Mao, Michael X.; And Others
The magnitude of student mobility was examined in the Texas public schools by reporting how many students are moving, when and where they are moving, and who is moving, and by clarifying the relationships between mobility and academic performance at the individual student, campus, and district levels. While the study's primary focus was on…
Trudeau, François; Shephard, Roy J
Background The purpose of this paper is to review relationships of academic performance and some of its determinants to participation in school-based physical activities, including physical education (PE), free school physical activity (PA) and school sports. Methods Linkages between academic achievement and involvement in PE, school PA and sport programmes have been examined, based on a systematic review of currently available literature, including a comprehensive search of MEDLINE (1966 to 2007), PSYCHINFO (1974 to 2007), SCHOLAR.GOOGLE.COM, and ERIC databases. Results Quasi-experimental data indicate that allocating up to an additional hour per day of curricular time to PA programmes does not affect the academic performance of primary school students negatively, even though the time allocated to other subjects usually shows a corresponding reduction. An additional curricular emphasis on PE may result in small absolute gains in grade point average (GPA), and such findings strongly suggest a relative increase in performance per unit of academic teaching time. Further, the overwhelmingly majority of such programmes have demonstrated an improvement in some measures of physical fitness (PF). Cross-sectional observations show a positive association between academic performance and PA, but PF does not seem to show such an association. PA has positive influences on concentration, memory and classroom behaviour. Data from quasi-experimental studies find support in mechanistic experiments on cognitive function, pointing to a positive relationship between PA and intellectual performance. Conclusion Given competent providers, PA can be added to the school curriculum by taking time from other subjects without risk of hindering student academic achievement. On the other hand, adding time to "academic" or "curricular" subjects by taking time from physical education programmes does not enhance grades in these subjects and may be detrimental to health. PMID:18298849
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…
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. PMID:27168614
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. PMID:27168614
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,…
Bonilla-Angel, Juan D.
Contracting out public schools to private institutions is an instrument for reforming public education as it may facilitate academic innovation and improve student academic performance through higher school accountability and autonomy. The degree of autonomy that different providers have may vary substantially depending on the contractual and…
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.…
Staff, Jeremy; Schulenberg, John E.; Bachman, Jerald G.
Teenagers working over 20 hours per week perform worse in school than youth who work less. There are two competing explanations for this association: (1) that paid work takes time and effort away from activities that promote achievement, such as completing homework, preparing for examinations, getting help from parents and teachers, and participating in extracurricular activities; and (2) that the relationship between paid work and school performance is spurious, reflecting preexisting differences between students in academic ability, motivation, and school commitment. Using longitudinal data from the ongoing national Monitoring the Future project, this research examines the impact of teenage employment on school performance and academic engagement during the 8th, 10th, and 12th grades. We address issues of spuriousness by using a two-level hierarchical model to estimate the relationships of within-individual changes in paid work to changes in school performance and other school-related measures. Unlike prior research, we also compare youth school performance and academic orientation when they are actually working in high-intensity jobs to when they are jobless and wish to work intensively. Results indicate that the mere wish for intensive work corresponds with academic difficulties in a manner similar to actual intensive work. PMID:20802795
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.…
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…
Determining whether statistically significant differences occur in the measured achievement of a group of 608 white pupils, 127 Lumbee Indian pupils, and 680 black pupils--from a newly racially integrated North Carolina school system--this study analyzed academic performance with respect to each student ethnic group, each teacher ethnic group, and…
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…
Alfayez, S F; Strand, D A; Carline, J D
Studies of medical student performance have focused on various factors, including premedical academics, maturity, familial background and support, and personal experiences with illness. Most studies have been conducted in countries with highly developed educational systems and similar cultural and social systems. It is not clear that these findings can be applied to developing countries, where the educational and cultural experiences may be very different, and where medical instruction is carried out in a non-native language. Information was obtained from a survey of 153 fifth- and sixth-year medical students at King Abdulaziz University in Saudi Arabia. The survey measured premedical educational, social and cultural experiences that might affect medical school performance. Men performed as well as women in the medical school despite heavy familial and social commitments. Women's performance seems to be more influenced by changes in living environment. Achievement in premedical years was correlated positively with grade performance in medical school. Competence in the high-school English courses was related to medical school performance. Interest in the study of medicine prior to medical school was not related to performance. Other motivations, such as social gains, financial benefits or family wish, were related to lower performance. Current interest in clinical medicine correlated negatively with performance. Students motivated by the presence of chronic ill health in their families performed significantly lower. Factors influencing medical school performance in developed countries had similar impact on medical students in a developing country. Social factors, unique to the country, also play a role in medical student performance. PMID:2355866
Lenear, Bonnie Clariss
Purpose: The purpose of this study was to determine the effect of school district size on the academic performance of Texas students. Specifically addressed was the extent to which differences in school district size were related to differences in student academic performance. The academic performance of the three major ethnic groups (i.e., Black,…
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…
Hawaii Univ., Honolulu. Social Welfare Development and Research Center.
The hypothesis that participation in a Palama Settlement House after-school, academic-athletic program leads to an increase in academic performance in the targeted subject (math) in school is examined in this document. It is also of interest to know whether or not the program is reaching its target group of low academic achievers. A sample of…
Sit, Cindy H. P.; Braman, O. Randall; Kerr, John H.; Lindner, Koenraad J.
This study examined the relationship between motivational style and academic achievement among 2,220 secondary school males and females in Hong Kong. Respondents were classified into high, average, or low academic performance (AAP) groups based on a single average for academic subjects obtained from their schools. Respondents were also classified…
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…
Gough, Harrison G.; Hall, Wallace B.
A study of medical student performance showed the clinical performance factor more or less unpredictable from aptitude and premedical academic achievement indices while the academic performance factor was forecast with acceptable accuracy by equations based on the Medical College Admissions Test and premedical grade point average. (JT)
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,…
Stevens, Karmenlita L.
The purpose of this study is to compare the teacher retention rates in public elementary and middle schools in Georgia that met or did not meet the academic performance component of Adequate Yearly Progress. The teacher retention rates were expected to be higher in schools that met the academic performance component of AYP and lower in the schools…
Chow, Chong Man; Tan, Cin Cin; Buhrmester, Duane
Background: Friendships play an important role in the development of school involvement and academic performance during adolescence. This study examined the interdependence of depressive symptoms, school involvement, and academic performance between adolescent same-sex friends. Aims: Using cross-sectional data, we examined whether the link between…
Thiele, Tamara; Singleton, Alexander; Pope, Daniel; Stanistreet, Debbi
Students' trajectories into university are often uniquely dependent on school qualifications though these alone are limited as predictors of academic potential. This study endorses this, examining associations between school grades, school type, school performance, socio-economic deprivation, neighbourhood participation, sex and academic…
Rosander, Pia; Bäckström, Martin
The aim of the present study was to explore the ability of personality to predict academic performance in a longitudinal study of a Swedish upper secondary school sample. Academic performance was assessed throughout a three-year period via final grades from the compulsory school and upper secondary school. The Big Five personality factors (Costa & McCrae, ) - particularly Conscientiousness and Neuroticism - were found to predict overall academic performance, after controlling for general intelligence. Results suggest that Conscientiousness, as measured at the age of 16, can explain change in academic performance at the age of 19. The effect of Neuroticism on Conscientiousness indicates that, as regarding getting good grades, it is better to be a bit neurotic than to be stable. The study extends previous work by assessing the relationship between the Big Five and academic performance over a three-year period. The results offer educators avenues for improving educational achievement. PMID:25257093
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. PMID:25398080
Akinsolu, A. Olatoun
This paper examined the number of qualified teachers and its relationship to students' academic performance in public secondary schools in a sample of Local Government Areas (LGA) of Osun State. This descriptive study used a post-hoc dataset. An instrument titled "Quantity and Quality of Teachers and Students' Academic Performance" (QQTSAP) was…
Echaune, Manasi; Ndiku, Judah M.; Sang, Anthony
The factors associated with students' academic performance may have been addressed but the impact of parental involvement continues to be a significant issue. Some schools in Kenya post poor results amid claims that parents are not supportive. This study examined the effect of parental involvement in homework on academic performance in public…
Neuenschwander, Regula; Cimeli, Patrizia; Rothlisberger, Marianne; Roebers, Claudia M.
Unique contributions of Big Five personality factors to academic performance in young elementary school children were explored. Extraversion and Openness (labeled "Culture" in our study) uniquely contributed to academic performance, over and above the contribution of executive functions in first and second grade children (N = 446). Well…
Udoukpong, Bassey E.; Emah, Ime E.; Umoren, Shirley E.
The research examined the differences in the academic performance in Business Studies of a sampled secondary school junior students in Akwa Ibom State of Nigeria. A sample of 290 (138 male and 152 female) Junior Secondary Three (9th grade) students was surveyed. The students' variables' being examined vis-à-vis academic performance in Business…
This is an impact evaluation of the Technical Support to Failing Schools Program, a Chilean compensatory program that provided 4-year in-school technical assistance to low-performing schools to improve students' academic achievement. The author implemented a quasi-experimental design by using difference-in-differences estimation combined with…
Sung, Hyekyung; Padilla, Amado M.; Silva, Duarte M.
This study examines various features of foreign language program offerings at 220 public high schools in California. Foreign language program features were examined in relation to the school's Academic Performance Index (API), the school's socioeconomic status (percentage of students eligible for free or reduced-price lunch), and percentage of…
Cox, Regan G.; Zhang, Lei; Johnson, William D.; Bender, Daniel R.
Background: Previous investigations have shown that low academic achievers are more likely to smoke cigarettes, drink alcohol, and use marijuana and other illicit drugs. This study investigated the relationship between academic performance and substance use among public high school students in Mississippi. Methods: The sampling frame for the 2003…
Gottfried, Adele E.; Gottfried, Allen W.
This study investigated the relationship between parents' reward strategies for children's school performance and children's intrinsic academic motivation, achievement, and classroom functioning. Nine-year-olds (N=107) were given tests that measured motivation and achievement (the Children's Academic Intrinsic Motivation Inventory and the…
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…
This study examined the relations between 8-12-year-olds' perceived attachment security to father, academic self-concept and school performance in language mastery. One hundred and twenty two French students' perceptions of attachment to mother and to father were explored with the Security Scale and their academic self-concept was assessed with…
Lau, S; Leung, K
Current research and theory have suggested that the relational domains of family and school experiences are important to children's development. The present study thus examined how relations with parents and school were related to Chinese students' psychosocial and cognitive development in self-concept, delinquency, and academic performance. A total of 1668 secondary school students were studied, and results showed that better relation with parents was associated with higher general, academic, appearance, social, and physical ability self-concepts. Better relation with school was associated with higher academic performance, as shown in higher class rank, higher grand total exam scores, and higher scores in Chinese, English, mathematics, physical education, and music. Both poorer relations with parents and school were found to associate with more self-reported delinquency as well as more school records of misconduct. PMID:1637685
The study focused on the problem of poor academic performance in elementary schools by examining the relationship between principals' leadership behaviors and student achievement outcomes and the extent to which these behaviors differ according to the poverty and performance characteristics of the school. A review of the effective schools…
Staff, Jeremy; Schulenberg, John E.; Bachman, Jerald G.
Teenagers working more than 20 hours per week perform worse in school than youth who work less. There are two competing explanations for this association: (1) that paid work takes time and effort away from activities that promote achievement, such as completing homework, preparing for examinations, getting help from parents and teachers, and…
Musa, Alice K. J.; Meshak, Bibi; Sagir, Jummai Ibrahim
The purpose of the study was to determine adolescents' perceptions of the psychological security of their schools environments and their relationship with their emotional development and academic performance in secondary schools in Gombe Metropolis. A sample of 239 (107 males and 133 females) secondary school students selected via stratified…
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. PMID:25722253
The purpose of this study was to determine the common characteristics of economically disadvantaged schools that demonstrate success in academics and extracurricular activities. Mixed-method design was used for this study. The quantitative portion of the study determined the correlation between a school's performance in extracurricular activities,…
Andrade Adaniya, Fernando Humberto
Children and adolescents are exposed to multiple contextual influences along their development towards adulthood. Before they transition to adulthood, adolescents acquire skills and knowledge usually in schools, which are one of the most influential contexts during adolescence. During school years performing well academically can generate better…
Slovacek, Simeon P.; Kunnan, Antony J.; Kim, Hae-Jin
This report presents the findings of an analysis of the Academic Performance Index (API) scores based on SATs taken in 1999, 2000, and 2001. It focuses on charter schools in California that serve students from low socioeconomic-status (SES) families. The purpose of the study was to see how standardized test scores from charter schools serving…
Musa, Alice K.J.
The paper examined gender, geography location, achievement goals and academic performance of senior secondary school students in Borno State, Nigeria. The sample consists of 827 students from 18 public boarding secondary schools across South and North of Borno State: 414 (50.1 per cent) males and 413 (49.9 per cent) are females; 414 (50.1 per…
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…
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…
Musani, Suhaina; Aziz Jemain, Abdul
Determination rank is structuring alternatives in order of priority. It is based on the criteria determined for each alternative involved. Evaluation criteria are performed and then a composite index composed of each alternative for the purpose of arranging in order of preference alternatives. This practice is known as multiple criteria decision making (MCDM). There are several common approaches to MCDM, one of the practice is known as VIKOR (Multi-criteria Optimization and Compromise Solution). The objective of this study is to develop a rational method for school ranking based on linguistic information of a criterion. The school represents an alternative, while the results for a number of subjects as the criterion. The results of the examination for a course, is given according to the student percentage of each grade. Five grades of excellence, honours, average, pass and fail is used to indicate a level of achievement in linguistics. Linguistic variables are transformed to fuzzy numbers to form a composite index of school performance. Results showed that fuzzy set theory can solve the limitations of using MCDM when there is uncertainty problems exist in the data.
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…
Tooley, James; Bao, Yong; Dixon, Pauline; Merrifield, John
There is widespread concern about differences in the quality of state-run and private schooling. The concerns are especially severe in the numerous developing countries where much of the population has left state-provided schooling for private schooling, including many private schools not recognized by the government. The fees charged by the…
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…
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…
Bishop, Janice Zissette
This case study on the impact of a state takeover in one of South Carolina's most rural school districts ("referred to as the County School District") was completed using a quasi-experimental mixed methods design to examine the impact on academic achievement, school performance, and school leadership as a result of the South Carolina Department of…
Lee, Valerie E.; Zuze, Tia Linda
We investigate links between students' achievement and several resource inputs in African primary schools, using data from the 2000 Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ-II). We focused on four sub-Saharan countries that had in place legislation mandating free and universal primary schooling: Botswana,…
Fernandez, Kenneth E.
The development of a school improvement plan (SIP) has become an integral part of many school reform efforts. However, there are almost no studies that empirically examine the effectiveness of SIPs. The few studies examining the planning activities of organizations have generally focused on the private sector and have not provided clear or…
Bendikson, Linda; Hattie, John; Robinson, Viviane
Purpose: One of the features of the New Zealand secondary schools system is that achievement closely reflects the taught curriculum. The National Certificate of Educational Achievement (NCEA) directly assesses student achievement on the secondary school curriculum through a combination of criterion-based internal and external assessments. The…
Huang, Gary G.; Du, Jianxia
Analyzing data from the National Education Longitudinal Study of 1988 to 1992, this report examines how computer use produces generic benefit to all children and differential benefits to minority and poor children. Specifically, the authors examined computer use at home vis-a-vis computer use at school in relation to the academic performance of disadvantaged children and their peers (defined by race-ethnicity and socioeconomic status). Home computer use typifies socially differentiated opportunities, whereas school computer use promises generic benefits for all children. The findings suggest that with other relevant conditions constant, (a) disadvantaged children did not lag far behind their peers in computer use at school, but they were much less likely to use computers at home; (b) computer use at home was far more significant than computer use at school in relation to high academic performance; (c) wing a computer at school seemed to have dubious effects on learning—taking computer science courses at school related consistently to low performance far both disadvantaged children and their peers, (d) disadvantaged children benefited less than other children from computer use, including computer use at home; and (e) compared to their peers, disadvantaged children's academic performance seemed less predictable by computer use and other predictor variables.
Fulk, Barbara M.
Survey of high school teachers' and students' concerns about the academic performance of incoming 9th grade students. Finds teachers' major areas of concerns are time management, motivation, and homework. Students' greatest concerns are study habits, self-regulation, and test anxiety. Used survey results to develop strategies to improve student…
Schommer-Aikins, Marlene; Duell, Orpha K.; Hutter, Rosetta
This study examined the structure of middle school students' general epistemological beliefs and domain-specific mathematical problem-solving beliefs by asking whether the 2 belief systems are related and whether they predict students' academic performance. Over 1,200 seventh- and eighth-grade students completed an Epistemological Questionnaire,…
Albeg, Loren J.; Castro-Olivo, Sara M.
This study evaluated the relationship between acculturative stress, symptoms of internalizing mental health problems, and academic performance in a sample of 94 Latino middle school students. Students reported on symptoms indicative of depression and anxiety related problems and acculturative stress. Teachers reported on students' academic…
Johansen, Vegard; Schanke, Tuva
Many European countries have launched policy strategies for entrepreneurship education in the past decade. The result is a significant increase of entrepreneurship education in schools and higher education institutions in Europe. Entrepreneurship education is supposed to promote entrepreneurial abilities and improve academic performance. This…
Oredein, Afolakemi; Awodun, Adebisi
The impact of science teachers' motivation on science students' academic performance in Senior Secondary Schools in Ondo and Ekiti States of Nigeria was investigated in this study. This was a descriptive survey research which was questionnaire based and past WAEC O/L ((May/June 2008 and 2009) student results on the science subjects. The population…
MolokoMphale, Luke; Mhlauli, Mavis B.
The major purpose of the study was to investigate factors which contribute to the decline in students' academic performance in junior secondary schools in Botswana since 2010. The study was mainly quantitative and used the positivist inquiry paradigm. The study employed critical theory for its theoretical framework. Questionnaires were used to…
Bello, Suleiman; Ibi, Mustapha Baba; Bukar, Ibrahim Bulama
The study determined the relationship between principals' administrative styles and students' academic performance in Taraba State secondary schools, Nigeria. The objectives of the study were to determine the relationships between initiative structure of leadership styles, consideration structure of leadership styles, participatory structure of…
Usman, Yunusa Dangara
This study examined the Impact of Instructional Supervision on Academic Performance of Secondary School Students in Nasarawa State with reference to Senior Secondary Certificate Examination (SSCE). Five research questions were used to guide the study to a rational conclusion. Descriptive Survey method was adopted in which Instructional Supervision…
Flores de Apodaca, Roberto; Gentling, Dana G.; Steinhaus, Joanna K.; Rosenberg, Elena A.
This study examined parental involvement as a mediator of the academic performance of middle school students with special needs. The study built on the different types of parental involvement theorized by Epstein and colleagues (2002) and studied empirically by Fan and Chen (2001). Using a specially developed questionnaire, a sample of 82 parents…
Bradbury, Katharine; Burke, Mary A.; Triest, Robert K.
Foreclosures have well-documented adverse consequences for families living in or owning properties undergoing foreclosure and on surrounding neighborhoods, but they may also have other costs. This policy brief summarizes our research on the impact of mortgage foreclosures on academic performance among Boston public school students. The data show…
Mbogo, Rosemary Wahu
This paper reports the findings of a Master's level thesis work that was done in 1997 to assess the antecedent factors affecting the academic performance of graduate students at the Nairobi Evangelical School of Theology (N.E.G.S.T.), which is currently Africa International University (AIU). The paper reviews the effect of lack of finance 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
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…
Sijtsema, J J; Verboom, C E; Penninx, B W J H; Verhulst, F C; Ormel, J
Psychopathology during adolescence has been associated with poor academic performance, low social well-being, and low social preference by peers at school. However, previous research has not accounted for comorbid psychopathology, informant-specific associations between psychopathology and functioning, and gender and age differences. This study addresses these limitations by examining adolescents' psychopathology and functioning at school, reported by child, parent, teacher, and peers during primary and secondary school in a large Dutch longitudinal cohort study (N = 2230). Teacher reports of psychopathology, especially regarding attention problems and withdrawn/depressed problems, followed by parent reports regarding hyperactivity, were most strongly associated with academic performance. The same held for social preference which was associated with teacher and parent ratings of withdrawn/depressed problems and hyperactivity. In contrast, social well-being was best predicted by child reports (at primary school) of affective problems. In girls, the association between ADHD problems and poor academic performance was stronger than in boys and conduct problems were more often associated with poor school functioning in general. These findings can help identify adolescents at risk for poor functioning and design interventions that effectively reduce or prevent poor school functioning. PMID:23917997
Borhan, Maslan; Jemain, Abdul Aziz
A lot of attention has been given to education as it is the most practical way of improving social mobility. In order to be progressive and resilient, there has to be an overall transformation of society as evidenced in the annual budget allocations which has educational implications to it. Therefore, schools will come to term that they are under…
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.…
Texas Education Agency, Austin.
