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Sample records for academic standards grade

  1. Arizona Academic Standards: Grade 1.

    ERIC Educational Resources Information Center

    Arizona State Department of Education, 2004

    2004-01-01

    This document contains the Arizona academic standards for Grade 1. The following 11 standards are reviewed: (1) The Arts Standards 1997 ? Foundations (Grades 1-3); (2) Comprehensive Health Standards 1997 ? Foundations (Grades 1-3); (3) Foreign and Native Language Standards 1997 ? Foundations (Grades 1-3); (4) Reading Standard Articulated by…

  2. Arizona Academic Standards, Grade 7

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2007

    2007-01-01

    This document contains the Arizona academic standards for Grade 7. The following 11 standards are reviewed: (1) The Arts Standard 2006--Grade 7; (2) Comprehensive Health Education Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Essentials (Grades 4-8); (4) Reading Standard Articulated by…

  3. Arizona Academic Standards: Grade 7

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

    This document contains the Arizona academic standards for Grade 7. The following 11 standards are reviewed: (1) The Arts Standard 2006 --Grade 7; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Essentials (Grades 4-8); (4) Reading Standard Articulated by…

  4. Arizona Academic Standards, Grade 3.

    ERIC Educational Resources Information Center

    Arizona State Department of Education, 2004

    2004-01-01

    This publication contains Arizona public schools' academic standards for grade 3. The contents of this document include the following: (1) The Arts Standards, 1997--Foundations (Grades 1-3); (2) Comprehensive Health Standards, 1997--Foundations (Grades 1-3); (3) Foreign and Native Language Standards, 1997--Foundations (Grades 1-3); (4) Reading…

  5. Arizona Academic Standards, Grade 2

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

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

  6. Arizona Academic Standards, Grade 1

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

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

  7. Arizona Academic Standards: Grade 4

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

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

  8. Arizona Academic Standards, Grade 3

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

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

  9. Arizona Academic Standards, Grade 6

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2007

    2007-01-01

    This publication contains Arizona public schools' academic standards for grade 6. The contents of this document include the following: (1) The Arts Standard 2006--Grade 6; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Essentials (Grades 4-8); (4)…

  10. Arizona Academic Standards, Grade 4

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2007

    2007-01-01

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

  11. Arizona Academic Standards, Grade 5

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2007

    2007-01-01

    This publication contains Arizona public schools' academic standards for grade 5. The contents of this document include the following: (1) The Arts Standard 2006--Grade 5; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8);(3) Foreign and Native Language Standards 1997--Foundations (Grades 4-8); (4)…

  12. Arizona Academic Standards, Grade 2

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2007

    2007-01-01

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

  13. Arizona Academic Standards, Grade 8

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

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

  14. Arizona Academic Standards, Grade 5

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

    This publication contains an updated academic standards of Arizona public schools for grade 5. The contents of this document include the following: (1) The Arts Standard 2006--Grade 5; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Foundations (Grades…

  15. Arizona Academic Standards, Grade 6

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

    This publication contains an updated academic standards of Arizona public schools for grade 6. The contents of this document include the following: (1) The Arts Standard 2006--Grade 6; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Essentials (Grades…

  16. Indiana's Academic Standards: 12th Grade English/Language Arts.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This booklet of academic standards spells out what students should know and be able to do in Grade 12 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides parents with a list of 10 things they can do to help their child get a good education. It outlines the following…

  17. Indiana's Academic Standards: 10th Grade English/Language Arts.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This booklet of academic standards spells out what students should know and be able to do in Grade 10 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven…

  18. Indiana's Academic Standards: 9th Grade English/Language Arts.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This booklet of academic standards spells out what students should be able to do in Grade 9 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and comes accompanied with a list of 10 things parents can do to help their child get a good education. It outlines the following seven…

  19. Indiana's Academic Standards: 11th Grade English/Language Arts.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This booklet of academic standards spells out what students should know and be able to do in Grade 11 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven…

  20. Grade Inflation: Academic Standards in Higher Education

    ERIC Educational Resources Information Center

    Hunt, Lester H., Ed.

    2008-01-01

    This book provides a provocative look at the issues and controversies surrounding grade inflation, and, more generally, grading practices in American higher education. The contributors confront the issues from a number of different disciplines and varying points of view. Topics explored include empirical evidence for and against the claim that…

  1. Accountability in Grading Student Work: Securing Academic Standards in a Twenty-First Century Quality Assurance Context

    ERIC Educational Resources Information Center

    Bloxham, Sue; Boyd, Pete

    2012-01-01

    This article, using a student outcomes definition of academic standards, reports on academics' sense of standards as enacted through marking practices. Twelve lecturers from two UK universities were asked to "think aloud" as they graded written assignments followed by a semi-structured interview. The interview data were used to investigate the…

  2. Arizona Academic Standards, Kindergarten

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2007

    2007-01-01

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

  3. A Preliminary Investigation into the Effect of Standards-Based Grading on the Academic Performance of African-American Students

    NASA Astrophysics Data System (ADS)

    Bradbury-Bailey, Mary

    With the implementation of No Child Left Behind came a wave of educational reform intended for those working with student populations whose academic performance seemed to indicate an alienation from the educational process. Central to these reforms was the implementation of standards-based instruction and their accompanying standardized assessments; however, in one area reform seemed nonexistent---the teacher's gradebook. (Erickson, 2010, Marzano, 2006; Scriffiny, 2008). Given the link between the grading process and achievement motivation, Ames (1992) suggested the use of practices that promote mastery goal orientation. The purpose of this study was to examine the impact of standards-based grading system as a factor contributing to mastery goal orientation on the academic performance of urban African American students. To determine the degree of impact, this study first compared the course content averages and End-of-Course-Test (EOCT) scores for science classes using a traditional grading system to those using a standards-based grading system by employing an Analysis of Covariance (ANCOVA). While there was an increase in all grading areas, two showed a significant difference---the Physical Science course content average (p = 0.024) and ix the Biology EOCT scores (p = 0.0876). These gains suggest that standards-based grading can have a positive impact on the academic performance of African American students. Secondly, this study examined the correlation between the course content averages and the EOCT scores for both the traditional and standards-based grading system; for both Physical Science and Biology, there was a stronger correlation between these two scores for the standards-based grading system.

  4. Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; Trautwein, Ulrich; Ldtke, Oliver; Kller, Olaf; Baumert, Jrgen

    2005-01-01

    Reciprocal effects models of longitudinal data show that academic self-concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self-concept with academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th-grade students (Study 1: N=5,649, M age13.4; Study 2:…

  5. Arizona Academic Standards, High School

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2007

    2007-01-01

    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…

  6. Arizona Academic Standards, High School

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

    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…

  7. A Contentious Triangle: Grading and Academic Freedom in the Academy

    ERIC Educational Resources Information Center

    Hill, Duncan

    2011-01-01

    This article examines the tensions created by academic freedom and grading in universities between academic staff and academic administration. Additionally, the impact of grading and academic standards on students' academic freedom is addressed, as well as the impact of corporatisation in the academy. By reviewing the existing literature and case…

  8. Instructor Grading Variation and Its Implications for Assessment, Advising, and Academic Standards.

    ERIC Educational Resources Information Center

    Boese, Larry; Birdsall, Les

    The Diablo Valley College (California) Research Office assessed the variation of grades in multiple-section courses and its impact on the ability to predict student success. All classes selected for the study were general education offerings applicable for the Associate of Arts degree and/or transfer, and were taught by more than one instructor. A…

  9. Arizona Academic Standards: Kindergarten

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

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

  10. Academic Standards. Fall 1978.

    ERIC Educational Resources Information Center

    Delaware Technical and Community Coll., Dover. Terry Campus.

    The Terry Campus of Delaware Technical and Community College has established academic standards to endorse competencies and skills for all courses of the technological programs. These standards eliminate conflicts and allow students to understand, from the beginning of their studies, the requirements for awarding a degree, diploma, or certificate.…

  11. Academic Standards in Alabama

    ERIC Educational Resources Information Center

    A+ Education Partnership, 2014

    2014-01-01

    Education policymakers and educators in Alabama are committed to improving the state's public education system to ensure that students gain the knowledge and skills they need to graduate from high school ready for real life. The state is on the path to implementing higher academic standards--the College and Career Ready Standards--which lay a…

  12. Academic Freedom and Student Grading in Greek Higher Education

    ERIC Educational Resources Information Center

    Papadimitriou, Antigoni

    2011-01-01

    The issue of who has the final say on academic standards (grading), academics or managers, has hitherto not arisen in Greece. Professors entitled to research, to teach and to inquire is a freedom expressed by the Greek Constitution. This article presents a contemporary view and raises concerns about the future and the longevity of academic freedom…

  13. Academic Freedom, Achievement Standards and Professional Identity

    ERIC Educational Resources Information Center

    Sadler, D. Royce

    2011-01-01

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

  14. Indiana Academic Standards for Social Studies.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This publication presents Indiana's Academic Standards for K-8 social studies grade-by-grade and organized into five content areas: (1) history; (2) civics and government; (3) geography; (4) economics; and (5) individuals, society, and culture (psychology, sociology, and anthropology). For instructional purposes, the content knowledge should be…

  15. Nevada Academic Standards in the Arts: Music.

    ERIC Educational Resources Information Center

    Nevada State Dept. of Education, Carson City.

    Nevada's nine academic standards in music education call for specific educational outcomes in grades 3 and 5, as well as in middle school and secondary school. Nevada's standards relate to singing, playing instruments, listening to music, writing and reading music, and cultural and historical connections in music. The standards present performance…

  16. 25 CFR 36.30 - Standard X-Grading requirements.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true Standard X-Grading requirements. 36.30 Section 36.30 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE... Evaluation § 36.30 Standard X—Grading requirements. (a) Each school shall implement a uniform grading...

  17. 25 CFR 36.30 - Standard X-Grading requirements.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false Standard X-Grading requirements. 36.30 Section 36.30 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE... Evaluation § 36.30 Standard X—Grading requirements. (a) Each school shall implement a uniform grading...

  18. 25 CFR 36.30 - Standard X-Grading requirements.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false Standard X-Grading requirements. 36.30 Section 36.30 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE... Evaluation § 36.30 Standard X—Grading requirements. (a) Each school shall implement a uniform grading...

  19. 25 CFR 36.30 - Standard X-Grading requirements.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Standard X-Grading requirements. 36.30 Section 36.30 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE... Evaluation § 36.30 Standard X—Grading requirements. (a) Each school shall implement a uniform grading...

  20. 25 CFR 36.30 - Standard X-Grading requirements.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 false Standard X-Grading requirements. 36.30 Section 36.30 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE... Evaluation § 36.30 Standard X—Grading requirements. (a) Each school shall implement a uniform grading...

  1. Student Perception of Academic Grading: Personality, Academic Orientation, and Effort

    ERIC Educational Resources Information Center

    Tippin, Gregory K.; Lafreniere, Kathryn D.; Page, Stewart

    2012-01-01

    Factors influencing student perceptions of academic grading were examined, with an emphasis on furthering understanding of the relevance of effort to students' conceptualization of grading. Students demonstrated a conceptualization of grading where effort should be weighted comparably to actual performance in importance to the composition of a…

  2. Nebraska Science Standards: Grades K-12

    ERIC Educational Resources Information Center

    Nebraska Department of Education, 2010

    2010-01-01

    This publication presents the Nebraska Science Standards for Grades K-12. The standards are presented according to the following grades: (1) Grades K-2; (2) Grades 3-5; (3) Grades 6-8; and (4) Grades 9-12.

  3. Learning About Wisconsin: Activities, Historical Documents, and Resources Linked to Wisconsin's Model Academic Standards for Social Studies in Grades 4-12. Bulletin No. 99238.

    ERIC Educational Resources Information Center

    Fortier, John D.; Grady, Susan M.; Prickette, Karen R.

    Wisconsin's Model Academic Standards for Social Studies provide direction for curriculum, instruction, assessment, and professional development. The standards identify eras and themes in Wisconsin history. Many of these standards can be taught using content related to the study of Wisconsin. The sample lessons included in this document identify…

  4. Business Education Crosswalking Standards: Grades Eight and Twelve.

    ERIC Educational Resources Information Center

    Nebraska State Dept. of Education, Lincoln.

    This document is intended to assist Nebraska business education teachers in developing assessment plans for their local school districts. The first part of the document correlates Nebraska's business education performance standards with grade 8 and grade 12 standards for the following academic subject areas: mathematics; science; social…

  5. Qualitatively Different Ways of Differentiating Student Achievement: A Phenomenographic Study of Academics' Conceptions of Grade Descriptors

    ERIC Educational Resources Information Center

    Tan, Kelvin H. K.; Prosser, Michael

    2004-01-01

    The term "grade descriptors" has commonly been used to refer to the practice of describing for students characteristic work that would merit different grades. This paper reports the results of a phenomenographic study on the different ways that academic staff understood and practised grade descriptors as forms of standards-based assessment. Four…

  6. Understanding Factors That Influence Academic Performance in Tenth Grade Students

    ERIC Educational Resources Information Center

    Smith, Denise

    2011-01-01

    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…

  7. Holding Back and Holding behind: Grade Retention and Students' Non-Academic and Academic Outcomes

    ERIC Educational Resources Information Center

    Martin, Andrew J.

    2011-01-01

    The present study examined the implications of grade retention (repeating a grade) and social promotion (automatic promotion to the next grade each year) for high school students' academic and non-academic outcomes. Based on data from 3261 high school students, structural equation modeling demonstrated that, after controlling for interactions with…

  8. Academic Achievement and the Third Grade African American Male

    ERIC Educational Resources Information Center

    Shropshire, Delia F. B.

    2013-01-01

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

  9. Standards and Guidelines for Academic Advising.

    ERIC Educational Resources Information Center

    NACADA Journal, 1986

    1986-01-01

    Standards and guidelines for academic advising are presented covering mission, program, organization and administration, human resources, funding, facilities, campus and community relations, and ethics. (MLW)

  10. Assuring Academic Achievement Standards: From Moderation to Calibration

    ERIC Educational Resources Information Center

    Sadler, D. Royce

    2013-01-01

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

  11. Hazards Education and Academic Standards in the Southeast United States

    ERIC Educational Resources Information Center

    Mitchell, Jerry T.

    2009-01-01

    A continued increase in US disaster losses suggests that there is still much to be learned about hazards. Hazards education, therefore, remains an important facet of preparedness. This paper investigates the science and social studies academic standards for 10 Southeast states to reveal the extent to which hazard topics are covered in grades K-12.…

  12. Arizona Mathematics Standard Articulated by Grade Level, Grade 5

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

    Every student should understand and use all concepts and skills from the previous grade levels. The standard is designed so that new learning builds on preceding skills. Communications, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of all…

  13. Arizona Mathematics Standard Articulated by Grade Level, Grade 3

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

    Every student should understand and use all concepts and skills from the previous grade levels. The standard is designed so that new learning builds on preceding skills. Communications, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of all…

  14. Relationship between Grade Span Configuration and Academic Achievement

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Sadler, D. Royce

    2010-01-01

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

  16. Standards for the academic veterinary medical library

    PubMed Central

    Murphy, Sarah Anne; Bedard, Martha A.; Crawley-Low, Jill; Fagen, Diane; Jette, Jean-Paul

    2005-01-01

    The Standards Committee of the Veterinary Medical Libraries Section was appointed in May 2000 and charged to create standards for the ideal academic veterinary medical library, written from the perspective of veterinary medical librarians. The resulting Standards for the Academic Veterinary Medical Library were approved by members of the Veterinary Medical Libraries Section during MLA '03 in San Diego, California. The standards were approved by Section Council in April 2005 and received final approval from the Board of Directors of the Medical Library Association during MLA '04 in Washington, DC. PMID:15685288

  17. National Academic Standards. Information Capsule. Volume 0903

    ERIC Educational Resources Information Center

    Blazer, Christie

    2009-01-01

    Currently, every state has its own set of academic standards, but that may soon change. The National Governors Association and the Council of Chief State School Officers are spearheading a state-led process that will lead to the development and voluntary adoption of K-12 national reading and math standards. Forty-six states and the District of…

  18. Meat standards and grading: a world view.

    PubMed

    Polkinghorne, R J; Thompson, J M

    2010-09-01

    This paper addresses the principles relating to meat standards and grading of beef and advances the concept that potential exists to achieve significant desirable change from adopting more consumer focused systems within accurate value-based payment frameworks. The paper uses the definitions that classification is a set of descriptive terms describing features of the carcass that are useful to those involved in the trading of carcasses, whereas grading is the placing of different values on carcasses for pricing purposes, depending on the market and requirements of traders. A third definition is consumer grading, which refers to grading systems that seek to define or predict consumer satisfaction with a cooked meal. The development of carcass classification and grading schemes evolved from a necessity to describe the carcass using standard terms to facilitate trading. The growth in world trade of meat and meat products and the transition from trading carcasses to marketing individual meal portions raises the need for an international language that can service contemporary needs. This has in part been addressed by the United Nations promoting standard languages on carcasses, cuts, trim levels and cutting lines. Currently no standards exist for describing consumer satisfaction. Recent Meat Standards Australia (MSA) research in Australia, Korea, Ireland, USA, Japan and South Africa showed that consumers across diverse cultures and nationalities have a remarkably similar view of beef eating quality, which could be used to underpin an international language on palatability. Consumer research on the willingness to pay for eating quality shows that consumers will pay higher prices for better eating quality grades and generally this was not affected by demographic or meat preference traits of the consumer. In Australia the MSA eating quality grading system has generated substantial premiums to retailers, wholesalers and to the producer. Future grading schemes which measure

  19. Academic behavior and grades of mainstreamed students with mild disabilities.

    PubMed

    Truesdell, L A; Abramson, T

    1992-01-01

    This study examined the relationship between the classroom behaviors and final grades of mainstreamed students with mild disabilities in three urban schools in Grades 3-9. Significant correlations were found for all academic behaviors except attendance and homework at the elementary level and written work at the junior high level. In addition, significant differences in reading scores were found between mainstreamed and regular elementary school students. Findings indicate that mainstreamed students with mild disabilities may participate in academic lessons as well or nearly as well as their peers without disabilities. PMID:1582434

  20. Personality Traits and Intelligence Predict Academic School Grades

    ERIC Educational Resources Information Center

    Furnham, Adrian; Monsen, Jeremy

    2009-01-01

    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…

  1. Ensuring Academic Standards in US Higher Education

    ERIC Educational Resources Information Center

    Dill, David D.

    2014-01-01

    The most recent research on college-student learning in the US by respected scholars such as Richard Arum, Josipa Roksa, and Ernest Pascarella suggests that the nation's means of ensuring academic standards in US colleges and universities are not working effectively. Like US K-12 education and health care, the US higher education system is…

  2. Standardized Tests and Grades. Research Brief

    ERIC Educational Resources Information Center

    Muir, Mike

    2005-01-01

    There is decades of research on the correlation between grades and standardized test scores. Much of what the author accessed was published in the 70s and 80s, partly because a scare around "the declining American SAT score" led to an examination of the tests (the drop can easily be explained by the fact that many students who might not have…

  3. Seven Reasons for Standards-Based Grading

    ERIC Educational Resources Information Center

    Scriffiny, Patricia L.

