas in Greece, b) to examine whether the Internet Addiction Test cut-off point is applicable to them and c) to investigate the phenomenon's association with academic achievement. Participants were 2090 adolescents (mean age 16, 1036 males,…
Lawrence, A. S. Arul; Vimala, A.
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…
Ehrenreich, Heidi; Nahapetyan, Lusine; Orpinas, Pamela; Song, Xiao
Rising marijuana use and its lowered perceived risk among adolescents highlight the importance of examining patterns of marijuana use over time. This study identified trajectories of marijuana use among adolescents followed from middle through high school, characterized these by co-occurring problem behaviors and teacher-rated academic skills (study skills, attention problems, and learning problems), and tested sixth-grade predictors of trajectory membership. The sample consisted of a randomly-selected cohort of 619 students assessed annually from sixth to twelfth grade. Using group-based modeling, we identified four trajectories of marijuana use: Abstainer (65.6%), Sporadic (13.9%), Experimental (11.5%), and Increasing (9.0%). Compared to Abstainers, students in the Sporadic, Experimental and Increasing trajectories reported significantly more co-occurring problem behaviors of alcohol use, cigarette smoking, and physical aggression. Sporadic and Experimental users reported significantly less smoking and physical aggression, but not alcohol use, than Increasing users. Teachers consistently rated Abstainers as having better study skills and less attention and learning problems than the three marijuana use groups. Compared to Abstainers, the odds of dropping out of high school was at least 2.7 times higher for students in the marijuana use trajectories. Dropout rates did not vary significantly between marijuana use groups. In sixth grade, being male, cigarette smoking, physical aggression and attention problems increased the odds of being in the marijuana use trajectories. Multiple indicators--student self-reports, teacher ratings and high school dropout records--showed that marijuana was not an isolated or benign event in the life of adolescents but part of an overall problem behavior syndrome.
Teske, Paul Robert-John
Calls to virtually break down school walls through connected and blended learning environments are ubiquitous as of late as technologies in service of learning evolve and as schools are under pressure to change. Within the subject area of English Language Arts, there is a dearth of research or information on how to facilitate these new, digitally…
Rombokas, Mary; And Others
Many factors influence the development and socialization of American adolescents including peers, schools, family, and the community. This paper examines how the relationship of extracurricular participation influences academic growth. To determine if selected personal and academic variables during high school currently affect college academic…
Tichnor-Wagner, Ariel; Harrison, Christopher; Cohen-Vogel, Lora
Purpose: Research indicates that a culture of learning is a key factor in building high schools that foster academic achievement in all students. Yet less is known about which elements of a culture of learning differentiate schools with higher levels of academic performance. To fill this gap, this comparative case study examined the cultures of…
Morrissey, Taryn W; Hutchison, Lindsey; Winsler, Adam
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.
Fundi, Shaaban Kitindi
This study explored the matching hypothesis by examining the effect of matching students' learning style preferences with teachers' instructional strategies on students' academic performance and lesson enjoyment in a high school general chemistry course. To achieve the study aims, the researcher utilized a single-participant study design with a baseline phase and four treatment phases. Determination of students' learning style preferences involved using the Visual, Audial, Read/Write, and Kinesthetic (VARK) Learning Style Inventory. During the one-week baseline phase, students received instruction using regular instructional strategies, followed by four treatment phases: visual intervention, audial intervention, read/write intervention, and a kinesthetic intervention. Each intervention phase lasted one week. During each phase, the researcher measured academic achievement using three teacher-created quiz scores. Student enjoyment was measured using the Test of Science-Related Attitudes (TOSRA). A total of 14 students completed the VARK Questionnaire. Of these, eight students (2 boys and 6 girls) exhibited a multimodal learning style were subsequently excluded from study participation. An additional student was excluded due to excessive absenteeism, leaving five students who completed all phases of the study. Results indicated that matching students' learning style preferences with teachers' instructional strategies did not improve students' academic performance as measured by teacher-created quizzes. However, weekly switching of the instructional strategies did improve student enjoyment of chemistry lessons. Student enjoyment increased for all participants in all intervention phases regardless of whether or not instruction matched students' learning style preferences compared to baseline phase. The results of this study do not support the matching hypothesis. The students in this study, preferred to learn with multiple teaching strategies. Alternating instructional
Høigaard, Rune; Kovač, Velibor Bobo; Øverby, Nina Cecilie; Haugen, Tommy
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.
Brown-Wright, Lynda; Tyler, Kenneth Maurice
The current study examined associations between home-school dissonance and several academic and psychological variables among 80 African American male high school students. Regression analyses revealed that home-school dissonance significantly predicted multiple academic and psychological variables, including amotivation, academic cheating,…
Areepattamannil, Shaljan; Freeman, John G.
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…
Bacha, Nahla Nola; Bahous, Rima; Nabhani, Mona
The issue of academic integrity in cheating on exams and plagiarising in writing is not a new one. All schools need to address this problem and some more than others. In the L2 context, the issues become more complex as non-native students need to adhere to the "culture of learning" of a Western model of academic integrity if they are to…
Horton, S V; Lovitt, T C; Givens, A; Nelson, R
This research investigated the effectiveness of a computerized study guide, in comparison to a notetaking condition, as a method to increase textbook comprehension among students with learning disabilities and remedial education pupils enrolled in a ninth-grade world geography class. Results indicated that the computerized study guide produced significantly higher performance than notetaking for both groups of students. There was no significant difference in the performance of the two groups within treatments. Several practical issues concerning the implementation of computerized study guides in secondary programs serving students with academic handicaps are discussed.
Benbenishty, Rami; Astor, Ron Avi; Roziner, Ilan; Wrabel, Stephani L.
The present study explores the causal link between school climate, school violence, and a school's general academic performance over time using a school-level, cross-lagged panel autoregressive modeling design. We hypothesized that reductions in school violence and climate improvement would lead to schools' overall improved academic performance.…
Researchers of learner and language use strategies have long suggested that appropriate application of strategies can facilitate second or foreign language learning. Listening is the most fundamental skill in language learning, but for decades this skill was not emphasized in secondary schools in Taiwan. However, in 2012 a new national English…
Jodry, Liz; Robles-Pina, Rebecca A.; Nichter, Mary
This emergent theory describes the relationships and factors within the context of home, school, and community that enabled six Hispanic students to participate in an advanced diploma program. The research is in keeping with the mandates from several federal initiatives to develop "asset-based" paradigms for educating Hispanic youth.…
Kim, Johnny S.; Johnson, Toni K.
Economic strains play an important factor in students not only dropping out of school but also for not being able to attend college. As the cost of college tuition increases, many youths may perceive that the possibility of attending college may be out of their reach for financial reasons. Using data drawn from the savings for education,…
Hallinan, Maureen; Kubitschek, Warren N.
This article examines two critical questions related to equality of educational opportunity. First, does the academic advantage that was observed in Catholic high schools more than two decades ago continue to hold for contemporary students in Catholic middle schools? Second, how closely do different school sectors adhere to the common school…
Hill, Paul T.; And Others
This study compares zoned high schools, special public magnet schools, and Catholic high schools to identify features that motivate low-income students. Ten days of observations, interviews, and reviews of student records were conducted at eight New York City schools. Of the eight, three were Catholic high schools, two were zoned high schools, and…
Williams, Joseph; Steen, Sam; Albert, Tracy; Dely, Betty; Jacobs, Brian; Nagel, Chelsea; Irick, Anese
This phenomenological, qualitative study examined a national sample of academically resilient, low-income middle school students' (N = 24) perspectives of what school counselors can do to promote their academic achievement. Three main themes and nine subthemes were identified: build meaningful relationships, build on the cultural wealth of…
Principal Leadership, 2012
Changing the culture of a large, diverse high school from a place of teaching to a place of learning requires determination and the commitment of the entire school staff. Documented academic growth for all students and reduced achievement gaps over the last five years have demonstrated that Bloomfield (New Jersey) High School has made this…
Schmidt-Davis, Jon; Bottoms, Gene
Recent studies make one reality clear: While multiple factors can cause a low-performing high school to be in a turnaround situation, every high school that makes dramatic academic improvement has strong, effective school leadership. Turning a school around is no work for novices. It takes a skilled, visionary and proactive principal to pull apart…
McCord, Gregory A.
The impact of school locale, size and poverty levels (SES) on student achievement has been of great interest in school research for more than the last five decades. The increasing public demand to hold schools accountable for their effects on student outcomes lends urgency to the task of exploring variables related to student achievement that are…
Berezowitz, Claire K.; Bontrager Yoder, Andrea B.; Schoeller, Dale A.