This report of the Texas Assessment of Academic Skills (TAAS) Student Performance Results lists performance results on the TAAS and the Texas Educational Assessment of Minimum Skills (TEAMS), an exit examination, alphabetically by school district for each grade level tested (grades 3, 5, 7, 9, 11 for the TAAS and grades 11 and 12 for the initial…
Mercer, A; Abbott, P V; Puddey, I B
In 1998, in addition to previous academic achievement, an aptitude test (UMAT) and a structured interview were introduced into selection for the Bachelor of Dental Science (BDSc), the undergraduate dental course at the University of Western Australia. The aim of this study was to determine the relationship between the combination of school-leaver dental students' entry scores, some demographic characteristics and subsequent student performance in the undergraduate course. Three hundred and ninety-eight school-leavers who enrolled in the BDSc from 1999 through 2011 were studied. Regression models were constructed comprising entry scores, gender and age as predictors in relation to subsequent academic performance. The main outcome measure was the weighted average mark (WAM) for each of five academic year levels as well as results in specific units, defined as either 'knowledge' based or 'clinically' based. Of the variables studied, previous academic performance and female gender had the strongest relationship with yearly WAM for Years 1 through 4 and for both 'knowledge' based and 'clinically' based units. The interview score showed a strong relationship in the major clinical years and in a range of 'clinically' based units. UMAT scores were less consistent in relationship to WAM. These results support assessment through a highly structured interview together with prior academic achievement as an evidence-based approach to selection of students for this undergraduate dental course. PMID:23279391
Zaini, M Z Anuar; Lim, C T; Low, W Y; Harun, F
Numerous factors are known to affect the academic performance of students. These include prenatal conditions, birth conditions, postnatal events, nutritional, socio-economic factors and environmental factors. This paper examines the nutritional status and its relationship with academic performance of 9-10 years old primary school children recruited randomly in Selangor, Malaysia. A standard self-administered questionnaire was utilized to obtain pertinent information and a face-to-face interview was also conducted with the parents. Results of the academic performances were extracted from the students' report cards. The intellectual performance was assessed using Raven's Coloured Progressive Matrices. Physical examination was also conducted on these students by doctors. Overall 1,405 students and 1,317 parents responded to the survey. Of these 83.6% were Malays, 11.6% Indians, and 4.2% Chinese. The majority of them (82.9%) were from urban areas. The female: male ratio was 51:49; mean age was 9.71 years. The mean height and weight were 32.3 kg and 135.2 cm respectively. Their mean BMI was 17.42 kg/cm2, with 0.9% underweight, 76.3% normal BMI, 16.3% overweight, and 6.3% obese. Academic performance was significantly correlated with breast feeding, income and educational level of their parents, BMI, and whether they have been taking breakfast. There was a weak correlation between presence of anaemia and intellectual performance. Improving the socio-economic status of the parents will lend a helping hand in the academic performance of the students. Since breast feeding is associated with better academic and intellectual performance it must be emphasized, particularly to expectant mothers in the antenatal clinics. PMID:16425650
Brusseau, Timothy A.; Hannon, James C.
Physical activity is associated with numerous academic and health benefits. Furthermore, schools have been identified as an ideal location to promote physical activity as most youth attend school regularly from ages 5-18. Unfortunately, in an effort to increase academic learning time, schools have been eliminating traditional activity…
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…
Simba, Nicholas Odoyo; Agak, John Odwar; Kabuka, Eric K.
In Muhoroni Sub-County, Kenya, pupils' academic performance has received little attention in relation to discipline. The objectives of this study were to determine the level of discipline and extent of impact of discipline on academic performance among class eight pupils in the sub-county's public primary schools. The study adopted descriptive…
Hawkins, Abigail; Graham, Charles R.; Sudweeks, Richard R.; Barbour, Michael K.
This study examined the relationship between students' perceptions of teacher-student interaction and academic performance at an asynchronous, self-paced, statewide virtual high school. Academic performance was measured by grade awarded and course completion. There were 2269 students who responded to an 18-item survey designed to measure student…
Ihm, Jung-Joon; Lee, Gene; Kim, Kack-Kyun; Jang, Ki-Taeg; Jin, Bo-Hyoung
The purpose of this study was to examine what cognitive and non-cognitive factors were responsible for predicting the academic performance of dental students in a dental school in the Republic of Korea. This school is one of those in Korea that now require applicants to have a bachelor's degree. In terms of cognitive factors, students' undergraduate grade point average (GPA) and Dental Education Eligibility Test (DEET) scores were used, while surveys were conducted to evaluate four non-cognitive measures: locus of control, self-esteem, self-directed learning, and interpersonal skills. A total of 353 students matriculating at Seoul National University School of Dentistry in 2005, 2006, 2007, and 2008 consented to the collection of records and completed the surveys. The main finding was that applicants who scored higher on internal locus of control and self-efficacy were more likely to be academically successful dental students. Self-directed learning was significantly associated with students ranked in the top 50 percent in cumulative GPA. However, students' interpersonal skills were negatively related to their academic performance. In particular, students' lack of achievement could be predicted by monitoring their first-year GPA. Therefore, the identification of those factors to predict dental school performance has implications for the dental curriculum and effective pedagogy in dental education. PMID:24319133
Abdu-Raheem, B. O.
This paper investigated parents' socio-economic status on secondary school students' academic performance in Ekiti State. Descriptive research design of the survey type was adopted. The population for the study comprised all Junior Secondary School students in Ekiti State. The sample consisted of 960 students from 20 secondary schools randomly…
Usen, Stella Anietie; Eneh, Grace Akaniyene; Udom, Inwang Etim
The purpose of this study was to ascertain how cognitive distortion could predict in-school adolescents' depressive symptoms and academic performance in the South-South Nigeria. The study adopted a correlation design with a sample of in-school adolescents who showed evidence of cognitive distortion (N = 798). In-School Adolescents' Cognitive…
Lundy, Shannon M; Silva, Graciela E; Kaemingk, Kristine L; Goodwin, James L; Quan, Stuart F
RATIONALE: Few studies have evaluated the relationship between depressive symptomatology and neuropsychological performance in children without symptomatic depression. OBJECTIVES: This study determined the relationship between anxious/depressed and withdrawn symptoms and performance on cognitive and academic achievement measures. METHODS: 335 Caucasian and Hispanic children aged 6 to 11 years who participated in the Tucson Children's Assessment of Sleep Apnea (TuCASA) study were administered a comprehensive neuropsychological battery measuring cognitive functioning and academic achievement. Their parents completed the Child Behavior Checklist (CBCL). Correlations between performance on the cognitive and academic achievement measures and two Internalizing scales from the CBCL were calculated. Comparisons were made between a "Clinical" referral group (using a T-score of ≥ 60 from the CBCL scales) and a "Normal" group, as well as between Caucasians and Hispanics. RESULTS: No differences were found between those participants with increased anxious/depressed or withdrawn symptoms on the CBCL and those without increased symptoms with respect to age, gender, ethnicity, or parental education level. However, significant negative correlations were found between these symptoms and general intellectual function, language, visual construction skills, attention, processing speed, executive functioning abilities, aspects of learning and memory, psychomotor speed and coordination, and basic academic skills. CONCLUSIONS: These findings support the hypothesis that depressive symptomatology negatively impacts performance on cognitive and academic achievement measures in school-aged children and these findings are not affected by ethnicity. The findings also reinforce the concept that the presence of anxious/depressed or withdrawn symptoms needs to be considered when evaluating poor neuropsychological performance in children. PMID:20664711
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…
Park, Jung Ho
A statistical analysis was conducted to investigate and evaluate the relationship of English comprehension levels of foreign students with their graduate academic performances at the Naval Postgraduate School. In this study, English comprehension level test scores of foreign students were correlated with the final academic grades received at the…
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…
Florence, Michelle D.; Asbridge, Mark; Veugelers, Paul J.
Background: Although the effects of nutrition on health and school performance are often cited, few research studies have examined the effect of diet quality on the academic performance of children. This study examines the association between overall diet quality and academic performance. Methods: In 2003, 5200 grade 5 students in Nova Scotia,…
Ahtola, Annarilla; Silinskas, Gintautas; Poikonen, Pirjo-Liisa; Kontoniemi, Marita; Niemi, Pekka; Nurmi, Jari-Erik
This study examined whether the transition practices implemented in preschool-elementary school pairs contribute to children's academic development during the first year of elementary school. Participants were 398 children who moved from 36 preschools to 22 elementary schools in two Finnish towns. Children were tested in respect to their reading,…
Abdu-Raheem, B. O.
This study examined the influence of drug abuse on secondary school students in relation to their family background, family cohesion, peer group influence, and students' academic performance. Descriptive research design of the survey type and an inventory were used for the study. The population comprised all secondary school students in Ekiti and…
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,…
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…
Steele, Jennifer L.; Murnane, Richard J.; Willett, John B.
This study capitalizes on a natural experiment that occurred in California between 2000 and 2002. In those years, the state offered a competitively allocated $20,000 incentive called the Governor's Teaching Fellowship (GTF) aimed at attracting academically talented, novice teachers to low-performing schools and retaining them in those schools for…
Ogunsile, Seyi Elizabeth
The main objective of this study was to determine the effects of dietary pattern and body mass index on the academic performance of in-school adolescents in Ekiti State. One hundred and twenty eight students (10-19 years) selected from three senior secondary schools in Ekiti State Nigeria, formed the participants for this study. Questionnaire was…
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. PMID:22460236
McIsaac, Jessie-Lee D.; Kirk, Sara F. L.; Kuhle, Stefan
Background: Establishing early healthy eating and physical activity behaviours is critical in supporting children’s long-term health and well-being. The objective of the current paper was to examine the association between health behaviours and academic performance in elementary school students in a school board in Nova Scotia, Canada. Methods: Our population-based study included students in grades 4–6 across 18 schools in a rural school board. Diet and physical activity were assessed through validated instruments. Academic performance measures were obtained from the school board for Mathematics and English Language Arts (ELA). Associations between health behaviours and academic performance were assessed using multilevel logistic regression. Results: Students with unhealthy lifestyle behaviours were more likely to have poor academic performance for both ELA and Mathematics compared to students with healthy lifestyle behaviours; associations were statistically significant for diet quality, physical activity, sugar-sweetened beverage consumption for ELA; and breakfast skipping, not being physically active at morning recess, and not being physically active after school for Mathematics. The effects of diet and physical activity were independent of each other and there was no interaction between the two exposures. Conclusions: Our findings suggest that support for healthy behaviours may help to improve academic outcomes of students. PMID:26610537
Investigated the relationship between high school students' religiousness and academic achievement, noting the effects of ethnicity. Data from two followups of the National Educational Longitudinal Study of 1988 indicated that religiousness related to academic achievement, though the link was mediated by other psychosocial factors. The…
Leddy, John J.; Wood, Timothy J.; Puddester, Derek; Moineau, Geneviève
Purpose Medical school admissions committees are increasingly considering noncognitive measures like emotional intelligence (EI) in evaluating potential applicants. This study explored whether scores on an EI abilities test at admissions predicted future academic performance in medical school to determine whether EI could be used in making admissions decisions. Method The authors invited all University of Ottawa medical school applicants offered an interview in 2006 and 2007 to complete the Mayer–Salovey–Caruso EI Test (MSCEIT) at the time of their interview (105 and 101, respectively), then again at matriculation (120 and 106, respectively). To determine predictive validity, they correlated MSCEIT scores to scores on written examinations and objective structured clinical examinations (OSCEs) administered during the four-year program. They also correlated MSCEIT scores to the number of nominations for excellence in clinical performance and failures recorded over the four years. Results The authors found no significant correlations between MSCEIT scores and written examination scores or number of failures. The correlations between MSCEIT scores and total OSCE scores ranged from 0.01 to 0.35; only MSCEIT scores at matriculation and OSCE year 4 scores for the 2007 cohort were significantly correlated. Correlations between MSCEIT scores and clinical nominations were low (range 0.12–0.28); only the correlation between MSCEIT scores at matriculation and number of clinical nominations for the 2007 cohort were statistically significant. Conclusions EI, as measured by an abilities test at admissions, does not appear to reliably predict future academic performance. Future studies should define the role of EI in admissions decisions. PMID:24556771
Shaw, Steven R.; Gomes, Paul; Polotskaia, Anna; Jankowska, Anna M.
Children who are unhealthy are at higher risk for school problems than students who are free from medical problems. Students with poor health have a higher probability of school failure, grade retention, and dropout. The relationship between student health and academic success is complex. Common manageable factors of student health are nutrition,…
Luiselli, James K.; Putnam, Robert F.; Handler, Marcie W.; Feinberg, Adam B.
Many students attending public schools exhibit discipline problems such as disruptive classroom behaviour, vandalism, bullying, and violence. Establishing effective discipline practices is critical to ensure academic success and to provide a safe learning environment. In this article, we describe the effects of whole-school positive behaviour…
Fareo, Dorcas Oluremi; Ojo, Olakunbi Olubukola
Facilities have a great impact on academic performances of students, and inadequate facilities translate to poor performance. The study examined the availability and convenience of the facilities that were provided to students with special educational needs in mainstreamed schools. It ascertained the qualifications of teachers teaching in…
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. PMID:25649279
de Greeff, J. W.; Hartman, E.; Mullender-Wijnsma, M. J.; Bosker, R. J.; Doolaard, S.; Visscher, C.
This study examined the differences between children with a low socioeconomic status [socially disadvantaged children (SDC)] and children without this disadvantage (non-SDC) on physical fitness and academic performance. In addition, this study determined the association between physical fitness and academic performance, and investigated the…
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…
Wu, Jason H.; Hoy, Wayne K.; Tarter, C. John
Purpose: The purpose of this research is twofold: to test a theory of academic optimism in Taiwan elementary schools and to expand the theory by adding new variables, collective responsibility and enabling school structure, to the model. Design/methodology/approach: Structural equation modeling was used to test, refine, and expand an…
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…
Adediwura, A. A.; Tayo, Bada
The study investigated the relationship/effect of students' perception of teachers' knowledge of subject matter, attitude to work and teaching skills on students' academic performance. The population consisted of senior secondary three (SS.III) students in the South West Nigeria senior secondary schools. The study sample consisted of 1600…
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,…
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…
Strait, Gerald Gill; Smith, Bradley H.; McQuillin, Sam; Terry, John; Swan, Suzanne; Malone, Patrick S.
Motivational interviewing (MI) is an effective method of promoting change in adults, but research on adolescents is limited. This study tests the efficacy of MI for promoting academic achievement in middle school students. Participants were 103 6th-, 7th-, and 8th-grade students randomly assigned to either a MI (n = 50) or a waitlist control…
Mohai, Paul; Kweon, Byoung-Suk; Lee, Sangyun; Ard, Kerry
Exposing children to environmental pollutants during important times of physiological development can lead to long-lasting health problems, dysfunction, and disease. The location of children's schools can increase their exposure. We examined the extent of air pollution from industrial sources around public schools in Michigan to find out whether air pollution jeopardizes children's health and academic success. We found that schools located in areas with the highest air pollution levels had the lowest attendance rates-a potential indicator of poor health-and the highest proportions of students who failed to meet state educational testing standards. Michigan and many other states currently do not require officials considering a site for a new school to analyze its environmental quality. Our results show that such requirements are needed. For schools already in existence, we recommend that their environmental quality should be investigated and improved if necessary. PMID:21543420
Franco, Clemente; Mañas, Israel; Cangas, Adolfo J.; Gallego, José
The aim of the present research is to verify the impact of a mindfulness programme on the levels academic performance, self-concept and anxiety, of a group of students in Year 1 at secondary school. The statistical analyses carried out on the variables studied showed significant differences in favour of the experimental group with regard to the control group in all the variables analysed. In the experimental group we can observe a significant increase of academic performance as well as an improvement in all the self-concept dimensions, and a significant decrease in anxiety states and traits. The importance and usefulness of mindfulness techniques in the educative system is discussed.
Epps, Anna Cherrie
The purpose of this longitudinal (11-year) study of the academic impact on post-baccalaureate graduates' performance profiles from years 2001-2011 is to determine whether or not post-baccalaureate program reinforcement, enrichment, and intervention efforts strategically affected the students' academic performance profile while matriculating at Meharry Medical College-School of Medicine. A second purpose of this study is to provide some predictive information to help identify 'at risk' students to ensure that proactive intervention efforts are provided early in their pursuit of a health professions career, thus avoiding the pitfall of unpreparedness and the lack of counseling. PMID:25702723
Bundotich, Sarah; Kimaiyo, Lilian
Academic performance is a function of many interrelated variables including inherent study efforts, modes of teaching, school environment and students ability. Many gifted students may face myriads of academic problems, which may however, be masked by their academic prowess, yet research into this realm is limited in Kenya. The objectives of the…
Lepore, Stephen J; Kliewer, Wendy
Violence has been linked to poor academic outcomes in youth, but there is little understanding of the mechanisms underlying this relation. This longitudinal survey study investigated whether sleep disturbance potentially mediates the associations between academic achievement and two forms of violence exposure--community violence and peer victimization-- in 498 seventh-grade youth. Structural equation models showed that community violence was associated with lower grade point average (GPA) directly and indirectly via sleep problems, whereas peer victimization was associated with lower GPA just indirectly via sleep problems. The structural models controlled for potential confounds, including depressive symptoms, intrusive thoughts and absenteeism. The findings suggest that failing grades and sleepiness in school may be signs that youth are exposed to violence. Interventions to improve sleep hygiene and reduce violence exposure may help to improve academic outcomes for youth. PMID:23315234
Lepore, Stephen J.; Kliewer, Wendy
Violence has been linked to poor academic outcomes in youth, but there is little understanding of the mechanisms underlying this relation. This longitudinal survey study investigated whether sleep disturbance potentially mediates the associations between academic achievement and two forms of violence exposure--community violence and peer victimization-- in 498 seventh-grade youth. Structural equation models showed that community violence was associated with lower grade point average (GPA) directly and indirectly via sleep problems, whereas peer victimization was associated with lower GPA just indirectly via sleep problems. The structural models controlled for potential confounds, including depressive symptoms, intrusive thoughts and absenteeism. The findings suggest that failing grades and sleepiness in school may be signs that youth are exposed to violence. Interventions to improve sleep hygiene and reduce violence exposure may help to improve academic outcomes for youth. PMID:23315234
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…
de Greeff, J W; Hartman, E; Mullender-Wijnsma, M J; Bosker, R J; Doolaard, S; Visscher, C
This study examined the differences between children with a low socioeconomic status [socially disadvantaged children (SDC)] and children without this disadvantage (non-SDC) on physical fitness and academic performance. In addition, this study determined the association between physical fitness and academic performance, and investigated the possible moderator effect of SDC. Data on 544 children were collected and analysed (130 SDC, 414 non-SDC, mean age = 8.0 ± 0.7). Physical fitness was measured with tests for cardiovascular and muscular fitness. Academic performance was evaluated using scores on mathematics, spelling and reading. SDC did not differ on physical fitness, compared with non-SDC, but scored significantly lower on academic performance. In the total group, multilevel analysis showed positive associations between cardiovascular fitness and mathematics (β = 0.23), and between cardiovascular fitness and spelling (β = 0.16), but not with reading. No associations were found between muscular fitness and academic performance. A significant interaction effect between SDC and cardiovascular fitness was found for spelling. To conclude, results showed a specific link between cardiovascular fitness and mathematics, regardless of socioeconomic status. SDC did moderate the relationship between cardiovascular fitness and spelling. PMID:25092881
Hanna, Lezley-Anne; Hanna, Alan; Hall, Karen
Objective. To ascertain goal orientations of pharmacy students and establish whether associations exist between academic performance, gender, or year of study. Methods. Goal orientations were assessed using a validated questionnaire. Respondents were categorized as high or low performers based on university grades. Associations and statistical significance were ascertained using parametric and nonparametric tests and linear regression, as appropriate. Results. A response rate of 60.7% was obtained. High performers were more likely to be female than male. The highest mean score was for mastery approach; the lowest for work avoidance. The mean score for work avoidance was significantly greater for low performers than for high performers and for males than for females. First-year students were most likely to have top scores in mastery and performance approaches. Conclusion. It is encouraging that the highest mean score was for mastery approach orientation, as goal orientation may play a role in academic performance of pharmacy students. PMID:26396273
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 datasets of physical fitness test performance and the university entrance exam scores. Hierarchical linear regression models were used. All regressions included controls for students' baseline physical fitness status, changes of physical fitness performance over time, age and family economic status. Some notable findings were revealed. An increase of 1 SD on students' overall physical fitness from the first to third school year is associated with an increase in the university entrance exam scores by 0.007 and 0.010 SD for male and female students, respectively. An increase of 1 SD on anaerobic power (flexibility) from the first to third school year is positively associated with an increase in the university entrance exam scores by 0.018 (0.010) SD among female students. We suggest that education and school health policymakers should consider and design policies to improve physical fitness as part of their overall strategy of improving academic performance. PMID:23487558
Bozdogan, Aykut Emre; Günaydin, Esra; Okur, Alperen
The aim of the study is to explore the academic achievement and performance tasks of students studying in a regional primary boarding school in science course with regard to different variables. The study was carried out via survey method and total 96 students, 57 of them boarding students and 39 of them non-boarding students studying in the 5th,…
Yu, C. C. W.; Chan, Scarlet; Cheng, Frances; Sung, R. Y. T.; Hau, Kit-Tai
Education is so strongly emphasized in the Chinese culture that academic success is widely regarded as the only indicator of success, while too much physical activity is often discouraged because it drains energy and affects academic concentration. This study investigated the relations among academic achievement, self-esteem, school conduct and…
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…
The purpose of this study was to investigate how different forms of peer relationships offer children unique support for loneliness and to examine the direct as well as indirect effects of social behaviours and academic performance through the mediation of peer relationships on the prediction of loneliness in Korean children. Four hundred and…
The relationship between weight status and academic performance among 2nd grade students was examined. We hypothesized that overweight and obese students would have poorer grades than students who were normal weight. The sample was composed of 798 ethnically diverse children (White=28%, Black=23%, H...