    2008-01-01

    Over the past three years, Patricia L. Scriffiny has transformed the grading system in her high school mathematics classroom by replacing the traditional points-based system with a standards-based system. Instead of assigning points for assignments, she lists student progress toward meeting clearly defined course objectives. In this article,…

  4. Standardized Testing: Measurement of Academic Achievement

    ERIC Educational Resources Information Center

    Weaver, Keshia

    2011-01-01

    Standardized testing has been a very important issue in education today. Many schools use the testing score to determine whether a child should continue to the next grade level. As we review the methods teachers use to prepare students for these types of tests, the amount of instruction time utilized to cover test materials, and the level of…

  5. 7 CFR 29.2461 - Summary of standard grades.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 2 2011-01-01 2011-01-01 false Summary of standard grades. 29.2461 Section 29.2461 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards... REGULATIONS TOBACCO INSPECTION Standards Summary of Standard Grades § 29.2461 Summary of standard grades....

  6. 7 CFR 29.2686 - Summary of standard grades.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 2 2011-01-01 2011-01-01 false Summary of standard grades. 29.2686 Section 29.2686 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards... REGULATIONS TOBACCO INSPECTION Standards Summary of Standard Grades § 29.2686 Summary of standard grades....

  7. 7 CFR 29.3181 - Summary of standard grades.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 2 2011-01-01 2011-01-01 false Summary of standard grades. 29.3181 Section 29.3181 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards... REGULATIONS TOBACCO INSPECTION Standards Summary of Standard Grades § 29.3181 Summary of standard grades....

  8. 7 CFR 29.3676 - Summary of standard grades.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 2 2011-01-01 2011-01-01 false Summary of standard grades. 29.3676 Section 29.3676 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards... REGULATIONS TOBACCO INSPECTION Standards Summary of Standard Grades § 29.3676 Summary of standard grades....

  9. Wisconsin's Model Academic Standards for Art and Design Education.

    ERIC Educational Resources Information Center

    Wisconsin State Dept. of Public Instruction, Madison.

    This Wisconsin academic standards guide for art and design explains what is meant by academic standards. The guide declares that academic standards specify what students should know and be able to do; what students might be asked to do to give evidence of standards; how well students must perform; and that content, performance, and proficiency…

  10. Blueprints for the 2003 California History-Social Science Standards Tests for Grades 8, 10, and 11.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    Beginning in 2003, there will be no standardized or norm-referenced test in history-social science for California students. That test is being replaced by assessments at grades 8, 10, and 11 based on California History-Social Science (H-SS) Content Standards. The H-SS standards tests at grades 10 and 11 count for 20% of the Academic Performance…

  11. Grading Practices: Teachers' Considerations of Academic and Non-Academic Factors

    ERIC Educational Resources Information Center

    Yesbeck, Diana Marie

    2011-01-01

    In the current era of student accountability, coupled with high-stakes testing, schools have focused on the alignment of standardized curriculums and assessments. However, developing standardized grading practices are still under examination. Grading serves as an important responsibility, yet many teachers still find the process a challenge of…

  12. Academic Achievement in the Middle Grades: What Does Research Tell Us? A Review of the Literature.

    ERIC Educational Resources Information Center

    Heller, Rafael; Calderon, Sarah; Medrich, Elliott

    This literature review surveys research on academic achievement in the middle grades to answer the following questions: What is the current state of middle-grades education? What led to the reform of middle-grades education? What does the research say about educational practices that support academic achievement in the middle grades? The review…

  13. Mentoring and Standardized Achievement of African American Males in the Elementary and Middle Grades

    ERIC Educational Resources Information Center

    Anderson, Kenneth A.

    2007-01-01

    This study examined the effects of mentoring on standardized achievement for African American males in the elementary and middle grades. Mentoring has been deemed effective regarding social development and various academic indicators, but scant empirical data is available regarding the effects of mentoring on standardized testing. Thus,…

  14. Defining and Monitoring Academic Standards in Australian Higher Education

    ERIC Educational Resources Information Center

    Coates, Hamish

    2010-01-01

    This paper outlines the need for adopting a more scientific approach to specifying and assessing academic standards in higher education. Drawing together insights from large-scale studies in Australia, it advances a definition of academic standards, explores potential indicators of academic quality and looks at approaches for setting standards. As…

  15. Wisconsin's Model Academic Standards for Business. Activities Guide. Bulletin No. 00190.

    ERIC Educational Resources Information Center

    Loock, Joan W.; Schmitt, Bette

    This document, which is intended for teachers of high school-level business education courses, contains both the academic standards for business education in Wisconsin secondary schools that were disseminated in 1998 and learning activities to enable students to meet the standards. The activities were developed for students completing grade 12 and…

  16. Wisconsin's Model Academic Standards for Agricultural Education. Bulletin No. 9003.

    ERIC Educational Resources Information Center

    Fortier, John D.; Albrecht, Bryan D.; Grady, Susan M.; Gagnon, Dean P.; Wendt, Sharon, W.

    These model academic standards for agricultural education in Wisconsin represent the work of a task force of educators, parents, and business people with input from the public. The introductory section of this bulletin defines the academic standards and discusses developing the standards, using the standards, relating the standards to all…

  17. 77 FR 6772 - United States Standards for Grades of Okra

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-02-09

    ... Agricultural Marketing Service United States Standards for Grades of Okra AGENCY: Agricultural Marketing... possible revisions to the United States Standards for Grades of Okra. AMS has been reviewing the Fresh... identified the United States ] Standards for Grades of Okra for possible revisions. AMS would remove...

  18. Children with Co-Occurring Academic and Behavior Problems in First Grade: Distal Outcomes in Twelfth Grade

    ERIC Educational Resources Information Center

    Darney, Dana; Reinke, Wendy M.; Herman, Keith C.; Stormont, Melissa; Ialongo, Nicholas S.

    2013-01-01

    The aim of the current study was to evaluate the eleven year longitudinal association between students identified in first grade as having academic and behavior problems and distal outcomes in twelfth grade. The study extends prior research that identified latent classes of academic and behavior problems in a longitudinal community sample of 678…

  19. 7 CFR 29.6155 - Summary of standard grades.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 2 2011-01-01 2011-01-01 false Summary of standard grades. 29.6155 Section 29.6155 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards... REGULATIONS TOBACCO INSPECTION Standards Summary of Standard Grades § 29.6155 Summary of standard...

  20. Job Grading Standard for Wood Worker, WG-4604.

    ERIC Educational Resources Information Center

    Civil Service Commission, Washington, DC. Bureau of Policies and Standards.

    A job grading standard for Wood Worker WG-4604 is given for grading jobs under the Federal Wage System. The standard covers physical requirements, tools, job task, skills, and knowledge at three grade levels, and the limits placed on the requirements at each level. In general the wood worker makes and repairs such supply shipping, and storage…

  1. 78 FR 283 - United States Standards for Grades of Eggplant

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-01-03

    ...The Agricultural Marketing Service (AMS), of the Department of Agriculture (USDA), is revising the voluntary United States Standards for Grades of Eggplant. AMS has reviewed the fresh fruit and vegetable grade standards for usefulness in serving the industry. As a result, AMS will amend the similar varietal characteristic requirement in the U.S. Fancy and No. 1 grades to allow mixed colors......

  2. Incorporating Academic Standards in Instructional Systems Design Process.

    ERIC Educational Resources Information Center

    Wang, Charles Xiaoxue

    Almost every state is "imposing" academic standards. Helping students to meet those standards is a key task for teachers and school administrators, as well as instructional systems designers. Thus, instructional designers in the K-12 environments are facing the challenge of using appropriately and effectively academic standards in their…

  3. Social Studies: Standards, End of Grade Cluster Benchmarks, Performance Indicators. Grades 9-12. Revised.

    ERIC Educational Resources Information Center

    Delaware State Dept. of Public Instruction, Dover.

    This Delaware state content standards booklet for teaching grades 9-12 social studies in Delaware begins with a one page chart outlining information for the disciplines of civics, economics, geography, and U.S. history. The booklet addresses standards for civics, lists end of cluster expectations for the end of grade 11, and cites grade-by-grade…

  4. Academic Policy.

    ERIC Educational Resources Information Center

    Chicago City Colleges, IL.

    This statement outlines the academic policies of the City Colleges of Chicago. Part I outlines the Institution's academic standards, covering: (1) student class attendance; (2) the grading system; (3) mid-term grades; (4) the use of non-grade designations; i.e., administrative initiated withdrawal, auditor, no-show withdrawal, incomplete, and…

  5. Incorporating Student Input in Developing Alternate Assessments Based on Modified Academic Achievement Standards

    ERIC Educational Resources Information Center

    Roach, Andrew T.; Beddow, Peter A.; Kurz, Alexander; Kettler, Ryan J.; Elliott, Stephen N.

    2010-01-01

    In developing alternate assessments based on modified academic achievement standards (AA-MAS), several states have modified existing test items with the aim of enhancing accessibility and reducing difficulty for students with disabilities. Using Grade 8 multiple-choice test items in unmodified and modified forms, two studies examined student…

  6. Indiana's Academic Standards: Kindergarten English/Language Arts, Mathematics, Science, Social Studies.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Public Instruction, Indianapolis.

    This guide to Indiana's academic standards in language arts, mathematics, science, and social studies for kindergarten students begins with a note to students and another to parents. The guide spells out what students should know and be able to do in each subject, at each grade level. It helps students understand what is required to meet the…

  7. Athletes' Efforts to Meet College Academic Standards Buoy Prep-School Sports.

    ERIC Educational Resources Information Center

    Lederman, Douglas

    1987-01-01

    Some high-school athletes with borderline grades and low achievement-test scores are enrolling in small, private preparatory schools in an effort to meet the National Collegiate Athletic Association's academic standards and play sports during their freshman year in college. (MLW)

  8. Pennsylvania Department of Education Academic Standards for the Arts and Humanities.

    ERIC Educational Resources Information Center

    Pennsylvania State Dept. of Education, Harrisburg.

    The Pennsylvania state academic standards describe what students should know and should be able to achieve at the end of grades 3, 5, 8 and 12 in the visual and performing arts, and the understanding about humanities context within the arts. The arts include dance, music, theater, and visual arts. The arts and humanities are interconnected through…

  9. Guide to International Academic Standards for Athletics Eligibility for Students Entering Fall 2007

    ERIC Educational Resources Information Center

    Mills, Lisa; Nguyen, Binh; Auten, Lisa

    2007-01-01

    The "NCAA Guide to International Academic Standards for Athletics Eligibility" provides specific criteria to be used as a guide in reviewing the initial eligibility (graduation, core curriculum, grade-point average and ACT/SAT test scores) of students who have completed any portion of their secondary education in a non-United States educational…

  10. Employment during High School: Consequences for Students? Grades in Academic Courses.

    ERIC Educational Resources Information Center

    Warren, John Robert; LePore, Paul C.; Mare, Robert D.

    2000-01-01

    Studied the effects of adolescent employment on grades in academic courses and the extent to which grades might influence employment behaviors using data from the National Education Longitudinal Study of 1988. Findings contained no evidence of short-term or long-term effects on grades, or that grades affect employment activities. Pre-existing…

  11. School Environment and Academic Achievement of Standard IX Students

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  12. ETC Review of the Draft Illinois Academic Standards. Final Report.

    ERIC Educational Resources Information Center

    Woodhull, Rebecca

    A review of the draft Illinois Academic Standards was conducted to identify changes to incorporate career-related and employability aspects of the academic content. Activities included collection and review of materials on state standards or equivalent state initiatives as well as national and other initiatives. Promotion of the project's primary…

  13. Rethinking Grade Retention and Academic Redshirting: Helping School Administrators Make Sense of What Works

    ERIC Educational Resources Information Center

    Range, Bret; Dougan, Kelli; Pijanowski, John

    2011-01-01

    In this article, the authors discuss two interventions deployed to remediate low performing students. The first is grade level retention in which a student is required to repeat a given grade due to lack of academic or social progress. The second is academic redshirting in which a parent voluntarily delays the entrance of her child into…

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

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  15. Predicting Children's Academic Achievement after the Transition to First Grade: A Two-Year Longitudinal Study

    ERIC Educational Resources Information Center

    Bossaert, Goele; Doumen, Sarah; Buyse, Evelien; Verschueren, Karine

    2011-01-01

    The transition from kindergarten to first grade has been described as a critical period for children's academic development. Furthermore, research indicates that peer status is connected with academic adjustment, yet the underlying processes remain unclear. By means of a two-year longitudinal study during kindergarten and first grade (N = 153), we…

  16. Using the Theory of Multiple Intelligences to Increase Fourth-Grade Students' Academic Achievement in Science

    ERIC Educational Resources Information Center

    Davis, Linda

    2004-01-01

    This applied dissertation was designed to increase the academic achievement of 4th-grade students in science. The problem to be solved was that 4th-grade students in a rural elementary school exhibited low academic achievement in science. The researcher utilized the multiple intelligences (MI) theory and brain-based learning to develop the IMPACT…

  17. Predictors of Academic Motivation in First Grade among Children Born to Low-Income Adolescent Mothers

    ERIC Educational Resources Information Center

    Luster, Tom; Lekskul, Kunlakarn; Oh, Su Min

    2004-01-01

    The central question addressed in this study was: What factors are associated with individual differences in academic motivation among first-grade students who were born to low-income adolescent mothers? Data from a 7-year longitudinal study were used to address the question. First-grade teachers assessed academic motivation for 89 children at the…

  18. 42 CFR 21.31 - Eligibility; all grades; academic and professional education and professional training and...

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false Eligibility; all grades; academic and professional education and professional training and experience. 21.31 Section 21.31 Public Health PUBLIC HEALTH SERVICE... grades; academic and professional education and professional training and experience. The Surgeon...

  19. 42 CFR 21.31 - Eligibility; all grades; academic and professional education and professional training and...

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Eligibility; all grades; academic and professional education and professional training and experience. 21.31 Section 21.31 Public Health PUBLIC HEALTH SERVICE... grades; academic and professional education and professional training and experience. The Surgeon...

  20. Colorado Model Content Standards for Science: Suggested Grade Level Expectations.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    This document outlines the content standards for science in the state of Colorado. The document is organized into six standards, each of which is subdivided into a set of guiding questions exemplifying the standard and a series of lists defining what is expected of students at each grade level within the standard. The standards are that students…

  1. State Standard-Setting Processes in Brief. State Academic Standards: Standard-Setting Processes

    ERIC Educational Resources Information Center

    Thomsen, Jennifer

    2014-01-01

    Concerns about academic standards, whether created by states from scratch or adopted by states under the Common Core State Standards (CCSS) banner, have drawn widespread media attention and are at the top of many state policymakers' priority lists. Recently, a number of legislatures have required additional steps, such as waiting periods for…

  2. Academic Performance in Human Anatomy and Physiology Classes: A 2-Yr Study of Academic Motivation and Grade Expectation

    ERIC Educational Resources Information Center

    Sturges, Diana; Maurer, Trent W.; Allen, Deborah; Gatch, Delena Bell; Shankar, Padmini

    2016-01-01

    This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic…

  3. Academic performance in human anatomy and physiology classes: a 2-yr study of academic motivation and grade expectation.

    PubMed

    Sturges, Diana; Maurer, Trent W; Allen, Deborah; Gatch, Delena Bell; Shankar, Padmini

    2016-03-01

    This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic motivation scale for HAP based on self-determination theory was administered in class during the first 3 wk of each semester. Students with higher grade point averages, who studied for longer hours and reported to be more motivated to succeed, did better academically in these classes. There was a significant relationship between students' scores on the adapted academic motivation scale and performance. Students were more extrinsically motivated to succeed in HAP courses than intrinsically motivated to succeed, and the analyses revealed that the most significant predictor of final grade was within the extrinsic scale (introjected and external types). Students' motivations remained stable throughout the course sequence. The data showed a significant relationship between HAP students' expected grade and their final grade in class. Finally, 65.5% of students overestimated their final grade, with 29% of students overestimating by two to four letter grades. PMID:26847254

  4. Standards-Based Grading: History Adjusted True Score

    ERIC Educational Resources Information Center

    Hooper, Jay; Cowell, Ryan

    2014-01-01

    There has been much research and discussion on the principles of standards-based grading, and there is a growing consensus of best practice. Even so, the actual process of implementing standards-based grading at a school or district level can be a significant challenge. There are very practical questions that remain unclear, such as how the grades…

  5. 78 FR 25416 - United States Standards for Grades of Okra

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-05-01

    ... published a notice in the Federal Register (77 FR 6772), soliciting comments regarding removing the... Agricultural Marketing Service United States Standards for Grades of Okra AGENCY: Agricultural Marketing... Department of Agriculture (USDA), proposes to revise the voluntary United States Standards for Grades of...

  6. Moving to Standards-Based Grading: Lessons from Omaha

    ERIC Educational Resources Information Center

    Proulx, Chris; Spencer-May, Karen; Westerberg, Tim

    2012-01-01

    Getting a large, urban school district to use standards-based education and standards-based grading is challenging. Doing so in one year is monumental. During the 2009-10 school year, Omaha (NE) Public Schools began to study the feasibility of making changes to its traditional grading system. The more closely district personnel investigated the…

  7. 7th-12th Grade English/Language Arts Teachers and Their Classroom Grading Practices: Investigating the Use of Standards-Based Grading in Nebraska's Rural Classrooms

    ERIC Educational Resources Information Center

    Stephens, Summer Elizabeth

    2010-01-01

    A problem exists in grading practices accurately measuring student achievement. Both students' academic achievements and nonacademic factors, such as effort, homework completion, and behaviors continue to factor into grades. This combination can lead to inaccurate representation of true academic ability, rendering a grade useless. While…

  8. Grading Practice as Valid Measures of Academic Achievement of Secondary Schools Students for National Development

    ERIC Educational Resources Information Center

    Chiekem, Enwefa

    2015-01-01

    Assigning grades is probably the most important measurement decision that classroom teachers makes. When teachers are provided with some measurement instruction, they still use subjective value judgments when assigning grades to students. This paper therefore, examines the grading practice as valid measures of academic achievement in secondary…

  9. Prematriculation Program Grades as Predictors of Black and Other Nontraditional Students' First-Year Academic Performances.

    ERIC Educational Resources Information Center

    Hesser, Al; Lewis, Lloyd

    1992-01-01

    A study explored predictors of African-American and other nontraditional medical students' first-year academic performance at the Medical College of Georgia. Variables included undergraduate grades and grades in a summer prematriculation program (SPP) featuring biochemistry, anatomy, and immunology courses. SPP grades were found useful in…

  10. Grading as a Reform Effort: Do Standards-Based Grades Converge with Test Scores?

    ERIC Educational Resources Information Center

    Welsh, Megan E.; D'Agostino, Jerome V.; Kaniskan, Burcu

    2013-01-01

    Standards-based progress reports (SBPRs) require teachers to grade students using the performance levels reported by state tests and are an increasingly popular report card format. They may help to increase teacher familiarity with state standards, encourage teachers to exclude nonacademic factors from grades, and/or improve communication with…

  11. The Benefits of Standards-Based Grading: A Critical Evaluation of Modern Grading Practices

    ERIC Educational Resources Information Center

    Iamarino, Danielle L.