Background: Schools face increasing demands to provide education on healthy living and improve core academic performance. Although these appear to be competing concerns, they may interact beneficially. This article focuses on school garden programs and their effects on students' academic and dietary outcomes. Methods: Database searches in CABI,…
Kristjansson, Alfgeir Logi; Sigfusdottir, Inga Dora; Allegrante, John P.; Helgason, Asgeir R.
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…
House, J. Daniel
Reports on a four-year longitudinal study of 2,544 college students to determine the relationship between academic self-concept and withdrawal from school. Finds that the most significant predictor of school withdrawal was the students' self-concept of their overall academic ability. (CFR)
Sosa, Emma Rosa Cruz; Barrientos, Laura Gática; Castro, Patricia Eugenia García; García, Jesús Hernández
The present work aims to describe academic performance, school desertion and the emotional paradigm of the university students of the accounting school of the Benemérita Universidad Autónoma de Puebla (FCPBUAP). We have found that low academic performance is related to students' economic deficiency, which affects their concentration on their…
Lawrence, Arul A. S.; Lawrence, John A.
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…
In this study, data were obtained from sixth grade students on attitudes toward each of four aspects of the school experience and on academic achievement. Data were available from 159 males and 199 females from 17 sixth grade classrooms in 17 schools within the Kansas City school district. Attitudes toward school were measured with the Pupil…
Stiefel, Leanna; Schwartz, Amy Ellen; Iatarola, Patrice; Fruchter, Norm
This study examines the academic performance of students in New York City's elementary and middle schools, investigating variations across grades and schools and documenting differences in student and teacher characteristics and the pattern and level of expenditure between low, middle, and high performing schools. The study reports averages of…
San Pedro, Maria Ofelia Clarissa Z.
This dissertation research focuses on assessing student behavior, academic emotions, and knowledge within a middle school online learning environment, and analyzing potential effects on students' interests and choices related to decisions about going to college. Using students' longitudinal data ranging from their middle school, to high school, to…
This article reviews a suit brought by a high school graduate against a public school district alleging negligence and misrepresentation in academic instruction. The complaint alleged that the plaintiff was unable to read or write above fifth grade level because of the school's failure to educate him. The case was dismissed. (Author/GC)
Garcia, David R.
This article focuses on how parental school choices affect the degree of racial and academic segregation in charter schools. The research design allows for a direct comparison of the racial and academic conditions of the district schools students exited to the charter schools they entered. Parents choose to leave more racially integrated district…
Institute for Educational Leadership (NJ1), 2005
This paper identifies six core principles and recommends strategies that will foster high academic achievement, close the achievement gap, and promote civic and personal growth among all high-school-age youth in the high schools and communities. At the center of the framework is the Alliance's belief that the purpose of high school is to ensure…
Holland, Alice Ann; Hughes, Carroll W; Stavinoha, Peter L
Academic difficulties are widely acknowledged but not adequately studied in survivors of pediatric medulloblastoma. Although most survivors require special education services and are significantly less likely than healthy peers to finish high school, measured academic skills are typically average. This study sought to identify potential factors associated with academic difficulties in this population and focused on school competence and fluent academic performance. Thirty-six patients (ages 7-18 years old) were recruited through the Departments of Neurosurgery and Neuro-Oncology at Children's Medical Center Dallas and Cook Children's Medical Center in Fort Worth, TX. Participants completed a neuropsychological screening battery including selected Woodcock-Johnson III Tests of Achievement subtests. Parents completed the Child Behavior Checklist. School competence was significantly correlated with measured academic skills and fluency. Basic academic skill development was broadly average, in contrast to significantly worse fluent academic performance. School competence may have utility as a measure estimating levels of educational success in this population. Additionally, academic difficulties experienced by childhood medulloblastoma survivors may be better captured by measuring deficits in fluent academic performance rather than skills. Identification of these potential factors associated with educational outcomes of pediatric medulloblastoma survivors has significant implications for research, clinical assessment, and academic services/interventions.
Weiss, Christopher C.; Carolan, Brian V.; Baker-Smith, E. Christine
In an effort to increase both adolescents' engagement with school and academic achievement, school districts across the United States have created small high schools. However, despite the widespread adoption of size reduction reforms, relatively little is known about the relationship between size, engagement and outcomes in high school. In…
Niu, Sunny X; Tienda, Marta
Using a longitudinal sample of Texas high school seniors of 2002 who enrolled in college within the calendar year of high school graduation, we examine variation in college persistence according to the economic composition of their high schools, which serves as a proxy for unmeasured high school attributes that are conductive to postsecondary success. Students who graduated from affluent high schools have the highest persistence rates and those who attended poor high schools have the lowest rates. Multivariate analyses indicate that the advantages in persistence and on-time graduation from four-year colleges enjoyed by graduates of affluent high schools cannot be fully explained by high school college orientation and academic rigor, family background, pre-college academic preparedness or the institutional characteristics. High school college orientation, family background and pre-college academic preparation largely explain why graduates from affluent high schools who first enroll in two-year colleges have higher transfer rates to four-year institutions; however these factors and college characteristics do not explain the lower transfer rates for students from poor high schools. The conclusion discusses the implications of the empirical findings in light of several recent studies that call attention to the policy importance of high schools as a lever to improve persistence and completion rates via better institutional matches.
Using a longitudinal sample of Texas high school seniors of 2002 who enrolled in college within the calendar year of high school graduation, we examine variation in college persistence according to the economic composition of their high schools, which serves as a proxy for unmeasured high school attributes that are conductive to postsecondary success. Students who graduated from affluent high schools have the highest persistence rates and those who attended poor high schools have the lowest rates. Multivariate analyses indicate that the advantages in persistence and on-time graduation from four-year colleges enjoyed by graduates of affluent high schools cannot be fully explained by high school college orientation and academic rigor, family background, pre-college academic preparedness or the institutional characteristics. High school college orientation, family background and pre-college academic preparation largely explain why graduates from affluent high schools who first enroll in two-year colleges have higher transfer rates to four-year institutions; however these factors and college characteristics do not explain the lower transfer rates for students from poor high schools. The conclusion discusses the implications of the empirical findings in light of several recent studies that call attention to the policy importance of high schools as a lever to improve persistence and completion rates via better institutional matches. PMID:23459198
Giacalone, Valarie A.
The purpose of this study was to examine the effects of an academic service learning project on ninth-grade students' science achievement and attitudes. A quasi-experimental, pretest-posttest design was used with four classes of one teacher in a rural school. The treatment was an Energy Fair service project. Two treatment classes that were chosen by random assignment (n = 58) were compared to two control classes (n = 64), who performed an alternative assignment. The Energy Fair was conducted for the elementary school students and on a limited basis for fellow students (peers). The academic effect was measured by a teacher-designed end-of-unit ecology test, with a subset of the questions on energy use. Psychological effects were measured by a self-esteem questionnaire, which measured both self-esteem and the satisfaction felt about one's self-esteem. Social effects were measured by three semantic differentials, one each for "adults," "peers," and "elementary students." The teacher was interviewed regarding her observations about the project. Written reflections from both the treatment and control groups were coded and analyzed. Pretest results were divided into thirds of high, medium, and low for all variables to search for the possibility of an attribute-treatment interaction. Analysis of covariance was used to reduce the possibility of pretest bias, to test for significant effects, and to test for a level by treatment interaction. Although the posttest means favored the experimental group, no statistically significant difference was found for academic results. No significant effect was found for either of the psychological measures. No change was found for the social results regarding "adults." A statistically significant effect was found for social results in the categories of "elementary students" and "peers." No statistically significant level by treatment interaction was found. Further research on the effects of academic service learning projects is needed at
Stearns, Elizabeth; Glennie, Elizabeth J.
Teens may leave school because of academic failure, disciplinary problems, or employment opportunities. In this article, the authors test whether the reasons dropouts leave school differ by grade level and age. We compare dropout rates and reasons across grade levels and ages for all high school students, ethnic groups, and gender groups. Across…
Binder, Robert D.
Describes the design of the academic arts building at Cheyenne Mountain High School in Colorado Springs, Colorado, including its black box theater, art classroom, computer graphics lab, gallery, video production area, and chorus classroom. (EV)
Vasquez-Salgado, Yolanda; Chavira, Gabriela
The transition from middle school to high school is an important developmental period to investigate because of the negative impact it has on youths' academics. The purpose of this study was to investigate Latino youths' academic achievement prior to, during, and after the transition to high school, and gender differences in youths' achievement…
School counselors are trained in academic preparation programs for future job activities. However, job expectations taught in such programs can differ from actual school counseling activities. This article reports the findings of a national survey of school counselors' (N = 1,052) perceived preparation and practice.