Ballard, Katherine D.
An exploratory study examined children's self reports of media habits and academic performance. Chosen by a sample of convenience, 20 children between the ages of 8 and 14 years old (all residents of Indiana or Ohio) expressed that increased time with media takes away time spent studying. Many view media as a distraction to completing homework,…
Welk, Gregory J.; Jackson, Allen W.; Morrow, James R., Jr.; Haskell, William H.; Meredith, Marilu D.; Cooper, Kenneth H.
This study examined the associations between indicators of health-related physical fitness (cardiovascular fitness and body mass index) and academic performance (Texas Assessment of Knowledge and Skills). Partial correlations were generally stronger for cardiovascular fitness than body mass index and consistently stronger in the middle school…
Taking advantage of newly available data on a standardized national examination for secondary school students in Thailand, this study attempts to explain the variation in the average performance of students using school and local characteristics. Special emphasis is placed on trying to understand the asymmetric success factors of public and…
Anderson, Kenneth R.
This study used linear models developed by stepwise multiple regression to examine the relationship between performance at the United States Air Force Academy Preparatory School and subsequent grade point average (GPA) at the USAF Academy. Data collected on Prep School graduates in the Academy classes of '71 through '77 who had completed at least…
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…
Regasa, Guta; Taha, Mukerem
The objectives of the study were to assess the current status of the academic performance of females in grade seven and eight and to study how perception of parents affect the academic performance of female students in Kutto Sorfella Primary School, Sodo Zuria Woreda, SNNPR, Ethiopia. To achieve the objectives of this research both qualitative and…
McCollum, Elan C.; Yoder, Nicholas P.
Middle school students perform well academically when their schooling environment meets their developmental needs (Eccles et al., 1993). Both school culture and student-teacher relationships are influential aspects of the school environment that impact academic expectations, school satisfaction, and academic performance. In the current study, we…
Mahoney, Joseph L.; Lord, Heather; Carryl, Erica
This longitudinal study evaluated after-school program (ASP) participation and the development of academic performance (school grades, reading achievement) and teacher-rated motivational attributes (expectancy of success, effectance motivation) over a school year. Participants were 599 boys and girls (6.3 to 10.6 years) from an urban,…
Butler, Anne S., Ed.; McNeely, Pamela V.
This document comprises a review of the literature on the academic performance and academic persistance of young, black females and a 50-item directory of multicultural, nonsexist educational strategies and programs for this population. Each of the strategies includes the following characteristics: (1) caring adults; (2) belief that schools can…
Langberg, Joshua M; Dvorsky, Melissa R; Molitor, Stephen J; Bourchtein, Elizaveta; Eddy, Laura D; Smith, Zoe; Schultz, Brandon K; Evans, Steven W
The primary goal of this study was to longitudinally evaluate the homework assignment completion patterns of middle school age adolescents with ADHD, their associations with academic performance, and malleable predictors of homework assignment completion. Analyses were conducted on a sample of 104 middle school students comprehensively diagnosed with ADHD and followed for 18 months. Multiple teachers for each student provided information about the percentage of homework assignments turned in at five separate time points and school grades were collected quarterly. Results showed that agreement between teachers with respect to students assignment completion was high, with an intraclass correlation of .879 at baseline. Students with ADHD were turning in an average of 12% fewer assignments each academic quarter in comparison to teacher-reported classroom averages. Regression analyses revealed a robust association between the percentage of assignments turned in at baseline and school grades 18 months later, even after controlling for baseline grades, achievement (reading and math), intelligence, family income, and race. Cross-lag analyses demonstrated that the association between assignment completion and grades was reciprocal, with assignment completion negatively impacting grades and low grades in turn being associated with decreased future homework completion. Parent ratings of homework materials management abilities at baseline significantly predicted the percentage of assignments turned in as reported by teachers 18 months later. These findings demonstrate that homework assignment completion problems are persistent across time and an important intervention target for adolescents with ADHD. PMID:26931065
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
Yaki, Akawo Angwal; Babagana, Mohammed
The paper examined the effects of a Technological Instructional Package (TIP) on secondary school students' performance in biology. The study adopted a pre-test, post-test experimental control group design. The sample size of the study was 80 students from Minna metropolis, Niger state, Nigeria; the samples were randomly assigned into treatment…
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…
Traverse, Maria A.
Research on post-graduate performance, pertaining to law school graduates, indicates that success in the legal profession is attributable to more than the theoretical content or cognitive knowledge obtained through educational curricula. Research suggests that the combination of creative and analytic thinking skills contributes to a higher rate of…
Kennedy, Gary J.; Tuckman, Bruce W.
The results of a structural equation model showed that a tendency to procrastinate, assessed early in college students' first term, was positively related to social values, assessed as concerns over social exclusion, but was negatively related to academic task values and grade goal-setting. The results suggest that procrastination may be a…
Nilsen, Trude; Gustafsson, Jan-Eric
We study whether changes in school emphasis on academic success (SEAS) and safe schools (SAFE) may explain the increased science performance in Norway between TIMSS 2007 and 2011. Two-level structural equation modelling (SEM) of merged TIMSS data was used to investigate whether changes in levels of SEAS and SAFE mediate the changes in science…
Bonney, Ebenezer Appah; Amoah, Daniel F.; Micah, Sophia A.; Ahiamenyo, Comfort; Lemaire, Margaret B.
The study investigated into the relationship between the quality of teachers and students' academic performance in Sekondi Takoradi Metropolitan Assembly (STMA) Junior High Schools. Descriptive survey design was used and the target population was Junior High School teachers and pupils in the metropolis. Five educational circuits in the metropolis…
Dornbusch, Sanford M.; And Others
This report, part of a larger study of the impact of family structures and processes on the social and academic performance of American high school students, focuses on Asian- and Pacific-American high school achievement. The following findings are reported: (1) Asian-Americans and Pacific-Americans exhibit very different patterns in school…
Moreira, Paulo A. S.; Dias, Paulo; Vaz, Filipa Machado; Vaz, Joao Machado
There is a growing need for the integration of various theoretical perspectives on academic performance, especially the theories on educational persistence, and motivational theories. Recent models of students' engagement with school incorporate different dimensions of students, family and school. However, some authors are arguing that academic…
Spera, Christopher; Wentzel, Kathryn R.; Matto, Holly C.
This study examined parental aspirations for their children's educational attainment in relation to ethnicity (African American, Asian, Caucasian, Hispanic), parental education, children's academic performance, and parental perceptions of the quality and climate of their children's school with a sample of 13,577 middle and high school parents. All…
Arizona Department of Education, 2007
This publication contains Arizona public schools' academic standards for high school. The contents of this document contain: (1) The Arts Standard 2006--High School; (2) Comprehensive Health Education Physical Activity Standards 1997--Proficiency and Distinction (Grades 9-12); (3) Foreign and Native Language Standards 1997--Proficiency and…
Arizona Department of Education, 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…
Goldstein, Matthew J; Lunn, Mitchell R; Peng, Lily
Since the publication of the Flexner Report in 1910, the medical education enterprise has undergone many changes to ensure that medical schools meet a minimum standard for the curricula and clinical training they offer students. Although the efforts of the licensing and accrediting bodies have raised the quality of medical education, the educational processes that produce the physicians who provide the best patient care and conduct the best biomedical research have not been identified. Comparative analyses are powerful tools to understand the differences between institutions, but they are challenging to carry out. As a result, the analysis performed by U.S. News & World Report (USN&WR) has become the default tool to compare U.S. medical schools. Medical educators must explore more rigorous and equitable approaches to analyze and understand the performance of medical schools. In particular, a better understanding and more thorough evaluation of the most successful institutions in producing academic physicians with biomedical research careers are needed. In this Perspective, the authors present a new model to evaluate medical schools' production of academic physicians who advance medicine through basic, clinical, translational, and implementation science research. This model is based on relevant and accessible objective criteria that should replace the subjective criteria used in the current USN&WR rankings system. By fostering a national discussion about the most meaningful criteria that should be measured and reported, the authors hope to increase transparency of assessment standards and ultimately improve educational quality. PMID:25607941
Komba, Sotco Claudius; Bosco, Stephen
In Tanzania, two types of primary schools exist, based on the language of instruction used. These are English medium schools and Swahili medium schools. Students who complete their studies from both types of schools join secondary schools where the language of instruction is solely English. This study investigated the influence of students'…
Hewitt, Paul M.; Denny, George S.
Although the four-day school week originated in 1936, it was not widely implemented until 1973 when there was a need to conserve energy and reduce operating costs. This study investigated how achievement tests scores of schools with a four-day school week compared with schools with a traditional five-day school week. The study focused on student…
Wu, Szu-Ying; Gau, Susan Shur-Fen
Childhood attention-deficit hyperactivity disorder (ADHD) is associated with academic underachievement and school dysfunction. Little is known whether such association varies with the persistence of ADHD symptoms. The authors investigated school functioning among youths with and without persistent ADHD and identified the clinical correlates for…
Grant, Terry L.
The nation's K-12 schools are faced with critical challenges that are complex, complicated, and unprecedented (NCLB, 2001; Education Alliance, 2005; & Kowalski, 2009). The key challenges facing schools are elevating academic achievement; meeting No Child Left Behind (2001) standards (NCLB); South Carolina standards; the recruitment and retention…
Hochbein, Craig; Duke, Daniel
The purpose of this study is to examine the relationship between school decline and changes in school demographics. Using a population of 981 (N = 981) elementary schools, the authors identified samples of declining schools: Relational Decline (n = 510), Absolute Decline (n = 217), and Crossing the Line (n = 165). Latent growth models assessed…
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. PMID:24414436
Mo, Di; Yi, Hongmei; Zhang, Linxiu; Shi, Yaojiang; Rozelle, Scott; Medina, Alexis
In the late 1990s and early 2000s, China's Ministry of Education embarked on an ambitious program of primary school mergers by shutting down small village schools and opening up larger centralized schools in towns and county seats. The goal of the program was to improve the teacher and building resources in an attempt to raise the human capital of…
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…
Grassi, Annemarie M.
The purpose of this study is to understand the relationship between quality social support networks developed through high quality afterschool programming and achievement amongst middle school and high school aged youth. This study seeks to develop a deeper understanding of how quality after-school programs influence a youth's developmental…
Bradbury, Katharine; Burke, Mary A.; Triest, Robert K.
Although the recent wave of mortgage foreclosures has clearly been accompanied by economic hardship, relatively little research has examined how foreclosures affect the academic performance of students. This paper investigates the relationship between mortgage foreclosures and the academic performance of students using a unique dataset that…
Slavin, Robert E.; And Others
This study utilized the Teams-Games-Tournament (TGT) concept, an educational technique employing team competition within the classroom. The hypothesis was that mediating TGT's effects on academic performance is a change in the relationship between academic performance and sociometric status of students. Subjects were 232 seventh grade students…
Arnaud Cabanac; Perlovsky, Leonid; Bonniot-Cabanac, Marie-Claude; Cabanac, Michel
In a previous study we demonstrated that listening to a pleasant music while performing an academic test helped students to overcome stress, to devote more time to more stressful and more complicated task and the grades were higher. Yet, there remained ambiguities as for the causes of the higher test performance of these students: do they perform better because they hear music during their examinations, or would they perform better anyway because they are more gifted/motivated? This motivated the current study as a preliminary step toward that general question: Do students who like/perform music have better grades than the others? Our results confirmed this hypothesis: students studying music have better grades in all subjects. PMID:23973386
Hughes, Gina T.
The number of charter schools has increased dramatically in recent years while public school enrollment continues to decline (Hadderman, 2002). This suggests that parents may view charter schools as a viable alternative to the public school system. However, in the 15 years of the charter school movement, there lacks conclusive evidence that…
Kadmon, Guni; Resch, Franz; Duelli, Roman; Kadmon, Martina
Background: The school-leaving GPA and the time since completion of secondary education are the major criteria for admission to German medical schools. However, the predictive value of the school-leaving grade and the admission delay have not been thoroughly examined since the amendment of the Medical Licensing Regulations and the introduction of reformed curricula in 2002. Detailed information on the prognosis of the different admission groups is also missing. Aim: To examine the predictive values of the school-leaving grade and the age at enrolment for academic performance and continuity throughout the reformed medical course. Methods: The study includes the central admission groups “GPA-best” and “delayed admission” as well as the primary and secondary local admission groups of three consecutive cohorts. The relationship between the criteria academic performance and continuity and the predictors school-leaving GPA, enrolment age, and admission group affiliation were examined up to the beginning of the final clerkship year. Results: The academic performance and the prolongation of the pre-clinical part of undergraduate training were significantly related to the school-leaving GPA. Conversely, the dropout rate was related to age at enrolment. The students of the GPA-best group and the primary local admission group performed best and had the lowest dropout rates. The students of the delayed admission group and secondary local admission group performed significantly worse. More than 20% of these students dropped out within the pre-clinical course, half of them due to poor academic performance. However, the academic performance of all of the admission groups was highly variable and only about 35% of the students of each group reached the final clerkship year within the regular time. Discussion: The school-leaving grade and age appear to have different prognostic implications for academic performance and continuity. Both factors have consequences for the
Lodewyk, Ken R.
Students with differing profiles of epistemological beliefs--their beliefs about personal epistemology, intelligence, and learning--vary in thinking, reasoning, motivation, and use of strategies while working on academic tasks, each of which affect learning. This study examined students' epistemological beliefs according to gender, school…
Crisp, Matthew Scott
The emerging use of portable digital devices by students, parents and teachers, is forcing schools to develop real-time communication systems that integrate technology into the general operations of schools, and contemplate governing policies and procedures to sustain and guide the challenges of these new technologies. This study contributes to…
Lane, Kathleen Lynne; Oakes, Wendy Peia; Carter, Erik W.; Messenger, Mallory
We studied the transition from elementary to middle school for 74 fifth-grade students. Specifically, we examined how behavioral risk evident in the elementary years, as measured by the "Student Risk Screening Scale" (SRSS), impacts students transitioning from elementary to middle school. First, we examined how student risk status shifts…
Chen, Su-Yen; Lu, Luo
This study examined the relation between academic factors and senior high school students' general happiness using a nationally representative sample of 11,061 11th graders in Taiwan. Pearson correlation analyses indicated that English teacher-perceived academic performance, mathematics teacher-perceived academic performance, teacher academic support, classmate academic support, organizational processes, and school satisfaction were positively related to students' general happiness,while disturbance in class was negatively related. Regression analysis found that objective academic achievement, mathematics teacher-perceived academic achievement, classmate academic support, disturbance in class, organizational processes, and most importantly, students' overall appraisals of their own happiness with school helped predict students' general happiness, account for 18.4% of the total variance. Among these variables, objective academic achievement and disturbance in class were negatively associated with general happiness. Some of the study's findings are consistent with those in the literature and some extend established accounts, while others point to future research directions. PMID:20432611
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. PMID:18340031
Reimer, Catherine Nicole
This research study investigated the leadership behaviors and organizational frames utilized by two veteran superintendents of medium sized school districts in California to address issues of academic performance in their respective districts as perceived by the superintendents and their respective board members and principals. Current…
Young, I. Phillip; Marroquin, Paz Fernando
This study examines the screening decisions of teachers as organizational representatives and varies the focal position sought by applicants (teacher or counselor), the location of the job assignment (proximal or distal), and academic performance of a school district. Credentials of hypothetical job candidates were evaluated according to…
Metsäpelto, Riitta-Leena; Pakarinen, Eija; Kiuru, Noona; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik
This longitudinal study investigated the associations among children's externalizing problems, task-avoidant behavior, and academic performance in early school years. The participants were 586 children (43% girls, 57% boys). Data pertaining to externalizing problems (teacher ratings) and task-avoidant behaviors (mother and teacher ratings) were…
Adigun, Joseph; Onihunwa, John; Irunokhai, Eric; Sada, Yusuf; Adesina, Olubunmi
This research studied the relationship between student's gender and academic performance in computer science in New Bussa, Borgu local government of Niger state. Questionnaire which consisted of 30 multiple-choice items drawn from Senior School Certificate Examination past questions as set by the West Africa Examination Council in 2014 multiple…
Edwards, Jane U.; Mauch, Lois; Winkelman, Mark R.
Background: To support curriculum and policy, a midwest city school district assessed the association of selected categories of nutrition and physical activity (NUTR/PA) behaviors, fitness measures, and body mass index (BMI) with academic performance (AP) for 800 sixth graders. Methods: Students completed an adapted Youth Risk Behavior…
Gyansah, Samuel Tieku; Soku, Rejoice; Esilfie, Gabriel
This research was conducted purposely to examine child delinquency on pupils' academic performance. Fumesua Municipal Assembly (M/A) primary school was used as the case study for the research. The specific objectives of the study are to find out the factors that contribute to child delinquent behavior, identify, if delinquent behavior influence…
A study of the U.S. Navy officer students who were registered in the Operations Research/System Analysis curriculum at the Naval Postgraduate School (NPS) in spring, 1974, was conducted using biographical data, the Strong Vocational Interest Blank, and the Graduate Record Examination to develop an equation predicting academic performance of U.S.…
Iber, George Leland
This study analyzes how acculturation and ethnic identity traits of first- and second-generation Mexican-American high school students in West Liberty, Iowa, correlate with their academic performance. The analysis tests the educational theories of educational anthropologists John Ogbu and Henry Trueba, to determine the extent to which these…
Wingfield, Robert Joshua; Graziano, Paulo A.; McNamara, Joseph P. H., Janicke, David M.
The purpose of this study was to investigate relationships between body mass index (BMI), physical fitness, and academic performance in elementary school students. Specifically, BMI and scores on the President's Challenge Physical Activity and Fitness Awards Program, a physical fitness test, were compared to reading and mathematics scores on the…
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…
Akomolafe, Comfort Olufunke; Adesua, Veronica Olubunmi
The paper examines the relevance of physical facilities in enhancing the level of motivation and the academic performance of senior secondary school students in South West Nigeria. The study adopted ex-post facto design. The population consists of all senior secondary students in South West Nigeria. The sample for the study include one thousand…
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…
Beken, Jo Ann; Williams, John; Combs, Julie P.; Slate, John R.