    2014-01-01

    This paper explores the methodology and application of an assessment philosophy known as standards-based grading, via a critical comparison of standards-based grading to other assessment philosophies commonly employed at the elementary, secondary, and post-secondary levels of education. Evidenced by examples of increased student engagement and…

  12. Social Studies: Standards, End of Grade Cluster Benchmarks, Performance Indicators. Grades 6-8. Revised.

    ERIC Educational Resources Information Center

    Delaware State Dept. of Public Instruction, Dover.

    This Delaware state content standards booklet for teaching grades 6-8 social studies in Delaware public schools begins with a one page chart outlining information for the disciplines of civics, economics, geography, and U.S. history. The booklet addresses standards for civics, lists end of cluster expectations for the end of grade eight, and cites…

  13. Social Studies: Standards, End of Grade Cluster Benchmarks, Performance Indicators. Grades K-5. Revised.

    ERIC Educational Resources Information Center

    Delaware State Dept. of Public Instruction, Dover.

    This Delaware state content standards booklet for teaching grades K-5 social studies in Delaware public schools begins with a one page chart outlining information for the disciplines of civics, economics, geography, and U.S. history. The booklet addresses standards for civics, lists end of cluster expectations for the end of grade three and the…

  14. Grading on the Guilty-Liberal Standard

    ERIC Educational Resources Information Center

    Barbour, John D.

    2007-01-01

    Barbour recounts his experience as a teacher of religious studies to students whose political and social stances are related to conservative religious views. Differentiating between students who are thoughtful participants or silent observers and those who stridently label the academic community as liberally-biased, Barbour describes his…

  15. 7 CFR 29.1181 - Summary of standard grades.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 2 2010-01-01 2010-01-01 false Summary of standard grades. 29.1181 Section 29.1181 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE COMMODITY STANDARDS AND STANDARD...

  16. 7 CFR 29.3181 - Summary of standard grades.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 2 2010-01-01 2010-01-01 false Summary of standard grades. 29.3181 Section 29.3181 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE COMMODITY STANDARDS AND STANDARD...

  17. 7 CFR 36.2 - Initiating action on grade standards.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 2 2011-01-01 2011-01-01 false Initiating action on grade standards. 36.2 Section 36.2 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE COMMODITY STANDARDS AND STANDARD...

  18. Investigating Correspondence between Language Proficiency Standards and Academic Content Standards: A Generalizability Theory Study

    ERIC Educational Resources Information Center

    Lin, Chih-Kai; Zhang, Jinming

    2014-01-01

    Research on the relationship between English language proficiency standards and academic content standards serves to provide information about the extent to which English language learners (ELLs) are expected to encounter academic language use that facilitates their content learning, such as in mathematics and science. Standards-to-standards…

  19. Wisconsin's Model Academic Standards for Business. Bulletin No. 9004.

    ERIC Educational Resources Information Center

    Wisconsin State Dept. of Public Instruction, Madison.

    This document contains standards for the academic content of the Wisconsin K-12 curriculum in the area of business. Developed by task forces of educators, parents, board of education members, and employers and employees, the standards cover content, performance, and proficiency areas. They are cross-referenced to the state standards for English…

  20. Links for Academic Learning (LAL): A Conceptual Model for Investigating Alignment of Alternate Assessments Based on Alternate Achievement Standards

    ERIC Educational Resources Information Center

    Flowers, Claudia; Wakeman, Shawnee; Browder, Diane M.; Karvonen, Meagan

    2009-01-01

    This article describes an alignment procedure, called Links for Academic Learning (LAL), for examining the degree of alignment of alternate assessments based on alternate achievement standards (AA-AAS) to grade-level content standards and instruction. Although some of the alignment criteria are similar to those used in general education…

  1. 77 FR 6772 - United States Standards for Grades of Cauliflower

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-02-09

    ... amend the color requirement for curds to allow all colors of cauliflower to be certified to a U.S. grade. In addition, AMS proposes to permit mixed color packs, heads less than 4 inches in diameter, and to... develop and improve standards of quality, condition, quantity, grade and packaging and recommend...

  2. Math Process Standards Series, Grades 3-5

    ERIC Educational Resources Information Center

    O'Connell, Susan, Ed.

    2008-01-01

    NCTM's Process Standards support teaching that helps upper elementary level children develop independent, effective mathematical thinking. The books in the Heinemann Math Process Standards Series give every intermediate-grades teacher the opportunity to explore each standard in depth. With language and examples that don't require prior math…

  3. Beginning Eleventh Grade Student Profile, Mathematics Standards, Citrus County, Florida.

    ERIC Educational Resources Information Center

    Citrus County Board of Public Instruction, Inverness, FL.

    This collection of booklets deals with minumum standards in mathematics for beginning eleventh grade students. There is a statement of the standards with related skills, a test to assess competency with accompanying answer sheet and answer key, and eight booklets presenting problems covered by six of the standards. The booklets cover: percentages;…

  4. Uncovering nurse educators' beliefs and values about grading academic papers: guidelines for best practices.

    PubMed

    O'Flynn-Magee, Kathy; Clauson, Marion

    2013-09-01

    Fair and consistent assessment, specifically grading, is crucial to teaching and learning scholarship and is a professional responsibility of nurse educators. Yet, many would agree that assessment is one of the most challenging aspects of their role. Despite differing beliefs, values, and meanings attributed to grading and grades, teachers' grading practices should be guided by principles and supported by policies. Inconsistent grading practices among educators, students' unrealistic expectations of grades, and a trend toward grade inflation may be contributing to both educators' and students' concerns. A teaching scholarship project that led to a research study explored nurse educators' beliefs, values, and practices related to the grading of written academic work. The purpose of this article is to share the findings and the resulting grading guidelines that were developed to support nurse educators' endeavors to enact equitable grading practices. PMID:23952770

  5. 77 FR 6774 - United States Standards for Grades of Eggplant

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-02-09

    ..., condition, quantity, grade and packaging and recommend and demonstrate such standards in order to encourage... similar type, color and character of growth; there are no provisions for mixed or specialty packs....

  6. Job Grading Standard for Machinist, WG 3414.

    ERIC Educational Resources Information Center

    Civil Service Commission, Washington, DC. Bureau of Policies and Standards.

    The standard covers nonsupervisory work involved in the manufacture and repair of parts and items of equipment which require the use of various types of standard and special machine tools and their attachments to machine metals, metal alloys, and other materials. The work requires skills ranging from initial planning of necessary work sequences to…

  7. Academic, social and cultural factors influencing medical school grade performance.

    PubMed

    Alfayez, S F; Strand, D A; Carline, J D

    1990-05-01

    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

  8. Increasing Academic Skills of Students with Autism Using Fifth Grade Peers as Tutors.

    ERIC Educational Resources Information Center

    Kamps, Debra; And Others

    1989-01-01

    Nonhandicapped fifth-grade students conducted tutoring sessions in math, language, and reading for two elementary-aged children with autism. Results demonstrated that normal peers could effectively increase academic behaviors of autistic students through tutoring activities. (Author/JDD)

  9. The relationship between adolescent academic capability beliefs, parenting and school grades.

    PubMed

    Juang, Linda P; Silbereisen, Rainer K

    2002-02-01

    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

  10. Relation of Gender, Course Enrollment, and Grades to Distinct Forms of Academic Dishonesty

    ERIC Educational Resources Information Center

    Hensley, L. C.; Kirkpatrick, K. M.; Burgoon, J. M.

    2013-01-01

    A thorough understanding of academic dishonesty and the students who engage in it is necessary to develop appropriate policies and educational interventions to discourage such actions. The present study examines the frequency of academic dishonesty and the characteristics (i.e. gender, course enrollment, and grades) of students who engage in…

  11. A Study on the Abolishment of Academic Dismissal and Failing Grades.

    ERIC Educational Resources Information Center

    Purser, Timothy D.

    Cuyahoga Community College (Ohio) conducted this statistical study of community-junior colleges' academic policy concerning the elimination of academic dismissal and failing grades. To obtain data, a sample of 100 institutions was selected from the 698 regionally accredited junior colleges. Percentage representation in the sample was based on the…

  12. Making the Grade: How Boards Can Ensure Academic Quality. Second Edition

    ERIC Educational Resources Information Center

    Ewell, Peter

    2012-01-01

    "Making the Grade: How Boards Can Ensure Academic Quality"--popularly referred to as "The Little Yellow Book" by boards, faculty, provosts, and assessment specialists--provides clear guidance for the board's role in the most important "business" of academe: educating students. As public calls for greater accountability skyrocket, this new edition…

  13. Accountability Pressure, Academic Standards, and Educational Triage

    ERIC Educational Resources Information Center

    Lauen, Douglas Lee; Gaddis, S. Michael

    2012-01-01

    This study aims to determine whether educational accountability promotes educational triage. This study exploits a natural experiment in North Carolina in which standards increased first in math in 2006 and second in reading in 2008 to determine whether an increase in educational standards caused an increase in educational triage at the expense of…

  14. Job Grading Standard for Electroplater, WG-3711.

    ERIC Educational Resources Information Center

    Civil Service Commission, Washington, DC. Bureau of Policies and Standards.

    The standard for Electroplating Worker WG-7 and Electroplater WG-9 covers work involving the use of electrolytic and chemical processes to plate, coat, and treat surfaces of metals and metal alloys for purposes of protection, repair, maintenance, and fabrication of parts and equipment. A knowledge of the preparation, testing, and maintenance of…

  15. Kentucky Is First State to Adopt Common Academic Standards

    ERIC Educational Resources Information Center

    Gewertz, Catherine

    2010-01-01

    Kentucky has become the first state to adopt common academic standards that were drafted as part of a nationwide initiative to establish a widely shared and ambitious vision of student learning. With a unanimous vote this month, the Kentucky board of education approved the substitution of the common standards in mathematics and English/language…

  16. Wisconsin's Model Academic Standards for Marketing Education. Bulletin No. 9005.

    ERIC Educational Resources Information Center

    Wisconsin State Dept. of Public Instruction, Madison.

    This document contains standards for the academic content of the Wisconsin K-12 curriculum in the area of marketing education. Developed by task forces of educators, parents, board of education members, and employers and employees, the standards cover content, performance, and proficiency areas. The first part of the guide is an introduction that…

  17. Effect of Pullout Lessons on the Academic Achievement of Eighth-Grade Band Students

    ERIC Educational Resources Information Center

    Hash, Phillip M.

    2011-01-01

    This study examined the effect of pullout instrumental lessons on the academic achievement of eighth-grade band students. Participants (N = 353) included 292 nonband students and 61 band students pulled once per week for music lessons in a single suburban K-8 school district in Midwestern United States. Data indicated that eighth-grade band…

  18. Students' Grades and Ratings of Perceived Effectiveness of Behaviors Influencing Academic Performance

    ERIC Educational Resources Information Center

    Perlman, Baron; McCann, Lee I.; Prust, Adam

    2007-01-01

    We studied undergraduate psychology students' grades and their ratings of the helpfulness of behaviors related to good academic performance. On average students desired an AB (3.5 on a 4-point scale) and would have been satisfied with a B; 31% of students expressed satisfaction with a BC or lower. Overall, students averaged a BC final grade, a B…

  19. Comparison of Dental Students' Academic Performance Using Honors/Pass/Fail and Letter Grades.

    ERIC Educational Resources Information Center

    Leske, Gary S.; Ripa, Louis

    1985-01-01

    Performance in a second-year course in pedodontics/orthodontics for three classes at the State University of New York at Stony Brook School of Dental Medicine who received grades under an honors/pass/fail system was compared to that of three academically comparable classes that received letter grades. (Author/MLW)

  20. Teacher Competence and the Academic Achievement of Sixth Grade Students in Uganda

    ERIC Educational Resources Information Center

    Wamala, Robert; Seruwagi, Gerald

    2013-01-01

    The study investigates the influence of teacher competence on the academic achievement of sixth grade students in Uganda. The investigation is based on data sourced from the 2009 Southern African Consortium for Monitoring Education Quality (SACMEQ) survey comprising 5,148 records of sixth grade students enrolled in primary schools in Uganda. The…

  1. The Effect of Grade Placement on English Language Learners' Academic Achievement

    ERIC Educational Resources Information Center

    Conger, Dylan

    2013-01-01

    Many English Language Learners (ELLs) migrate to the United States at older ages and administrators must choose a grade in which to place these new entrants as soon as they register for school. In this study, I estimate the effect of grade placement on the short-term academic performance of ELLs who enroll in the Miami-Dade County Public School…

  2. A Longitudinal Study of School Connectedness and Academic Outcomes across Sixth Grade

    ERIC Educational Resources Information Center

    Niehaus, Kate; Rudasill, Kathleen Moritz; Rakes, Christopher R.

    2012-01-01

    The current longitudinal study examines the extent to which school connectedness (i.e., students' perceptions of school support and the number of adults with whom they have a positive relationship) is associated with academic outcomes across sixth grade for students from high poverty neighborhoods. Data were collected from 330 sixth-grade students…

  3. Answers to Essential Questions about Standards, Assessments, Grading, & Reporting

    ERIC Educational Resources Information Center

    Guskey, Thomas R.; Jung, Lee Ann

    2013-01-01

    How do assessments for learning differ from assessments of learning? What is the purpose of grading? After nearly two decades of immersion in standards-based curriculua and instruction, our nation's educators are often still confounded by the (admittedly complex) landscape of standards, assessment, and reporting. In "Answers to Essential…

  4. Indiana's Academic Standards: Economics--Social Studies

    ERIC Educational Resources Information Center

    Indiana Department of Education, 2004

    2004-01-01

    In this standard, students learn how economies, large and small, function. Supply and demand are covered in depth, and students learn to identify the production, consumption, and circulation of different types of resources in local, state, national, and world economies. Students also learn about employment and personal finance, as well as the…

  5. Accountability Pressure, Academic Standards, and Educational Triage

    ERIC Educational Resources Information Center

    Lauen, Douglas Lee; Gaddis, S. Michael

    2016-01-01

    Despite common conceptions, evidence on whether No Child Left Behind (NCLB) has had adverse effects for low achieving students is mixed. We hypothesize that the incentive to shift attention away from the lowest achieving students increases with the rigor of state standards. Using panel data from students in North Carolina, we exploit two natural…

  6. States' Participation Guidelines for Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS) in 2008. Synthesis Report 71

    ERIC Educational Resources Information Center

    Lazarus, Sheryl S.; Rogers, Christopher; Cormier, Damien; Thurlow, Martha L.

    2008-01-01

    Federal regulations (U.S. Department of Education, 2007a) provide states with the flexibility to offer an alternate assessment based on modified academic achievement standards (AA-MAS). This assessment option is for a small group of students with disabilities who can make significant progress, but may not reach grade-level achievement within the…

  7. Grade level and achievement of immigrants’ children: academic redshirting in Hong Kong

    PubMed Central

    2014-01-01

    Data from Hong Kong PISA 2003 show that 15-year-old Hong Kong students who have immigrant parents from mainland China are grossly overrepresented in grades below the modal grade attended by most native Hong Kong students. Same-age comparison, when grade level is not taken into account, puts immigrants’ children at a disadvantaged position in the mathematics, reading, and science literacy tests. The academic advantage of immigrants’ children in Hong Kong is only revealed after grade is statistically controlled. Also, mainland immigrant students who are repeaters outperform native Hong Kong repeaters. Immigrant redshirting is a possible driving force behind these results. PMID:25214810

  8. Academic Standards in the American Community College: Trends and Controversies.

    ERIC Educational Resources Information Center

    London, Howard B.

    Reasons for slipping academic standards in U.S. community colleges and a specific program combating this problem are discussed. Two reasons are offered for this slippage; the first has to do with the ambiguous state of the community college faculty. These teachers are said to have difficulty defining their roles because they feel a powerlessness…

  9. Our Performance Standards Guage Kids' Academic and Extracurricular Strides.

    ERIC Educational Resources Information Center

    Weeks, Kent M.

    1988-01-01

    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…

  10. Academic Achievement for Fifth-Grade Students in Elementary and Intermediate School Settings: Grade Span Configurations

    ERIC Educational Resources Information Center

    Combs, Julie P.; Clark, David; Moore, George W.; Onwuegbuzie, Anthony J.; Edmonson, Stacey L.; Slate, John R.

    2011-01-01

    Few researchers have addressed student achievement outcomes as a function of grade configurations for older elementary-aged students. Thus, this study was designed to determine differences between students' Grade 5 reading and mathematics achievement in elementary schools (K-5) as compared to intermediate schools (Grade 5, 5-6) for 5 academic…

  11. Standards-Based Grading in Introductory University Physics

    ERIC Educational Resources Information Center

    Beatty, Ian D.

    2013-01-01

    Standards-based grading (SBG) is an approach to assessment and reporting in which scores are attached to the specific learning objectives of a course, rather than to assignments or tests. Each score represents a student's mastery of that learning objective, and may change over time in response to evidence that her level of understanding has…

  12. Job Grading Standard for Blocker and Bracer WG-4602.

    ERIC Educational Resources Information Center

    Civil Service Commission, Washington, DC. Bureau of Policies and Standards.

    The standard is used to grade nonsupervisor's work involved in blocking, bracing, staying, and securing cargo for shipment by land, sea, or air. It requires skill in constructing, placing, and installing wooden blocks, wedges, bracing structures and other staying devices, as well as skill in securing items using wires, ropes, chains, cables,…

  13. Minimum Standards for Schools: Grades Kindergarten and Above.

    ERIC Educational Resources Information Center

    Texas State Dept. of Human Services, Austin.

    This document enumerates the minimun standards which have been in effect since May 1, 1985 for all Texas child care facilities offering educational programs in one or more grades for children ages 5 through 13. The following areas of concern are covered in the seven chapters: (1) organization and administration (in general, and of enrollment and…

  14. Job Grading Standard for Instrument Maker, WG-4712.

    ERIC Educational Resources Information Center

    Civil Service Commission, Washington, DC. Bureau of Policies and Standards.

    The standard is used to grade all nonsupervisory jobs involved inplanning and fabricating complex research and prototype instruments, made from a variety of materials, which are used to detect, measure, record, and regulate heat, pressure, speed, vibration, sound, illumination, biomedical phenomena, and other areas of interest to scientific,…

  15. 75 FR 22707 - United States Standards for Grades of Potatoes

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-04-30

    ... Register (71 FR 55356), seeking comments on possible revisions to the United States Standards for Grades of... specialty pack. In addition, a March 21, 2008, rule (73 FR 15054 as corrected at 73 FR 70885) finalized the... Potatoes AGENCY: Agricultural Marketing Service, USDA. ACTION: Proposed rule. SUMMARY: This proposed...