Furnham, Adrian; Monsen, Jeremy
This study examines the extent to which personality traits and intelligence scores predict school level academic performance (AP), (British GCSE: General Certificate of Secondary Education; America Grade 10) in different disciplines. The participant sample consisted of approximately 250 school pupils from three schools in the South East of…
The problem of middle adolescent substance use and abuse among high school age males was examined. Financial and socio-emotional costs and rates of incidence for substance use and abuse among high school males are addressed followed by a discussion of social, environmental, and intra-psychic factors, which influence substance use and abuse. To…
Ochoa, Vanessa Jeanette
This dissertation captures the intricacies of high school counseling by utilizing the social science research method, Portraiture (Lightfoot & Hoffman, 1997). This method allowed the author to document how two Counselors of Color at one inner city high school in Los Angeles, Quetzcoatal Academy (QA) interacted with and inspired Latina/o…
Driver, Jason Hughes
This study examines the relationship between high school efforts at post-secondary preparation for college bound students and the expectations of college and university admissions personnel. The Advanced Placement (AP) teachers and administrators at a rural Northwest Florida high school were administered a quantitative survey in order to collect…
Tanner-Smith, Emily E; Fisher, Benjamin W
Many U.S. schools use visible security measures (security cameras, metal detectors, security personnel) in an effort to keep schools safe and promote adolescents' academic success. This study examined how different patterns of visible security utilization were associated with U.S. middle and high school students' academic performance, attendance, and postsecondary educational aspirations. The data for this study came from two large national surveys--the School Crime Supplement to the National Crime Victimization Survey (N = 38,707 students; 51% male, 77% White, MAge = 14.72) and the School Survey on Crime and Safety (N = 10,340 schools; average student composition of 50% male, 57% White). The results provided no evidence that visible security measures had consistent beneficial effects on adolescents' academic outcomes; some security utilization patterns had modest detrimental effects on adolescents' academic outcomes, particularly the heavy surveillance patterns observed in a small subset of high schools serving predominantly low socioeconomic students. The findings of this study provide no evidence that visible security measures have any sizeable effects on academic performance, attendance, or postsecondary aspirations among U.S. middle and high school students.
This report presents statistical data on academic failure in New York City's Schools Under Registration Review (SURR) schools. The tables and charts focus on: SURR schools in New York state; SURR schools by grade level; academic achievement in new SURR schools; academic performance in all SURR schools; children attending New York City SURR Schools…
McGill, Rebecca Kang; Hughes, Diane; Alicea, Stacey; Way, Niobe
In the current longitudinal study, we examined associations between Black and Latino youths' perceptions of the public's opinion of their racial/ethnic group (i.e., public regard) and changes in academic adjustment outcomes across middle school. We also tested combinations of racial/ethnic socialization and parent involvement in academic activities as moderators of this association. We used a 2nd-order latent trajectory model to test changes in academic adjustment outcomes in a sample of 345 Black and Latino urban youth across 6th, 7th, and 8th grades (51% female). Results revealed a significant average linear decline in academic adjustment from 6th to 8th grade, as well as significant variation around this decline. We found that parenting moderated the association between public regard and the latent trajectory of academic adjustment. Specifically, for youth who reported high racial/ethnic socialization and low parent academic involvement, lower public regard predicted lower academic adjustment in 6th grade. For youth who reported both low racial/ethnic socialization and low parent academic involvement, lower public regard predicted a steeper decline in academic adjustment over time. Finally, among youth who reported high racial/ethnic socialization and high parent academic involvement, public regard was not associated with either the intercept or the slope of academic adjustment. Thus, the combination of high racial/ethnic socialization and parent academic involvement may protect youths' academic motivation and performance from the negative effects of believing the public has low opinions of one's racial/ethnic group. Implications for protecting Black and Latino youths' academic outcomes from decline during middle school are discussed.
Milam, A. J.; Furr-Holden, C. D. M.; Leaf, P. J.
Community and school violence continue to be a major public health problem, especially among urban children and adolescents. Little research has focused on the effect of school safety and neighborhood violence on academic performance. This study examines the effect of the school and neighborhood climate on academic achievement among a population…
Høigaard, Rune; Kovac, Velibor Bobo; Øverby, Nina Cecilie; Haugen, Tommy
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…
Cook, Kay K.
This synthesis of current attitudes on academic freedom as defined by lower court and Supreme Court cases describes the (1) framework in which academic freedom operates, (2) powers and limitations of state legislatures and school officials in defining the curriculum and setting policy, (3) rights and limitations of teachers in making curricular…
Cerezo Rusillo, Maria Teresa; Casanova Arias, Pedro Felix
Introduction: The following study examines gender differences existing in various cognitive-motivational variables (causal attributions, academic goals, academic self-concept and use of significant learning strategies) and in performance attained in school subjects of Language Arts and Mathematics. Method: For this purpose, a sample of 521…
Detwiler, Robert R.
The literature on student academic success of law students is limited to mostly single institution studies, and as such, a nationwide, multi-institutional empirical study of the factors that predict student academic success is greatly needed by higher education scholars, law school admission officers, faculty, and administrators. This dissertation…
Moussa, Wael Soheil
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 test…
There is a relative absence of research that specifically uses Texas Assessment of Knowledge and Skills (TAKS) data to investigate the relationship between birthdate of kindergartners and later academic success in third grade. This quantitative study investigated school start age and academic success on the 3rd grade Reading TAKS in a sample of…
Akos, Patrick; Rose, Roderick A.; Orthner, Dennis
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…
Opoku-Asare, Nana Afia; Tachie-Menson, Akosua; Essel, Harry Barton
Senior High School (SHS) students in Ghana are required to pass all core and elective curricula subjects in the West Africa Senior School Certificate Examination (WASSCE) to qualify for higher education. Unfortunately, many Visual Arts students perform poorly or fail in English, Mathematics, Integrated Science and Social Studies, which constitute…
Conway, Thomas Robert
This study explores the impact of the electrical and technology curriculum of an urban charter high school in Philadelphia for the alumnae of the school. The study found a positive impact that empowered the alumnae to face gender and racial discrimination in their apprenticeship program. It also found a positive impact for alumnae that are not…
Kite, Toby G.
After the passing of the Individuals with Disabilities Act of 2004, many schools began to use a Response to Intervention (RtI) model instead of the discrepancy model when identifying students with specific learning disabilities (National Center on Response to Intervention, 2011). When elementary schools adopted the RtI model, it was shown to be…
Romero, Lisa S.
Purpose: The purpose of this paper is to contribute to the literature on student trust and to examine the relationship between student trust, behavior, and academic outcomes in high school. It asks, first, does trust have a positive effect on high school outcomes? Second, does trust influence student behavior, exerting an indirect effect on…
Yapici, Ibrahim Umit; Akbayin, Hasan
In this study, it is aimed to determine the high school students' views on blended learning. The study was carried out in biology course for the lesson unit of "Classification of Living Things and Biodiversity" with 47 9[superscript th] grade students attending Nevzat Ayaz Anatolian High School in the second term of the academic year of…
Zhao, Huafang; McGaughey, Trisha A.; Wade, Julie
The Office of Shared Accountability (OSA) in Montgomery County (Maryland) Public Schools (MCPS) conducted a study of the MCPS Regional High School Summer School Program. Academic intervention programs (AIPs) in MCPS, including the Regional High School Summer School Program, aim to help students gain lost credits and earn credits needed for…
Moir, J; Todman, J
Gordon's (1978) School Environment Preference Survey (SEPS) and Cohen's (1976) six-item adaptation of the Brookover (1967) Self-Concept of Academic Ability Scale were administered to 25 pupils in each of the first four years in a Scottish secondary school. The correlations obtained provide support for Gordon's (1971) hypothesis that pupils with a high degree of structured role orientation, as measured by the SEPS, lack confidence in their academic ability. In addition, there was a decrease in SEPS scores and an increase in academic self-concept over successive year levels.
Núñez, J. C.; Suárez, N.; Rosário, P.; Vallejo, G.; Valle, A.; Epstein, J. L.
This study aims to produce a deeper understanding of the relationship between perceived parental homework involvement (i.e., parental homework control and parental homework support), student homework behaviors (i.e., time spend on homework completion, time management, and amount of homework completed), and student academic achievement. Using…
Wheaton, Anne G.; Chapman, Daniel P.; Croft, Janet B.
Background: Insufficient sleep in adolescents has been shown to be associated with a wide variety of adverse outcomes, from poor mental and physical health to behavioral problems and lower academic grades. However, most high school students do not get sufficient sleep. Delaying school start times for adolescents has been proposed as a policy…
Cortes, Kalena E.