In this study, the researchers examined the extent to which at-risk students enrolled in traditional high schools differed in their state-mandated assessments in math and in English/Language Arts as compared to at-risk students enrolled in academic alternative education campuses (AECs). All data in this study were based on the accountability…
Cupani, Marcos; de Minzi, Maria Cristina Richaud; Perez, Edgardo Raul; Pautassi, Ricardo Marcos
This study tested a set of hypotheses derived from the model of academic achievement in mathematics of the Social Cognitive Career Theory in a sample of Argentinean middle school students. To this aim, 277 students (male and female; age: 13-15 years) were assessed using the following instruments: logical-mathematical self-efficacy scale,…
Mathewson, Karen J.; Miskovic, Vladimir; Cunningham, Charles E.; McHolm, Angela E.; Boyle, Michael H.; Schmidt, Louis A.
Research Findings: Individual and contextual variables were examined in relation to children's ability to cope with socioemotional and academic challenges in a sample of typically developing (n = 51) and anxious (n = 72) children of elementary and middle school age. Anxious children had greater social difficulties than controls and showed…
The present study investigated the prevalence of a primary reflex (the Asymmetrical Tonic Neck Reflex) in children attending ordinary primary school and how this related to attainments in a number of academic areas. The effectiveness of a specific movement intervention programme in reducing primary reflex persistence and improving academic…
Terry, John; Strait, Gill; McQuillin, Sam; Smith, Bradley H.
Motivational interviewing (MI) is a brief client-centred intervention that increases intrinsic motivation for change. Little research has been conducted on MI to promote academic behaviours, but two studies found that one session of MI did improve middle-school students' math grades [Strait, G., Smith, B., McQuillin, S., Terry, J., Swan, S., &…
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
Kadmon, Guni; Kadmon, Martina
Background: Admission to undergraduate medical training in Germany occurs by central and local pathways. Central admission includes two distinct groups: Students with top school-leaving grades (best-SLG group) and students with inferior school-leaving grades who are admitted with a delay of up to seven years (delayed admission group). Students with academic difficulties and early dropouts are present in both groups. Local admission at our university involves the German Test for Medical Studies (TMS) and allows the admission by merit of students with a wide range of school-leaving grades. Aims: To examine the justification of a TMS-based strategy to reduce the admission of potentially weak best school-leavers and enhance the admission of potentially able candidates with mediocre school-leaving grades. Method: The prognostic contribution of the school-leaving (SL) GPA and the TMS to academic performance and to continuity in the pre-clinical part of the undergraduate medical program was examined in two study groups: best school leavers (SL grade 1.0, SL-GPA 823-900 points) and mediocre school leavers (SL grades 2.0-2.3, SL-GPA 689-660 points). The outcomes in both groups were compared in relation to their TMS results. The prospective study included four consecutive cohorts. Results: In each study group the TMS predicted the academic performance (β=0.442-0.446) and the continuity of studies (OR=0.890-0.853) better than the SL-GPA (β=0.238-0.047; OR=1.009-0.998). Attrition was most strongly associated with failing to take the TMS (OR=0.230-0.380). Mediocre school leavers with TMS scores ≥125 performed as well as the best school leavers. Mediocre school leavers with TMS scores between 110-124 performed on average less well but within the required standards. Best school leavers with mediocre TMS scores and 30% of the best school leavers who hadn't taken the TMS performed less well than most mediocre school leavers with high TMS scores. Discussion: The TMS appears to
Hochbein, Craig D.
The process by which schools decline over time has not received the same media or scholarly attention as school improvement. The imperative to improve chronically low-performing schools has led educators, policymakers, and researchers to tinker with school reforms without fully understating how and why failure developed in the first place.…
Marzano, Robert J.; Hutchins, C. L.
In this paper, academic efficiency is operationally defined and a methodology for measuring it at the school level is described. Academic efficiency is defined as the extent to which a school utilizes its time for the academic development of all its students. The measure of academic efficiency must include three elements: time, students, and…
Wehrens, Maike J. P. W.; Buunk, Abraham P.; Lubbers, Miranda J.; Dijkstra, Pieternel; Kuyper, Hans; van der Werf, Greetje P. C.
The goal of the present study was to study the relationship between affective responses to social comparison and test scores among high school students. Our analyses showed that three types of responses to social comparison could be distinguished: an empathic, constructive, and destructive response. Whereas girls scored higher on empathic…
Simmons, Livia A.
The purpose of this study was to examine differences between male and female African American high school students in an urban setting. The participants were from a senior academy located in a Southern state. Of the 270 participants in the study, 76 were seniors, 89 were juniors, 95 were sophomores, and 10 were freshmen. The gender composition…
Lenhard, Wolfgang; Schröppel, Daniela
Diagnostic information is a centrepiece of educational decision making. Far-reaching decisions like placements within multi-tiered school systems may have a huge long-term impact on the achieved level of education. Therefore, such decisions should be substantiated or complemented by objective and prognostically valid information. To this end, we…
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…
Bogner, Roselind Gullo; Salvadore, Francis; Manley, Elizabeth
A follow-up analysis of data collected in 2003 was conducted to determine the effect of peer helping programs on student achievement at 47 middle schools in Western New York. The mean scores and the percent of students achieving at or above the New York State passing cores on The New York State Eighth Grade Science Achievement Test and The New…
Barmao-Kiptanui, Catherine; Kindiki, Jonah Nyaga; Lelan, Joseph K.
Teenage pregnancy and motherhood is a concern in both developed and developing countries and is a complex reality of contemporary society however the re-entry of teenage mothers into the school system continues to demand attention as society's negative attitude towards pregnant girls and teenage mothers persists. Those who do return to school…
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…
Langberg, Joshua M; Dvorsky, Melissa R; Marshall, Stephen; Evans, Steven W
This study investigated the relative impact of total time slept per night and daytime sleepiness on the academic functioning of 100 middle school-aged youth (mean age = 11.9) with attention deficit hyperactivity disorder (ADHD). The primary goal of the study was to determine if total time slept per night and/or daytime sleepiness, as measured by youth self-report on the Pediatric Daytime Sleepiness Scale (PDSS), predicted academic functioning above and beyond symptoms of ADHD and relevant covariates, such as intelligence, achievement scores and parent education level. Self-reported daytime sleepiness but not self-reported total time slept per night was associated significantly with all academic outcomes. When examined in a hierarchical regression model, self-reported daytime sleepiness significantly predicted parent-rated homework problems and academic impairment and teacher-rated academic competence above and beyond symptoms of ADHD and relevant covariates, but did not predict grade point average or teacher-rated academic impairment. The implications of these findings for understanding more clearly the association between ADHD and sleep and the functional implications of this relationship are discussed. PMID:23509927
Meyers, Alan; And Others
Children who participate in the School Breakfast Program show significant improvement in academic performance and tardiness rates, and a trend toward improvement in absenteeism. The School Breakfast Program was created by Congress in 1966 to provide a breakfast on school days for low income children who would otherwise have none. Children…
Underrepresented high school students must be effectively prepared for postsecondary education. Ensuring that all students graduate from high school college-ready is requiring educators to rethink traditional programming in an attempt to better meet the needs of all students. Therefore, the utilization of college preparation programs such as…
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…
Kukulu, Kamile; Sarvan, Süreyya; Muslu, Leyla; Yirmibesoglu, Serife Gözde
The changes in dietary habits and way of life of adolescents can lead to some nutrition problems. The purpose of this study was to compare dietary habits of children living in metropolitan and non-metropolitan areas regarding their physical characteristics, socio-economic milieu and educational level. A total of 737 students studying in the 6th, 7th and 8th grades of two different primary schools took part in the study. Data were collected by a questionnaire including dietary habits of participants. Furthermore, the weight and height of students were measured and their body mass index was calculated. During the study, while 4.3 percent of students living in the non-metropolitan area were found obese, this figure was 8.4 percent in the metropolitan area. A big majority of non-metropolitan students have breakfast and lunch at home. Metropolitan students not having lunch at home have their lunch at restaurants or school canteens and generally consume more snacks. The obesity risk of students participating in the study was found to be high. Intervention programs should be organized in order to inform the students about the importance of healthy nutrition and lead them to change their current consumption behavior. PMID:21078697
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.
The significant increase of entrepreneurship education (EE) is a trend in Europe. Entrepreneurship education is supposed to promote general and specific entrepreneurial abilities and improve academic performance. This paper evaluates whether EE influences academic performance, measured by Grade Point Average. The main indicator used for EE is the…
The academic performance of foreign-born youth in the United States is well studied, yet little is known about whether and how foreign-born students influence their classmates. In this article, I develop a set of expectations regarding the potential consequences of immigrant integration across schools, with a distinction between the effects of sharing schools with immigrants who are designated as English language learners (ELL) and those who are not. I then use administrative data on multiple cohorts of Florida public high school students to estimate the effect of immigrant shares on immigrant and native-born students' academic performance. The identification strategy pays careful attention to the selection problem by estimating the effect of foreign-born peers from deviations in the share foreign-born across cohorts of students attending the same school in different years. The assumption underlying this approach is that students choose schools based on the composition of the entire school, not on the composition of each entering cohort. The results of the analysis, which hold under several robustness checks, indicate that foreign-born peers (both those who are ELL and those who are non-ELL) have no effect on their high school classmates' academic performance. PMID:25651879
There is gap in passing rates on the standardized science assessment between European American and Hispanic American students. The purpose of this study was to examine student performance in science and the closing of the achievement gap between European American and Hispanic American students based upon receipt of an inquiry or noninquiry…
There have been current controversial discussions concerning the performance of private primary schools versus public primary schools in the Kenya Certificate of Primary Examination (K.C.P.E.). Lately, the private primary schools appear to be performing better than public primary schools. For example; in the 2003 K.C.P.E. results, more than 31% of…
Aturupane, Harsha; Glewwe, Paul; Wisniewski, Suzanne
One of the eight Millennium Development Goals is that all children in developing countries should complete primary education. Much progress has been made toward this goal, but completing primary school does not ensure that students attain basic literacy and numeracy skills. Indeed, there is ample evidence that many children in developing countries…
There is gap in passing rates on the standardized science assessment between European American and Hispanic American students. The purpose of this study was to examine student performance in science and the closing of the achievement gap between European American and Hispanic American students based upon receipt of an inquiry or noninquiry instruction method. Guided by the theoretical framework of constructive learning, this quantitative ex post facto research design gathered data from 8 teachers who had already implemented 1 of the 2 methods of instruction. The teachers were chosen through purposive sampling based on previous observations of instructional method and were placed into 2 groups depending upon the type of instruction: inquiry or noninquiry. Descriptive statistics were used to determine mean differences and a 2-way analysis of variance was used to determine mean differences in science test scores between European American and Hispanic American students and between the instructional methods to which they had been exposed. Results found that the inquiry instructional method was related to a significant increase in mean scores for both ethnic groups, but the achievement gap between the two groups was not closed by the inquiry instruction method. This study can promote positive social change for students by informing the efforts of educational leaders and teachers to create professional development using inquiry instruction. Students may perform higher on standardized tests when they are allowed to explore science by asking questions and answering their own questions through the collection and analysis of data.
Rulloda, Rudolfo B.
A shift to computer skills for improving academic performances was investigated. The No Child Left Behind Act of 2001 increased the amount of high school dropouts after the Act was enacted. At-risk students were included in this research study. Several models described using teachers for core subjects and mentors to built citizenship skills, along…
VanDorn, Daphne N.
Teacher expectations and their effects on student academic performance began with the work of Robert Rosenthal (1968). His work led to a plethora of studies by researchers investigating teacher behaviors with high and low expectations of students. However, there are few studies on how students' perceptions of teacher expectations influence…
Teixeira, Aurora A. C.
The empirical literature focusing mainly on the USA suggests that class absenteeism undermines students' academic performance and that an enforced mandatory attendance policy may be beneficial. Based on a different cultural and economic context, and using data on 146 second-year management students enrolled in a macroeconomics course at an elite…
Gunter, Helen M.
Reading current accounts of higher education demonstrates the flux and damage of rapid neoliberal changes to the type and conduct of academic work. Opening the Times Higher Education magazine on the 28 April 2011 shows articles about cuts in staffing and undergraduate provision in England, concerns about the quality of for-profit higher education…
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…
Elizondo-Omana, Rodrigo Enrique; Garcia-Rodriguez, Maria de los Angeles; Hinojosa-Amaya, Jose Miguel; Villarreal-Silva, Eliud Enrique; Avilan, Rosa Ivette Guzman; Cruz, Juan Jose Bazaldua; Guzman-Lopez, Santos
Few studies have evaluated resilience in an academic environment as it relates to academic success or failure. This work sought to assess resilience in regular and remedial students of gross anatomy during the first and second semesters of medical school and to correlate this personal trait with academic performance. Two groups of students were…
Karande, Sunil; Kulkarni, Madhuri
Education is one of the most important aspects of human resource development. Poor school performance not only results in the child having a low self-esteem, but also causes significant stress to the parents. There are many reasons for children to under perform at school, such as, medical problems, below average intelligence, specific learning disability, attention deficit hyperactivity disorder, emotional problems, poor socio-cultural home environment, psychiatric disorders and even environmental causes. The information provided by the parents, classroom teacher and school counselor about the child's academic difficulties guides the pediatrician to form an initial diagnosis. However, a multidisciplinary evaluation by an ophthalmologist, otolaryngologist, counselor, clinical psychologist, special educator, and child psychiatrist is usually necessary before making the final diagnosis. It is important to find the reason(s) for a child's poor school performance and come up with a treatment plan early so that the child can perform up to full potential. PMID:16391452
Curcio, Giuseppe; Ferrara, Michele; De Gennaro, Luigi
At a time when several studies have highlighted the relationship between sleep, learning and memory processes, an in-depth analysis of the effects of sleep deprivation on student learning ability and academic performance would appear to be essential. Most studies have been naturalistic correlative investigations, where sleep schedules were correlated with school and academic achievement. Nonetheless, some authors were able to actively manipulate sleep in order to observe neurocognitive and behavioral consequences, such as learning, memory capacity and school performance. The findings strongly suggest that: (a) students of different education levels (from school to university) are chronically sleep deprived or suffer from poor sleep quality and consequent daytime sleepiness; (b) sleep quality and quantity are closely related to student learning capacity and academic performance; (c) sleep loss is frequently associated with poor declarative and procedural learning in students; (d) studies in which sleep was actively restricted or optimized showed, respectively, a worsening and an improvement in neurocognitive and academic performance. These results may been related to the specific involvement of the prefrontal cortex (PFC) in vulnerability to sleep loss. Most methodological limitations are discussed and some future research goals are suggested. PMID:16564189
Rulloda, Rudolfo Barcena
Prior to the enactment of the No Child Left Behind Act of 2001, the public was expressing discontent about the declining of students' test scores and the quality of public schooling. The federal government eventually began discussing and debating for education reform and the No Child Left Behind of 2001 was finally passed and signed by President…
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…
Kasim, Maznah Mat; Abdullah, Siti Rohana Goh
Many average methods are available to aggregate a set of numbers to become single number. However these methods do not consider the interdependencies between the criteria of the related numbers. This paper is highlighting the Choquet Integral method as an alternative aggregation method where the interdependency estimates between the criteria are comprised in the aggregation process. The interdependency values can be estimated by using lambda fuzzy measure method. By considering the interdependencies or interaction between the criteria, the resulted aggregated values are more meaningful as compared to the ones obtained by normal average methods. The application of the Choquet Integral is illustrated in a case study of finding the overall academic achievement of year six pupils in a selected primary school in a northern state of Malaysia.
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,…
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…
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…
Andreopoulos, Giuliana Campanelli; Antoniou, Eliana; Panayides, Alexandros; Vassiliou, Evros
Over the last twenty years, many contributions appeared on the relationship between working during school and academic performance using both quantitative and qualitative research methods. The obvious assumption is that a full time working student will show a lower academic performance relatively to a part time working student or a full time…
Meriac, John P.
In this study, work ethic was examined as a predictor of academic performance, compared with standardized test scores and high school grade point average (GPA). Academic performance was expanded to include student organizational citizenship behavior (OCB) and student counterproductive behavior, comprised of cheating and disengagement, in addition…
Lowenthal, Werner; Meth, Hilda
A study to determine if there are any relationships between the Myers-Briggs Type Inventory personality preferences and academic performance in schools of pharmacy is discussed. Differences in academic performance that could be related to gender are reported. (Author/MLW)
Van Dusen, Duncan P.; Kelder, Steven H.; Kohl, Harold W., III; Ranjit, Nalini; Perry, Cheryl L.
Background: Public schools provide opportunities for physical activity and fitness surveillance, but are evaluated and funded based on students' academic performance, not their physical fitness. Empirical research evaluating the connections between fitness and academic performance is needed to justify curriculum allocations to physical activity…
Abstract Previous research into the relationship between attributions and academic performance has produced contradictory findings that have not been resolved. The present research examines the role of specific dimensions of attributional style in predicting subsequent academic performance in a sample of pupils (N = 979) from both high‐ and low‐achieving schools. Hierarchical regression and moderation analyses indicate that internal, stable, and global, attributional styles for positive events predict higher levels of academic performance. Global attributions for negative events were related to poorer performance across all schools. Stable attributions for negative events were related to higher levels of performance in high‐achieving schools but not in low‐achieving schools. Higher levels of internality for negative events were associated with higher performance only in low achieving schools.
Ip, Barry; Jacobs, Gabriel; Watkins, Alan
There are numerous claims that playing computer and video games may be educationally beneficial, but there has been little formal investigation into whether or not the frequency of exposure to such games actually affects academic performance. This paper explores the issue by analysing the relationships between gaming frequency--measured as the…
Chun, Heejung; Dickson, Ginger
Although the number of students who complete high school continues to rise, dramatic differences in school success remain across racial/ethnic groups. The current study addressed Hispanic adolescents' academic performance by investigating the relationships of parental involvement, culturally responsive teaching, sense of school belonging, and…
Malaspina, Diane; Rimm-Kaufman, Sara E.
This longitudinal study followed students (n = 265) from kindergarten through seventh grade and examined early social and academic predictors of school performance at two normative school transitions. Questions addressed include: (a) are there changes in students' school performance over time, especially at school transition points; (b) are…
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…
Mallett, Christopher A.
Many victims of childhood maltreatment experience difficulties in school and with academic performance. This article reviews the evidence on the connection between childhood maltreatment and school performance and presents an evaluation of a unique program established by Children's Services in Lorain County, Ohio. Since 2001, the School Success…
Texas Education Agency, Austin.
This report presents the Texas Assessment of Academic Skills (TAAS) performance results to state officials and the public as required by state law. Compiled in two volumes, TAAS results are aggregated and reported for the state as a whole, for education service centers and individual districts, and in district demographic groupings. This volume…
Rivkin, Steven G.
High School and Beyond longitudinal survey data were used to investigate the impact of school racial composition and quality on achievement, educational attainment, and earnings for blacks. Results support the idea that school quality improvement is likely to be much more effective than desegregation as a means of improving academic and labor…
Hardnett, Sharon G.
Public awareness of the severity of the high school completion problem in terms of its educational, social, psychological, and economic impacts has grown in recent years. Using ex post facto data, this non-experimental, correlational study was designed to determine whether there are differences in academic performance and school attendance between…
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…
This study examines factors contributing to the poor academic performance of tenth grade high school students. Throughout my eight years teaching experience at this grade-level, the one constant from class to class and year-to year is the academic decline. This decline typically starts at the end of ninth grade, becomes obvious and serious in…
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
Mullender-Wijnsma, Marijke J.; Hartman, Esther; de Greeff, Johannes W.; Bosker, Roel J.; Doolaard, Simone; Visscher, Chris
Background: An intervention was designed that combined physical activity with learning activities. It was based upon evidence for positive effects of moderate to vigorous physical activity (MVPA) on academic achievement. The aim of this study was to describe the program implementation and effects on academic achievement after 1?year. Methods:…
Aj, Milam; Cdm, Furr-Holden; Pj, Leaf
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 of 3(rd)-5(th) grade students in an urban public school system. Community and school safety were assessed using the School Climate Survey, an annual city-wide assessment of student's perception of school and community safety. Community violence was measured using the Neighborhood Inventory for Environmental Typology, an objective observational assessment of neighborhood characteristics. Academic achievement was measured using the Maryland State Assessment (MSA), a standardized exam given to all Maryland 3(rd)-8(th) graders. School Climate Data and MSA data were aggregated by school and grade. Objective assessments of neighborhood environment and students' self-reported school and neighborhood safety were both strongly associated with academic performance. Increasing neighborhood violence was associated with statistically significant decreases from 4.2%-8.7% in math and reading achievement; increasing perceived safety was associated with significant increases in achievement from 16%-22%. These preliminary findings highlight the adverse impact of perceived safety and community violence exposure on primary school children's academic performance. PMID:21197388
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…
Jurbergs, Nichole; Palcic, Jennette; Kelley, Mary Lou
This study evaluates the effectiveness of school-home notes for increasing academic productivity and on-task behavior of low-income, African American children diagnosed with attention-deficit/hyperactivity disorder (ADHD). Using a withdrawal, alternating treatments design, each student received school-home notes with and without a response cost…
Simons, Herbert D.; Van Rheenen, Derek
Examines the role of four noncognitive variables in predicting academic performance in 200 Division I athletes. Studies the noncognitive variables of athletic-academic commitment, feelings of being exploited, academic self-worth, self-handicapping excuses as well as several background and academic preparation variables. Finds all four noncognitive…
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.…
Loehr, John Francis
The issue of student preparation for college study in science has been an ongoing concern for both college-bound students and educators of various levels. This study uses a national sample of college students enrolled in introductory biology courses to address the relationship between high school biology preparation and subsequent introductory college biology performance. Multi-Level Modeling was used to investigate the relationship between students' high school science and mathematics experiences and college biology performance. This analysis controls for student demographic and educational background factors along with factors associated with the college or university attended. The results indicated that high school course-taking and science instructional experiences have the largest impact on student achievement in the first introductory college biology course. In particular, enrollment in courses, such as high school Calculus and Advanced Placement (AP) Biology, along with biology course content that focuses on developing a deep understanding of the topics is found to be positively associated with student achievement in introductory college biology. On the other hand, experiencing high numbers of laboratory activities, demonstrations, and independent projects along with higher levels of laboratory freedom are associated with negative achievement. These findings are relevant to high school biology teachers, college students, their parents, and educators looking beyond the goal of high school graduation.