  16. 78 FR 63158 - United States Standards for Grades of Okra

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-10-23

    ... On February 9, 2012, AMS published a notice in the Federal Register (77 FR 6772) soliciting comments..., 2013, AMS published a second notice in the Federal Register (78 FR 25416) soliciting comments about...; ] DEPARTMENT OF AGRICULTURE Agricultural Marketing Service United States Standards for Grades of Okra...

  17. Job Grading Standard for Insects Production Worker WG-5031.

    ERIC Educational Resources Information Center

    Civil Service Commission, Washington, DC. Bureau of Policies and Standards.

    The standard is for grading nonsupervisory jobs involved in reproducing, collecting, and caring for insect collections. The work requires practical knowledge of the characteristics of insects and their needs, and skill in observing and handling them. The levels of insects production worker WG-3, WG-4, and WG-5 are differentiated by describing the…

  18. Job Grading Standard for Electric Power Controller WG-5407.

    ERIC Educational Resources Information Center

    Civil Service Commission, Washington, DC. Bureau of Policies and Standards.

    The standard is used to grade nonsupervisory jobs involved in controlling the generation or distribution of electric power. The jobs are located at power generating plants, power distribution centers, and substations. The work requires ability to anticipate load changes due to work schedules, weather, and other variables, in order to engage or cut…

  19. 78 FR 66655 - Consumer Information; Uniform Tire Quality Grading Standards

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-11-06

    ... April 11, 2000 (65 FR 19477-78) or you may visit http://www.dot.gov/privacy.html . Confidential Business... 13132 (64 FR 43255, August 10, 1999) and concluded that no additional consultation with States, local... Tire Quality Grading Standards AGENCY: National Highway Traffic Safety Administration...

  20. Job Grading Standard for Locomotive Engineer WG-6004.

    ERIC Educational Resources Information Center

    Civil Service Commission, Washington, DC. Bureau of Policies and Standards.

    The standard is used to grade the nonsupervisory work of operating all types of locomotives and trains to transport supplies, equipment, conveyances, and personnel. The work involves skill in operating locomotives under various conditions, and knowledge of the layout of a track system and the safety, signalling, and track use requirements or…

  1. Social and Academic Benefits of Looping Primary Grade Students

    ERIC Educational Resources Information Center

    Kenney, Mary Kate

    2007-01-01

    There is an increasing interest in the practice of teachers staying with a group of students for more than one year. This is referred to as looping in educational practice. The problem of constant uncertainty or change of a new teacher year to year, creates less academic time and student anxiety. The purpose of this study is to examine the effects…

  2. Relations among Multiple Types of Peer Victimization, Reactivity to Peer Victimization, and Academic Achievement in Fifth-Grade Goys and Girls

    ERIC Educational Resources Information Center

    Morrow, Michael T.; Hubbard, Julie A.; Swift, Lauren E.

    2014-01-01

    This study examined the relations between multiple types of peer victimization, affective reactivity to victimization, and academic achievement. Participants (179 fifth-grade boys and girls) completed repeated daily measures of peer victimization and negative affect; a standardized measure of achievement was collected concurrently. The daily…

  3. Developing Visual Literacy among Academically Able Fifth-Grade Students.

    ERIC Educational Resources Information Center

    Casey, Heidi Van Ert; Wolf, Joan S.

    1989-01-01

    The study with 34 gifted fifth-grade students found that a concrete sequential approach to developing visual literacy was more effective than an abstract visualization approach. Subjects either received guided visualization or direct instruction on such art concepts as shape, form, line, color, perspective, variety, and unity. (DB)

  4. On Automated Grading of Programming Assignments in an Academic Institution

    ERIC Educational Resources Information Center

    Cheang, Brenda; Kurnia, Andy; Lim, Andrew; Oon, Wee-Chong

    2003-01-01

    Practise is one of the most important steps in learning the art of computer programming. Unfortunately, human grading of programming assignments is a tedious and error-prone task, a problem compounded by the large enrolments of many programming courses. As a result, students in such courses tend to be given fewer programming assignments than…

  5. Academic Freedom and Grading: The Role of Placement Providers

    ERIC Educational Resources Information Center

    Martin, Ian

    2011-01-01

    Placement providers can be successfully involved in assessing students. This is demonstrated in the Monash University Faculty of Information Technology Cooperative Education Program. Students are thoroughly prepared for their placements and industry supervisors receive written assessment guidelines. Not one student has been awarded a pass grade by…

  6. How Nine Third-Grade Teachers Motivate Student Academic Engagement.

    ERIC Educational Resources Information Center

    Dolezal, Sara E.; Welsh, Lindsey Mohan; Pressley, Michael; Vincent, Melissa M.

    2003-01-01

    This ethnographic study compared the classroom practices of low, moderately, and highly engaging third-grade teachers in eight Catholic schools. Findings indicated that in low engaging classrooms, teachers used many practices that undermined motivation. Moderately engaging teachers used many potentially motivating practices but assigned tasks that…

  7. Racial Differences in Eighth Grade Students' Identification with Academics

    ERIC Educational Resources Information Center

    Smith, Joshua S.; Estudillo, Antonio G.; Kang, Hyunchang

    2011-01-01

    Having a positive attitude about school, valuing school, and being intrinsically motivated is associated with higher grades, graduation, and college attendance. However, the literature reveals that these characteristics and attitudes are not uniform across race, class, and gender. The purpose of the current study was to examine racial differences…

  8. Does neighborhood deprivation modify the effect of preterm birth on children's first grade academic performance?

    PubMed

    Richards, Jennifer L; Chapple-McGruder, Theresa; Williams, Bryan L; Kramer, Michael R

    2015-05-01

    Children's cognitive development and academic performance are linked to both fetal and early childhood factors, including preterm birth and family socioeconomic status. We evaluated whether the relationship between preterm birth (PTB) and first grade standardized test performance among Georgia public school students was modified by neighborhood deprivation in early childhood. The Georgia Birth to School cohort followed 327,698 children born in Georgia from 1998 to 2002 through to end-of-year first grade standardized tests. Binomial and log-binomial generalized estimating equations were used to estimate risk differences and risk ratios for the associations of both PTB and the Neighborhood Deprivation Index for the census tract in which each child's mother resided at the time of birth with test failure (versus passing). The presence of additive and multiplicative interaction was assessed. PTB was strongly associated with test failure, with increasing risk for earlier gestational ages. There was positive additive interaction between PTB and neighborhood deprivation. The main effect of PTB versus term birth increased risk of mathematics failure: 15.9% (95%CI: 13.3-18.5%) for early, 5.0% (95% CI: 4.1-5.9%) for moderate, and 1.3% (95%CI: 0.9-1.7%) for late preterm. Each 1 standard deviation increase in neighborhood deprivation was associated with 0.6% increased risk of mathematics failure. For children exposed to both PTB and higher neighborhood deprivation, test failure was 4.8%, 1.5%, and 0.8% greater than the sum of two main effects for early, moderate, and late PTB, respectively. Results were similar, but slightly attenuated, for reading and English/language arts. Our results suggest that PTB and neighborhood deprivation additively interact to produce greater risk among doubly exposed children than would be predicted from the sum of the effects of the two exposures. Understanding socioeconomic disparities in the effect of PTB on academic outcomes at school entry is

  9. Longitudinal Investigation of Elementary Students' Science Academic Achievement in 4-8th Grades: Grade Level and Gender Differences

    ERIC Educational Resources Information Center

    Bursal, Murat

    2013-01-01

    This study investigated the change of the science academic achievement by grade level and gender where 222 elementary students' science and technology course scores between the 4th and 8th grades and science success percentages in 6th and 8th grades Level Determination Exam were longitudinally analyzed. Based on the findings of this study,…

  10. End of Course Grades and Standardized Test Scores: Are Grades Predictive of Student Achievement?

    ERIC Educational Resources Information Center

    Ricketts, Christine R.

    2010-01-01

    This study examined the extent to which end-of-course grades are predictive of Virginia Standards of Learning test scores in nine high school content areas. It also analyzed the impact of the variables school cluster attended, gender, ethnicity, disability status, Limited English Proficiency status, and socioeconomic status on the relationship…

  11. A longitudinal study of school connectedness and academic outcomes across sixth grade.

    PubMed

    Niehaus, Kate; Rudasill, Kathleen Moritz; Rakes, Christopher R

    2012-08-01

    The current longitudinal study examines the extent to which school connectedness (i.e., students' perceptions of school support and the number of adults with whom they have a positive relationship) is associated with academic outcomes across sixth grade for students from high poverty neighborhoods. Data were collected from 330 sixth-grade students attending two middle schools in a large public school district. Specifically, students completed a survey to assess their perceived connection to the school environment, and academic information regarding students' grades, attendance, and discipline referrals was obtained from school records. Results from latent growth curve modeling showed that, on average, students' perceptions of school support declined significantly across the sixth-grade year. However, students who reported less decline, or growth, in school support across sixth grade had higher academic achievement at the end of the year than students who reported more decline in school support. Sixth-grade boys were at a greater risk for negative outcomes (i.e., lower school support, lower GPAs, and more discipline referrals) across the school year than girls. Results point to the importance of perceived connectedness to school in helping economically disadvantaged students experience a safe and successful transition to middle school. PMID:22710015

  12. Evaluating the Predictive Validity of Academic and Social-Emotional Screening Assessments for Measuring Academic and Social-Emotional Success at the End of First Grade

    ERIC Educational Resources Information Center

    Erhart, Amber C.

    2013-01-01

    By the end of the kindergarten, students are expected to possess early academic skills as well as the social maturity to be successful in first grade. Students leaving kindergarten without these readiness skills are sometimes held back in first grade or referred for a special education evaluation in later grades if they fail to make adequate…

  13. 78 FR 2946 - United States Standards for Grades of Frozen Vegetables

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-01-15

    ...The Agricultural Marketing Service (AMS) of the Department of Agriculture (USDA) proposes to revise eight United States Standards for Grades of Frozen Vegetables. AMS is proposing to replace the dual grade nomenclature with single letter grade designations. ``U.S. Grade A'' (or ``U.S. Fancy''), ``U.S. Grade B'' (or ``U.S. Extra Standard''), and ``U.S. Grade C'' (or ``U.S. Standard'') would......

  14. 50 CFR 261.102 - Publication and removal of U.S. Grade Standards.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... revision of a U.S. Standard for Grades will be made a Program policy amendment and contained in the NMFS... 50 Wildlife and Fisheries 9 2011-10-01 2011-10-01 false Publication and removal of U.S. Grade... Publication and removal of U.S. Grade Standards. (a) The voluntary U.S. Standards for Grades adopted...

  15. 50 CFR 261.102 - Publication and removal of U.S. Grade Standards.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... revision of a U.S. Standard for Grades will be made a Program policy amendment and contained in the NMFS... 50 Wildlife and Fisheries 11 2014-10-01 2014-10-01 false Publication and removal of U.S. Grade... Publication and removal of U.S. Grade Standards. (a) The voluntary U.S. Standards for Grades adopted...

  16. 50 CFR 261.102 - Publication and removal of U.S. Grade Standards.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... revision of a U.S. Standard for Grades will be made a Program policy amendment and contained in the NMFS... 50 Wildlife and Fisheries 11 2013-10-01 2013-10-01 false Publication and removal of U.S. Grade... Publication and removal of U.S. Grade Standards. (a) The voluntary U.S. Standards for Grades adopted...

  17. 50 CFR 261.102 - Publication and removal of U.S. Grade Standards.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... revision of a U.S. Standard for Grades will be made a Program policy amendment and contained in the NMFS... 50 Wildlife and Fisheries 7 2010-10-01 2010-10-01 false Publication and removal of U.S. Grade... Publication and removal of U.S. Grade Standards. (a) The voluntary U.S. Standards for Grades adopted...

  18. 50 CFR 261.102 - Publication and removal of U.S. Grade Standards.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... revision of a U.S. Standard for Grades will be made a Program policy amendment and contained in the NMFS... 50 Wildlife and Fisheries 11 2012-10-01 2012-10-01 false Publication and removal of U.S. Grade... Publication and removal of U.S. Grade Standards. (a) The voluntary U.S. Standards for Grades adopted...

  19. Developmental Changes in Cognitive Persistence and Academic Achievement between Grade 4 and Grade 8

    ERIC Educational Resources Information Center

    Jozsa, Krisztian; Morgan, George A.

    2014-01-01

    This study describes changes in cognitive persistence, a key measure of mastery motivation, between the ages of 10 (grade 4) and 14 (grade 8). Prior research in the field of mastery motivation has focused mainly on early childhood. No longitudinal research findings have been published about age changes in mastery motivation during the school…

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

    ERIC Educational Resources Information Center

    Reid, Johnnie M.

    2010-01-01

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

  1. Social Experiences in Kindergarten and Academic Achievement in Grade 1: A Monozygotic Twin Difference Study

    ERIC Educational Resources Information Center

    Vitaro, Frank; Boivin, Michel; Brendgen, Mara; Girard, Alain; Dionne, Ginette

    2012-01-01

    The goal of this study was to examine how different types of social experiences in kindergarten relate to Grade 1 academic achievement, while controlling for possible genetic and shared environmental influences through the use of the monozygotic (MZ) twin difference method. Social experiences in kindergarten included relationship quality with the…

  2. Concerns About Ninth-Grade Students' Poor Academic Performance: One School's Action Plan.

    ERIC Educational Resources Information Center

    Fulk, Barbara M.

    2003-01-01

    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…

  3. Academic Achievement of Ugandan Sixth Grade Students: Influence of Parents' Education Levels

    ERIC Educational Resources Information Center

    Wamala, Robert; Kizito, Omala Saint; Jjemba, Evans

    2013-01-01

    The study investigates the influence of a father and mother's education on the academic achievement of their child. The investigation is based on data sourced from the 2009 Southern African Consortium for Monitoring Education Quality survey comprising 5,148 records of sixth grade students enrolled in Ugandan primary schools. Students' percentage…

  4. 42 CFR 21.31 - Eligibility; all grades; academic and professional education and professional training and...

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 1 2014-10-01 2014-10-01 false Eligibility; all grades; academic and professional education and professional training and experience. 21.31 Section 21.31 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES PERSONNEL COMMISSIONED OFFICERS Appointment § 21.31 Eligibility;...

  5. 42 CFR 21.31 - Eligibility; all grades; academic and professional education and professional training and...

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 1 2012-10-01 2012-10-01 false Eligibility; all grades; academic and professional education and professional training and experience. 21.31 Section 21.31 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES PERSONNEL COMMISSIONED OFFICERS Appointment § 21.31 Eligibility;...

  6. 42 CFR 21.31 - Eligibility; all grades; academic and professional education and professional training and...

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 1 2013-10-01 2013-10-01 false Eligibility; all grades; academic and professional education and professional training and experience. 21.31 Section 21.31 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES PERSONNEL COMMISSIONED OFFICERS Appointment § 21.31 Eligibility;...

  7. Cognitive, Academic, and Attitudinal Predictors of the Grade Point Averages of College Students with Learning Disabilities.

    ERIC Educational Resources Information Center

    Murray, Christopher; Wren, Carol T.

    2003-01-01

    This study examined cognitive, academic, and attitudinal predictors of college grade point average (GPA) among 84 college students with learning disabilities (LD) attending a large midwestern university. Results indicated that Full Scale IQ and one factor (delay/avoidance) on the self-reported study habits scale accounted for a significant amount…

  8. Reducing Test Anxiety and Improving Academic Performance in Fourth Grade Students: Exploring an Intervention

    ERIC Educational Resources Information Center

    Donato, Jeanne M.

    2009-01-01

    This quantitative study investigated the effectiveness of a teacher-implemented intervention of eight sessions integrated into an existing curriculum to reduce test anxiety and improve academic performance in fourth grade students. The experimental group, n=23 was drawn from a sample of 64 students in a southwestern Rhode Island public school…

  9. The Effects of Using Animations on Sixth Grade Students' Academic Success in Turkish Grammar Learning

    ERIC Educational Resources Information Center

    Gün, Mesut

    2016-01-01

    The purpose of this empirical study is to determine how and to what extent the use of animations impacts auditory acquisition, one of the key learning fields in 6th grade grammar, as measured by students' academic success and completion rates. By using a pre-test and post-test design, this empirical study randomly divided a group of Turkish 6th…

  10. Under the Radar: The Impact of Relatively Young Age for Grade Level on Academic Achievement

    ERIC Educational Resources Information Center

    Ryken, Klazina

    2012-01-01

    The purpose of this study was to determine whether age differences affect students' academic achievement, and whether age differences affect students in low-income areas differently than those in mixed or higher-income areas. Student achievement data for grades 3, 7, and 11 in language arts and math were obtained from a variety of schools…

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

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  12. The Screening Test of Academic Readiness (STAR) as a Predictor of Third-Grade Achievement.

    ERIC Educational Resources Information Center

    Nichta, Lawrence J., Jr.; And Others

    1982-01-01

    Evaluated the Screening Test of Academic Readiness (STAR) using a sample of 28 third graders. The third graders' scores on the Peabody Individual Achievement Test were correlated with their total STAR scores from prekindergarten testing. Results showed the STAR is a useful instrument for predicting third grade achievement. (Author/JAC)

  13. First-Year Students' Employment, Engagement, and Academic Achievement: Untangling the Relationship between Work and Grades

    ERIC Educational Resources Information Center

    Pike, Gary R.; Kuh, George D.; Massa-McKinley, Ryan C.

    2008-01-01

    This study examined the relationships among first-year students' employment, engagement, and academic achievement using data from the 2004 National Survey of Student Engagement. A statistically significant negative relationship was found between working more than 20 hours per week and grades, even after controlling for students' characteristics…

  14. Academic Social Networking Brings Web 2.0 Technologies to the Middle Grades

    ERIC Educational Resources Information Center

    Taranto, Gregory; Dalbon, Melissa; Gaetano, Julie

    2011-01-01

    The middle grades are an exciting time for adolescents to explore, learn, and collaborate with one another (National Middle School Association, 2010). By incorporating an academic social network as part of the classroom experience, collaboration and active learning take on new forms, and a transformation from passive learning to active learning…

  15. Temperamental Attention and Activity, Classroom Emotional Support, and Academic Achievement in Third Grade

    ERIC Educational Resources Information Center

    Rudasill, Kathleen Moritz; Gallagher, Kathleen Cranley; White, Jamie M.

    2010-01-01

    The purpose of this study is to examine the interplay of children's temperamental attention and activity (assessed when children were 4-and-a-half years old) and classroom emotional support as they relate to children's academic achievement in third grade. Particular focus is placed on the moderating role of classroom emotional support on the…

  16. Pre-Veterinary Medical Grade Point Averages as Predictors of Academic Success in Veterinary College.

    ERIC Educational Resources Information Center

    Julius, Marcia F.; Kaiser, Herbert E.