This paper analyzes the relationship between age at arrival and immigrant-receiving high schools (i.e., enclave schools) on the academic performance of first- and second-generation immigrant children using data from the Children of Immigrants Longitudinal Study (CILS). The CILS survey was conducted in two major immigrant-receiving cities in the…
Howard, Anissa K.; Ziomek-Daigle, Jolie
Utilizing a single-group interrupted time series design (Creswell, 2003), this pilot study examined the relationship between academic achievement, school bonding, and the extracurricular activity participation of "uninvolved" students (n=11) who participated in a voluntary support group at a suburban high school in the southeast. Results…
This research study aimed to identify any correlation between participation in afterschool robotics at the high school level and academic performance. Through a sample of N = 121 students, the researcher examined the grades and attendance of students who participated in a robotics program in the 2011-2012 school year. The academic record of these…
Dotterer, Aryn M; Lowe, Katie
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.
The High Schools That Work (HSTW) program is geared to help public high schools meet high standards for many more students by building educational programs around college-preparatory-level academic studies and challenging career concentrations. The program is based on the belief that almost all students can learn advanced-level academic and…
Yong, Tay Lee; Ping, Lim Cher
This case study documents how a group of 14 academically at risk Primary 5 students (11 year olds) were engaged in academic related tasks in an after school program mediated by a "3-D Multi-User Virtual Environment (MUVE)." Although there was no significant difference in the students' academic performance, they were found to be more engaged in the…
Bersamin, Melina; Garbers, Samantha; Gaarde, Jenna; Santelli, John
This study examines the association between school-based health center (SBHC) presence and school-wide measures of academic achievement and college preparation efforts. Publicly available educational and demographic data from 810 California public high schools were linked to a list of schools with an SBHC. Propensity score matching, a method to…
Kirby, Misty M.; DiPaola, Michael F.
Purpose: The purpose of this paper is to examine the relationships among academic optimism, community engagement, and student achievement in urban elementary schools across one district. Design/methodology/approach: Data were collected from all 35 urban elementary schools across one district in Virginia, USA. Correlation, multiple regression, and…
The aim of the present research is to investigate the degree to which average academic outcomes in secondary school classes are associated with the inclusion of markedly disruptive pupils. Findings are based on two separate studies among pupils in Norwegian secondary schools. The first study included a relatively large sample of 2,332 pupils from…
Peterson, Candida C.; Peterson, James L.
Correlates 138 elementary school children's views about the purposes of school to their styles of reward allocation: academically motivated students allocated rewards equally to two hypothetical performers who had unequally helped a teacher perform a manual chore, while socially motivated children allocated rewards in an equity (performance-based)…
Graber, David R.; Bellack, Janis P.; Musham, Catherine; O'Neil, Edward H.
A survey of academic deans (n=100) in universities associated with medical and osteopathy schools found that administrators' attitudes about curriculum content are being influenced by changes in health care delivery and an increasingly generalist orientation. There appears to be support for medical school curricula fostering a broader, more…
Brigman, Greg; Campbell, Chari
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…
Caro, Daniel H.; Lenkeit, Jenny; Lehmann, Rainer; Schwippert, Knut
Students in Germany are tracked into different forms of secondary schooling based on teachers' recommendations. The literature shows that school tracking is largely affected by academic achievement levels, but neglects the influence of individual achievement growth. The authors used data from the Berlin study ELEMENT (N = 2242) to characterize…
Schmidt, B. June; And Others
These guidelines are for individuals and school divisions contemplating or already integrating academic and vocational education. Section 1 discusses two goals for integration. Section 2 provides a justification for integration and discusses the contradiction in the skills obtained in school and those needed in the workplace. Section 3 defines the…
Sabia, Joseph J.
Using data from the National Longitudinal Study of Adolescent Health, this study examines the relationship between school-year employment and academic performance of young adolescents under age 16. Ordinary least squares estimates show a significant positive relationship between modest hours of school-year employment and grade point average.…
McCormick, Meghan P.; Cappella, Elise
A wide body of research has documented the relationship between social norms and individual behaviors. There is growing evidence that academic behaviors in early adolescence--when most children begin middle school--may be subject to normative influence as well. However, the structure and composition of peer relationships within middle schools have…
Prusank, Diane T.; Comadena, Mark E.
A study examined the relationship between communication apprehension (CA) and academic achievement among elementary school students and whether that relationship was different for males and females. Subjects were 144 (74 females, 70 males) students enrolled in grades 2-5 at a laboratory school on the campus of a midwestern university. Academic…
Juvonen, Jaana; Wang, Yueyan; Espinoza, Guadalupe
The goal of the study was to examine whether bullying experiences are associated with lower academic performance across middle school among urban students.The ethnically diverse sample was drawn from a longitudinal study of 2,300 sixth graders (44% Latino, 26% African American, 10% Asian, 10% White, and 10% mixed) from 11 public middle schools.…
Little, Steven G.; Akin-Little, Angeleque; Palomares, Ronald S.; Eckert, Tanya L.
There is a paucity of research examining the experiences and perceptions of men employed as school psychology academicians. The purpose of this investigation was to ascertain male school psychology academicians' perceptions of their respective academic climates, levels of support, incidences of harassment, and levels of stress, and to compare…
Moonie, Sheniz; Sterling, David A.; Figgs, Larry W.; Castro, Mario
Background: Children with asthma experience more absenteeism from school compared with their nonasthma peers. Excessive absenteeism is related to lower student grades, psychological, social, and educational adjustment. Less is known about the relationship between the presence of asthma and the academic achievement in school-aged children. Since…
Wohl, Seth F.
The Benjamin Franklin High School Unit Program in New York City was designed to overcome the serious academic deficiencies identified as criterion for entry into the program: retardation in reading and mathematics and to improve attitudes toward school, increase classroom attendance and participation, reduce the dropout rate, improve self-image…
A study of 30 Asian high school students (9 males, 21 females), who were in U.S. schools for a variety of reasons, ranging from extended visits to families of relatives to temporary academic or occupational appointments of parents in U.S. universities or corporations investigated student perspectives on English-as-a-Second-Language (ESL)…
Transition plans for students with special needs provide support for social and academic success while giving students an accurate picture of what to expect in high school. The Texas Comprehensive Center recommends that schools develop a comprehensive transition plan district-wide. This district plan must include the cooperation of staff from the…
Design Cost Data, 2001
Presents design features of the Oak Mountain High School (Alabama) consisting of an academic side of classrooms, administration, and media center; and an activity side consisting of cafeteria, gymnasium, practice gym, and a theater. The school's floor plan and photos are included. (GR)
Alpert, Geoffrey; Dunham, Roger
From among factors theoretically considered relevant to preventing school dropouts, empirical procedures identified five variables that predicted most of the variance among marginal youth: (1) extent of misbehavior in school; (2) belief in school's relevance to employment; (3) feelings of success in school; (4) parental monitoring of behavior; (5)…
Alimi, Olatunji Sabitu; Ehinola, Gabriel Babatunde; Alabi, Festus Oluwole
The study investigated the influence of school types and facilities on students' academic performance in Ondo State. It was designed to find out whether facilities and students' academic performance are related in private and public secondary schools respectively. Descriptive survey design was used. Proportionate random sampling technique was used…
Ray, Rhonda D.
This correlation research study examined school and teacher characteristics in relationship to the academic performance of students in elementary schools in South Carolina. The school characteristics examined in this study were school size, poverty, minority level, and student teacher ratio. The teacher characteristics examined in this study were…
Miller, Tracie M.
Despite the research that has been conducted on the quality and effectiveness of teachers being linked to student achievement, little research has explored the perspectives of the teachers in comparison to those of both high performing and low performing high school African-American students. Since students and teachers are the two individuals who…
Thompson, Brett A.
Since its inception in 1997, Cisco's curriculum has entered thousands of high schools across the U.S. and around the world for two reasons: (1) Cisco has a large portion of the computer networking market, and thus has the resources for and interest in developing high school academies; and (2) high school curriculum development teams recognize the…
For at-risk students who stand little chance of going to college, or even finishing high school, a growing number of districts have found a solution: Give them an early start in college while they still are in high school. The early college high school (ECHS) movement that began with funding from the Bill and Melinda Gates Foundation 10 years ago…
Pedersen, James M.
The purpose of this study was to analyze student academic performance data from year-round calendar high schools across the United States in comparison to those of traditional calendar high schools within the same states. This study sought to determine if the mean passing scores of students for the last three academic years in four important…
Pedersen, James M.