The United States Department of Education (2005) cited that during 2005-2006 academic school year an estimated 2 million students across the nation were eligible to receive after-school services. The after-school tutoring program is one of the most effective instructional strategies to assist low-performing students to meet criteria mandated by…
Angell, Katelyn; Tewell, Eamon
This article describes a nearly decade-long partnership between three institutions representing school, public, and academic settings in Westchester County, New York. The program, designed to improve the academic performance of local high school students, is unique due to the extensive contact students have with academic librarians during the…
Many school and college campuses are like small cities--they offer a little bit of everything. Although academic buildings and residence halls account for a sizable percentage of the facilities on a campus, the academic community on a school campus can include other buildings with specialized design and performance needs: laboratories,…
Haemmerlie, Frances Montgomery; Montgomery, Robert L.
This study examined the role of academic performance factors, and personality traits as measured by the "Hogan Personality Inventory" (Hogan & Hogan, 2007), in the academic success and retention of undergraduate engineering majors. With regard to academic performance, the academic measures of ACT score and high school GPA were significantly…
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.…
Roberts, Eugenia M.
This study is relevant to parents, private organizations, and the educational system interested in discovering whether charter school students perform better academically than traditional public elementary school students. The Pennsylvania System of School Assessment data were used to analyze and compare student performance in grades 3-5 from two…
Weeks, Kent M.
Describes Metropolitan Nashville (Tennesseee) Board of Education's creation of a strategic plan to establish specific standards for academic performance and participation in school activities. By committing to quantitatively based goals to achieve a centain level of improvement, the board has put the entire school community on notice and has set…
Ng, Hui Leng
Standardized-test scores are increasingly important indicators of school success. But how robust are school-performance ratings when they are based on measures derived from these scores? In my thesis, using data from Houston Independent School District (HISD) and New York State (NYS), I examined the robustness of school-performance ratings across…
Shaver, Debra; Newman, Lynn; Huang, Tracy; Yu, Jennifer; Knokey, Anne-Marie
A gap exists between the academic achievement of youth with hearing impairments and their peers in the general population in reading, mathematics, science, and social studies, according to a new release by The National Center for Special Education Research. This report uses data from the National Longitudinal Transition Study 2 dataset to provide…
Ansary, Nadia S; Luthar, Suniya S
The main objectives of this study were to prospectively examine the relationship between externalizing (substance use and delinquency) and internalizing (depression and anxiety) dimensions and academic achievement (grades and classroom adjustment), as well as continuity over time in these domains, within a sample of wealthy adolescents followed from 10th to 12th grades (n = 256). In both parts of the study, cluster analyses were used to group participants at 10th grade and then group differences were evaluated on adjustment outcomes over time. In Part 1, problem behavior clusters revealed differences on academic indices with the two marijuana using groups--marijuana users and multiproblem youth--exhibiting the worst academic outcomes at all three waves. For Part 2, the two lowest achieving groups reported the highest distress across all externalizing dimensions over time. Stability across the three waves was found for both personal and academic competence as well as the associations between these two domains. Results are discussed in relation to intervention efforts targeting wealthy students at risk. PMID:19144236
Basque, Marc; Bouchamma, Yamina
Purpose: The purpose of this study is to identify predictors of achievement in mathematics in elementary schools in New Brunswick (Canada). Data Collection: Both teachers and school leaders (N = 111) completed a questionnaire on their practices and on school functioning. Findings: Multiple regression analyses revealed that the students'…
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…
Hidayat, Levita; Vansal, Sandeep; Kim, Esther; Sullivan, Maureen; Salbu, Rebecca
Objectives. To assess the association of pharmacy students’ personal characteristics with absenteeism and academic performance. Methods. A survey instrument was distributed to first- (P1) and second-year (P2) pharmacy students to gather characteristics including employment status, travel time to school, and primary source of educational funding. In addition, absences from specific courses and reasons for not attending classes were assessed. Participants were divided into “high” and “low” performers based on grade point average. Results. One hundred sixty survey instruments were completed and 135 (84.3%) were included in the study analysis. Low performers were significantly more likely than high performers to have missed more than 8 hours in therapeutics courses. Low performers were significantly more likely than high performers to miss class when the class was held before or after an examination and low performers were significantly more likely to believe that participating in class did not benefit them. Conclusions. There was a negative association between the number of hours students’ missed and their performance in specific courses. These findings provide further insight into the reasons for students’ absenteeism in a college or school of pharmacy setting. PMID:22412207
Gonzalez, Ramon Michael
With the increasing disparity in educational outcomes among economically and racially different groups of students, summer school has received attention from school reformers as a means to close the achievement gap. Given the interest in this topic by educators, researchers, and policymakers, there is little research on the impact of summer school…
Bradbury, Katharine; Burke, Mary A.; Triest, Robert K.
Aside from effects on nearby property values, research is sparse on how foreclosures may generate negative externalities. Employing a unique dataset that matches individual student records from Boston Public Schools--including test scores, demographics, home address moves, and school changes--with real estate records indicating whether the student…
The Comprehensive, Powerful, Academic Database (CPAD): An Evaluative Study of a Predictive Tool Designed for Elementary School Personnel in Identifying At-Risk Students through Progress, Curriculum, and Performance Monitoring
The purpose of this study is to exam in-depth, the Comprehensive, Powerful, Academic Database (CPAD), a data decision-making tool that determines and identifies students at-risk of dropping out of school, and how the CPAD assists administrators and teachers at an elementary campus to monitor progress, curriculum, and performance to improve student…
Hoge, Robert D.; Andrews, D. A.
Learning of subject matter and acquisition of academically relevant skills are important goals in enhancing academic achievement in the classroom. The results of 22 experiments reviewed in this article support the validity of the academic performance targets but not classroom behavior targets. Some limitations on these conclusions are discussed.…
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…
Boloz, Sigmund A.; Varrati, Richard
Three variables--student attendance, stability of enrollment, and socioeconomic status--can affect reservation students' performance on standardized tests as significantly as the quality of instruction. To test the impact of the three variables on academic achievement, the Ganado (Arizona) Unified School District No. 20 analyzed available…
Discusses the Academic Alliances project and the collaboratives of faculty members who teach foreign languages and literature in universities, colleges, and schools in the United States which were a result of that project. Looks at what happens at meetings and how some groups are funded. Lists participating collaborative groups. (SED)
Reports on the activities and accomplishments of school and college faculty groups that are part of the national network of Academic Alliances. Includes information on the Rockefeller Fellowship Program, a listing of eight new member groups, information on four new statewide networks, and a synopsis of meetings and events of some groups. (SED)
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…
Clair, Mark; Mistretta, Sandra; Lewallen, Willard
Motivated by an interest in developing a better understanding of the students who enter Victor Valley Community College (VVCC) (California) directly from high school, the study outlined in this document was guided by four main purposes: (1) to gain an understanding of the characteristics of these students as they enter the institution so that…
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…
Yu, Jennifer; Newman, Lynn; Wagner, Mary
The purpose of this fact sheet is to explore the secondary school experiences of students with mental retardation. Topics include the instructional practices in general, vocational, and nonvocational special education classrooms; the participation of students in various classroom settings; accommodations and support services provided to students;…
This study of the effects of three years of piano instruction is based on a sample of 117 fourth-grade children attending public schools in Montreal. The children had never participated in formal music instruction, did not have a piano at home, and their annual family income was below $40,000 Can. Children in the experimental group (n = 63)…
Renth, Beth A.; Buckley, Phillip; Puchner, Laurel
A wide range of research has been conducted regarding reasons for the achievement gap between low income students and higher income students, but there is limited research regarding parental perspectives, and particularly fewer studies of parental perceptions of low-income, rural elementary school parents. This study examined the extent to which…
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, & Pallas,…
This study focuses on third grade pupils' (9 to 10 years old) ability to predict their performance in a given task and on the correspondence between the accuracy and adequacy of the predictions on the one hand, and the academic achievement on the other. The study involved 713 pupils from 29 Estonian schools. The pupils' performance predictions…
Reisbig, Allison M J; Danielson, Jared A; Wu, Tsui-Feng; Hafen, McArthur; Krienert, Ashley; Girard, Destiny; Garlock, Jessica
This study builds on previous research on predictors of depression and anxiety in veterinary medical students and reports data on three veterinary cohorts from two universities through their first three semesters of study. Across all three semesters, 49%, 65%, and 69% of the participants reported depression levels at or above the clinical cut-off, suggesting a remarkably high percentage of students experiencing significant levels of depression symptoms. Further, this study investigated the relationship between common stressors experienced by veterinary students and mental health, general health, and academic performance. A factor analysis revealed four factors among stressors common to veterinary students: academic stress, transitional stress, family-health stress, and relationship stress. The results indicated that both academic stress and transitional stress had a robust impact on veterinary medical students' well-being during their first three semesters of study. As well, academic stress negatively impacted students in the areas of depression and anxiety symptoms, life satisfaction, general health, perception of academic performance, and grade point average (GPA). Transitional stress predicted increased depression and anxiety symptoms and decreased life satisfaction. This study helped to further illuminate the magnitude of the problem of depression and anxiety symptoms in veterinary medical students and identified factors most predictive of poor outcomes in the areas of mental health, general health, and academic performance. The discussion provides recommendations for considering structural changes to veterinary educational curricula to reduce the magnitude of academic stressors. Concurrently, recommendations are suggested for mental health interventions to help increase students' resistance to environmental stressors. PMID:23187027
Berberoğlu, Giray; Tansel, Aysit
This paper investigates the effectiveness of private tutoring in Turkey. The authors introduce their study by providing some background information on the two major national examinations and three different kinds of tutoring. They then describe how they aimed to analyse whether attending private tutoring centres (PTCs) enhances Turkish students' academic performance. By way of multiple linear regression analysis, their study sought to evaluate whether the impact of private tutoring varies in different subject areas, taking into account several student-related characteristics such as family and academic backgrounds as well as interest in and perception of academic success. In terms of subject areas, the results indicate that while private tutoring does have a positive impact on academic performance in mathematics and Turkish language, this is not the case in natural sciences. However, as evidenced by the effect sizes, these impacts are rather small compared to the impacts of other variables such as interest in and perception of academic success, high school graduation fields of study, high school cumulative grade point average (CGPA), parental education and students' sociocultural background. While the authors point out that more research on the impact of further important variables needs to be done, their view is that school seems to be an important factor for determining students' academic performance.
Aladejana, Francisca; Aderibigbe, Oluyemisi
The study determined how students assess the various components of their science laboratory environment. It also identified how the laboratory environment affects students' learning outcomes. The modified ex-post facto design was used. A sample of 328 randomly selected students was taken from a population of all Senior Secondary School chemistry students in a state in Nigeria. The research instrument, Science Laboratory Environment Inventory (SLEI) designed and validated by Fraser et al. (Sci Educ 77:1-24, 1993) was administered on the selected students. Data analysis was done using descriptive statistics and Product Moment Correlation. Findings revealed that students could assess the five components (Student cohesiveness, Open-endedness, Integration, Rule clarity, and Material Environment) of the laboratory environment. Student cohesiveness has the highest assessment while material environment has the least. The results also showed that the five components of the science laboratory environment are positively correlated with students' academic performance. The findings are discussed with a view to improving the quality of the laboratory environment, subsequent academic performance in science and ultimately the enrolment and retaining of learners in science.
The new higher standards required of entering collegiate athletes will not immediately create change in the performance and attitudes of student athletes. Academic performance of student athletes can be enhanced through the development of a comprehensive program fusing the relationship between athletics and academics. (MD)
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.…
Navarro, Juan-José; García-Rubio, Javier; Olivares, Pedro R.
Introduction and Purpose The policy of school organisation for grouping students in the same academic year is based on date of birth. The differences in the experiences and maturation of older students involve a relatively better performance in academic settings, which is known as the relative age effect (RAE). This effect is more important the younger the student is. The goal of this study is to identify the connections of influence that RAE, socioeconomic status (SES), and type of institution have on academic performance in a school population of eighth graders. Methods The study is based on a population-based, representative sample of 15,234 8th graders (50.4% female; average age = 13.61 years) in the 2011 National System of Quality Assessment in Education Survey (SIMCE) from Chile. The SIMCE for global academic performance consists of 4 tests: reading, mathematics, social studies, and science. All tests consist of multiple-choice and closed questions. In addition, in order to have the information of general academic performance, an extra variable expressing the average score of each student was created. Also, the SIMCE includes additional variables for the evaluation process such as SES or type of school. Students were assigned to one of five age groups in terms of date of birth (G1, G2, G3, G4, and G5), in which students belonging to G1 are the oldest and students belonging to G5 are the youngest. Results The results achieved in the structural equation modelling indicate a good global fit. Individual relationships show significant effects of the three variables observed on academic performance, although SES received the highest values. The influence of RAE took place both in the full sample and sub-samples composed according to the SES and academic performance, showing higher values for students with lower scores. Although the influence of RAE decreases when SES is controlled, its effect is still significant and contributes to additionally explain the
The Value of Extracurricular Support in Increased Student Achievement: An Assessment of a Pupil Personnel Model Including School Counselors and School Psychologists Concerning Student Achievement as Measured by an Academic Performance Index
Goodman, Greg S.; Young, I. Phillip
This study examined two models of extra-curricular support for enhancing the academic achievement of students as measured by state mandated test scores. One management model includes the use of school counselors as enhancers of the educational process while the other model addresses the contribution of school psychologists. To differentiate…
Konishi, Chiaki; Hymel, Shelley; Zumbo, Bruno D.; Li, Zhen
In extending our understanding of how the social climate of schools can affect academic outcomes, this study examined the relationship between school bullying, student-teacher (S-T) connectedness, and academic performance. Using data collected in Canada as part of a larger international study conducted by the Organisation for Economic Co-operation…
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…
Chen, Li-Jung; Fox, Kenneth R.; Ku, Po-Wen; Wang, Ching-Hui
Backround: This study examined the association among childhood obesity, weight status change, and subsequent academic performance at 6-year follow-up. Methods: First-grade students from one elementary school district in Taichung City, Taiwan were followed for 6 years (N = 409). Academic performance was extracted from the school records at the end…
Rivers, Jewrell; Mullis, Ann K.; Fortner, Lauren A.; Mullis, Ronald L.
Relationships between parenting styles, academic performance, and the mediating effects of motivation, goal orientation, and self-efficacy were examined. One hundred forty-eight high school students participated, including 58 males and 90 females. The Parenting Style/Parental Involvement Questionnaire was used to measure students' perceptions of…
Xie, Bin; Chou, Chih-Ping; Spruijt-Metz, Donna; Reynolds, Kim; Clark, Florence; Palmer, Paula H.; Gallaher, Peggy; Sun, Ping; Guo, Qian; Johnson, C. Anderson
Objective: To investigate weight perception and related psychological factors in Chinese adolescents. Methods: A questionnaire on weight perception, academic performance, stress, hostility, and depression was completed by 6863 middle and high school students. Weight and height were measured. Results: Overweight perception was related to…
Moriana, Juan Antonio; Alos, Francisco; Alcala, Rocio; Pino, Maria-Jose; Herruzo, Javier; Ruiz, Rosario
Introduction: In this paper we study the possible influence of extra-curricular activities (study-related and/or sports) on academic performance of first- and second-year pupils in "Educacion Secundaria Obligatoria (ESO)" [N.T. seventh- and eighth-graders]. Method: We randomly selected 12 schools in the city (9 public and 3 private), and randomly…
Montgomery, Joel R.
This article highlights significant research about what below grade-level reading means in middle school classrooms and suggests a tested approach to improve reading comprehension levels significantly by using audio books. The use of these audio books can improve reading and academic performance for both English language learners (ELLs) and for…
Nurmi, Jari-Erik; Viljaranta, Jaana; Tolvanen, Asko; Aunola, Kaisa
This study examined the extent to which a student's academic performance in first grade contributes to the active instruction given by a teacher to a particular student. To investigate this, 105 first graders were tested in mathematics and reading in the fall and spring of their first school year. At the same time points, their teachers filled in…
Vu, Phuong Anna
Students' behavior and emotional well being are instrumental for their success in the school setting. The present study examined the effects of behavioral problems on the academic performance of students three years later. The behavioral problems consisted of individual externalizing, internalizing, and inattentive behaviors. Next, this study…
Slade, Eric P.; Wissow, Lawrence S.
Evidence that childhood maltreatment is associated with emotional and behavioral problems throughout childhood suggests that maltreatment could lead to impaired academic performance in middle and high school. This article explores these effects using data on siblings. An index measure of the intensity of childhood maltreatment was included as a…
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…
Williams, Wanda A.
Two things in particular could change the status of students of color in our elementary and secondary education system and make improved academic achievement possible. One is providing role models that students can relate to in the classrooms, and the other is getting families involved in their children's education. A study on family life and…
California State Univ., Long Beach. Office of the Chancellor.
Five partnership programs between California State University (CSU) campuses and high schools are described. The programs seek to improve high school students' preparation for college, with emphasis on articulation between the content of high school courses and the level of student performance expected in introductory university courses in the…
Rimes, John Scott
This study was performed to examine the perception of teachers, in-school suspension (ISS) staff, and administrators on the effectiveness of the in-school suspension program in changing students' behavior and academic success at various schools with different performance levels according the current Mississippi Accountability Model. The 32…
Klocko, Marilyn N
Academic dishonesty in schools of nursing is surprisingly common. The following literature review defines academic dishonesty, describes the scope of the problem, and sheds light on factors that affect student behaviors that lead to academic dishonesty in schools of nursing. Finally, barriers to and best practices for solutions to the problem will be reviewed as they appear within the literature. PMID:24495578
Chamorro-Premuzic, Tomas; Furnham, Adrian
This paper reports the results of a two-year longitudinal study of the relationship between self-assessed intelligence (SAI) and academic performance (AP) in a sample of 184 British undergraduate students. Results showed significant correlations between SAI (both before and after taking an IQ test) and academic exam marks obtained two years later,…
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…
Makar, Kathryn K.
Research conclusions concerning predictors of academic success have been, at best, less than convincing. In fact, these conclusions are more conflicting or mixed when emotional constructs are used. As a result, modern curriculum developers as well as classroom instructors seem to deemphasize, if not ignore, the role of the affective domain in…
Musungu, L. L.; Nasongo, J. W.
The head teachers' role is to promote academic performance. It is therefore important that the performance of a school is appraised against the performance of the person who leads it. The purpose of the study was to investigate the instructional role of the head-teacher in academic achievement in Kenya Certificate of Secondary Education (KCSE)…
De Gale, S.; Boisselle, L. N.
POGIL (Process Oriented Guided Inquiry Learning) is a collaborative learning technique that employs guided inquiry within a cyclic system of exploration, concept invention, and application. This action research explores students' academic performance on a unit of organic chemistry work taught using POGIL, in addition to the effect of POGIL on…
The study examined estimated effects of school mobility on students' academic and behaviouiral outcomes. Based on data for 2,560 public schools from the School Survey on Crime and Safety (SSOCS) 2007-2008, the findings indicate that high schools, urban schools, and schools serving a total student population of more than 50 percent minority…
Jackson, Shirley A.; Lunenburg, Fred C.