    1978-01-01

    A five-year longitudinal study was designed to find the best predictors of academic success in veterinary school at Kansas State University and to set up a multiple regression formula to be used in selecting students. The preveterinary grade point average was found to be the best predictor. (JMD)

  17. Designing the Framework Conditions for Assuring Academic Standards: Lessons Learned about Professional, Market, and Government Regulation of Academic Quality

    ERIC Educational Resources Information Center

    Dill, David D.; Beerkens, Maarja

    2013-01-01

    The new demands of mass systems of higher education and the emerging environment of global academic competition are altering the traditional institutions for assuring academic standards in universities. As a consequence many nations are experimenting with new instruments for academic quality assurance. Contemporary government control of academic…

  18. Effect of Retention in First Grade on Parents’ Educational Expectations and Children’s Academic Outcomes

    PubMed Central

    Hughes, Jan N.; Kowk, Oi-man; Im, MyungHee

    2013-01-01

    The effect of retention in first grade (Year 1) on parents’ educational expectations was tested in a sample of 530 ethnically diverse and academically at-risk children. Participants attended one of three school districts in Texas. Of the 530 children, 118 were retained in first grade. Retention had a negative effect on parent expectations in Year 2, which was maintained in Year 3. Year 2 parent expectations partially mediated the effect of retention in first grade on Year 3 reading and math achievement and child academic self-efficacy. All effects controlled for Year 1 measures of the outcome. Results were similar across gender, economic adversity, and ethnicity. Implications for minimizing the negative effect of retention on parents’ expectations are suggested. PMID:24357865

  19. Effect of Retention in First Grade on Parents' Educational Expectations and Children's Academic Outcomes.

    PubMed

    Hughes, Jan N; Kowk, Oi-Man; Im, Myunghee

    2013-12-01

    The effect of retention in first grade (Year 1) on parents' educational expectations was tested in a sample of 530 ethnically diverse and academically at-risk children. Participants attended one of three school districts in Texas. Of the 530 children, 118 were retained in first grade. Retention had a negative effect on parent expectations in Year 2, which was maintained in Year 3. Year 2 parent expectations partially mediated the effect of retention in first grade on Year 3 reading and math achievement and child academic self-efficacy. All effects controlled for Year 1 measures of the outcome. Results were similar across gender, economic adversity, and ethnicity. Implications for minimizing the negative effect of retention on parents' expectations are suggested. PMID:24357865

  20. 25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Standard V-Minimum academic programs/school calendar. 36... ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY SITUATIONS Minimum Program of Instruction § 36.20 Standard V—Minimum academic programs/school calendar....

  1. 25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 false Standard V-Minimum academic programs/school calendar. 36... ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY SITUATIONS Minimum Program of Instruction § 36.20 Standard V—Minimum academic programs/school calendar....

  2. Relationship influences on teachers’ perceptions of academic competence in academically at-risk minority and majority first grade students

    PubMed Central

    Hughes, Jan N.; Gleason, Katie A.; Zhang, Duan

    2010-01-01

    This study examined the associations among child demographic variables, teacher perceptions of parent–teacher and student–teacher relationship quality, and teacher perceptions of children’s academic abilities in an ethnically diverse sample of 607 academically at-risk first grade children. Relative to relationships with African American children and parents, teachers rated their relationships with White and Hispanic children and parents more positively. Measures of relationship quality added unique variance to teachers’ perceptions of children’s abilities, controlling for parent educational level and measured ability. Relationship variables fully mediated the association between African American status and teachers’ perceptions of children’s abilities. Implications of the findings for teacher in-service and professional development and for parent involvement programs are discussed. PMID:20401185

  3. Evocative gene-parenting correlations and academic performance at first grade: an exploratory study.

    PubMed

    Propper, Cathi B; Shanahan, Michael J; Russo, Rosemary; Mills-Koonce, W Roger

    2012-11-01

    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

  4. 7 CFR 29.6155 - Summary of standard grades.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    .... Three grades of binder Three grades of stripper B1 C1 B2 C2 B3 C3 Three grades of straight stripped Three grades of farm filler X1 Y1 X2 Y2 X3 Y3 Two grades of nondescript One grades of scrap N1 S...

  5. Academic Standards in the California Community Colleges: A Study of Faculty Perceptions.

    ERIC Educational Resources Information Center

    Piland, William E.; Villanueva, Xavier

    A study was conducted to measure faculty perceptions of academic standards and the level of academic intensity in transfer courses. Questionnaires were sent to chief academic officers (CAO's) at 30 community colleges, asking them to distribute five instruments to members of the academic senate and five to instructors who were not members of the…

  6. A Reputation for Success (or Failure): The Association of Peer Academic Reputations With Academic Self-Concept, Effort, and Performance Across the Upper Elementary Grades

    ERIC Educational Resources Information Center

    Gest, Scott D.; Rulison, Kelly L.; Davidson, Alice J.; Welsh, Janet A.

    2008-01-01

    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…

  7. Relationships between preclinical course grades and standardized exam performance.

    PubMed

    Hu, Yinin; Martindale, James R; LeGallo, Robin D; White, Casey B; McGahren, Eugene D; Schroen, Anneke T

    2016-05-01

    Success in residency matching is largely contingent upon standardized exam scores. Identifying predictors of standardized exam performance could promote primary intervention and lead to design insights for preclinical courses. We hypothesized that clinically relevant courses with an emphasis on higher-order cognitive understanding are most strongly associated with performance on United States Medical Licensing Examination Step exams and National Board of Medical Examiners clinical subject exams. Academic data from students between 2007 and 2012 were collected. Preclinical course scores and standardized exam scores were used for statistical modeling with multiple linear regression. Preclinical courses were categorized as having either a basic science or a clinical knowledge focus. Medical College Admissions Test scores were included as an additional predictive variable. The study sample comprised 795 graduating medical students. Median score on Step 1 was 234 (interquartile range 219-245.5), and 10.2 % (81/795) scored lower than one standard deviation below the national average (205). Pathology course score was the strongest predictor of performance on all clinical subject exams and Step exams, outperforming the Medical College Admissions Test in strength of association. Using Pathology score <75 as a screening metric for Step 1 score <205 results in sensitivity and specificity of 37 and 97 %, respectively, and a likelihood ratio of 11.9. Performance in Pathology, a clinically relevant course with case-based learning, is significantly related to subsequent performance on standardized exams. Multiple linear regression is useful for identifying courses that have potential as risk stratifiers. PMID:26363626

  8. Personal and family perfectionism of Taiwanese college students: relationships with depression, self-esteem, achievement motivation, and academic grades.

    PubMed

    Wang, Kenneth T

    2012-01-01

    An increasing number of perfectionism studies have been conducted across different countries outside of the Western framework. Using an international egalitarian approach that adopts indigenous frameworks and concepts from the cultural context of the population studied is imperative. This study examines different groups of perfectionists with a sample of 348 Taiwanese college students, emphasizing the collectivistic culture. In particular, this is a follow-up study to further explore characteristics of a group with low standards/high discrepancy--a feeling that they are not good enough despite having low standards--found in a previous study with Taiwanese students. More specifically, this study investigates whether the source of the high discrepancy scores among this group is related to having higher perfectionistic standards from their family. Perfectionism was examined not only from a personal/individualistic perspective, but also from a familistic dimension to reflect Taiwanese collectivistic cultural values. Results partially supported the hypotheses--this group reported having higher family discrepancy, but not family standards, than nonperfectionists. However, this group of participants reported lower academic grades, which implies the possibility of their discrepancy being associated with poorer performance. Four cluster groups--adaptive perfectionists, maladaptive perfectionists, nonperfectionists, and those with low standards/high discrepancy--were compared on their levels of depression, self-esteem, achievement motivation, and academic grades. Maladaptive perfectionists reported the highest depression level, while adaptive perfectionists reported the highest self-esteem. Results also show that aspects of personal perfectionism and family perfectionism related to self-esteem differently among this sample. Findings and implications are discussed with consideration of the collectivistic cultural context in Taiwan. PMID:22150292

  9. On-Demand Grades: The Effect of Online Grade Book Access on Student Mastery and Performance Goal Orientations, Grade Orientation, Academic Self Efficacy, and Grades

    ERIC Educational Resources Information Center

    Seldow, Adam Lowell

    2010-01-01

    With the widespread growth of broadband Internet access, teachers, and in many cases, schools and school districts are transitioning from traditional paper-based grade books to student accessible online (Web-based) grade books. Online grade books offer students 24/7, on demand access to grades and various other student data, and have the potential…

  10. 75 FR 43141 - United States Standards for Grades of Frozen Vegetables

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-07-23

    ...The Agricultural Marketing Service (AMS), prior to undertaking research and other work associated with revising official grade standards, is soliciting comments on the possible revisions to eighteen U.S. grade standards for frozen vegetables issued on or before July 22, 1985. AMS annually reviews its processed fruit and vegetable grade standards for suitability and has identified eighteen......

  11. There is no relationship between academic achievement and body mass index among fourth-grade, predominantly African-American children.

    PubMed

    Baxter, Suzanne D; Guinn, Caroline H; Tebbs, Joshua M; Royer, Julie A

    2013-04-01

    School-based initiatives to combat childhood obesity may use academic performance to measure success. This cross-sectional study investigated the relationship between academic achievement and body mass index percentile, socioeconomic status (SES), and race by linking existing datasets that are not routinely linked. Data from a school-based project (with National Institutes of Health funding) concerning dietary recall accuracy were linked with data from the state's Department of Education through the state's Office of Research and Statistics. Data were available on 1,504 fourth-grade, predominantly African-American children from 18 schools total in one district in South Carolina during the 2004-2005, 2005-2006, and 2006-2007 school years. School staff administered standardized tests in English, math, social studies, and science. Researchers measured children's weight and height. Children were categorized as low-SES, medium-SES, or high-SES based on eligibility for free, reduced-price, or full-price school meals, respectively. Results from marginal regression analyses for each sex for the four academic subjects, separately and combined, showed that test scores were not related to body mass index percentile, but were positively related to SES (P values <0.0001), and were related to race, with lower scores for African-American children than children of other races (P values <0.0039). Cost-efficient opportunities exist to create longitudinal data sets to investigate relationships between academic performance and obesity across kindergarten through 12th-grade children. State agencies can house body mass index data in state-based central repositories where staff can use globally unique identifiers and link data across agencies. Results from such studies could potentially change the way school administrators view nutrition and physical education. PMID:23522577

  12. Standards of Performance: Evaluating Grading Standards and Their Role in Student Revision Processes.

    ERIC Educational Resources Information Center

    Crawford, Wayne

    A study examined whether student-constructed grading criteria complicate or reduce teacher or programmatic standards and determined whether written criteria actually drive students' writing and revising processes. Published criteria for evaluating compositions in 22 college and university writing programs across the nation were analyzed. In terms…

  13. 34 CFR 200.1 - State responsibilities for developing challenging academic standards.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... academic standards. 200.1 Section 200.1 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC... Assessments § 200.1 State responsibilities for developing challenging academic standards. (a)...

  14. 34 CFR 200.1 - State responsibilities for developing challenging academic standards.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... academic standards. 200.1 Section 200.1 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC... Assessments § 200.1 State responsibilities for developing challenging academic standards. (a)...

  15. 50 CFR 261.103 - Basis for determination of a U.S. Standard for Grades.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ..., NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION, DEPARTMENT OF COMMERCE PROCESSED FISHERY PRODUCTS... description, which describes the products that are eligible for grading using the standard (e.g., fish portion... standard (e.g., skin-off, tail-on, headless). (3) Grade and inspection marks, which describe the grades...

  16. Academic Support by Significant Others and Educational Resilience in Mexican-Origin Ninth Grade Students from Intact Families

    ERIC Educational Resources Information Center

    Plunkett, Scott W.; Henry, Carolyn S.; Houltberg, Benjamin J.; Sands, Tovah; Abarca-Mortensen, Sandra

    2008-01-01

    This study used dominance analysis to examine the relative importance of ninth grade, Mexican-origin adolescents' perceptions of academic support from significant others (i.e., mothers, fathers, teachers, and friends) in relation to aspects of academic success. Self-report and school record data were collected from 216 Mexican-origin adolescents…

  17. Grade-Level Differences: Relations of Parental, Teacher and Peer Support to Academic Engagement and Achievement among Hong Kong Students

    ERIC Educational Resources Information Center

    Chen, Jennifer Jun-Li

    2008-01-01

    Researchers have long been interested in understanding factors affecting student achievement. To contribute new insights to the literature, this study investigated grade-level differences in the relationships of students' perceived academic support (from parents, teachers and peers) to academic achievement directly and also indirectly through…

  18. Low Academic Competence in First Grade as a Risk Factor for Depressive Cognitions and Symptoms in Middle School

    ERIC Educational Resources Information Center

    Herman, Keith C.; Lambert, Sharon F.; Reinke, Wendy M.; Ialongo, Nicholas S.

    2008-01-01

    The present study investigated the role of low academic competence in the emergence of depressive cognitions and symptoms. Structural equation modeling was conducted on a longitudinal sample of African American boys (n = 253) and girls (n = 221). Results supported the hypothesized path models from academic competence in 1st grade to depressive…

  19. The Association of Self-Reported Sleep, Weight Status, and Academic Performance in Fifth-Grade Students

    ERIC Educational Resources Information Center

    Stroebele, Nanette; McNally, Janise; Plog, Amy; Siegfried, Scott; Hill, James O.

    2013-01-01

    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,…

  20. Implicit Theories of Ability of Grade 6 Science Students: Relation to Epistemological Beliefs and Academic Motivation and Achievement in Science

    ERIC Educational Resources Information Center

    Chen, Jason A.; Pajares, Frank

    2010-01-01

    We investigated: (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N=508).…

  1. The Effects of GIS on Students' Academic Achievement and Motivation in Seventh-Grade Social Studies Lessons in Turkey

    ERIC Educational Resources Information Center

    Aladag, Elif

    2010-01-01

    This study sought to determine the effect of Geographic Information Systems (GIS) on the academic achievement and motivation of seventh-grade students. The study used a quasi-experimental design and a set of social studies lessons. The study was conducted over the 2006-2007 academic year on the students of a primary school at Ankara, Turkey's…

  2. Expanding Map Skills from the Neighborhood to the World. Grade 2 Model Lesson for Standard 2. California History-Social Science Course Models.

    ERIC Educational Resources Information Center

    Renfrew, Melanie; Porter, Priscilla

    The concept of location is a first step in spatial thinking, one of the multiple intelligences and an historical and social science analysis skill listed in the California Academic Content Standards for History-Social Science. Based on what they learned in kindergarten and first grade about mapping their classroom and the playground, students…

  3. Introduction to Communication, Grades 6-8 [with CD-ROM]. The Math Process Standards, Grades 6-8 Series

    ERIC Educational Resources Information Center

    O'Connell, Susan; Croskey, Suzanne G.

    2008-01-01

    The National Council of Teachers of Mathematics' (NCTM's) Process Standards support teaching that helps students develop independent, effective mathematical thinking. The books in the Heinemann Math Process Standards Series give every middle grades math teacher the opportunity to explore each standard in depth. The series offers friendly,…

  4. Academic Standards as Public Goods and Varieties of Free-Rider Behaviour.

    ERIC Educational Resources Information Center

    Marks, Denton

    2002-01-01

    Explores the manner in which academic standards confer benefit, exhibit public-good characteristics, and elicit free-riding and "underproduction" in various parts of the academic community. Examines the resulting challenge to the maintenance of academic quality and the difficulty of discouraging free-rider behavior. (Contains 32 references.)…

  5. College female and male heavy internet users' profiles of practices and their academic grades and psychosocial adjustment.

    PubMed

    Chen, Su-Yen; Tzeng, Jeng-Yi

    2010-06-01

    This study presents the profiles of heavy Internet users and provides empirical evidence that it is not how much time university students spend online but what they do online that is associated with academic grades and psychological adjustment. Using a nationally representative sample from Taiwan, we employed K-mean cluster analysis and identified profiles based on nine Internet practices in which users engaged. Female heavy users favoring information seeking and chatting had better academic performance but tended to feel more depressed than nonheavy users, while those favoring information seeking, chatting, and online games had lower academic grades and greater loneliness, physical illness, and depression scores than nonheavy users. In contrast, only male heavy users favoring online games had lower academic grades, whereas those who favored information seeking, chatting, and online games were more likely than nonheavy users to feel physically ill and depressed. PMID:20557244

  6. Grading Standards, Student Ability and Errors in College Admission

    ERIC Educational Resources Information Center

    Moen, Jarle; Tjelta, Martin

    2010-01-01

    Grades are important for admission of students in most higher education programs. Analyzing admission and student performance data at a major Norwegian business school, we find that the grading practice of teachers at regional colleges sending students to the school is affected by the average performance of the students being graded. Teachers at…

  7. Grading and Reporting Student Progress in an Age of Standards.

    ERIC Educational Resources Information Center

    Trumbull, Elise, Ed.; Farr, Beverly, Ed.

    The essays in this collection offer a comprehensive analysis of the challenges of communicating effectively about student achievement. Discussions of concepts related to grading and reporting progress are mixed with practical advice. The chapters are: (1) "Grading Practices; An Overview of the Issues" (Beverly P. Farr); (2) "Why Do We Grade--and…

  8. Children's early approaches to learning and academic trajectories through fifth grade.

    PubMed

    Li-Grining, Christine P; Votruba-Drzal, Elizabeth; Maldonado-Carreño, Carolina; Haas, Kelly

    2010-09-01

    Children's early approaches to learning (ATL) enhance their adaptation to the demands they experience with the start of formal schooling. The current study uses individual growth modeling to investigate whether children's early ATL, which includes persistence, emotion regulation, and attentiveness, explain individual differences in their academic trajectories during elementary school. Using data from the Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K), the present investigation examined the association between ATL at kindergarten entry and trajectories of reading and math achievement across 6 waves of data from kindergarten, 1st, 3rd, and 5th grade (n = 10,666). The current study found a positive link between early ATL and individual trajectories of reading and math performance. Overall, children's early ATL was equally beneficial for children regardless of their race/ethnicity and dimensions of their socioeconomic background. However, links between early ATL and academic trajectories differed by their gender and initial levels of math and reading achievement. PMID:20822223

  9. THE EFFECT OF SELF-SET GRADE GOALS AND CORE SELF-EVALUATIONS ON ACADEMIC PERFORMANCE: A DIARY STUDY.

    PubMed

    Bipp, Tanja; Kleingeld, Ad; Van Den Tooren, Marieke; Schinkel, Sonja

    2015-12-01

    The aim of this diary study was to examine the effect of self-set grade goals and core self-evaluations on academic performance. Data were collected among 59 university students (M age = 18.4 yr., SD = 0.8) in a 2-wk. exam period on up to five exam days. Multilevel analyses revealed that the individual grade goals students set for their exams were positively related to the grades they obtained for these exams. However, the goal-performance relationship only applied to students scoring high on core self-evaluations. The results of this study contribute to the understanding of the effect of self-set grade goals and core self-evaluations on academic performance and imply important practical applications to enhance academic performance. PMID:26595291

  10. 7 CFR 29.1181 - Summary of standard grades.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... of Primings P2L P2F P3L P3F P4L P4F P5L P5F 6 Grades of Greenish B3V X3V B4V C4V X4V B5V 20 Grades of... C5LL 2 Grades of Cutters (Primings Side) C5LP C5FP 13 Grades of Nondescript N1L N1KV N1GG N1XL N1GL... “sand” may be applied to any grade in the Primings group, including first quality Nondescript from...