The purpose of this study was to analyze student academic performance data from year-round calendar high schools across the United States in comparison to those of traditional calendar high schools within the same states. This study sought to determine if the mean passing scores of students for the last three academic years in four important…
Ward, Jennifer Henry
This study attempted to identify factors in seventh grade academics that are associated with overall success in tenth grade biology. The study addressed the following research questions: Are there significant differences in performance levels in seventh grade Criterion Referenced Competency Test (CRCT) scores in science, math, reading, and language arts associated with performance categories in tenth grade biology End of Course Test (EOCT) and the following demographic variables : gender, ethnicity, socioeconomic status, disability category, and English language proficiency level? Is there a relationship among the categorical variables on the tenth grade biology EOCT and the same five demographic variables? Retrospective causal comparative research was used on a representative sample from the middle schools in three North Georgia counties who took the four CRCTs in the 2006-2007 school year, and took the biology EOCT in the 2009-2010 school year. Chi square was used to determine the relationships of the various demographic variables on three biology EOCT performance categories. Twoway ANOVA determined relationships between the seventh grade CRCT scores of students in the various demographic groups and their performance levels on the biology EOCT. Students' performance levels on the biology EOCT matched their performance levels on the seventh grade CRCTs consistently. Females performed better than males on all seventh grade CRCTs. Black and Hispanic students did worse than White and Asian/Asian Indian students on the math CRCT. Students living in poverty did worse on reading and language arts CRCTs than students who were better off. Special education students did worse on science, reading, and language arts CRCTs than students not receiving special education services. English language learners did worse than native English speakers on all seventh grade CRCTs. These findings suggest that remedial measures may be taken in the seventh grade that could impact
The Impact of the Reading Apprenticeship Improving Secondary Education (RAISE) Project on Academic Literacy in High School: A Report of a Randomized Experiment in Pennsylvania and California Schools. Research Report
Fancsali, Cheri; Abe, Yasuyo; Pyatigorsky, Mikhail; Ortiz, Lorena; Chan, Vincent; Saltares, Eliana; Toby, Megan; Schellinger, Adam; Jaciw, Andrew
The Reading Apprenticeship instructional framework was developed by WestEd's Strategic Literacy Initiative (SLI) two decades ago to help teachers provide the literacy support students need to be successful readers in the content areas. It has since reached over 100,000 teachers in schools across the country, at the middle school, high school, and…
Pringle, Beverley E.; Lyons, James E.; Booker, Keonya C.
African American high school students are performing behind their White classmates regardless of whether they are in majority or minority populations at school. Teacher expectations, among school-related factors that can impact the academic achievement of African American high school students, are the focus of this study. Interviews were conducted…
Li, Jun; Xia, Yong; Liu, Li-Gong
Huang's school of acupuncture and moxibustion, whose representative figures are HUANG Hong-fang and HUANG Xian-ming, is one of the schools of acupuncture and moxibustion in Shanghai. The life stories of the representative figures of Huang's school of acupuncture and moxibustion and three academic viewpoints of Huang's school are briefly introduced in this article: (1) syndrome differentiation for seeking the pathogenic roots and developing treatment principle based on the roots; (2) focusing on spleen and stomach and putting stomach first in the treatment; (3) simple point selection with clear structures showing major and assistant points. Their characteristics of the needling techniques are summarized, involving needling manipulations, qi induction, reinforcing and reducing method, etc. so as to lay a foundation for further study and inheritance of the academic thought in Huang's school of acupuncture and moxibustion.
Lacefield, Warren E.; Zeller, Pamela J.; Van Kannel-Ray, Nancy
This study documents the impact of placing graduation coaches as a GEAR UP intervention in urban high schools. The overall goal was improvement of students' academic performance, particularly for students not passing core courses. This longitudinal study began with data collection in feeder middle schools where results indicated improved student…
Arizona State Board of Directors for Community Colleges, Phoenix.
This report provides statistics, in the form of charts and data tables, on Arizona high school graduates enrolling in nearby community colleges. A statewide summary indicates that 14,213 of these graduates enrolled in Arizona community colleges in 1997 and achieved a median grade point average (GPA) of 2.4 in their first terms. This document…
This study involved an investigation related to student ability to carry out inquiry tasks, and to investigate the effectiveness of a technique of set induction through rule learning. Biology students from 13 high school classes were randomly selected and assigned to an experimental group, A, or to one of three control groups, B, C, or D. The…
This study examined the effectiveness of using laptops to teach and deliver instruction to students. The meta-analytic approach was employed to compare the means of End-of Course Test scores from North Carolina one-to-one high schools during the traditional teaching period and the laptop teaching period in order to determine if there are…
Rodríguez, Carmen; Inda, Mercedes; Fernández, Carmen Mª
This study tested social cognitive career theory (SCCT) in the technological domain with 2,359 high-school students in Asturias (Spain). Path analyses were run to determine the influence of gender on the SCCT model and to explain the influence of personal (emotional state, gender-role attitudes), contextual (perceived social supports and…
What Works Clearinghouse, 2014
This study of 952 fifth and sixth graders in Washington, DC, and Alexandria, Virginia, found that students who were offered the "Higher Achievement" program had higher test scores in mathematical problem solving and were more likely to be admitted to and attend private competitive high schools. "Higher Achievement" is a…
Mura, Gioia; Vellante, Marcello; Nardi, Antonio Egidio; Machado, Sergio; Carta, Mauro Giovanni
Schools are an ideal setting to implement physical activity programs targeted at youths' learning and intellectual abilities, as exercise has been associated with improvement in cognitive skills and academic proficiency. A systematic review of the literature was performed to examine the effects of school-based physical activity interventions on academic achievement and cognitive outcomes. A search for relevant papers was carried out on PubMed/Medline, Scopus and Google Scholar. Only quasi-experimental and experimental studies were included, if focused on school-based physical activity interventions targeting 3 to 18 year-old healthy pupils, and designed to establish a relationship between exercise performed in a school setting and cognitive/academic performance. Thirty-one papers were retrieved by the search, reporting the findings of twenty-eight school-based physical activity interventions. Most of the included studies were published in the past five years. A large majority of the studies showed positive results in terms of academic achievement and, above all, cognitive skills. In the recent years, the number of studies on school-based physical interventions aimed to establish a relationship between physical activity performed in school setting and cognitive/academic outcomes significantly increased, as well as high quality assessments and designs. This review highlights the effectiveness of school-based physical activity interventions on academic achievement and, above all, on youths' cognitive performance. Some interesting findings come from studies assessing brain functional changes, from interventions targeting culturally diverse or low-income samples, and from interventions where physical activity is in the form of active videogames.
Cohen, M.; Foster, M.; Kratzer, D.; Malone, P.; Solem, A.
The national need for well trained scientists and engineers is more urgent today than ever before. Scientists who are trained in advanced computational techniques and have experience with multidisciplinary scientific collaboration are needed for both research and commercial applications if the United States is to maintain its productivity and technical edge in the world market. Many capable high school students, however, lose interest in pursuing scientific academic subjects or in considering science or engineering as a possible career. An academic contest that progresses from a state-sponsored program to a national competition is a way of developing science and computing knowledge among high school students and teachers as well as instilling enthusiasm for science. This paper describes an academic-year long program for high school students in New Mexico. The unique features, method, and evaluation of the program are discussed.
GLENNIE, ELIZABETH; BONNEAU, KARA; VANDELLEN, MICHELLE; DODGE, KENNETH A.
Background/Context Efforts to improve student achievement should increase graduation rates. However, work investigating the effects of student-level accountability has consistently demonstrated that increases in the standards for high school graduation are correlated with increases in dropout rates. The most favored explanation for this finding is that high-stakes testing policies that mandate grade repetition and high school exit exams may be the tipping point for students who are already struggling academically. These extra demands may, in fact, push students out of school. Purpose/Objective/Focus This article examines two hypotheses regarding the relation between school-level accountability and dropout rates. The first posits that improvements in school performance lead to improved success for everyone. If school-level accountability systems improve a school for all students, then the proportion of students performing at grade level increases, and the dropout rate decreases. The second hypothesis posits that schools facing pressure to improve their overall accountability score may pursue this increase at the cost of other student outcomes, including dropout rate. Research Design Our approach focuses on the dynamic relation between school-level academic achievement and dropout rates over time—that is, between one year’s achievement and the subsequent year’s dropout rate, and vice versa. This article employs longitudinal data of records on all students in North Carolina public schools over an 8-year period. Analyses employ fixed-effects models clustering schools and districts within years and controls each year for school size, percentage of students who were free/reduced-price lunch eligible, percentage of students who are ethnic minorities, and locale. Findings/Results This study finds partial evidence that improvements in school-level academic performance will lead to improvements (i.e., decreases) in school-level dropout rates. Schools with improved
Shepard, Jerri; Salina, Chuck; Girtz, Suzann; Cox, Jonas; Davenport, Nika; Hillard, Tammy L.