Researchers have been challenged to find school-level characteristics that make a difference in student achievement. This study focused on a diverse sample of 24 middle schools to examine differences between schools rated Exemplary, Recognized, Academically Acceptable, and Academically Unacceptable on four performance indicator dimensions:…
Stayner, Mindy L.
The purpose of this quantitative study was to investigate the relationship between a computer-based learning (CBL) method and academic performance, controlling for independent, non-academic and academic confounding, variables of high school GPA, college GPA, marital status, number of dependents, age, gender, race, level of education, and semester…
Chow, Henry P. H.
A survey of 318 students at the University of Regina (Saskatchewan) found that a more positive educational experience was related to higher grade point average, better attitudes toward school and learning, higher socioeconomic status, and higher self-assessed academic ability. Academic performance was significantly related to academic ability,…
Lee, Yu Jin; Park, Juhyun; Kim, Soohyun; Cho, Seong-Jin; Kim, Seog Ju
Study Objectives: The present study investigated academic performance among adolescents with behaviorally induced insufficient sleep syndrome (BISS) and attempted to identify independent predictors of academic performance among BISS-related factors. Methods: A total of 51 students with BISS and 50 without BISS were recruited from high schools in South Korea based on self-reported weekday sleep durations, weekend oversleep, and the Epworth Sleepiness Scale (ESS). Participants reported their academic performance in the form of class quartile ranking. The Korean version of the Composite Scale (KtCS) for morningness/eveningness, the Beck Depression Inventory (BDI) for depression, and the Barratt Impulsiveness Scale-II (BIS-II) for impulsivity were administered. Results: Adolescents with BISS reported poorer academic performance than adolescents without BISS (p = 0.02). Adolescents with BISS also exhibited greater levels of eveningness (p < 0.001), depressive symptoms (p < 0.001), and impulsiveness (p < 0.01). Longer weekend oversleep predicted poorer academic performance among adolescents with BISS even after controlling for ESS, KtCS, BDI, and BIS-II (β = 0.42, p < 0.01). Conclusions: BISS among adolescents is associated with poor academic performance and that sleep debt, as represented by weekend oversleep, predicts poorer academic performance independent of depression, impulsiveness, weekday sleep duration, daytime sleepiness, and morningness/eveningness among adolescents with BISS. Citation: Lee YJ, Park J, Kim S, Cho SJ, Kim SJ. Academic performance among adolescents with behaviorally induced insufficient sleep syndrome. J Clin Sleep Med 2015;11(1):61–68. PMID:25515277
Salman, M. F.; Yahaya, L. A.; Yusuf, A.; Ahmed, M. A.; Ayinla, J. O.
This study sought for the effect of the use of behavioural objectives on Senior Secondary students' academic performance in Mathematics in Omu-Aran, Kwara South Senatorial District Area of Kwara State, Nigeria. The target population for the study comprised Senior Secondary Two (SS II) students in Omu-Aran town. Purposive sampling technique was…
Carson, Paul Kit
A number of research studies have indicated that issues with school climate may be a source of the low academic and social success of students in the public school system. A poor school climate is often associated with low-performing schools; a positive school climate can increase student achievement and other indicators of school success such as…
This guide describes the measures California state officials use to evaluate schools and school districts, explaining what they are and what they indicate. Results of standard tests and the Academic Performance Index (API) indicate substantial gaps between the achievement of various groups of students in California. African American, Latino, and…
Taras, Howard; Potts-Datema, William
To review the state of research on the association between obesity among school-aged children and academic outcomes, the authors reviewed published studies investigating obesity, school performance, and rates of student absenteeism. A table with brief descriptions of each study's research methodology and outcomes is included. Research demonstrates…
Taras, Howard; Potts-Datema, William
To review the state of research on the association between sleep among school-aged children and academic outcomes, the authors reviewed published studies investigating sleep, school performance, and cognitive and achievement tests. Tables with brief descriptions of each study's research methods and outcomes are included. Research reveals a high…
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…
Edington, Everett D.; Martellaro, Helena C.
To determine if a relationship can be found between school size and academic achievement, a study examined correlations for 566 New Mexico public schools (grades 5, 8, and 11) from 1978 to 1981. The measure of academic achievement used was the schools' average "total scale score" on the Comprehensive Tests of Basic Skills. The two questions to be…
Worobey, John; Worobey, Harriet S.
Two studies examined nutritional differences between home breakfasts and breakfasts served at preschool following School Breakfast Program guidelines and evaluated nutritional impact of program participation on 4-year olds' preacademic performance. Results indicated that breakfast intake was altered under school breakfast conditions. Performance…
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…
Hossein, Mahdian; Asadzadeh, Hassan; Shabani, Hassan; Ahghar, Ghodsi; Ahadi, Hassan; Shamir, Abootaleb Seadatee
The purpose of the present study is to examine the role of Invitational Education and intelligence beliefs in the academic performance of high school students. The research population comprised all male and female students studying at high schools in the academic year of 2009-2010 in Kashmar, a city in Iran. Selected through multi-stage random…
Psychophysiological variables which affect the activity of schoolchildren with subjective chronic fatigue were studied. For 32 Japanese elementary school children, 15 boys and 17 girls in Grade 4, the major finding was that the majority of children with subjective chronic fatigue were less active in school. The motor and academic performance of children with greater subjective chronic fatigue were significantly inferior to those of normal children. Good learning was associated with less drowsiness. These findings suggest that subjective chronic fatigue is closely related to daily activities, especially adjustment to school. PMID:15460357
Mulholland, D J; Watt, N F; Philpott, A; Sarlin, N
Parental divorce can be conceptualized as a stressful event for all children, but one must recognize that reactions to divorce can vary widely among children. This investigation was based on two basic ideas: 1) children of divorce as a group would show deficits in academic performance compared to children from intact families, even several years after their parents' separation, and 2) because factors that promote psychological resilience and vulnerability, we expected to find normal heterogeneity within the divorce sample. Among 96 middle-school adolescents from a suburban school district near Denver, children of divorce showed significant performance deficits in academic achievement, as reflected in grade-point average and scholastic motivation in middle school, but not in nationally normed tests of scholastic aptitude and other less direct measures of behavioral conformity. An analysis of GPA over time revealed strikingly disparate patterns of achievement between divorce and control groups. Corresponding patterns of scholastic aptitude scores, absence from school and comportment revealed no systematic differences over time. These results suggest strongly that parental divorce can be a critical event in the academic development of children. Large differences in academic achievement between our divorce group as a whole and the controls cannot be attributed, at least at the time of sampling, to differences in social class or intellectual ability. Despite a similar family background, i.e., marital dissolution, a minority of the children of divorce showed vulnerability in the pattern of academic achievement over time while the majority demonstrated academic careers not unlike that of the controls. PMID:1946827
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
Local school districts often stagger daily start times for their schools in order to reduce busing costs. This paper uses data on all middle school students in Wake County, NC from 1999 to 2006 to identify the causal effect of daily start times on academic performance. Using variation in start times within schools over time, the effect is a two…
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. PMID:23914750
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. PMID:24708286
Samuels, William Ellery; Tournaki, Nelly; Blackman, Sheldon; Zilinski, Christopher
Executive functioning (EF) is a strong predictor of children's and adolescents' academic performance. Although research indicates that EF can increase during childhood and adolescence, few studies have tracked the effect of EF on academic performance throughout the middle school grades. EF was measured at the end of Grades 6-9 through 21 teachers'…
Gedeon, Julie A.; Rubin, Richard E.
Discusses problems with performance evaluations in academic libraries and examines attribution theory, a sociopsychological theory which helps explain how biases may arise in the performance-evaluation process and may be responsible for producing serious and unrecognized inequities. Considers fairness in performance evaluation and differential…
Correa-Burrows, Paulina; Blanco, Estela; Reyes, Marcela; Gahagan, Sheila
Abstract Objective To explore associations between the nutritional quality of diet at age 16 years and academic performance in students from Santiago, Chile. Methods We assessed the nutritional quality of diet, using a validated food frequency questionnaire, in 395 students aged 16.8 ± 0.5 years. Depending on the amount of saturated fat, fibre, sugar and salt in the foods, diet was categorized as unhealthy, fair or healthy. Academic performance was assessed using high school grade-point average (GPA) and tests for college admission in language and mathematics. Academic results on or above the 75th percentile in our sample were considered good academic performance. We tested associations between nutritional quality of diet and good academic performance using logistic regression models. We considered sociodemographic, educational and body-mass index (BMI) factors as potential confounders. Findings After controlling for potential confounding factors, an unhealthy diet at age 16 years was associated with reduced academic performance. Compared to participants with healthy diets, those with unhealthy diets were significantly less likely to perform well based on language tests (odds ratio, OR: 0.42; 95% confidence interval, CI: 0.18–0.98) mathematics tests (OR: 0.35; 95% CI: 0.15–0.82) or GPA (OR: 0.22; 95% CI: 0.09–0.56). Conclusion In our sample, excessive consumption of energy-dense, low-fibre, high-fat foods at age 16 years was associated with reduced academic performance. PMID:26966329
Slade, Eric P.; Wissow, Lawrence S.
Evidence that childhood maltreatment is associated with emotional and behavioral problems throughout childhood suggests that maltreatment could lead to impaired academic performance in middle and high school. This article explores these effects using data on siblings. An index measure of the intensity of childhood maltreatment was included as a covariate in multivariate analyses of adolescents’ risk for school performance impairments. Family fixed effects were used to control for unobservables linked to family background and neighborhood effects. More intense childhood maltreatment was associated with greater probability of having a low GPA (P=0.001) and problems completing homework assignments (P=0.007). Associations between maltreatment intensity and adolescent school performance were not sensitive to model specification. Additional analyses suggested that maltreatment effects are moderated by cognitive deficits related to attention problems. The implications of these findings for educators and schools are discussed. PMID:18037979
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…
The current emphasis on performance standards and testing has led schools to look to the after-school hours as time that can be spent developing children's academic skills. This Spanish-language digest describes types of after-school programs and discusses recent research on who participates and the effects of participation on children's school…
Matar, Mohammed; Brighith, Imad
This article outlines a research project that aimed to gather first-hand data from school users (pupils, teachers, school principals), as well as academic performance data from pupils. The project compared data obtained from users of "new and site-specific" and "standard" schools in order to show whether more attractive and site-specific designs…
Buscemi, Joanna; Kong, Angela; Fitzgibbon, Marian L; Bustamante, Eduardo E; Davis, Catherine L; Pate, Russell R; Wilson, Dawn K
The Society of Behavioral Medicine (SBM) urges elementary schools to provide children with ample opportunities to engage in physical activity during school hours. In addition to promoting overall child health, physical activity also supports academic achievement. In addition to improving their aerobic fitness, regular physical activity improves cognitive function, influences the brain, and improves mood in children. Better aerobic fitness and physical activity are associated with increased grade point averages and standardized test scores. Despite the documented relationship between physical activity, fitness, and academic achievement, few schools have implemented physical activity as a tool to improve academic performance. SBM recommends that elementary schools provide children with the recommended 60 min of moderate-to-vigorous physical activity during school hours. Further, SBM urges schools to work with the local school districts and state education departments to mandate minimum physical activity time for elementary school physical education. PMID:25584093
Hejazi, Elaheh; Lavasani, Masoud Gholamali; Amani, Habib; Was, Christopher A.
The aim of the present study was to determine the relationship between academic identity status, goal orientations and academic achievement. 301 first year high school students completed the Academic Identity Measure and Goal Orientation Questionnaire. The average of 10 exam scores in the final semester was used as an index of academic…
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…
Rust, Jonathan P.; Jackson, Margo A.; Ponterotto, Joseph G.; Blumberg, Fran C.
Biculturalism was examined as a factor that may positively affect the academic achievement of African American high school students, beyond cultural identity and self-esteem. Hierarchical regression analyses determined that cultural identity and academic self-esteem were important factors for academic achievement, but not biculturalism.…
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…
Asgari, Shaki; Carter, Frederick, Jr.
The present study examined the relationship between peer mentoring and academic performance. Students from two introductory psychology classes either received (n = 37) or did not receive (n = 36) peer mentoring. The data indicated a consistent improvement in the performance (i.e., grades on scheduled exams) of the mentored group. A similar pattern…
Wittberg, Richard A.; Northrup, Karen L.; Cottrel, Lesley
Background: Childhood obesity is a major public health threat. Increased fitness may have a positive influence on cognitive performance in both adults and children. Purpose: To examine which aspects of children's fitness assessment are associated with their performance on four different academic areas. Methods: FITNESSGRAM measures aerobic…
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…
Lee, Chul; Kim, Eunyoung
The study utilized the National Education Longitudinal Study of 1988 (NELS:88) to identify which characteristics of academically effective high schools are key determinants of students' academic readiness for college. A multilevel analysis shows that high school characteristics affect student preparation for college in four core subject areas:…
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…
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…
Brown, Bob S.; Weible, Rick J.; Olmosk, Kurt E.
While students and, to a lesser extent, faculty have been surveyed about the student academic dishonesty issue, deans have been virtually ignored. This paper reports the results of an online survey of business school deans on the issue. Deans' perceptions of the level of student academic dishonesty in their schools were much lower than the levels…
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…
Smith, Page A.; Hoy, Wayne K.
Purpose: The aim of this study was two-fold: to demonstrate a general construct of schools called academic optimism and to show it was related to student achievement in urban elementary schools, even controlling for socioeconomic factors, and school size. Design/methodology/approach: Data were collected from 99 urban elementary schools in Texas…
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…
Eshetu, Amogne Asfaw
Gender is among the determinant factors affecting students' academic achievement. This paper tried to investigate the impact of gender on academic performance of preparatory secondary school students based on 2014 EHEECE result. Ex post facto research design was used. To that end, data were collected from 3243 students from eight purposively…
Kolawole, E. B.; Oginni, O. I.; Fayomi, E. O.
This paper examined ordinary level result as predictors of students' academic performance in chemistry in South-west Nigeria universities. It also examined the relationship between the academic performance of students in each level of the university examinations and their corresponding secondary school certificates examination. The sample of the…
Kolawole, E. B.; Oginni, O. I.; Fayomi, E. O.
This paper examined an ordinary level as predictors of students' academic performance in chemistry in South-west Nigeria universities. It also revealed the relationship between the academic performance of students in each level of the university examinations and their corresponding secondary school certificates examination. The sample of the study…
Fung, Yee-wang; Wong, Ngai-ying
Reveals findings of a survey of 294 Hong Kong secondary school students. Evaluates relationships among involvement in extracurricular activities, academic performance, personality, and peer acceptance. Concludes that activity involvement is positively related to academic performance, personality, and peer acceptance. Suggests that further research…
The degree to which the PCAT, SAT, grade point average, and other admission criteria can predict student academic performance in a school of pharmacy and on professional licensing examinations is assessed. The performance of pharmacy students on quantitative admission measures, academic courses and licensing examinations are analyzed and compared.…
Fite, Paula J.; Hendrickson, Michelle; Rubens, Sonia L.; Gabrielli, Joy; Evans, Spencer
Background: There is substantial evidence to suggest that aggressive behavior is associated with poor academic performance in school-aged children. However, less is known about how different subtypes of aggression are related to academic performance and what variables may account for this association. Objective: The current study examined unique…
Williams, James D.
This case study involved 3 middle school students in an assessment of the influence of self-reflection on general academic performance. It was hypothesized that increased self-reflection would have a positive influence on academic performance as measured by grades on tests, writing assignments, and homework. The participants were ages 13.4, 13.5,…
Jaramillo, Fernando; Spector, Paul E.
Due to the effect of academic performance on employment opportunities and admission to graduate schools, researchers have long recognized the need for identifying factors that are linked to the academic performance of undergraduate marketing students. This research proposes a model that investigates the relationships among motivation, effort,…
Crane, Eric; Edwards, Brian
This analysis of charter school performance addresses two critical questions: (1) how does the academic performance of California charter schools differ from that of noncharters; and (2) how does the academic performance of different kinds of charter schools vary? This study examined achievement data for charter and traditional public schools with…
Gest, Scott D.; Rulison, Kelly L.; Davidson, Alice J.; Welsh, Janet A.
The associations between children's academic reputations among peers and their academic self-concept, effort, and performance were examined in a longitudinal study of 427 students initially enrolled in Grades 3, 4, and 5. Assessments were completed in the fall and spring of 2 consecutive school years and in the fall of a 3rd school year. Peer…
Brady, Christine E.; Evans, Steven W.; Berlin, Kristoffer S.; Bunford, Nora; Kern, Lee
School impairment is often defined in terms of impairment in academic progress (i.e., poor grades). Poor academic performance can occur for several reasons, including poor homework completion, being off task during class lectures, and inefficient study habits. However, school impairment can include other factors such as a student's inability to…
Negroni, Italia A.; Iwanicki, Edward F.
This study focused on how school district leaders in Connecticut are translating educational reform policies into instructional practice. It explored how school improvement initiatives were being implemented to improve student performance on the Connecticut Academic Performance Test (CAPT) and examined the ways in which these initiatives were…
Center for Comprehensive School Reform and Improvement, 2006
Growing concern about the academic proficiency of high school graduates has placed high school reform at the forefront of the education policy agenda. Critics have begun to question the degree of academic rigor in the nation's high schools, and many states and school districts are looking for ways to address this issue. This month's newsletter…
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…
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
Zoda, Pamela; Combs, Julie P.; Slate, John R.
In this article, we reviewed the empirical literature concerning the relationship between school size and student performance with a focus was on determining the extent to which school size, specifically elementary school size, was related to student academic achievement. Most of the extant literature was on secondary school size with fewer…
This Information Capsule answers the most frequently asked questions about M-DCPS' academic performance during the 2009-10 school year. M-DCPS earned a performance grade of "B" in 2010 and was only four points short of an "A." Over half of the District's schools (57 percent) earned an "A." Overall, the District's performance on the FCAT improved…
Md Rahim, Nasrudin; Meon, Hasni
Study skills play an important role in influencing academic performance of university students. These skills, which can be modified, can be used as an indicator on how a student would perform academically in his course of study. The purpose of the study is to determine the study skills profile among Universiti Selangor's (Unisel) students and to find the relationships of these skills with student's academic performance. A sample of seventy-eight (78) foundation studies and diploma students of Unisel were selected to participate in this study. Using Study Skills Inventory instrument, eight skills were measured. They are note taking; test taking; textbook study; concentration and memory; time management; analytical thinking and problem solving; nutrition; and vocabulary. Meanwhile, student's academic performance was measured through their current Grade Point Average (GPA). The result showed that vocabulary skill scored the highest mean with 3.01/4.00, followed by test taking (2.88), analytical thinking and problem solving (2.80), note taking (2.79), textbook study (2.58), concentration and memory (2.54), time management (2.25) and nutrition (2.21). Correlation analysis showed that test taking (r=0.286, p=0.011), note taking (r=0.224, p=0.048), and analytical thinking and problem solving (r=0.362, p=0.001) skills were positively correlated with GPA achievement.
Espelage, Dorothy L.; Hong, Jun Sung; Rao, Mrinalini A.; Low, Sabina
This article reviews the extant literature on the links between peer victimization and academic performance and engagement among children and adolescents. Although most of the research on this association is based on cross-sectional investigations, research using longitudinal designs is starting to point to the fact that peer victimization does…
Nasrullah, Shazia; Khan, Muhammad Saqib; Khan, Irfanullah
The current study will be conducted in relationship of entrepreneurship education and academic performance. The study will be conducted on the post graduate students in the Universities of Bahawalpur. In the current study those universities will be included that were offering and also not offering entrepreneurship as a subject of teaching. The…
Furnham, Adrian; Nuygards, Sarah; Chamorro-Premuzic, Tomas
This study examines the relationship between personality and two different academic performance (AP) assessment methods, namely exams and coursework. It aimed to examine whether the relationship between traits and AP was consistent across self-reported versus documented exam results, two different assessment techniques and across different…
van der Merwe, D.; de Beer, M.
Finding accurate predictors of tertiary academic performance, specifically for disadvantaged students, is essential because of budget constraints and the need of the labour market to address employment equity. Increased retention, throughput and decreased dropout rates are vital. When making admission decisions, the under preparedness of students…
Zook, Joan M.; Repinski, Daniel J.