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

    PubMed Central

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

    2014-01-01

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

  12. Beyond Grade Retention and Social Promotion: Promoting the Social and Academic Competence of Students

    ERIC Educational Resources Information Center

    Jimerson, Shane R.; Pletcher, Sarah M. W.; Graydon, Kelly; Schnurr, Britton L.; Nickerson, Amanda B.; Kundert, Deborah K.

    2006-01-01

    During the past decade, amidst the current context emphasizing educational standards and accountability, the practice of grade retention has increased. The call for an end to social promotion has generated a variety of recommendations and legislation regarding promotion policies. This context has served as a catalyst for numerous debates regarding…

  13. 76 FR 51343 - United States Standards for Grades of Grapefruit Juice

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-08-18

    ... Standards for Grades of Grapefruit Juice. AMS received a petition from the Florida Citrus Processors... the Florida Citrus Processors Association, an association of citrus producers, requesting revisions...

  14. Image processing of standard grading scales for objective assessment of contact lens wear complications

    NASA Astrophysics Data System (ADS)

    Perez-Cabre, Elisabet; Millan, Maria S.; Abril, Hector C.; Otxoa, E.

    2004-10-01

    Ocular complications in contact lens wearers are usually graded by specialists using visual inspection and comparing with established standards. The standard grading scales consist of either a set of illustrations or photographs ordered from a normal situation to a severe complication. In this work, an objective assessment of contact lens wear complications is intended by applying different image processing techniques to two standard grading scales (Efron and CCLRU grading scales). In particular, conjunctival hyperemia and papillary conjunctivitis are considered. Given a set of standard illustrations or pictures for each considered ocular disorder, image preprocessing is needed to compare equivalent areas. Histogram analysis allows segmenting vessel and background pixel populations, which are used to determine the most relevant features in the measurement of contact lens effects. Features such as color, total area of vessels and vessel length are used to evaluate bulbar and lid redness. The procedure to obtain an automatic grading method by digital image analysis of standard grading scales is described.

  15. Teaching with the End in Mind: The Role of Standards-Based Grading

    ERIC Educational Resources Information Center

    Shippy, Nicole; Washer, Barton A.; Perrin, Billie

    2013-01-01

    Grading according to standards, competencies, or concepts is nothing new.With the current grading system gaining more scrutiny, parts of the basic framework of how we grade students are being questioned. Stephens (2010) and Marzano and Heflebower (2011) reinforced the notion that homework, behavior, attendance, notebooks, and group work should not…

  16. Elementary School Counselors' Motivation to Support Student Academic Achievement through Identified Standards

    ERIC Educational Resources Information Center

    Barna, Jennifer S.; Brott, Pamelia E.

    2012-01-01

    The researchers explored the relationship between elementary school counselors' motivational orientation, perceptions of importance and levels of implementation of Academic and Personal/Social Standards as a strategy for supporting academic achievement. Responses from 212 elementary school counselors confirm both types of Standards as being highly…

  17. Helping ELLs Meet Standards in English Language Arts and Science: An Intervention Focused on Academic Vocabulary

    ERIC Educational Resources Information Center

    August, Diane; Artzi, Lauren; Barr, Christopher

    2016-01-01

    The Common Core State Standards and the Next Generation Science Standards require students to understand and produce academic language that appears in informational text. Vocabulary is a critical domain of academic language, but English language learners (ELLs) come to the English Language Arts classroom with more limited English vocabulary than…

  18. The Influence of the CAS Standards on Academic Advisors and Advising Programs

    ERIC Educational Resources Information Center

    Keeling, Sarah

    2010-01-01

    Research on the influence of the Council for the Advancement of Standards in Higher Education (CAS) on academic advising is limited. Using a comparative case study method, I respond to this research gap by exploring how the standards influence practices of academic advising programs. Study results indicate that participating advisors knew little…

  19. The effects of differentiated instruction on academic achievement in a second-grade science classroom

    NASA Astrophysics Data System (ADS)

    Ferrier, Ann M.

    Education in the United States is moving quickly toward holding school districts more accountable for the academic success of all students. The purpose of this quasi-experimental study was to determine if utilizing differentiated instructional strategies had an impact on student achievement. Differentiated instruction, based on the theory of constructivism, is a means of meeting the needs of all learners within a single classroom. Teachers must vary how and what they teach, as well as how they evaluate. Analysis of Covariance (ANCOVA) was used to determine the impact instruction using differentiated strategies had on the academic achievement of second-grade students in life science and in physical science. Students in the differentiated instructional classes were found to score significantly greater than their traditionally instructed peers. School districts across the United States can benefit from the findings of this study. Teachers at all levels should be trained in differentiated instruction to better serve their students. Differentiated instruction provides all children better opportunities to learn, resulting in more academically equipped and contributing members of society.

  20. The correlation between academic achievements, self-esteem and motivation of female seventh grade students: A mixed methods approach

    NASA Astrophysics Data System (ADS)

    Henman, Karen

    During the early grades, female students generally display enthusiasm for learning science. As these same students go though school, however, their level of motivation changes. Once female students reach high school, many lack the confidence to take chemistry and physics. Then, in college they lack the background necessary to major in chemistry, physics, and engineering. This study used quantitative data to investigate the correlation between female students' motivation, self-esteem, and standards-based state science achievement tests combined with a qualitative survey of student's perceptions of parents' attitudes toward science. The Children's Science Motivation Inventory (CAIMI) determined students' levels of motivation toward science. The Coopersmith Self-esteem Inventory (CSEI) ascertained female students' overall self-esteem. The ISTEP+ exam given in the 6th grade measured the students' academic achievement in science. Trained examiners who interviewed students comprised the qualitative component of the study. Each examiner elaborated on selected questions from the CSEI and CAIMI to determine the students' perceptions of parental attitudes toward science. A multiple regression was used to determine the correlation between self-esteem, motivation, and achievement in science. The correlation was strongest between motivation. Interviews revealed parents and teachers had the most influence on students' perception of science. In understanding the correlation between female students' motivation, achievement, and self-esteem, schools will gain further knowledge into how students relate to the academic field of science and can thus promote females' participation in more science courses in high school. This then will provide females the necessary background knowledge to pursue a greater number of science majors in college.

  1. 7 CFR 29.1181 - Summary of standard grades.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... “sand” may be applied to any grade in the Primings group, including first quality Nondescript from the... N1PO N1K N1GF N1XO N1R N1GR N1BO N2 1 Grade of Scrap S Special factors “U” (unsound), “W”...

  2. 7 CFR 29.1181 - Summary of standard grades.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... “sand” may be applied to any grade in the Primings group, including first quality Nondescript from the... N1PO N1K N1GF N1XO N1R N1GR N1BO N2 1 Grade of Scrap S Special factors “U” (unsound), “W”...

  3. 7 CFR 29.1181 - Summary of standard grades.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... “sand” may be applied to any grade in the Primings group, including first quality Nondescript from the... N1PO N1K N1GF N1XO N1R N1GR N1BO N2 1 Grade of Scrap S Special factors “U” (unsound), “W”...

  4. Standards-Based Grading and Reporting Will Improve Education

    ERIC Educational Resources Information Center

    Muñoz, Marco A.; Guskey, Thomas R.

    2015-01-01

    Grading and reporting are foundational elements in nearly every educational system. Grading represents teachers' evaluations, formative or summative, of students' performance. Reporting is how the results of those evaluations are communicated to students, parents, or others. Because of their fundamental nature, educators must ensure that grading…

  5. Ideas: NCTM Standards-Based Instruction, Grades 5-8.

    ERIC Educational Resources Information Center

    Hynes, Michael C., Ed.

    This document is a collection of activity-based mathematics lessons for grades 5-8 from the "Ideas" department in "Arithmetic Teacher: Mathematics Education through the Middle Grades." Each lesson includes background information, objectives, directions, extensions, and student worksheets. A matrix is included which correlates the titles of the…

  6. Attitudes towards Study Effort Response to Higher Grading Standards: Do Gender and Personality Distinctions Matter?

    ERIC Educational Resources Information Center

    Fallan, Lars; Opstad, Leiv

    2012-01-01

    The purpose of this paper is to explore how gender and personality preferences affect student attitudes towards effort response to higher grading standards. Data collected from 150 economics and business students at a Scandinavian business school reveals that higher grading standards enhance effort and time devoted to learning to a higher degree…

  7. 75 FR 51978 - United States Standards for Grades of Pineapple Juice

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-08-24

    ... Register, 52 FR 40 6129, revising the United States Standards for Grades of Pineapple Juice. During this... Agricultural Marketing Service United States Standards for Grades of Pineapple Juice AGENCY: Agricultural... Pineapple Juice are corrected to include text inadvertently omitted from Tables I and II. The...

  8. 78 FR 45907 - United States Standards for Grades of Frozen Vegetables

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-07-30

    ... revisions to these grade standards, AMS published a notice in the Federal Register on July 23, 2010 (75 FR... period in the Federal Register on January 15, 2013 (78 FR 2946). All comments are posted on http://www... Notice revises eight of the 18 grade standards identified in notices published July 23, 2010 (75 FR...

  9. Grading standards, prepared by the Configuration Management Office

    SciTech Connect

    Cort, G.; Donahue, S.; Frank, J.; Perkins, B.; Wrye, J.

    1994-01-28

    This report describes the grading methodology used by the organization to determine the required levels of configuration management for all controlled elements that are part of the nuclear facility and its operation. The goal is to have a flexible grading system that accurately reflects the overall operational environment. The grading methodology should identify which items, processes, and information should be incorporated into facility baselines as controlled elements; and specify the level of formality that should be applied to activities that employ or impact these controlled elements. Evaluation categories include the following: radiological damage to workers; toxicological damage to workers; industrial safety; environmental damage; property damage; facility availability; cost effect; reputation; and commitments.

  10. Does neighborhood deprivation modify the effect of preterm birth on children’s first grade academic performance?

    PubMed Central

    Richards, Jennifer L.; Chapple-McGruder, Theresa; Williams, Bryan L.; Kramer, Michael R.

    2015-01-01

    Children’s cognitive development and academic performance are linked to both fetal and early childhood factors, including preterm birth and family socioeconomic status. We evaluated whether the relationship between preterm birth (PTB) and first grade standardized test performance among Georgia public school students was modified by neighborhood deprivation in early childhood. The Georgia Birth to School cohort followed 327,698 children born in Georgia from 1998–2002 through to end-of-year first grade standardized tests. Binomial and log-binomial generalized estimating equations were used to estimate risk differences and risk ratios for the associations of both PTB and the Neighborhood Deprivation Index for the census tract in which each child’s mother resided at the time of birth with test failure (versus passing). The presence of additive and multiplicative interaction was assessed. PTB was strongly associated with test failure, with increasing risk for earlier gestational ages. There was positive additive interaction between PTB and neighborhood deprivation. The main effect of PTB versus term birth increased risk of mathematics failure: 15.9% (95%CI: 13.3–18.5%) for early, 5.0% (95% CI: 4.1–5.9%) for moderate, and 1.3% (95%CI: 0.9–1.7%) for late preterm. Each 1 standard deviation increase in neighborhood deprivation was associated with 0.6% increased risk of mathematics failure. For children exposed to both PTB and higher neighborhood deprivation, test failure was 4.8%, 1.5%, and 0.8% greater than the sum of two main effects for early, moderate, and late PTB, respectively. Results were similar, but slightly attenuated, for reading and English/language arts. Our results suggest that PTB and neighborhood deprivation additively interact to produce greater risk among doubly exposed children than would be predicted from the sum of the effects of the two exposures. Understanding socioeconomic disparities in the effect of PTB on academic outcomes at school

  11. Academic Achievement and Scientific Aptitude in Science among the Students of Standard-X

    ERIC Educational Resources Information Center

    Manichander, T.; Brindhamani, M.

    2014-01-01

    The investigator attempted to find out the significant relationship between Academic Achievement and Scientific Aptitude in Science among the Students of Standard X. Scientific Aptitude Inventory was developed and Academic Achievement in Science Test as a tool was used to assess the Variables for this study. The Investigators employed Stratified…

  12. What Do Alternate Assessments of Alternate Academic Achievement Standards Measure? A Multitrait-Multimethod Analysis

    ERIC Educational Resources Information Center

    Kettler, Ryan J.; Elliott, Stephen N.; Beddow, Peter A.; Compton, Elizabeth; McGrath, Dawn; Kaase, Kristopher J.; Bruen, Charles; Ford, Lisa; Hinton, Kent

    2010-01-01

    This study featured validity evidence for scores from states' alternate assessments of alternate academic achievement standards (AA-AASs). It evaluated students from 6 states who were eligible for an AA-AAS concurrently with measures of academic competence and adaptive behavior. The investigators also assessed students with disabilities who were…

  13. Matching of Learning Styles and Teaching Styles: Advantage and Disadvantage on Ninth-Grade Students' Academic Achievements

    ERIC Educational Resources Information Center

    Damrongpanit, Suntonrapot; Reungtragul, Auyporn

    2013-01-01

    The purposes of this study were to identify learning styles of ninth-grade students, to identify teaching styles of four subject teachers, and to compare four academic achievements between different matching conditions of students' learning styles and teachers' teaching styles. The research participants comprised of 3,382 ninth-grade…

  14. Effect of a Counseling Intervention Program on Tenth Grade Students' Attendance, Discipline Referrals, and Academic Achievement

    ERIC Educational Resources Information Center

    Austin, Dorothy Deona Martin

    2013-01-01

    Poor student achievement, high discipline referrals, and student absenteeism were issues in a rural school with a population of approximately 400 students. The purpose of this study was to examine the influence of Effective Teens training on the attendance, discipline referrals, and academic achievement of 10th grade students. The theoretical…

  15. The Effect of Grade Configuration on the Academic Achievement of Special Needs Students: The Case of New Jersey

    ERIC Educational Resources Information Center

    Nelson, Derrick E.

    2013-01-01

    For over thirty years, research has been conducted on the relative benefits of integrating the sixth through eighth grades within the structure of the K-8 elementary school or of establishing a freestanding middle school structure. While the available research clearly supports the positive effects of the K-8 structure on academic achievement in…

  16. Exploring the Impact of Grading Rubrics on Academic Performance: Findings from a Quasi-Experimental, Pre-Post Evaluation

    ERIC Educational Resources Information Center

    Howell, Rebecca J.

    2011-01-01

    This purpose of this pre-post, quasi-experimental evaluation was to explore the impact of grading rubric use on student academic performance. Cross-sectional data were derived from 80 undergraduates enrolled in an elective course at a research university during spring and fall 2009. The control group (n = 41), who completed the course's Assignment…

  17. Impacts of a Discussion-Based Academic Language Program on Classroom Interactions in 4th through 7th Grades

    ERIC Educational Resources Information Center

    LaRusso, Maria; Jones, Stephanie M.; Kim, Ha Yeon; Kim, James; Donovan, Suzanne; Snow, Catherine

    2016-01-01

    This paper presents an exploratory analysis of treatment-control differences in the quality of classroom interactions in 4th through 7th grade urban classrooms. Word Generation (WG) is a research-based academic language program for middle school students designed to teach novel vocabulary and literacy through language arts, math, science, and…

  18. Effects of Response Cards on Disruptive Behavior and Academic Responding during Math Lessons by Fourth-Grade Urban Students

    ERIC Educational Resources Information Center

    Lambert, Michael Charles; Cartledge, Gwendolyn; Heward, William L.; Lo, Ya-yu

    2006-01-01

    The authors evaluated the effects of response cards on the disruptive behavior and academic responding of students in two urban fourth-grade classrooms. Two conditions, single-student responding and write-on response cards, were alternated in an ABAB design. During single-student responding, the teacher called on one student who had raised his or…

  19. Academic Self-Efficacy, Faculty-Student Interactions, and Student Characteristics as Predictors of Grade Point Average

    ERIC Educational Resources Information Center

    Gosnell, Joan C.

    2012-01-01

    The purpose of the study was to explore student characteristics, academic self-efficacy, and faculty-student interactions as predictors of grade point average for upper-division (college level third and fourth year) education students at a public 4-year degree-granting community college. The study examined the effects of student characteristics…

  20. African-American Parents' Racial and Ethnic Socialization and Adolescent Academic Grades: Teasing out the Role of Gender

    ERIC Educational Resources Information Center

    Brown, Tiffany L.; Linver, Miriam R.; Evans, Melanie; DeGennaro, Donna

    2009-01-01

    This study examined the relationship of racial and ethnic socialization and academic achievement in a sample of 218 African American adolescents (grades 9-12; 52% girls) attending a public high school in the northeastern United States. Researchers were particularly interested in whether adolescent gender moderated the relationship between racial…

  1. The Academic Achievement of Second, Third, and Fourth Grade Regular Education Students Involved in Special Education Inclusion Programs.

    ERIC Educational Resources Information Center

    Liddiard, Hannah J.

    This study investigated the differences in academic achievement of regular education students in noninclusion classrooms and of same-grade students in special education inclusion programs, to assess the impact on regular education achievement of inclusion programs in a particular elementary school. All subjects were second, third, or fourth grade…

  2. The Effect of Perceptually Oriented Physical Education on Perceptual Motor Ability and Academic Ability of Kindergarten and First Grade Children.

    ERIC Educational Resources Information Center

    Davis, Robert G.

    The effects of a perceptually oriented physical education program (PPE) on perceptual-motor ability and academic ability were studied using kindergarten and first-grade children. The four groups of kindergarten children varied the number of periods of PPE per week which then met--0, 1, 2, and 3 times per week. The four groups of first-grade…

  3. Job Grading Standard for Model Maker, WG-4714.

    ERIC Educational Resources Information Center

    Civil Service Commission, Washington, DC. Bureau of Policies and Standards.

    The pamphlet explains the different job requirements for different grades of model maker (WG-14 and WG-15) and contrasts them to the position of premium journeyman. It includes comment on what a model maker is (a nonsupervisory job involved in planning and fabricating complex research and prototype models which are made from a variety of materials…

  4. Factors in seventh grade academics associated with performance levels on the tenth grade biology end of course test in selected middle and high schools in northwest Georgia

    NASA Astrophysics Data System (ADS)

    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

  5. Academic Standards for Writing: To What Degree Do Standards Signpost Evidence-Based Instructional Practices and Interventions?

    ERIC Educational Resources Information Center

    Troia, Gary A.; Olinghouse, Natalie G.; Mo, Ya; Hawkins, Lisa; Kopke, Rachel A.; Chen, Angela; Wilson, Joshua; Stewart, Kelly A.