Sunnyside High School in rural Washington faces many tough issues common to urban schools but has shown a remarkable ability to help students at risk for academic failure. The Sunnyside Intervention Program was developed for students with a history of poor academic performance, many of whom were involved in dangerous activities, including gangs.…
Taylor, Laramie D; Davis-Kean, Pamela; Malanchuk, Oksana
The present study explores the relation between academic self-concept, self-esteem, and aggression at school. Longitudinal data from a racially diverse sample of middle-school students were analyzed to explore how academic self-concept influenced the likelihood of aggressing at school and whether high self-concept exerted a different pattern of influence when threatened. Data include self-reported academic self-concept, school-reported academic performance, and parent-reported school discipline. Results suggest that, in general, students with low self-concept in achievement domains are more likely to aggress at school than those with high self-concept. However, there is a small sample of youth who, when they receive contradictory information that threatens their reported self-concept, do aggress. Global self-esteem was not found to be predictive of aggression. These results are discussed in the context of recent debates on whether self-esteem is a predictor of aggression and the use of a more proximal vs. general self-measure in examining the self-esteem and aggression relation.
A Triangular Teaching Process: Using Mass Communication as a Media to Integrate Vocational and Academic Curricula through Cooperative Efforts of a Public High School, a Vocational School, and a Four Year College. Final Report.
List, Frank A.
In order to offer students guidance about the rapidly increasing field of communications, Apollo High School developed a cooperative radio and television communication program to be added to the English curriculum. The objectives of the project were (1) to utilize the expertise of the staff and the resources of Apollo High School, the Daviess…
Moore, Glenn M.
Purpose and Method of Study. The primary purpose of this quantitative study was to analyze the relationship between school district expenditures and student academic achievement in 102 public elementary school districts in the state of Oklahoma. The secondary purpose was to investigate the relationship between school district expenditures and…
Ogundokun, Olubunmi K.
This study analyzes the relationship between school management strategies and student's academic achievement, while controlling for factors such as the school principals' age, gender, experience, as well as school size and location, Student's Social Economics Status (SES), English as a Second Language learner's population (ESL), Special Education…
Fletcher, Jason M; Tienda, Marta
This paper uses administrative data from the University of Texas-Austin to examine whether the number of same high school classmates at college entry influences college achievement, measured by grade point average (GPA) and persistence. For each freshman cohort from 1993 through 2003 we calculate the number and ethnic makeup of college freshmen from each Texas high school. Empirical specifications include high school fixed effects to control for unobservable differences across schools that influence both college enrollment behavior and academic performance. Using an instrumental variables/fixed effects estimation strategy, we also evaluate whether "marginal" increases in the number of high school classmates influence college grades. Results show that students who arrive on campus with a larger number of high school classmates outperform their counterparts from smaller high school cohorts. Average effects of larger high school cohorts on college achievement are small, but a marginal increase in the number of same-race classmates raises GPA by 0.1 point. Results provide suggestive evidence that minority academic benefits from larger high school cohorts are greater for minority compared with white students.
Fletcher, Jason M.; Tienda, Marta
This paper uses administrative data from the University of Texas-Austin to examine whether the number of same high school classmates at college entry influences college achievement, measured by grade point average (GPA) and persistence. For each freshman cohort from 1993 through 2003 we calculate the number and ethnic makeup of college freshmen from each Texas high school. Empirical specifications include high school fixed effects to control for unobservable differences across schools that influence both college enrollment behavior and academic performance. Using an instrumental variables/fixed effects estimation strategy, we also evaluate whether “marginal” increases in the number of high school classmates influence college grades. Results show that students who arrive on campus with a larger number of high school classmates outperform their counterparts from smaller high school cohorts. Average effects of larger high school cohorts on college achievement are small, but a marginal increase in the number of same-race classmates raises GPA by 0.1 point. Results provide suggestive evidence that minority academic benefits from larger high school cohorts are greater for minority compared with white students. PMID:23172979
San Pedro, Maria Ofelia Z.
This dissertation research focuses on assessing student behavior, academic emotions, and knowledge from a middle school online learning environment, and analyzing their potential effects on decisions about going to college. Using students' longitudinal data ranging from their middle school, to high school, to postsecondary years, I leverage…
Department of Education, Washington, DC.
This booklet profiles "leading edge" schools committed to ensuring that all students meet challenging academic standards and are prepared for college and careers. In 1996, these 10 New American High Schools were chosen by the U.S. Department of Education for their innovation and commitment to academic excellence. As these award-winning,…
Principal Leadership, 2011
The change in academic achievement at B. F. Terry High School in Rosenberg, Texas, over the last four years is proudly displayed on the outside of the building with the sign that proclaims it a Texas School of Distinction, but it's the change in attitude inside of the school that's most striking. A growing majority of the school's students live in…
Rohlen, Thomas P.
The author, an anthropologist, spent 14 months (1974-75) in the industrial port city of Kobe (Japan) observing a cross section of urban high schools, including Japan's most elite private school and a night vocational school plagued by absenteeism and delinquency. He reports on the character of the institutions and of the experience via…
Ahn, Sunyoung; Simpson, Richard
The purpose of this study was to investigate the relationships between the perceptions of school membership, risk factors, and behavioral and academic engagement among a sample of alternative school students. The study subjects were 48 7th-9th graders who were at high risk for school failure because of their serious and chronic behavioral and…
Crosnoe, Robert; Benner, Aprile D.; Schneider, Barbara
Secondary schools are sites of academic instruction but also contexts of socioemotional development, and the intertwining of these two functions has consequences for adolescents' future health and education. Drawing on nationally representative data from the National Longitudinal Study of Adolescent Health (n = 8,271), this study explored the…
Sigfusdottir, Inga Dora; Kristjansson, Alfgeir Logi; Allegrante, John P.
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…
Northwest Evaluation Association, 2015
For more than a decade, Pewaukee School District Superintendent JoAnn Sternke has watched her district get better and better at its mission: opening the door to each student's future. The Wisconsin district began using Measures of Academic Progress® (MAP®) computer adaptive interim assessments from Northwest Evaluation Association™ (NWEA™) in 2004…
Jones, Virginia R.
To have a meaningful, fulfilling career in the 21st century workplace, students need technical and academic skills as well as the ability to think and work collaboratively with others. Career education must begin in middle school or earlier to allow students time to develop the aptitudes, skills and attitudes necessary to develop an awareness of…
Risser, Scott D.
To investigate the relationship between relational aggression and school performance, this study examined the relative and combined associations among relational aggression, overt aggression, and victimization and children's academic performance. Additionally this study examined the relative associations among relational and overt aggression and…
Georgakis, Steve; Evans, John Robert; Warwick, Leanne
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…
Tumtuma, Chamnan; Chantarasombat, Chalard; Yeamsang, Theerawat
The Academic Knowledge Management Model of Small Schools in Thailand was created by research and development. The quantitative and qualitative data were collected via the following steps: a participatory workshop meeting, the formation of a team according to knowledge base, field study, brainstorming, group discussion, activities carried out…
Success at school increases self-esteem. Any difficulty will have consequential effects on the psychological health of the subject. The conditions now prevailing in the educational institutions (mass schooling without any individual orientation before the end of college) oblige the teenager to submit to teaching methods and to the school system. School can reveal the subject's personal problems (anxiety, phobia or depression), but may equally create pathology by not recognising the heterogeneity of individual development and differences in cognitive functioning. In adolescence, the ego is particularly vulnerable. Anything that may induce its instability can create behavioural problems (instability, aggressiveness, inhibition) or problems of thought (anxiety links, difficulties in abstraction). In order to cope with such a haemorrhage of the ego, the adolescent may have recourse to certain behaviours (e.g. use of drugs leading to dependence). So it is important the know well the links between school failure and behavioural problems or drug consumption because, in one way or another, by their sanction or by lack of motivation, these situations will lead very quickly to school disengagement, which in turn leads to the breakdown of the ego.