This study examined associations between parent-child relationships and adolescents' academic performance. Adolescents in 7th and 10th grade completed self-report questionnaires assessing 6 features of parent-adolescent relationships: time spent together, number of activities, degree of influence, frequency of experiencing positive emotions,…
Akiri, Agharuwhe A.
The study is based on the assessment of instructional and administrative strategies applied by principals to improve academic performance of students in schools. This simply means that the individual talents of everyone in school needs to be maximized for the effective benefit of the school, students, parents, and the society at large. It is…
Rulinda, Ephrard; Role, Elizabeth; Makewa, Lazarus Ndiku
This study examined students' perception on academic performance using five-factor ratings namely, principal's instructional leadership, school climate, school facilities, teachers' effectiveness and family support. Data for this study were collected from selected Parent's Private Seventh-Day Adventist Secondary Schools (PPSDASS) in Southern…
Abd-Elmotaleb, Moustafa; Saha, Sudhir K.
This study examines the mediating influence of academic self-efficacy on the link between perceived academic climate and academic performance among university students. The participants in the study consist of 272 undergraduate students at the University of Assiut, Assiut, Egypt. A scale to measure perceived academic climate, was developed. To…
Wang, Weijun; Vaillancourt, Tracy; Brittain, Heather L; McDougall, Patricia; Krygsman, Amanda; Smith, David; Cunningham, Charles E; Haltigan, J D; Hymel, Shelley
School-level school climate was examined in relation to self-reported peer victimization and teacher-rated academic achievement (grade point average; GPA). Participants included a sample of 1,023 fifth-grade children nested within 50 schools. Associations between peer victimization, school climate, and GPA were examined using multilevel modeling, with school climate as a contextual variable. Boys and girls reported no differences in victimization by their peers, although boys had lower GPAs than girls. Peer victimization was related to lower GPA and to a poorer perception of school climate (individual-level), which was also associated with lower GPA. Results of multilevel analyses revealed that peer victimization was again negatively associated with GPA, and that lower school-level climate was associated with lower GPA. Although no moderating effects of school-level school climate or sex were observed, the relation between peer victimization and GPA remained significant after taking into account (a) school-level climate scores, (b) individual variability in school-climate scores, and (c) several covariates--ethnicity, absenteeism, household income, parental education, percentage of minority students, type of school, and bullying perpetration. These findings underscore the importance of a positive school climate for academic success and viewing school climate as a fundamental collective school outcome. Results also speak to the importance of viewing peer victimization as being harmfully linked to students' academic performance. PMID:25198617
Murphy, J Michael; Guzmán, Javier; McCarthy, Alyssa E; Squicciarini, Ana María; George, Myriam; Canenguez, Katia M; Dunn, Erin C; Baer, Lee; Simonsohn, Ariela; Smoller, Jordan W; Jellinek, Michael S
The world's largest school-based mental health program, Habilidades para la Vida [Skills for Life (SFL)], has been operating on a national scale in Chile for 15 years. SFL's activities include using standardized measures to screen elementary school students and providing preventive workshops to students at risk for mental health problems. This paper used SFL's data on 37,397 students who were in first grade in 2009 and third grade in 2011 to ascertain whether first grade mental health predicted subsequent academic achievement and whether remission of mental health problems predicted improved academic outcomes. Results showed that mental health was a significant predictor of future academic performance and that, overall, students whose mental health improved between first and third grade made better academic progress than students whose mental health did not improve or worsened. Our findings suggest that school-based mental health programs like SFL may help improve students' academic outcomes. PMID:24771270
Murphy, J. Michael; Guzmán, Javier; McCarthy, Alyssa; Squicciarini, Ana María; George, Myriam; Canenguez, Katia; Dunn, Erin C.; Baer, Lee; Simonsohn, Ariela; Smoller, Jordan W.; Jellinek, Michael
The world’s largest school-based mental health program, Habilidades para la Vida [Skills for Life, SFL], has been operating at a national scale in Chile for fifteen years. SFL’s activities include using standardized measures to screen elementary school students and providing preventive workshops to students at risk for mental health problems. This paper used SFL’s data on 37,397 students who were in first grade in 2009 and third grade in 2011 to ascertain whether first grade mental health predicted subsequent academic achievement and whether remission of mental health problems predicted improved academic outcomes. Results showed that mental health was a significant predictor of future academic performance and that, overall, students whose mental health improved between first and third grade made better academic progress than students whose mental health did not improve or worsened. Our findings suggest that school-based mental health programs like SFL may help improve students’ academic outcomes. PMID:24771270
Holmes, Robyn M.; Liden, Sharon; Shin, Lisa
Based on the study of seventy-four middle school children of mostly Filipino and part Hawaiian heritages, this article explores the relationships of children's thinking styles, play preferences, and school performance. Using the Group Embedded Figures Test, the Articulation of the Body Scale, and written responses to three questions, the authors…
The quantitative study contained herein was conducted to determine if there is a relationship between antibias education (ABE) and student performance on state standardized tests in a South Florida school district. In many districts, raising test scores has become priority with some schools even changing their curriculum so that teachers teach…
Ward, Randolph E.; Burke, Mary Ann
As accountability in schools becomes more crucial, educators are looking for comprehensive and innovative management practices that respond to challenges and realities of student academic achievement. In order to improve academic performance and the quality of instruction, the entire school community needs to be involved. This book provides six…
Maryland State Department of Education, 2008
This paper presents the 2008 Maryland School Performance Report. It shows the academic performance results of the State and its 24 school systems. This report includes the results from the Maryland School Assessment (MSA) given in spring 2008, information about the Adequate Yearly Progress (AYP) measures required by the federal No Child Left…
Grover, Karan; Pecor, Keith; Malkowski, Michael; Kang, Lilia; Machado, Sasha; Lulla, Roshni; Heisey, David; Ming, Xue
Instant messaging may compromise sleep quality and school performance in adolescents. We aimed to determine associations between nighttime messaging and daytime sleepiness, self-reported sleep parameters, and/or school performance. Students from 3 high schools in New Jersey completed anonymous questionnaires assessing sleep duration, daytime sleepiness, messaging habits, and academic performance. Of the 2,352 students sampled, 1,537 responses were contrasted among grades, sexes, and messaging duration, both before and after lights out. Students who reported longer duration of messaging after lights out were more likely to report a shorter sleep duration, higher rate of daytime sleepiness, and poorer academic performance. Messaging before lights out was not associated with higher rates of daytime sleepiness or poorer academic performance. Females reported more messaging, more daytime sleepiness, and better academic performance than males. There may be an association between text messaging and school performance in this cohort of students. PMID:26762509
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…
Black, Alison Rebeck; Somers, Marie-Andree; Doolittle, Fred; Unterman, Rebecca; Grossman, Jean Baldwin
The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their afterschool hours--instead of the less formal academic supports offered in regular after-school programs-- improves their academic performance in the subject. This is the second and…
Curtis, Thomas E.
Discusses performing arts high schools that train students in general education and music, visual arts, theater, and dance. Enumerates purposes, advantages (mainly, a challenging and motivating atmosphere with opportunities to concentrate in one area), and problems (funding, understaffing, academic standards, and admission criteria). Advises…
Church, Audrey P.
Evaluation of instructional personnel is standard procedure in our Pre-K-12 public schools, and its purpose is to document educator effectiveness. With Race to the Top and No Child Left Behind waivers, states are required to implement performance-based evaluations that demonstrate student academic progress. This three-year study describes the…
Lowenthal, Barbara; Lowenthal, Mark
Factors which may affect school performance in children with asthma, including absenteeism, learning disabilities, psychological functioning, and medications, are reviewed. Recommendations are made to assist teachers in creating a classroom environment which promotes optimal academic and social development of students with asthma. (Author/DB)
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. PMID:14768991
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.
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…
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…
Stroebele, Nanette; McNally, Janise; Plog, Amy; Siegfried, Scott; Hill, James O.
Background: To improve support and justi?cation for health promotion efforts in schools, it is helpful to understand how students' health behaviors affect academic performance. Methods: Fifth-grade students completed an online school-administered health survey with questions regarding their eating behavior, physical activity, academic performance,…
McComas, Jennifer J.; Burns, Matthew K.
Academic skills are frequent concerns in K-12 schools that could benefit from the application of applied behavior analysis (ABA). Brief experimental analysis (BEA) of academic performance is perhaps the most promising approach to apply ABA to student learning. Although research has consistently demonstrated the effectiveness of academic…
Erwin, Heather; Fedewa, Alicia; Ahn, Soyeon
Physical activity is beneficial to children's health, yet academic pressures limit opportunities for students throughout the school day. The purpose of this study was to determine the effect of a classroom PA intervention on student academic performance outcomes. Intervention participants (n = 15) received daily PA breaks. Reading and mathematics…
Bouchey, Heather A.; Harter, Susan
The authors tested a model of the relations among adolescents' perceptions of parents', teachers', and classmates' support for, valuing of, and beliefs about their competence in math/science; adolescents' own academic self-perceptions concerning math/science; and their academic performance. The sample included 378 middle school students; 65% were…
Khanehkeshi, Ali; Basavarajappa
This paper investigates the relationship of academic stress with aggression, depression and academic performance of college students. Using a random sampling technique, 60 students consist of boys and girls were selected as students having academic stress. The scale for assessing academic stress (Sinha, Sharma and Mahendra, 2001); the Buss-Perry…
Beemsterboer, P L; Odom, J G; Pate, T D; Haden, N K
Evidence of violations of academic integrity can be identified at all levels of education. A survey on academic integrity was mailed in 1998 to the academic deans of all fifty-five U.S. dental schools, with a response rate of 84 percent. This survey showed that reported incidents of academic dishonesty occur in most dental schools, with the average school dealing with one or two cases a year. The most common incidents of dishonest behavior involved copying or aiding another student during a written examinations; the second most common involved writing an untrue patient record entry or signing a faculty member's name in a patient chart. Respondents indicated the major reason for failure to report academic dishonesty was fear of involvement because of time and procedural hassles and fear of repercussions from students and peers. PMID:11197944
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…
Somers, Marie-Andrée; Welbeck, Rashida; Grossman, Jean B.; Gooden, Susan
This report examines the implementation and effects of the academic summer program for middle school students offered by Building Educated Leaders for Life (BELL). BELL's middle school program serves rising sixth- through eighth-grade students who are performing one to two years below grade level. The goals of the program are to increase students'…
Nidich, Sanford; Mjasiri, Shujaa; Nidich, Randi; Rainforth, Maxwell; Grant, James; Valosek, Laurent; Chang, Walter; Zigler, Ronald L.
The middle school level is of particular concern to educators because of poor standardized test performance. This study evaluated change in academic achievement in public middle school students practicing the Transcendental Meditation[R] program compared to controls. A total of 189 students who were below proficiency level at baseline in English…
Brown, Christia Spears; Chu, Hui
This study examined ethnic identity, perceptions of discrimination, and academic attitudes and performance of primarily first- and second-generation Mexican immigrant children living in a predominantly White community (N = 204, 19 schools, mean age = 9 years). The study also examined schools' promotion of multiculturalism and teachers' attitudes…
Compares academic performance, behavior, and commitment of basketball and volleyball athletes and nonathletes in a rural Canadian high school. Compares mid-term and final grades in each school discipline, disciplinary visits to administrators, and misbehavior demerits. Estimates athletes' mean weekly time commitment in each sport. Athletes matched…
Fenzel, L. Mickey; O'Brennan, Lindsey M.
The present study examines the mediating effects of student intrinsic motivation and teacher ratings of student academic engagement on the relation between school climate perceptions and student academic performance among 282 urban African American middle school students. Results provided support for the hypothesized model and suggest 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…
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…
This Information Capsule answers the most frequently asked questions about M-DCPS' academic performance during the 2008-09 school year. M-DCPS earned a performance grade of "B" in 2009 and was only four points short of an "A." Over half of the District's schools (58 percent) earned an "A" and the percent of…
This Information Capsule answers the most frequently asked questions about M-DCPS' academic performance during the 2010-11 school year. M-DCPS earned a performance grade of "B" in 2011 and was only six points short of an "A." Over half of the District's schools (56 percent) earned an "A." In Writing, the percent of students receiving higher scores…
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…
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…
Melby, Janet N.; Conger, Rand D.
Used 4 waves of data on 347 seventh graders and their parents to examine relation of parental involvement and hostility to academic performance. Parental behavior affected later academic performance, when controlling for earlier performance. Setting and positively reinforcing appropriate behavioral standards increased academic performance, whereas…
Chadwick, B A; Day, R C
The effect of contingent tangible and social reinforcement on academic performance was investigated in an experimental classroom of 25 selected underachieving students. Measures were taken of both teacher and child behavior during a baseline and two experimental treatment periods. During Treatment I, a point system with tangible backup reinforcers was combined with contingent social reinforcers dispensed by the teaching staff to assess the effects on three measures of academic performance (i.e., per cent of time at work, work output per minute, and accuracy). During Treatment II, the contingencies for the tangible reinforcers were terminated while social reinforcement was continued to see if the positive effects of Treatment I on academic performance would persist. The results show that with combined tangible and social reinforcers, students' work time, rate of output per hour, and accuracy in all activities substantially increased. After termination of the tangible reinforcers, the students maintained their high rates of output per hour and accuracy for the remaining period of the study while the total amount of time at work returned to the baseline level. PMID:16795308
Townsend, Dianna; Collins, Penny
The goal of this experimental intervention study was to determine if evidence-based instructional strategies for general vocabulary words are effective with middle school English learner (EL) students and academic vocabulary words. Participants showed significantly more growth in their knowledge of academic vocabulary during the treatment…
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…
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…
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…
Kozlowski, Kelly A.
Research indicates that the social and emotional well being of students impacts academic outcomes; however, due to a limited amount of class time, the counseling core curriculum that addresses these needs often takes a back seat to academic learning. This article proposes a paradigm shift where teachers and school counselors collaborate to…
Ozturk, Mehmet A.; Debelak, Charles
Academic competitions have long been an aspect of programming for the gifted. These competitions can facilitate a learning environment that presents gifted students the academic challenge that often is difficult to create in a single classroom or school. They can offer the types of experiences that foster the development of productive attitudes…
Edington, Everett D.; Martellaro, Helena C.
Examines relationship between school size and achievement. Correlates size and achievement factors, controlling for correlated variables. Finds no relationship between enrollment and achievement levels. Links academic achievement to percentages of Title I and ethnic students. Suggests academic achievement related to socioeconomic factors and…
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…
Sanders, Anne E.; Lushington, Kurt
Examined the relationship between perceived stress and academic performance in 202 dental students at an Australian dental school. Found little support for an association between increased factor stress scores on the Dental Environmental Stress (DES) questionnaire and reduced academic performance. (EV)
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. PMID:26556088
Zhu, Yu-Qian; Chen, Li-Yueh; Chen, Houn-Gee; Chern, Ching-Chin
Although researchers tend to agree that Internet is a good source for learning and research, little empirical data has substantiated this claim by specifically linking time and effort spent on the Internet for school related information seeking to academic performances. This research investigates the relationship between vocational high school…
Schmidt, David; Bridgeman, Ariel; Kohl, Patrick
Undergraduate physics students commonly collaborate with one another on homework assignments, especially in more challenging courses. However, there currently exists a dearth of empirical research directly comparing the structure of students' collaborative networks to their academic performances in lower and upper division physics courses. We investigate such networks and associated performances through a mandated collaboration reporting system in two sophomore level and three junior level physics courses during the Fall 2012 and Spring 2013 semesters. We employ social network analysis to quantify the structure and time evolution of networks involving approximately 140 students. Analysis includes analytical and numerical assignments in addition to homework and exam scores. Preliminary results are discussed.
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. PMID:22040313
Hughes, Pamela J; Bean, Canise Y; Duff, Renee E; Duncan, Jacqueline P; Feldman, Cecile A; Guarente, John F; Marucha, Phillip T; Pousson, Rebecca L
Recently there has been much discussion in the media and literature pertaining to academic misconduct in higher education. Dentistry has not been immune to this discussion. Recent "scandals" involving student misconduct in U.S. dental schools have sparked dialogue within dentistry's premier professional organizations. The authors of this position paper recognize that academic misconduct can be a serious threat to dental education and the profession of dentistry as a whole. This paper addresses academic misconduct in dental school, the impact it may have on our profession, and how educators can begin to develop strategies to curtail cheating in their institutions. PMID:19743687
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…
This article reviews research from published studies on the association between nutrition among school-aged children and their performance in school and on tests of cognitive functioning. Each reviewed article is accompanied by a brief description of its research methodology and outcomes. Articles are separated into 4 categories: food insufficiency, iron deficiency and supplementation, deficiency and supplementation of micronutrients, and the importance of breakfast. Research shows that children with iron deficiencies sufficient to cause anemia are at a disadvantage academically. Their cognitive performance seems to improve with iron therapy. A similar association and improvement with therapy is not found with either zinc or iodine deficiency, according to the reviewed articles. There is no evidence that population-wide vitamin and mineral supplementation will lead to improved academic performance. Food insufficiency is a serious problem affecting children's ability to learn, but its relevance to US populations needs to be better understood. Research indicates that school breakfast programs seem to improve attendance rates and decrease tardiness. Among severely undernourished populations, school breakfast programs seem to improve academic performance and cognitive functioning. PMID:16014126
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. PMID:21400208
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
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. PMID:24205739
McCabe, D L
Research on academic dishonesty has generally relied on survey techniques, which may fail to capture students' true feelings about cheating. The present investigation used focus group discussions to gain a fuller understanding of students' beliefs about academic dishonesty. The results suggest that, in regard to their cheating, students generally place the blame on others. PMID:10730693
Academic leadership directly helps faculty members, administrative leaders, and professional support persons improve the quantity and quality of student learning. Those who regularly lead decision-making and action-taking processes in curriculum, instruction, and assessment of student learning can be called academic leaders. This article focuses…
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…
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…
HARTSHORN, WILLIAM C.; AND OTHERS
BY THE IMPLEMENTATION OF WHATEVER RECOMMENDED PRACTICES ARE FOUND TO BE APPROPRIATE FOR A PARTICULAR SCHOOL, IT IS BELIEVED THAT GREATER MEANING CAN BE GIVEN TO THE TEACHING OF MUSIC NOT ONLY FOR THE ACADEMICALLY TALENTED STUDENT, BUT FOR ALL STUDENTS, THUS ENRICHING THE ENTIRE SCHOOL PROGRAM. THE PURPOSE OF THE MUSIC PROGRAM FOR THE ACADEMICALLY…
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…
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…
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…
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…
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…
Gaudiani, Claire L.; Burnett, David G.
Academic alliances between secondary school teachers and postsecondary faculty are discussed. Teachers and faculty who teach the same subject in the same geographical area voluntarily meet regularly to examine the quality of teaching and learning in their discipline at the local level. School and college faculty together develop some common ground…
Little, Judith Warren
As part of a 3-year research project, a study focused on the character and the consequences of vocational and academic teachers' professional identities and relationships within comprehensive high schools. Information was gathered through interviews, observations, and survey queries in five high schools in California and Michigan. The views of 35…
Frost, Eugene A.; Morris, Robert C.
A concise record of the growth of home-schools and a discussion of associated problems are presented. Results of a current regional study of academic achievement by 94 home-school students are related, as well as a summary of results from three other recent studies. (IAH)
Juang, Linda P; Silbereisen, Rainer K
The purpose of this study was to examine the interplay between parenting, adolescent academic capability beliefs and school grades. First, we examined how aspects of parenting and adolescent's cognitive ability predicted adolescent academic capability beliefs and school grades at 6th grade, which, in turn, predicted adolescent school outcomes at 9th grade. Second, we examined how configurations of adolescents (based on cognitive ability, parental involvement, and capability beliefs) at 6th grade, related to their school grades at 9th grade. The sample included 641 German adolescents. The first set of analyses suggest that parents who demonstrated more warmth, engaged in more discussions concerning academic and intellectual matters with their adolescents, had higher school aspirations for their adolescents, and reported more interest/involvement in their adolescent's schooling, had adolescents with higher capability beliefs at 6th grade, and this, in turn, related to better school grades for adolescents at 9th grade. In the second set of analyses, results show that adolescents who were characterized by the configuration of having above average ability, parental school involvement and capability beliefs, received the best school grades. In contrast, adolescents who were characterized by below average ability, parental school involvement and capability beliefs, demonstrated the worst school performance. PMID:12009746
Ebong, Samuel T.