    2015-01-01

    Though writing plays an important role in academic, social, and economic success, typical writing instruction generally does not reflect evidence-based practices (EBPs). One potential reason for this is limited signposting of EBPs in standards. We analyzed the content of writing standards from a representative sample of states and the Common Core…

  6. Expecting More: On Elevating Academic Standards in Public Universities

    ERIC Educational Resources Information Center

    Stewart, Kenneth D.; Schlegel, Keith W.

    2009-01-01

    If one hangs around public universities that have less than selective admissions policies, one is bound to hear a litany of complaints about today's students. They lack the attitude required for productive and serious academic work, and too many lack disciplined study habits; they have short attention spans and very little patience with academic…

  7. Hospitality and Tourism Education Skill Standards: Grade 12

    ERIC Educational Resources Information Center

    Underwood, Ryan; Spann, Lynda; Erickson, Karin; Povilaitis, Judy; Menditto, Louis; Jones, Terri; Sario, Vivienne; Verbeck, Kimberlee; Jacobi, Katherine; Michnal, Kenneth; Shelton-Meader, Sheree; Richens, Greg; Jones, Karin Erickson; Tighe, Denise; Wilhelm, Lee; Scott, Melissa

    2010-01-01

    The standards in this document are for Hospitality and Tourism programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school program. Minimally, the student will complete a two-year program to achieve all standards. The Hospitality and Tourism Standards Writing Team followed…

  8. Standards-Based Grading and Reporting: A Model for Special Education

    ERIC Educational Resources Information Center

    Jung, Lee Ann; Guskey, Thomas R.

    2007-01-01

    Although increasing numbers of students with disabilities are included in general education classrooms for greater portions of the day, little guidance or direction has come from the field of special education to help address the challenge of grading students in inclusive settings. The shift to standards-based grading and reporting has further…

  9. Science Content Standards for California Public Schools: Kindergarten through Grade Twelve.

    ERIC Educational Resources Information Center

    Bruton, Sheila, Ed.; Ong, Faye, Ed.; Geeting, Greg, Ed.

    This document represents the content of science education in California and includes the essential skills and knowledge students will need to be scientifically literate citizens in the 21st century. The standards include grade-level specific content for kindergarten through grade 8. A significant feature is the focus on earth science in the 6th…

  10. A Game Theoretic Analysis of Faculty Competition and Academic Standards.

    ERIC Educational Resources Information Center

    Correa, Hector

    2001-01-01

    Explaining that grade inflation may result from the professor's competition for favorable student evaluations, asserts that the Theory of Games could be useful for analyzing interactions among professors and their impact on the number of students attracted to their courses. Presents a model based on these assumptions and analyzes policy-relevant…

  11. Implementing Standards-Based Grading: Elementary Teachers' Beliefs, Practices and Concerns

    ERIC Educational Resources Information Center

    Adrian, Carrie Ann

    2012-01-01

    In this age of standards-based education, students are being taught the concepts and skills deemed important and necessary according to state standards. Students are being assessed on their understanding of these concepts and skills through high-stakes testing. Standards-based grading is assessing students on their understanding of these same…

  12. 7 CFR 28.521 - Application of color and leaf grade standards.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 2 2011-01-01 2011-01-01 false Application of color and leaf grade standards. 28.521 Section 28.521 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE COMMODITY STANDARDS AND...

  13. 7 CFR 28.521 - Application of color and leaf grade standards.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 2 2013-01-01 2013-01-01 false Application of color and leaf grade standards. 28.521 Section 28.521 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE COMMODITY STANDARDS AND...

  14. 7 CFR 28.521 - Application of color and leaf grade standards.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 2 2014-01-01 2014-01-01 false Application of color and leaf grade standards. 28.521 Section 28.521 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE COMMODITY STANDARDS AND...

  15. 7 CFR 28.521 - Application of color and leaf grade standards.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 2 2012-01-01 2012-01-01 false Application of color and leaf grade standards. 28.521 Section 28.521 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE COMMODITY STANDARDS AND...

  16. 7 CFR 28.521 - Application of color and leaf grade standards.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 2 2010-01-01 2010-01-01 false Application of color and leaf grade standards. 28.521 Section 28.521 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE COMMODITY STANDARDS AND...

  17. A Standards-Based Grading and Reporting Tool for Faculty: Design and Implications

    ERIC Educational Resources Information Center

    Sadik, Alaa M.

    2011-01-01

    The use of standard-based assessment, grading and reporting tools is essential to ensure that assessment meets acceptable levels of quality and standardization. This study reports the design, development and evaluation of a standards-based assessment tool for the instructors at Sultan Qaboos University, Sultanate of Oman. The Rapid Applications…

  18. 7 CFR 868.102 - Procedures for establishing and revising grade standards.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 7 2011-01-01 2011-01-01 false Procedures for establishing and revising grade standards. 868.102 Section 868.102 Agriculture Regulations of the Department of Agriculture (Continued... AGRICULTURE GENERAL REGULATIONS AND STANDARDS FOR CERTAIN AGRICULTURAL COMMODITIES Marketing Standards §...

  19. 7 CFR 36.3 - Public notification of grade standards action.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 2 2011-01-01 2011-01-01 false Public notification of grade standards action. 36.3 Section 36.3 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE COMMODITY STANDARDS AND...

  20. 7 CFR 36.3 - Public notification of grade standards action.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 2 2010-01-01 2010-01-01 false Public notification of grade standards action. 36.3 Section 36.3 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE COMMODITY STANDARDS AND...

  1. 7 CFR 868.102 - Procedures for establishing and revising grade standards.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 7 2010-01-01 2010-01-01 false Procedures for establishing and revising grade standards. 868.102 Section 868.102 Agriculture Regulations of the Department of Agriculture (Continued... AGRICULTURE GENERAL REGULATIONS AND STANDARDS FOR CERTAIN AGRICULTURAL COMMODITIES Marketing Standards §...

  2. 76 FR 53875 - United States Standards for Grades of Cultivated Ginseng

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-08-30

    ...The Agricultural Marketing Service (AMS), of the Department of Agriculture (USDA), is soliciting comments on the proposed voluntary United States Standards for Grades of Cultivated Ginseng. AMS received a request from the Ginseng Board of Wisconsin (GBW), to amend the standards to reflect current market values. To ensure the integrity of the standards, the proposed revisions would be based on......

  3. Relationships between Preclinical Course Grades and Standardized Exam Performance

    ERIC Educational Resources Information Center

    Hu, Yinin; Martindale, James R.; LeGallo, Robin D.; White, Casey B.; McGahren, Eugene D.; Schroen, Anneke T.

    2016-01-01

    Success in residency matching is largely contingent upon standardized exam scores. Identifying predictors of standardized exam performance could promote primary intervention and lead to design insights for preclinical courses. We hypothesized that clinically relevant courses with an emphasis on higher-order cognitive understanding are most…

  4. Job Grading Standard for Electrician (High Voltage) WG-2810.

    ERIC Educational Resources Information Center

    Civil Service Commission, Washington, DC. Bureau of Policies and Standards.

    The standard covers nonsupervisory work involved in installation, test, repair, and maintenance of electric power plant and/or overhead and underground primary electrical distribution systems. These jobs require knowledge and application of electrical principles, procedures, materials, and safety standards governing work on electrical systems…

  5. The Effects of a Ninth Grade Academy on Dropout Rates, Attendance Rates, and Academic Performance of Ninth-Grade Students

    ERIC Educational Resources Information Center

    Cole, Partricka L.

    2013-01-01

    This study investigated data from 5 high schools in West Tennessee. The study examined whether a ninth-grade transition program (i.e., the Ninth-grade Academy) had an effect on student achievement and engagement, which was measured by English I End-of-Course Test Scores, attendance rates, and dropout rates. All of the schools were treatment…

  6. 7 CFR 36.2 - Initiating action on grade standards.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ....2 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards... REGULATIONS PROCEDURES BY WHICH THE AGRICULTURAL MARKETING SERVICE DEVELOPS, REVISES, SUSPENDS, OR TERMINATES...-conformance. (a) AMS encourages interested parties to participate in the review, development, and revision...

  7. Academic Performance of Students with the Highest and Mediocre School-leaving Grades: Does the Aptitude Test for Medical Studies (TMS) Balance Their Prognoses?

    PubMed Central

    Kadmon, Guni; Kadmon, Martina

    2016-01-01

    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

  8. Colorado Model Content Standards for Geography, Grades K-8. Suggested Grade Level Expectations.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    This guide lists six model content standards for geography education in Colorado elementary schools. Standards cited in the guide are: (1) students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments; (2) students know the physical and human characteristics…

  9. 34 CFR 200.1 - State responsibilities for developing challenging academic standards.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... year, science, and may include other subjects determined by the State. (b) Academic content standards... at least reading/language arts, mathematics, and, beginning in the 2005-06 school year, science... standards in science, a State must develop— (i) Achievement levels and descriptions no later than the...

  10. 34 CFR 200.1 - State responsibilities for developing challenging academic standards.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... year, science, and may include other subjects determined by the State. (b) Academic content standards... at least reading/language arts, mathematics, and, beginning in the 2005-06 school year, science... standards in science, a State must develop— (i) Achievement levels and descriptions no later than the...

  11. A Study of the Relationship between Academic Achievement Motivation and Home Environment among Standard Eight Pupils

    ERIC Educational Resources Information Center

    Muola, J. M.

    2010-01-01

    The objective of this study was to investigate the relationship between academic achievement motivation and home environment among standard eight pupils. The study was carried out on 235 standard eight Kenyan pupils from six urban and rural primary schools randomly selected from Machakos district. Their age ranged between 13 and 17 years. Two…

  12. Colorado Model Content Standards for Music: Suggested Grade Level Expectations.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    The state of Colorado has set forth five content standards for music education in its public schools: (1) students sing or play on instruments a varied repertoire of music, alone or with others; (2) students will read and notate music; (3) students will create music; (4) students will listen to, analyze, evaluate, and describe music; and (5)…

  13. Physical Education Model Curriculum Standards. Grades Nine through Twelve.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    These physical education standards were designed to ensure that each student achieve the following goals: (1) physical activity--students develop interest and proficiency in movement skills and understand the importance of lifelong participation in daily physical activity; (2) physical fitness and wellness--students increase understanding of basic…

  14. Status of SEMI's solar-grade substrate standards

    NASA Technical Reports Server (NTRS)

    Gallagher, B. D.

    1982-01-01

    A proposal for a standard specifications listing covering requirements for silicon wafers used in solar cell manufacturing is outlined. The specific contents of the general requirements specifications include: ordering information; dimensions and permissible variations; material and manufacture; physical parameters; sampling; test methods; certification; and packaging and marking.

  15. Job Grading Standard for Machine Tool Operator, WG-3431.

    ERIC Educational Resources Information Center

    Civil Service Commission, Washington, DC. Bureau of Policies and Standards.

    The standard covers nonsupervisory work involved in the set up, adjustment, and operation of conventional machine tools to perform machining operations in the manufacture and repair of castings, forgings, or parts from raw stock made of various metals, metal alloys, and other materials. A general description of the job at both the WG-8 and WG-9…

  16. 76 FR 31787 - United States Standards for Grades of Potatoes

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-02

    ... in the Federal Register (73 FR 15052) that added ``en route'' or ``at destination'' tolerances to the... previous rulemaking (73 FR 70585; November 21, 2008) but appear in the Standards. This rulemaking action is...,'' amending table headings, replacing omitted language in the definition for bruises and amending language...

  17. The Association between Standards- Based Grading and Standardized Test Scores in a High School Reform Model

    ERIC Educational Resources Information Center

    Pollio, Marty; Hochbein, Craig

    2015-01-01

    Background/Context: From two decades of research on the grading practices of teachers in secondary schools, researchers discovered that teachers evaluated students on numerous factors that do not validly assess a student's achievement level in a specific content area. These consistent findings suggested that traditional grading practices evolved…

  18. The Relationship Between Physical Fitness, Preadolescent Obesity, and Academic Achievement in Seventh Grade Students in South Carolina

    NASA Astrophysics Data System (ADS)

    Patterson, Phillip Stephen

    Abstract It was not known if, or to what degree, a relationship existed among academic achievement in science, physical fitness, and preadolescent obesity. This quantitative, correlational study explored the relationship between physical fitness, preadolescent obesity, and academic achievement in 136 seventh grade students at an urban middle school in South Carolina who received 50 minutes of physical education daily for one semester. The researcher hypothesized that the level of physical fitness influences preadolescent obesity and academic performance. The hypotheses stated that there would be a positive correlation between physical fitness and achievement in science, a negative correlation between preadolescent obesity and achievement in science, and a negative correlation between fitness and preadolescent obesity. Pearson product-moment correlations were used to test the hypotheses. Physical fitness was measured using the FitnessGram. Academic performance was measured using the science benchmark assessment. The results revealed that physical fitness was positively correlated with academic achievement (r = .32, p = .001), obesity was negatively related to academic achievement (r = -.27, p = .001), and students' BMI was negatively related to physical fitness (r = -.71, p < .001). The findings of this research have significant implications for school policy and public health in terms of the possibilities for physical activity interventions. Keywords: FitnessGram, physical fitness, preadolescent obesity, body mass index.

  19. Making Standards Work! A Teacher's Guide to Contextual Learning: Integrating Academic Content Standards with Career Development and Workplace Competencies. History.

    ERIC Educational Resources Information Center

    McAlonan, Susan; Longo, Pat; Hotchkiss, Heather; Roark, Kelli; Fitzgerald, Joy

    This handbook, intended for K-12 teachers in Colorado, is a tool to help educators weave academic content standards, assessments, and career development methods into an integrated and comprehensive educational strategy that prepares all students to meet their future goals. The examples contained in the handbook were created to provide a vision of…

  20. Making Standards Work! A Teacher's Guide to Contextual Learning: Integrating Academic Content Standards with Career Development and Workplace Competencies.

    ERIC Educational Resources Information Center

    Colorado School to Career Partnership, Denver.

    This publication is a tool to help educators weave academic content standards, assessments, and school-to-career methods into an integrated and comprehensive educational strategy that prepares all students to meet their future goals. Examples included in the publication were created by Colorado educators to provide a vision of how teachers can…

  1. Data Analysis and Statistics in Middle Grades: An Analysis of Content Standards

    ERIC Educational Resources Information Center

    Sorto, M. Alejandra

    2011-01-01

    The purpose of the study reported herein was to identify the important aspects of statistical knowledge that students in the middle school grades in United States are expected to learn as well as what the teachers are expected to teach. A systematic study of 49 states standards and one set of national standards was used to identify these important…

  2. 50 CFR 261.103 - Basis for determination of a U.S. Standard for Grades.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... OCEANIC AND ATMOSPHERIC ADMINISTRATION, DEPARTMENT OF COMMERCE PROCESSED FISHERY PRODUCTS, PROCESSED..., which describes the products that are eligible for grading using the standard (e.g., fish portion, fish fillet). (2) Product forms, which describe the types, styles and market forms covered by the standard...

  3. Virginia Standards of Learning Assessments. Grade 8 Released Test Items, 1998.

    ERIC Educational Resources Information Center

    Virginia State Dept.of Education, Richmond. Div. of Assessment and Reporting.

    Beginning in Spring 1998, Virginia students participated in the Standards of Learning (SOL) assessments designed to test student knowledge of the content and skills specified in the state's standards. This document contains questions that approximately 79,000 students in grade 8 were required to answer as part of the SOL assessments. These…

  4. Virginia Standards of Learning Assessments. Grade 3 Released Test Items, 1998.

    ERIC Educational Resources Information Center

    Virginia State Dept.of Education, Richmond. Div. of Assessment and Reporting.

    Beginning in Spring 1998, Virginia students participated in the Standards of Learning (SOL) Assessments designed to test student knowledge of the content and skills specified in the state's standards. This document contains questions that approximately 83,000 students in grade 3 were required to answer as part of the SOL assessments. These…

  5. Virginia Standards of Learning Assessments. Grade 5 Released Test Items, 1998.

    ERIC Educational Resources Information Center

    Virginia State Dept.of Education, Richmond. Div. of Assessment and Reporting.

    Beginning in Spring 1998, Virginia students participated in the Standards of Learning (SOL) assessments designed to test student knowledge of the content and skills specified in the state's standards. This document contains questions that approximately 80,000 students in grade 5 were required to answer as part of the SOL assessments. These…

  6. 78 FR 14907 - United States Standards for Grades of Almonds in the Shell

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-03-08

    ... Standards for Grades of Almonds in the Shell was published in the Federal Register on July 16, 2012 (77 FR...: Effective April 8, 2013. FOR FURTHER INFORMATION CONTACT: Lindsay Mitchell, Standardization Branch.../freshinspection . SUPPLEMENTARY INFORMATION: Executive Order 12866 Regulatory Flexibility Act This rule has...

  7. The Impact of Grading Standards on Student Achievement, Educational Attainment, and Entry-Level Earnings.

    ERIC Educational Resources Information Center

    Betts, Julian R.; Grogger, Jeff

    2003-01-01

    Using data from the High School and Beyond survey, estimates the effects of grading standards on student achievement, educational attainment, and entry-level earnings. Finds that higher standards raise test scores throughout the distribution of achievement, but have no positive effect on educational attainment--in fact have negative effects on…

  8. An effective science tutorial model for at-risk, academically unacceptable students in grades 4 -- 8: A Delphi study

    NASA Astrophysics Data System (ADS)

    Adair, J. Kathleen

    This study explored science-specific strategies and materials that might be effective components in a Response to Intervention (RTI) science tutorial model for at-risk, academically unsuccessful students in grades 4 -- 8. Through an iterative Delphi process of responding to three rounds of questionnaires, a nationwide panel of 63 experts in the field of science education identified and came to consensus on 44 effective strategies and six instructional materials and types of equipment for supplemental instruction in science, resulting in a three tier RTI tutorial model. This model provides an initial guide for science educators in applicable practices for each tier of the RTI framework, and was developed to assist administrators, program managers, and science educators in developing effective, systemic RTI instructional programming for science education in grades 4 -- 8, and may provide an additional planning tool in determining evidence-based practices that may lead to achievement for at-risk, academically unsuccessful students in grades 4 -- 8. Future research on specific intervention strategies within science and their effects on science achievement are needed, as well as a further examination to test the efficacy of the model on rates of science achievement for at-risk, academically unsuccessful students.

  9. Making the Grade: The Importance of Academic Enablers in the Elementary School Counseling Program

    ERIC Educational Resources Information Center

    Barna, Jennifer S.; Brott, Pamelia E.