A Bay Area charter high school, d.tech develops "innovation-ready" students by combining content knowledge with the design thinking process while fostering a sense of autonomy and purpose. The academic model is grounded in self-paced learning through a flex schedule, high standards, and design thinking through a four-year design…
Finch, Andrew J.; Moberg, D. Paul; Krupp, Amanda Lawton
Data from 17 recovery high schools suggest programs are dynamic and vary in enrollment, fiscal stability, governance, staffing, and organizational structure. Schools struggle with enrollment, funding, lack of primary treatment accessibility, academic rigor, and institutional support. Still, for adolescents having received treatment for substance…
Small learning communities, an initiative to transform large struggling comprehensive high schools into smaller autonomous schools, are being empirically examined in the field of education to assess if transformation is actually occurring as seen by positive outcomes, such as increased academic achievement. There is an absence of literature on…
Thiele, Tamara; Pope, Daniel; Singleton, A; Stanistreet, D
Objectives This study examines associations between medical students’ background characteristics (postcode-based measures of disadvantage, high school attended, sociodemographic characteristics), and academic achievement at a Russell Group University. Design Retrospective cohort analysis. Setting Applicants accepted at the University of Liverpool medical school between 2004 and 2006, finalising their studies between 2010 and 2011. Participants 571 students (with an English home postcode) registered on the full-time Medicine and Surgery programme, who successfully completed their medical degree. Main outcome measures Final average at year 4 of the medical programme (represented as a percentage). Results Entry grades were positively associated with final attainment (p<0.001). Students from high-performing schools entered university with higher qualifications than students from low-performing schools (p<0.001), though these differences did not persist at university. Comprehensive school students entered university with higher grades than independent school students (p<0.01), and attained higher averages at university, though differences were not significant after controlling for multiple effects. Associations between school type and achievement differed between sexes. Females attained higher averages than males at university. Significant academic differences were observed between ethnic groups at entry level and university. Neither of the postcode-based measures of disadvantage predicted significant differences in attainment at school or university. Conclusions The findings of this study suggest that educational attainment at school is a good, albeit imperfect, predictor of academic attainment at medical school. Most attainment differences observed between students either decreased or disappeared during university. Unlike previous studies, independent school students did not enter university with the highest grades, but achieved the lowest attainment at university
Branigan, Amelia R.
In this study I hypothesize a larger penalty of obesity on teacher-assessed academic performance for white girls in English, where femininity is privileged, than in math, where stereotypical femininity is perceived to be a detriment. This pattern of associations would be expected if obesity largely influences academic performance through social…
Szczesiul, Stacy Agee; Nehring, James; Carey, Theodore
Drawing on theoretical and empirical research concerning the relationship between academic work and student learning, this article explores the following questions: What skills are required to execute the academic tasks teachers assign on a daily basis? How do teachers and administrators interpret the task demands represented in instructional…
Wouters, Sofie; De Fraine, Bieke; Colpin, Hilde; Van Damme, Jan; Verschueren, Karine
Academic self-concept has received a great deal of attention in recent educational research because it mediates many other educational outcomes. Therefore, it is important to find out how students' academic self-concept develops. We examined the big-fish-little-pond effect (BFLPE) dynamically by investigating the effect of track changes in high…
Elliott, Diane Cardenas
This study was designed to investigate the influence of self-efficacy on the college persistence of students. More specifically, this study explored how pre-entry and second semester academic and social self efficacies affect the academic integration, social integration, and institutional retention of college students. In addition, this study…
Bennett-Garraway, Jocelyn M.
Do parents play a significant role in the academic achievement and career decision making process of African American children? Studies have confirmed the importance of the role of parents and have even identified preferred parenting styles as having the best academic achievement (Dornbusch, Ritter, Leiderman, Roberts, & Fraleigh, 1987;…
The purpose of this study was to compare three groups: JROTC students, student athletes, and other students, to determine if there were differences in academic achievement. Gaining an understanding of the necessary skills required to become academically successful and make healthy life choices, could provide educators working within an urban…
A number of high schools across the United States have moved to later bell times on the belief that their previous bell times were too early for the "biological clocks" of adolescents. In this article I study whether doing so improves academic performance. I first focus on the Twin Cities metropolitan area, where Minneapolis and several…
Trask-Tate, Angelique J.; Cunningham, Michael
The purpose of this study was to identify the social supports in the lives of African American adolescents that influence resilient academic outcomes. The authors examined 206 African American students to identify the role of parental involvement as a buffer in the relation between low school support and high academic expectations. Results…
Falmouth Public Schools, MA.
This book is a compilation of a series of papers designed to aid high school teachers in organizing a course in oceanography for high school students. It consists of twelve papers, with references, covering each of the following: (1) Introduction to Oceanography, (2) Geology of the Ocean, (3) The Continental Shelves, (4) Physical Properties of Sea…
Wright, Dianne; Bogotch, Ira
Over the last several years there have been numerous calls for reforming high school to college transitions. In 2000-2001, the American Youth Policy Forum (AYPF) and the National Commission on the High School Senior Year respectively called for a re-thinking of how students moved from secondary to postsecondary education. A widely-discussed…
Fogelman, A M; Goode, L D; Behrens, B L; DeAngelis, C D; Forsyth, J D; Gewertz, B L; Houpt, J L; Hutton, J J; Kelley, W N; Korn, D; Marton, L J; Tartaglia, A P; Wallace, A G; Wallin, W R; Walters, F M
To gain a better understanding of the effects on medical schools of transformations in medical practice, science, and public expectations, the AAMC in 1994 formed the Advisory Panel on the Mission and Organization of Medical Schools and appointed six working groups to address relevant issues. This article is a report of the findings of the Working Group on Preserving Medical Schools' Academic Mission in a Competitive Marketplace, which was charged with exploring how medical schools could acquire and/or preserve an adequate patient base for teaching, research, and income generation in a competitive marketplace. The other groups' reports will appear in future issues of Academic Medicine. To understand the diversity of approaches that schools have taken to achieve this goal and to preserve their missions, the group interviewed representatives of nine medical schools, selected to represent a cross section of U.S. medical schools. The interviews took place on four occasions between June 1995 and March 1996. The information and comments shared by participants helped the working group gain insight into the fundamental issues it had been charged to address, including those of new delivery structures, what value schools offer to delivery structures, how education and research can be incorporated and supported financially, possible new pressures on relationships between medical schools and teaching hospitals, changes in faculty physicians' employment relationships and terms, and the role of the medical school in graduate medical education. In collecting and analyzing the data, the working group focused on the distinction between protecting an institution's existing enterprise and preserving an institution's core mission. This article gives a detailed overview of the information and comments each school presented, organized under the appropriate question. The working group's conclusions and commentaries on the findings follow. An appendix presents more detailed summaries of
Moberg, D. Paul; Finch, Andrew J.
High schools specifically designed for students recovering from a substance use disorder (substance abuse or dependence) have been emerging as a continuing care resource since 1987. This study of 17 schools provides the first systematic description of recovery school programs and their students. The most common school model is that of a program or affiliated school, embedded organizationally and physically with another school or set of alternative school programs. Although embedded, there are serious efforts to maintain physical separation of recovery school students from other students, using scheduling and physical barriers. Affiliation with public school systems is the case for most recovery schools, and seems to be a major factor in assuring fiscal and organizational feasibility. The students in the recovery high schools studied were predominantly white (78%), with about one-half from two parent homes. Overall parent educational levels suggest a higher mean SES than in the general population. Most students (78%) had prior formal treatment for substance use disorders, often concomitantly with treatment for mental health concerns, and were often referred by treatment providers. Students came with a broad and complex range of mental health issues, traumatic experiences, drug use patterns, criminal justice involvement, and educational backgrounds. The complexity of these problems clearly limits the enrollment capacity of the schools. Retrospective pretest to post-test analysis suggests significant reduction in substance use as well as in mental health symptoms among the students. Students were very positive in their assessment of the therapeutic value of the schools, but less enthusiastic regarding the educational programs. The school programs appear to successfully function as continuing care to reinforce and sustain the therapeutic benefits students gained from their treatment experiences. PMID:19165348
Valle, Antonio; Regueiro, Bibiana; Núñez, José C; Rodríguez, Susana; Piñeiro, Isabel; Rosário, Pedro
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,
Plank, Stephen B.; DeLuca, Stefanie; Estacion, Angela
This article uses data from the National Longitudinal Survey of Youth 1997 to investigate high school dropout and its association with the high school curriculum. In particular, it examines how combinations of career and technical education (CTE) and core academic courses influence the likelihood of leaving school. Hazards models indicate a…
Lowenstein, Amy E; Friedman-Krauss, Allison H; Raver, C Cybele; Jones, Stephanie M; Pess, Rachel A
In this study we used data on a sample of children in the Chicago Public Schools in areas of concentrated poverty-related disadvantage to examine associations between school climate and low-income children's language/literacy and math skills during the transition to kindergarten. We also explored whether teacher-child closeness moderated these associations. Multilevel modeling analyses conducted using a sample of 242 children nested in 102 elementary schools revealed that low adult support in the school was significantly associated with children's poorer language/literacy and math skills in kindergarten. Teacher-child closeness predicted children's higher language/literacy and math scores and moderated the association between low adult support and children's academic skills. Among children who were high on closeness with their teacher, those in schools with high levels of adult support showed stronger language/literacy and math skills. There were no significant associations between adult support and the academic skills of children with medium or low levels of teacher-child closeness. Results shed light on the importance of adult support at both school and classroom levels in promoting low-income children's academic skills during the transition to kindergarten.