The study investigated parental background on student's academic performance in secondary schools in Abak local government, Akwa Ibom State, Nigeria. A survey design was adopted for the study. One thousand four hundred and forty (1440) senior secondary three (SS3) Physics students were drawn by simple random sampling from 12 Schools, six (6) each…
Rees, Daniel I.; Sabia, Joseph J.
It has been argued that high school sports participation increases motivation and teaches teamwork and self-discipline. While several studies have shown that students who participate in athletic activities perform better in school than those who do not, it is not clear whether this association is a result of positive academic spillovers, or due to…
Rosander, Pia; Backstrom, Martin; Stenberg, Georg
The aim of the present study was to investigate the extent to which personality traits, after controlling for general intelligence, predict academic performance in different school subjects. Upper secondary school students in Sweden (N=315) completed the Wonderlic IQ test (Wonderlic, 1992) and the IPIP-NEO-PI test (Goldberg, 1999). A series of…
An, Brian P.
I examine the influence of dual enrollment, a program that allows students to take college courses and earn college credits while in high school, on academic performance and college readiness. Advocates consider dual enrollment as a way to transition high school students into college, and they further claim that these programs benefit students…
Weiss, Christopher C.; García, Emma
This paper investigates the relationship between student engagement--with teachers and schools--and academic performance in Mexico. It uses hierarchical linear models and data from the OECD 2003 PISA study to examine the relative importance of engagement in comparison to other educational inputs--school and family characteristics--as predictors of…
This Information Capsule answers the most frequently asked questions about M-DCPS' academic performance during the 2011-2012 school year. Over the past year, the Florida Department of Education made over 28 changes to the school grading formula, including the transition to new, more rigorous assessments, new accountability components, and…
Javed, Muhammad; Ahmad, Atezaz
The present study intends to assess the ESL students' performance in tenses at secondary school level. Grade 10 students were the target population of the study. A sample of 396 students (255 male and 141 female) was selected through convenience sampling technique from the District of Bahawalnagar, Pakistan. A test focusing on five different types…
Ruthig, Joelle C.; Marrone, Sonia; Hladkyj, Steve; Robinson-Epp, Nancy
This study investigated the longitudinal associations of health perceptions and behaviors with subsequent academic performance among college students. Multiple health perceptions and behaviors were assessed for 203 college students both at the beginning and end of an academic year. Students' academic performance was also measured at the end of the…
Taylor, Daniel J.; Vatthauer, Karlyn E.; Bramoweth, Adam D.; Ruggero, Camilo; Roane, Brandy
Few studies have looked at the predictability of academic performance (i.e., cumulative grade point average [GPA]) using sleep when common nonsleep predictors of academic performance are included. The present project studied psychological, demographic, educational, and sleep risk factors of decreased academic performance in college undergraduates. Subjects (N = 867) completed a questionnaire packet and sleep diary. It was hypothesized that low total sleep time (TST), increased sleep onset latency (SOL), later bedtimes, later wake times, and TST inconsistency would predict decreased academic performance. The most significant predictors of academic performance were high school GPA, standardized test scores (i.e., SAT/ACT), TST, time awake before arising (TWAK), TST inconsistency, and the quadratic equations of perceived stress (PSS) and TST. PMID:23402597
Byrne, Barbara M.
Using linear discriminant analysis, two samples of Canadian high school students (n=929 and n=968) were tested using measures of self-concept, academic self-concept, and academic achievement. Academic self-concept was more effective than was academic achievement in differentiating between low-track and high-track students. (SLD)
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)…
A study of national longitudinal data examined effects of rural Catholic high schools on mathematics achievement, high school graduation rates, and the likelihood that high school graduates attend college. Findings indicate that rural Catholic high schools had a positive effect on mathematics test scores and no effect on graduation rates or rates…
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…
White, Casey B.; Dey, Eric L.; Fantone, Joseph C.
Academic achievement indices including GPAs and MCAT scores are used to predict the spectrum of medical student academic performance types. However, use of these measures ignores two changes influencing medical school admissions: student diversity and affirmative action, and an increased focus on communication skills. To determine if GPA and MCAT…
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 and Thaler, 1995), a 2006-09 descriptive study of 17 recovery high schools (Moberg and Finch, 2008), and presents early findings from a current study of the effectiveness of recovery high schools. Descriptive and qualitative findings are presented. The focus is on characteristics of RHS students and, in light of those student characteristics, findings regarding academic and recovery support programming in recovery high schools. PMID:24976659
Meyers, A F; Sampson, A E; Weitzman, M; Rogers, B L; Kayne, H
To test the hypothesis that participation in the School Breakfast Program by low-income children is associated with improvements in standardized achievement test scores and in rates of absence and tardiness, children in grades 3 through 6 were studied in the Lawrence, Mass, public schools, where the School Breakfast Program was begun at the start of the second semester 1986-1987 school year. The changes in scores on a standardized achievement test and in rates of absence and tardiness before and after the implementation of the School Breakfast Program for children participating in the program were compared with those of children who also qualified but did not participate. Controlling for other factors, participation in the School Breakfast Program contributed positively to the 1987 Comprehensive Tests of Basic Skills battery total scale score and negatively to 1987 tardiness and absence rates. These findings suggest that participation in the School Breakfast Program is associated with significant improvements in academic functioning among low-income elementary school children. PMID:2801668
Sheffield, Caroline C.
Appropriate education for academically talented students incorporates the use of complex thinking skills, and encourages the development of interpersonal and leadership skills. One potential tool to achieve these goals is the use of instructional technology. Siegle (2004a, 2005) suggests that it is particularly appropriate to utilize technology…
Srikanth, Sudhish; Petrie, Trent A.; Greenleaf, Christy; Martin, Scott B.
We examined the influence of physical and psychosocial variables on math and reading achievement test scores. Between 1 and 5 months prior to taking annual standardized reading and math tests, a sample of (N = 1,211) sixth through eight graders (53.7% girls; 57.2% White) self-reported levels of physical activity, academic self-beliefs, general…
D'Aquino, Erik A.
Since their development in the early twentieth century Honors Programs and Colleges within Higher Education serve a variety of functions; from attracting academically talented students to an institution for the purposes of increasing the institutional profile to providing an opportunity for those students to achieve their potential. However, the…
Meriac, John P.
In this study, work ethic was examined as a predictor of academic motivation and performance. A total of 440 undergraduate students completed measures of work ethic and academic motivation, and reported their cumulative grade point average. Results indicated that several dimensions of work ethic were related to academic motivation and academic…
Gaus, Nurdiana; Hall, David
This study aimed to explore the perceptions of Indonesian academics towards the implementation of Performance Indicators (PIs) on teaching and research. The study was a case study using semi-structured interviews, conducted with 30 academics in three state universities in Indonesia. The results of the study revealed academics believed that outcome…
Loveland, James M.; Lounsbury, John W.; Welsh, Deborah; Buboltz, Walter C.
Background: Aggression has a long history in academic research as both a criterion and a predictor variable and it is well documented that aggression is related to a variety of poor academic outcomes such as: lowered academic performance, absenteeism and lower graduation rates. However, recent research has implicated physical aggression as being…
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…
Bimbola, Oludipe; Daniel, Oludipe I.
Integrated science plays vital role in Nigerian science education programme because it prepares pupils at the Junior Secondary School level for the study of core science subjects at the Senior Secondary School level which in turn brings about students' interest in science oriented courses at the tertiary institutions. Despite government's efforts…
Van Matre JC; Valentine; Cooper
Teacher expectancies can have an impact on students' academic achievement. These expectancies can be based on diverse student characteristics, only one of which is past academic performance. The present study investigated three student individual differences that teachers may use when forming academic expectancies: the sex of the student, the family socioeconomic status (SES) of the student, and the student's after-school activities. Results indicated teachers held higher grade, graduation, and college attendance expectancies for females than for males and for middle-SES than low-SES students. Also, students who participated in extracurricular activities were expected to achieve more academically than either students who were employed after school or who did nothing after school. The latter two groups did not elicit different teacher expectancies. Interactions revealed that (a) lowest expectations were held for low-SES males who did nothing after school and (b) the difference in graduation expectancies between the SES groups was only half as great for students who took part in extracurricular activities than it was for students who had no involvements after school or who had jobs. Copyright 2000 Academic Press. PMID:10753545
Hysing, Mari; Harvey, Allison G; Linton, Steven J; Askeland, Kristin G; Sivertsen, Børge
The aim of the current study was to assess the association between sleep duration and sleep patterns and academic performance in 16-19 year-old adolescents using registry-based academic grades. A large population-based study from Norway conducted in 2012, the youth@hordaland-survey, surveyed 7798 adolescents aged 16-19 years (53.5% girls). The survey was linked with objective outcome data on school performance. Self-reported sleep measures provided information on sleep duration, sleep efficiency, sleep deficit and bedtime differences between weekday and weekend. School performance [grade point average (GPA)] was obtained from official administrative registries. Most sleep parameters were associated with increased risk for poor school performance. After adjusting for sociodemographic information, short sleep duration and sleep deficit were the sleep measures with the highest odds of poor GPA (lowest quartile). Weekday bedtime was associated significantly with GPA, with adolescents going to bed between 22:00 and 23:00 hours having the best GPA. Also, delayed sleep schedule during weekends was associated with poor academic performance. The associations were somewhat reduced after additional adjustment for non-attendance at school, but remained significant in the fully adjusted models. In conclusion, the demonstrated relationship between sleep problems and poor academic performance suggests that careful assessment of sleep is warranted when adolescents are underperforming at school. Future studies are needed on the association between impaired sleep in adolescence and later functioning in adulthood. PMID:26825591
White, Casey B; Dey, Eric L; Fantone, Joseph C
Academic achievement indices including GPAs and MCAT scores are used to predict the spectrum of medical student academic performance types. However, use of these measures ignores two changes influencing medical school admissions: student diversity and affirmative action, and an increased focus on communication skills. To determine if GPA and MCAT predict performance in medical school consistently across students, and whether either predicts clinical performance in clerkships. A path model was developed to examine relationships among indices of medical student performance during the first three years of medical school for five cohorts of medical students. A structural equation approach was used to calculate the coefficients hypothesized in the model for majority and minority students. Significant differences between majority and minority students were observed. MCAT scores, for example, did not predict performance of minority students in the first year of medical school but did predict performance of majority students. This information may be of use to medical school admissions and resident selection committees. PMID:18030590
Brown, Christia Spears; Chu, Hui
This study examined ethnic identity, perceptions of discrimination, and academic attitudes and performance of primarily first- and second-generation Mexican immigrant children living in a predominantly White community (N=204, 19 schools, mean age=9years). The study also examined schools' promotion of multiculturalism and teachers' attitudes about the value of diversity in predicting immigrant youth's attitudes and experiences. Results indicated that Latino immigrant children in this White community held positive and important ethnic identities and perceived low overall rates of discrimination. As expected, however, school and teacher characteristics were important in predicting children's perceptions of discrimination and ethnic identity, and moderated whether perceptions of discrimination and ethnic identity were related to attitudes about school and academic performance. PMID:22966916
Mavroveli, Stella; Sánchez-Ruiz, María José
BACKGROUND. Trait emotional intelligence (trait EI or trait emotional self-efficacy) refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait EI sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment. AIMS. This study investigates the associations between trait EI and school outcomes, such as performance in reading, writing, and maths, peer-rated behaviour and social competence, and self-reported bullying behaviours in a sample of primary school children. It also examines whether trait EI scores differentiate between children with and without special educational needs (SEN). SAMPLE. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M((age)) = 9.12 years, SD= 1.27 years) attending three English state primary schools. METHOD. Pupils completed the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF), the Guess Who peer assessment, the Peer-Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives. RESULTS. As predicted by trait EI theory, associations between trait EI and academic achievement were modest and limited to Year 3 children. Higher trait EI scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self-reported bulling behaviours. Furthermore, SEN students scored lower on trait EI compared to students without SEN. CONCLUSIONS. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren. PMID:21199490
Aguilar, Renato; Tansini, Ruben
This paper aims at explaining the academic performance of a sample of children starting their first year at public schools in Montevideo, Uruguay, during 1999. We are mainly interested in the effect of pre-school education on the children's academic results. Previous probit and OLS estimations suggested that pre-school education has a positive…
Daniels, Dianne Yow
Although academics and safety continue to rank as high-priority issues in public schools, educators and administrators are beginning to recognize the importance of student health on school success. This move toward a holistic approach suggests that efforts to improve a student's physical, social, and emotional well-being are as important as…
Benson, Kirsten F.
This qualitative study interviewed eight academically "at risk" African American athletes at a southeastern university with a major revenue-producing football program. Analysis suggested that the athletes' marginal academic performance was constructed in a system of interrelated practices engaged in by all the significant members of the academic…
Propper, Cathi B; Shanahan, Michael J; Russo, Rosemary; Mills-Koonce, W Roger
Academic performance during the first years of school lays the groundwork for subsequent trajectories of academic success throughout childhood and adolescence. The current study tests a model according to which a gene-parenting correlation in the first 3 years of life is associated with subsequent psychosocial adjustment and then academic performance in the first grade (as indicated by teachers' assessment of academic behavior and two subscales of the Woodcock-Johnson Test of Achievement, Third Edition). Drawing on multiple waves of data from the Durham Child Health and Development Study, we find that risk alleles for dopamine receptor genes (dopamine receptor D4 for girls, dopamine receptor D2 for boys) are associated with less sensitive parenting. For girls, parenting mediates the link between dopamine receptor D4 and all academic outcomes. There is some indication that parenting also influences girls' withdrawn behavior in the classroom, which in turn influences teachers' assessments of academic performance. For boys, some evidence suggests that parenting is associated with emotion regulation, which is associated with teachers' assessments of academic behavior and both subscales of the Woodcock-Johnson. Replications of this exploratory study are necessary, but these findings provide a first step in understanding how evocative correlations in the home may predict indicators of psychosocial adjustment that in turn influence performance and achievement at school. PMID:23062296
Gillen-O'Neel, Cari; 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…
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…
Powell, Douglas R.; Son, Seung-Hee; File, Nancy; San Juan, Robert R.
Two dimensions of parent-school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Children's social and academic outcomes were individually assessed in the fall and spring. Hierarchical Linear…
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…
Connolly, Faith; Schatz, Carol; Powell, Marilyn
The Montgomery County Public Schools (MCPS) introduced the High School Academic Attainment (HSAA) model in 2001 to augment the existing state accountability system. The Maryland State Department of Education (MSDE) accountability system was implemented in the 1990s and focused primarily on elementary and middle schools. The HSAA model was designed…
Heyneman, S. P.
This study sets out to clarify two questions within the context of a non-industrial society's educational system: (1) In what areas would there be measurable variation in physical facilities between primary schools? (2) Is any of this variation statistically related to the academic performance of children on the national selection examination…
Singh, Kusum; Vaught, Claire; Mitchell, Ethel W.
Compared two single-sex and two coeducational fifth-grade classes (90 students) from inner-city schools for academic achievement. Class grades were consistently higher in the single-sex classes, although the difference was not always statistically significant. Standardized-test data showed no trend, although coeducational groups performed better…
Niehaus, Carl A.
As a part of the NASA sponsored program on the application of communication satellites to educational development, a study was made of the utilization of telecommunications by academic and school libraries in the United States and the potential for future utilization by these institutions. The five basic functions performed by all…
Guild, Diana E.
Examines the relationship between early childhood education and primary school academic achievement in the Solomon Islands. Notes factors influencing higher performance in reading comprehension and mathematics skills, and use of age appropriate materials. Offers insights for educators, policy planners, communities, and families. (JPB)
Silvey, Donald F.
This paper presents findings of a study that explored the effects of assignment to an inschool suspension (ISS) program on high school students' academic performance. The study compared the before- and after-ISS grades in English and science of 32 ninth- and tenth-grade students who had spent a minimum of 5 days in an ISS program during a 6-week…
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 suburban…
This Information Capsule is the third in a series of papers addressing factors contributing to low academic achievement. The two previous papers addressed issues relevant to class size reduction and teacher quality/preparation. The premise of this Information Capsule is that there is no single smoking gun relative to improving school performance.…
Joe, Emanique M.; Davis, James Earl
This study examined the relationship between parental influence and the school readiness of African American boys, using data from the Early Childhood Longitudinal Study: ECLS-K, Parents' influence, via their academic beliefs and behaviors, was associated with the cognitive performance of African American boys during kindergarten. While previous…
Shapiro, Teny M.; Williams, Kevin M.
This study looks at the causal impact of the school day schedule on student achievement. How a student's classes are scheduled throughout the day is often determined by necessity, but can have a meaningful impact on academic performance. Acknowledging students' internal clocks and making small changes to scheduling patters could be a relatively…
Bayer, Amanda; Grossman, Jean Baldwin; DuBois, David L.
Previous research suggests that school-based mentoring programs like those offered by Big Brothers Big Sisters of America (BBBSA) yield small but statistically significant improvements in the academic performance of mentored students and in their beliefs in their own scholastic efficacy. The present study uses data from a randomized control trial…
The purpose of this study was to investigate the factors predicting academic proficiency (AP), the specialised domains required for performing academic tasks, among Russian speaking (L1) immigrants currently studying Hebrew as a second language (L2) and English as a third language (L3) in Israeli schools. Specifically, the study examined the…
Wang, Guanghai; Ren, Fen; Liu, Zhijun; Xu, Guangxing; Jiang, Fan; Skora, Elizabeth; Lewin, Daniel S.
Background: Deficient sleep is linked to detrimental outcomes in health and school performance for adolescents. This study characterized sleep patterns in Chinese adolescents preparing for the College Entrance Exam (CEE) and evaluated the association between sleep patterns, self-rated academic performance, and the CEE scores. Methods: A sample of…
DeRoma, Virginia M.; Leach, John B.; Leverett, J. Patrick
The current study examined the association between self-reported depressive symptomology and college academic performance. A significant, negative relationship was found between depression and academic performance. Furthermore, students presenting with moderate levels of depressive symptoms demonstrated lower performance within academic…
Kim, Kyong-Jee; Hwang, Jee Y.
Objectives To investigate medical students’ career choice motivation and its relationship with their academic interest and performance. Methods We conducted a cross-sectional study in a sample (n=207) of medical students at a private medical school in Korea, stratified by year of medical course. Data about participant demographics, career choice motivation and academic interest were collected using a self-report questionnaire. The item on career choice motivation enquired about the respondents’ main reason for applying for medical school among 8 possible response options, which comprised two components of career choice motivation: intrinsic and extrinsic. The participants’ levels of academic interest were measured in a Likert-type question. Participants’ academic interest and Grade Point Averages (GPAs) were compared across the groups of different career motivations along with analyses of their admission scores for baseline comparisons. Results A total of 195 students completed the questionnaire (94%response rate). Seventy-four percent, (n=145; the intrinsic group) of the participants chose reasons related to intrinsic motivation, 22% (n=42; the extrinsic group) chose reasons pertaining to extrinsic motivation, and 4% (n = 8) chose other reasons for applying to medical school. The intrinsic group outperformed the extrinsic group in their GPAs, although their prior academic achievements did not differ significantly. The intrinsic group showed significantly higher levels of academic interest and also performed better in the admission interviews. Conclusions Our study illustrates differences in medical students’ academic interest and performance across career choice motivations. Further research is warranted to establish the predictive power of medical students’ career choice motivation and academic interest on their academic performance. PMID:26878567
As more primary and secondary students worldwide seek after-school tutoring in academic subjects, concerns are being raised about whether after-school tutoring can raise average test scores without widening the variability in student performance, and whether students of certain ability levels may benefit more than others from after-school…
Morgan, Stephen L.; Leenman, Theodore S.; Todd, Jennifer J.; Kentucky; Weeden, Kim A.
To evaluate a stutter-step model of academic performance in high school, this article adopts a unique measure of the beliefs of 12,591 high school sophomores from the Education Longitudinal Study, 2002-2006. Verbatim responses to questions on occupational plans are coded to capture specific job titles, the listing of multiple jobs, and the listing…
Ladd, Helen F., Ed.
Many people believe that future reforms of education should focus on the primary mission of elementary and secondary schools and that these schools must be held more accountable for the academic performance of their students. This book brings together researchers from various disciplines--most notably economics, educational policy and management,…
Vandamme, J. -P.; Meskens, N.; Superby, J. -F.
Academic failure among first-year university students has long fuelled a large number of debates. Many educational psychologists have tried to understand and then explain it. Many statisticians have tried to foresee it. Our research aims to classify, as early in the academic year as possible, students into three groups: the "low-risk" students,…
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…
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…