Gafoor, K. Abdul; Ashraf, P. Muhammed
This study explores the academic self-efficacy and School-Image among higher secondary school students, on a sample of 652 XIth standard students drawn from Kerala, adopting proportionate stratified random sampling. The data was collected using Academic Self-Efficacy Scale and School-Image Scale. Significant difference exist in School-Image of…
Megahed, Nagwa; Ginsburg, Mark
This study involved focus group interviews with 12 experienced Egyptian teachers working in academic and vocational secondary schools, comparing their perspectives on the implications of a 1999 educational reform which converted many vocational/commercial schools to academic schools and sought to reduce the need for extra-school, private tutoring.…
Hartman, Virginia; And Others
Describes a study conducted to determine articulation constraints and limitations that prevent students from making a smooth transition and adjustment from high school to college accounting. The results indicated that academic performance, quantitative skills, and verbal skills were vital to achieve success in college accounting. (CT)
Durr, Olga Vaca
High school dropouts are a growing concern throughout the United States. So much so that the issue has been included in the Goals 2000: Educate America Act and the No Child Left Behind Act. Some students drop out to help support their families, others are starting their own families as teenagers, while others are experiencing academic problems,…
Rinn, Anne N.; Boazman, Janette
The purposes of the current study were to evaluate a measure of academic dishonesty and examine high ability college students' loci of control and its effect on behaviors of academic dishonesty, as moderated by academic self-concept. A total of 357 high ability college students enrolled at two universities in the southwestern United States took…
Goldstein, Sara E.; Boxer, Paul; Rudolph, Erin
The present study investigates links between early adolescents' subjective experiences of stress associated with the middle school transition and their academic outcomes. Seventh and eighth grade students (N?=?774) were surveyed about their experiences during their transition to middle school. Students answered questions about stress…
Davenport, Kevin O.
This study examined whether or not students that participated in a school sponsored instrumental music program had higher academic achievement and attendance than students that did not participate in a school sponsor instrumental music program. Units of measurement included standardized test scores and attendance, without taking into consideration…
Santos, Juan Manuel
The purpose of this correlational study was to investigate and examine the self-reported feelings of school belonging and academic motivation among seventh and eighth grade students in a suburban setting, with a specific focus on the Latino subgroup. A corollary purpose of the study was to examine the relationship between school belonging and…
Valle, Antonio; Regueiro, Bibiana; Núñez, José C.; Rodríguez, Susana; Piñeiro, Isabel; Rosário, Pedro
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
Rosário, Pedro; Costa, Marta; Núñez, José Carlos; González-Pienda, Julio; Solano, Paula; Valle, Antonio
Procrastination is a common behavior, mainly in school settings. Only a few studies have analyzed the associations of academic procrastination with students' personal and family variables. In the present work, we analyzed the impact of socio-personal variables (e.g., parents' education, number of siblings, school grade level, and underachievement) on students' academic procrastination profiles. Two independent samples of 580 and 809 seventh to ninth graders, students attending the last three years of Portuguese Compulsory Education, have been taken. The findings, similar in both studies, reveal that procrastination decreases when the parents' education is higher, but it increases along with the number of siblings, the grade level, and the underachievement. The results are discussed in view of the findings of previous research. The implications for educational practice are also analyzed.
This article discusses recovery high schools which are designed specifically to serve students who have been through a professional substance abuse treatment program and are working to stay away from drugs and alcohol. The schools typically serve multiple districts and are funded from both the per-pupil state funds that follow a student and what…
Smerdon, Becky, Ed.; Borman, Kathryn M., Ed.
Our educational system is in a continuous state of reform, yet outcomes are nowhere near what we can accept. Though the search for answers is perpetual, many efforts over the past decade have homed in on one feature of high schools--their size. If we simply reduce school size, the argument goes, students will gain a safer environment that can…
Lv, Bo; Zhou, Huan; Guo, Xiaolin; Liu, Chunhui; Liu, Zhaomin; Luo, Liang
The relationship between academic achievement and the subjective well-being of elementary school children has received increasing attention. However, previous research on the relationship between these variables has yielded inconsistent conclusions – possibly due to the presence of potential moderating variables. This study investigated the relationship between the academic achievement and the emotional well-being (positive and negative affect) of elementary school children in China and the moderating effect of parent–school communication on this relationship. A total of 419 elementary school students and their parents participated. The elementary students’ positive and negative affect, their academic achievement on both midterm and final examinations of the most recent semester, and the frequency of parent–school communication were assessed. Academic achievement of elementary students was positively correlated with positive affect and negatively correlated with negative affect. Parent–school communication significantly moderated this relationship. Regardless of positive or negative affect, the correlation was only significant in the high parent–school communication group (one standard deviation higher than the mean) and in the mean group, whereas in the low parent–school communication group, no association was observed. These results indicate that parental engagement with school impacts both the academic achievements and subjective well-being of children in China. PMID:27445915
Lv, Bo; Zhou, Huan; Guo, Xiaolin; Liu, Chunhui; Liu, Zhaomin; Luo, Liang
The relationship between academic achievement and the subjective well-being of elementary school children has received increasing attention. However, previous research on the relationship between these variables has yielded inconsistent conclusions - possibly due to the presence of potential moderating variables. This study investigated the relationship between the academic achievement and the emotional well-being (positive and negative affect) of elementary school children in China and the moderating effect of parent-school communication on this relationship. A total of 419 elementary school students and their parents participated. The elementary students' positive and negative affect, their academic achievement on both midterm and final examinations of the most recent semester, and the frequency of parent-school communication were assessed. Academic achievement of elementary students was positively correlated with positive affect and negatively correlated with negative affect. Parent-school communication significantly moderated this relationship. Regardless of positive or negative affect, the correlation was only significant in the high parent-school communication group (one standard deviation higher than the mean) and in the mean group, whereas in the low parent-school communication group, no association was observed. These results indicate that parental engagement with school impacts both the academic achievements and subjective well-being of children in China.
Delgado, Melissa Y; Ettekal, Andrea Vest; Simpkins, Sandra D; Schaefer, David R
Are Latino adolescents' friendships an untapped resource for academic achievement or perhaps one of the reasons why these youth struggle academically? Using data from the National Longitudinal Study of Adolescent Health (N = 6782; 7th through 12th graders; 52.9 % female), we examined whether the process of Latino students' school belonging mediated the relationships between the context of friendships (i.e., friendship network indicators) and their academic outcomes (i.e., a context-process-outcomes model), and tested whether the process-context link varied by friends' characteristics (i.e., GPA and problem behavior; social capital). Moreover, we tested whether all relationships varied across the four largest Latino subgroups in the U.S. (i.e., Mexican, Central/South American, Puerto Rican, and Cuban). Our findings indicate that being nominated as a friend by peers and perceiving to have friends exerted both direct effects on school belonging in all but one of the Latino ethnic samples (i.e., Puerto Rican samples) and indirect effects on academic achievement in the full Latino, Mexican, and Central/South American samples. As such, school belonging was more likely to explain the links between academic achievement with nominations by peers as a friend and perceived friends than with having close-knit friendship groups. However, having a close-knit group of average or low-achieving friends predicted more school belonging for Mexican youth, but less school belonging for Cubans. Our findings suggest that friendships may be particularly beneficial for the school belonging process of highly marginalized groups in the U.S. (i.e., Mexican-origin).
Sullivan, Alice; Joshi, Heather; Leonard, Diana
This article examines the impact of single-sex schooling on a range of academic outcomes for a sample of British people born in 1958. In terms of the overall level of qualifications achieved, single-sex schooling is positive for girls at age 16 but neutral for boys, while at later ages, single-sex schooling is neutral for both sexes. However,…
Sueker, Carrie Olstad
The needs of academically advanced/high-ability students may not be met in today's schools. When educational needs are not met, students may not reach full potential, may lose intrinsic motivation for learning, and may develop poor work and study habits. The rural school district involved in this study lacks a formal gifted and talented program.…
Engelke, Martha Keehner; Guttu, Martha; Warren, Michelle B.; Swanson, Melvin
More children with chronic illnesses are attending school, and some of them struggle academically because of issues related to their health. School-based case management has been suggested as one strategy to improve the academic success of these children. This study tracked the academic, health, and quality of life outcomes for 114 children with…
Parrett, William H.; Budge, Kathleen
If some schools can overcome the powerful and pervasive effects of poverty to become high performing, shouldn't any school be able to do the same? Shouldn't we be compelled to learn from those schools? Although schools alone will never systemically eliminate poverty, high-poverty, high-performing (HP/HP) schools take control of what they can to…
Hoover, Donald R.
An important element of school counseling is providing assessments on the collective future needs and activities of a graduating school class. The College Attendance Rate (CAR) is defined here as the proportion of seniors graduating from a given high school, during a given year, that will enroll full-time at an academic college sometime during the…