    2014-01-01

    Elementary school counselors can support academic achievement by connecting their comprehensive programs to increasing academic competence. One valuable framework focuses on academic enablers, which are identified as interpersonal skills, motivation, engagement, and study skills (DiPerna, 2004). In this article, the authors (a) discuss the…

  10. Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies Third Edition, 2012, Draft Presented to the Educational Community by the American Educational Studies Association's Committee on Academic Standards and Accreditation

    ERIC Educational Resources Information Center

    Tutwiler, Sandra Winn; deMarrais, Kathleen; Gabbard, David; Hyde, Andrea; Konkol, Pamela; Li, Huey-li; Medina, Yolanda; Rayle, Joseph; Swain, Amy

    2013-01-01

    This third edition of the "Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies" is presented to the educational community by the American Educational Studies Association's Committee on Academic Standards and Accreditation. The Standards were first developed and…

  11. Archival-grade optical disc design and international standards

    NASA Astrophysics Data System (ADS)

    Fujii, Toru; Kojyo, Shinichi; Endo, Akihisa; Kodaira, Takuo; Mori, Fumi; Shimizu, Atsuo

    2015-09-01

    Optical discs currently on the market exhibit large variations in life span among discs, making them unsuitable for certain business applications. To assess and potentially mitigate this problem, we performed accelerated degradation testing under standard ISO conditions, determined the probable disc failure mechanisms, and identified the essential criteria necessary for a stable disc composition. With these criteria as necessary conditions, we analyzed the physical and chemical changes that occur in the disc components, on the basis of which we determined technological measures to reduce these degradation processes. By applying these measures to disc fabrication, we were able to develop highly stable optical discs.

  12. NAGC Pre-K-Grade 12 Gifted Education Programming Standards: A Guide to Planning and Implementing High-Quality Services

    ERIC Educational Resources Information Center

    Johnsen, Susan K., Ed.

    2012-01-01

    The new Pre-K-Grade 12 Gifted Education Programming Standards should be part of every school district's repertoire of standards to ensure that the learning needs of advanced students are being met. "NAGC Pre-K-Grade 12 Gifted Education Programming Standards: A Guide to Planning and Implementing High-Quality Services" details six standards that…

  13. Easy as 1, 2, 3: Exploring the Implementation of Standards-Based Grading in Wake County Elementary Schools

    ERIC Educational Resources Information Center

    Paeplow, Colleen Graham

    2011-01-01

    Wake County Public School System's (WCPSS) 102 elementary schools have implemented standards-based grading. This grading practice is aligned with North Carolina's Student Accountability Standards and the WCPSS Promotion/Intervention policy. Standards-based report cards were designed to reflect student mastery of state standards and provide an…

  14. Understanding the Influence of Race/Ethnicity, Gender, and Class on Inequalities in Academic and Non-Academic Outcomes among Eighth-Grade Students: Findings from an Intersectionality Approach

    PubMed Central

    Bécares, Laia; Priest, Naomi

    2015-01-01

    Socioeconomic, racial/ethnic, and gender inequalities in academic achievement have been widely reported in the US, but how these three axes of inequality intersect to determine academic and non-academic outcomes among school-aged children is not well understood. Using data from the US Early Childhood Longitudinal Study—Kindergarten (ECLS-K; N = 10,115), we apply an intersectionality approach to examine inequalities across eighth-grade outcomes at the intersection of six racial/ethnic and gender groups (Latino girls and boys, Black girls and boys, and White girls and boys) and four classes of socioeconomic advantage/disadvantage. Results of mixture models show large inequalities in socioemotional outcomes (internalizing behavior, locus of control, and self-concept) across classes of advantage/disadvantage. Within classes of advantage/disadvantage, racial/ethnic and gender inequalities are predominantly found in the most advantaged class, where Black boys and girls, and Latina girls, underperform White boys in academic assessments, but not in socioemotional outcomes. In these latter outcomes, Black boys and girls perform better than White boys. Latino boys show small differences as compared to White boys, mainly in science assessments. The contrasting outcomes between racial/ethnic and gender minorities in self-assessment and socioemotional outcomes, as compared to standardized assessments, highlight the detrimental effect that intersecting racial/ethnic and gender discrimination have in patterning academic outcomes that predict success in adult life. Interventions to eliminate achievement gaps cannot fully succeed as long as social stratification caused by gender and racial discrimination is not addressed. PMID:26505623

  15. Understanding the Influence of Race/Ethnicity, Gender, and Class on Inequalities in Academic and Non-Academic Outcomes among Eighth-Grade Students: Findings from an Intersectionality Approach.

    PubMed

    Bécares, Laia; Priest, Naomi

    2015-01-01

    Socioeconomic, racial/ethnic, and gender inequalities in academic achievement have been widely reported in the US, but how these three axes of inequality intersect to determine academic and non-academic outcomes among school-aged children is not well understood. Using data from the US Early Childhood Longitudinal Study-Kindergarten (ECLS-K; N = 10,115), we apply an intersectionality approach to examine inequalities across eighth-grade outcomes at the intersection of six racial/ethnic and gender groups (Latino girls and boys, Black girls and boys, and White girls and boys) and four classes of socioeconomic advantage/disadvantage. Results of mixture models show large inequalities in socioemotional outcomes (internalizing behavior, locus of control, and self-concept) across classes of advantage/disadvantage. Within classes of advantage/disadvantage, racial/ethnic and gender inequalities are predominantly found in the most advantaged class, where Black boys and girls, and Latina girls, underperform White boys in academic assessments, but not in socioemotional outcomes. In these latter outcomes, Black boys and girls perform better than White boys. Latino boys show small differences as compared to White boys, mainly in science assessments. The contrasting outcomes between racial/ethnic and gender minorities in self-assessment and socioemotional outcomes, as compared to standardized assessments, highlight the detrimental effect that intersecting racial/ethnic and gender discrimination have in patterning academic outcomes that predict success in adult life. Interventions to eliminate achievement gaps cannot fully succeed as long as social stratification caused by gender and racial discrimination is not addressed. PMID:26505623

  16. Predictors of Situational Disengagement in the Academic Setting: The Contribution of Grades, Perceived Competence, and Academic Motivation

    ERIC Educational Resources Information Center

    Stephan, Yannick; Caudroit, Johan; Boiche, Julie; Sarrazin, Philippe

    2011-01-01

    Background: Although psychological disengagement is a well-documented phenomenon in the academic setting, the attempts to identify its predictors are scarce. In addition, existing research has mainly focused on chronic disengagement and less is known on the determinants of situational disengagement. Aims: The purpose of the present study was to…

  17. Quantitative Analysis of Standardized Dress Code and Minority Academic Achievement

    ERIC Educational Resources Information Center

    Proctor, J. R.

    2013-01-01

    This study was designed to investigate if a statistically significant variance exists in African American and Hispanic students' attendance and Texas Assessment of Knowledge and Skills test scores in mathematics before and after the implementation of a standardized dress code. For almost two decades supporters and opponents of public school…

  18. Indiana's Academic Standards: United States History--Social Studies

    ERIC Educational Resources Information Center

    Indiana Department of Education, 2004

    2004-01-01

    This booklet clearly spells out what students should know and be able to do in United States History. Examples are given to help students understand what is required to meet the standards. Students should review this guide with their teachers and share it with their parents and family. This two-semester course builds upon concepts developed in…

  19. Minnesota Academic Standards in History and Social Studies

    ERIC Educational Resources Information Center

    Minnesota Department of Education, 2004

    2004-01-01

    Public education in Minnesota must help students gain the knowledge and skills that are necessary to, in Thomas Jefferson's view, protect and maintain freedom. The Social Studies Standards in this document attempt to do just this by specifying the particular knowledge and skills that Minnesota students will be required to learn in the disciplines…

  20. Protocol Standards for Reporting Video Data in Academic Journals.

    PubMed

    Rowland, Pamela A; Ignacio, Romeo C; de Moya, Marc A

    2016-04-01

    Editors of biomedical journals have estimated that a majority (40%-90%) of studies published in scientific journals cannot be replicated, even though an inherent principle of publication is that others should be able to replicate and build on published claims. Each journal sets its own protocols for establishing "quality" in articles, yet over the past 50 years, few journals in any field--especially medical education--have specified protocols for reporting the use of video data in research. The authors found that technical and industry-driven aspects of video recording, as well as a lack of standardization and reporting requirements by research journals, have led to major limitations in the ability to assess or reproduce video data used in research. Specific variables in the videotaping process (e.g., camera angle), which can be changed or be modified, affect the quality of recorded data, leading to major reporting errors and, in turn, unreliable conclusions. As more data are now in the form of digital videos, the historical lack of reporting standards makes it increasingly difficult to accurately replicate medical educational studies. Reproducibility is especially important as the medical education community considers setting national high-stakes standards in medicine and surgery based on video data. The authors of this Perspective provide basic protocol standards for investigators and journals using video data in research publications so as to allow for reproducibility. PMID:26675190

  1. Setting Academic Performance Standards: MCAS vs. PARCC. Policy Brief

    ERIC Educational Resources Information Center

    Phelps, Richard P.

    2015-01-01

    The Massachusetts Comprehensive Assessment System (MCAS) high school test is administered to all Bay State students--both those intending to enroll in college and the many with no such intention. The MCAS high school test is a retrospectively focused standards-based achievement test, designed to measure how well students have mastered the material…

  2. Misplaced Multiculturalism: Representations of American Indians in U.S. History Academic Content Standards

    ERIC Educational Resources Information Center

    Anderson, Carl B.

    2012-01-01

    This qualitative textual analysis investigates the ideological lenses through which U.S. History content standards for grades 5-12 for Arizona and Washington frame interactions between American Indians and European Americans during U.S. national development. The study's multiperspective critical conceptual framework interrogates the standards not…

  3. Academic standards and changing patterns of medical school admissions: a Malaysian study.

    PubMed

    Tan, C M

    1990-07-01

    Changing social demands made it necessary for the Medical Faculty of the University of Malaya to accommodate students with a wider range of academic experience than before. However, teachers sought to achieve comparable academic standards to those in the West by striving to maintain a close resemblance to the Western model of medical education in other respects. As a result teachers failed to adapt their teaching methods, assessment techniques and curriculum design to meet the educational needs of the students, thus compromising academic standards. Many students lack basic academic skills and do not know how to learn effectively. In order to help students overcome their learning difficulties innovative teaching was required during the first year at university, designed to foster the joint development of knowledge and basic skills. In the case of less well-prepared students who lack self-confidence, a caring and supportive learning environment is crucial to the achievement of meaningful learning. Lecturers needed to become facilitators of learning rather than transmitters of knowledge. However, teachers' objective to retain international recognition of the degree, which presumably reflected the importance of teaching, was not operationalized in terms of its incentive structure such that teachers were constrained not to try to fill the new roles demanded of them. It was assumed that academic distinction accrued through scientific research was essential for the achievement of academic excellence. However, under the prevailing circumstances the two aims were mutually exclusive and incompatible and teaching quality deteriorated. PMID:2395423

  4. An Ecological Study of Food Desert Prevalence and 4th Grade Academic Achievement in New York State School Districts

    PubMed Central

    Frndak, Seth E.

    2014-01-01

    Background This ecological study examines the relationship between food desert prevalence and academic achievement at the school district level. Design and methods Sample included 232 suburban and urban school districts in New York State. Multiple open-source databases were merged to obtain: 4th grade science, English and math scores, school district demographic composition (NYS Report Card), regional socioeconomic indicators (American Community Survey), school district quality (US Common Core of Data), and food desert data (USDA Food Desert Atlas). Multiple regression models assessed the percentage of variation in achievement scores explained by food desert variables, after controlling for additional predictors. Results The proportion of individuals living in food deserts significantly explained 4th grade achievement scores, after accounting for additional predictors. School districts with higher proportions of individuals living in food desert regions demonstrated lower 4th grade achievement across science, English and math. Conclusions Food deserts appear to be related to academic achievement at the school district level among urban and suburban regions. Further research is needed to better understand how food access is associated with academic achievement at the individual level. Significance for public health The prevalence of food deserts in the United States is of national concern. As poor nutrition in United States children continues to spark debate, food deserts are being evaluated as potential sources of low fruit and vegetable intake and high obesity rates. Cognitive development and IQ have been linked to nutrition patterns, suggesting that children in food desert regions may have a disadvantage academically. This research evaluates if an ecological relationship between food desert prevalence and academic achievement at the school district level can be demonstrated. Results suggest that food desert prevalence may relate to poor academic performance at

  5. Grade Level and Achievement of Immigrants' Children: Academic Redshirting in Hong Kong

    ERIC Educational Resources Information Center

    Pong, Suet-Ling

    2009-01-01

    Data from Hong Kong PISA 2003 show that 15-year-old Hong Kong students who have immigrant parents from mainland China are grossly overrepresented in grades below the modal grade attended by most native Hong Kong students. Same-age comparison, when grade level is not taken into account, puts immigrants' children at a disadvantaged position in the…

  6. An analysis of factors correlated with the achievement of the goal standard for the science portion of the Connecticut Academic Performance Test

    NASA Astrophysics Data System (ADS)

    Kmetz, Barbara Fotta

    2001-07-01

    This study sought to identify factors that could be used to predict the success of students on the science portion of the grade ten Connecticut Academic Performance Test (CAPT). While the Connecticut State Department of Education measures student achievement in mathematics, reading and writing in grades 4, 6, and 8, science is assessed only in the grade ten CAPT. Since the CAPT science test does not identify specific areas in need of improvement, it is not possible to determine causes for low test scores. To address this, the study investigated the predictive values of the grade eight Mastery Tests in mathematics and reading, the student ability scores of the Otis-Lennon School Ability Index, and grades in prior science courses. The research sample consisted of five hundred and twenty-five students, member of the graduating classes of 2000 and 2001 in a large suburban high school. Students in the study had participated in the district testing program and their scores for the grade seven Otis-Lennon School Ability Test (OLSAT), the grade eight Connecticut Mastery Tests (CMT) and the grade ten Connecticut Academic Performance Tests (CAPT) were available for analysis. This study investigated correlations between student achievement on the CMT and the science subtest of the CAPT, between OLSAT scores and the CAPT science scores, and between grades in ninth grade science and CAPT science scores. Scores were disaggregated by gender and by course level. Hypotheses 1, 2, 3 and 4 investigated the Pearson Product Moment Correlations of the OLSAT, CMT and course grades with scores on the science portion of the CAPT. Hypothesis 5 compared the scores of male and female students, using the t-test of independent sample means. Calculations showed moderate correlations for hypotheses 1--4, and the hypotheses were accepted. Hypothesis 5 was accepted for one class and rejected for the other. On the whole, female students received higher course grades and lower standardized test

  7. A Comparative Analysis of Grade Span Configurations and Academic Achievement among 6-8 and K-8 Public Schools in Texas

    ERIC Educational Resources Information Center

    Clark, David M.

    2012-01-01

    Purpose: The purpose of this study was to determine the effect of grade span configurations on academic achievement in middle and K-8 public schools in the state of Texas. More specifically, academic achievement was examined and compared between two different school settings (i.e., middle schools and K-8 schools) for sixth-, seventh-, and…

  8. Web 2.0 Tools and Academic Literacy Development in a US Urban School: A Case Study of a Second-Grade English Language Learner

    ERIC Educational Resources Information Center

    Shin, Dong-shin

    2014-01-01

    This study explores a second-grade English language learner's literacy development and ability to use blogging for social and academic purposes, in the context of learning academic writing genres in a US urban school. Grounded in sociocultural theories, it conceptualizes learning as appropriation, and language as a dynamic and functional…

  9. Determining the Effects of Using Different Writing Activities on the Academic Achievements Secondary School 7th Grade Students and Their Attitudes Towards the Course

    ERIC Educational Resources Information Center

    Uzoglu, Mustafa

    2014-01-01

    The purpose of the study is to determine the effects of using writing activities with different learning purposes by the secondary school 7th grade students on their academic achievement and attitudes towards the course. The study was carried out in a secondary school located in the centre of Erzurum in 2012-2013 academic year; the study is a…

  10. The Influence of Inclusion on the Academic Performance of General Education Students on the New Jersey Assessment of Skills and Knowledge in Grades 6, 7, and 8

    ERIC Educational Resources Information Center

    Robinson, Christie M.

    2012-01-01

    This study examined the impact of student variables (student socioeconomic status, race, attendance, and gender) and the school variable of placement in an inclusion setting on the academic achievement of general education students in grades 6, 7, and 8 in an urban school district. Academic achievement was defined as a general education student's…

  11. A Blog-Mediated Curriculum for Teaching Academic Genres in an Urban Classroom: Second Grade ELL Students' Emergent Pathways to Literacy Development

    ERIC Educational Resources Information Center

    Shin, Dong-shin

    2009-01-01

    This dissertation examines the academic and social goals that three second-grade English language learners in a U.S. urban school bring to their blog-mediated academic writing practices, and the interrelated nature of those goals. This study aims to bridge the dichotomy between approaches to studying computer-mediated language and literacy…

  12. The effects of academic literacy instruction on engagement and conceptual understanding of biology of ninth-grade students

    NASA Astrophysics Data System (ADS)

    Larson, Susan C.

    Academic language, discourse, vocabulary, motivation, and comprehension of complex texts and concepts are keys to learning subject-area content. The need for a disciplinary literacy approach in high school classrooms accelerates as students become increasing disengaged in school and as content complexity increases. In the present quasi-experimental mixed-method study, a ninth-grade biology unit was designed with an emphasis on promoting academic literacy skills, discourse, meaningful constructivist learning, interest development, and positive learning experiences in order to learn science content. Quantitative and qualitative analyses on a variety of measures completed by 222 students in two high schools revealed that those who received academic literacy instruction in science class performed at significantly higher levels of conceptual understanding of biology content, academic language and vocabulary use, reasoned thought, engagement, and quality of learning experience than control-group students receiving traditionally-organized instruction. Academic literacy was embedded into biology instruction to engage students in meaning-making discourses of science to promote learning. Academic literacy activities were organized according the phases of interest development to trigger and sustain interest and goal-oriented engagement throughout the unit. Specific methods included the Generative Vocabulary Matrix (GVM), scenario-based writing, and involvement in a variety of strategically-placed discourse activities to sustain or "boost" engagement for learning. Traditional instruction for the control group included teacher lecture, whole-group discussion, a conceptual organizer, and textbook reading. Theoretical foundations include flow theory, sociocultural learning theory, and interest theory. Qualitative data were obtained from field notes and participants' journals. Quantitative survey data were collected and analyzed using the Experience Sampling Method (ESM) to

  13. The Effects of Peer Tutoring on Academic Performance of Students with Disabilities in Grades 6 through 12: A Synthesis of the Literature

    ERIC Educational Resources Information Center

    Okilwa, Nathern S. A.; Shelby, Liz

    2010-01-01

    This synthesis examined the effects of peer tutoring on academic performance of students with disabilities in Grades 6 through 12. Twelve studies met all the criteria for this synthesis: (a) original studies, (b) published in peer-reviewed journals between 1997 and 2007, (c) investigated peer tutoring in special education students in Grades 6…

  14. Unwrapping Academic Standards to Increase the Achievement of Students With Disabilities

    ERIC Educational Resources Information Center

    Morgan, Joseph John; Brown, Nancy Beyers; Hsiao, Yun-Ju; Howerter, Catherine; Juniel, Pamela; Sedano, Lidia; Castillo, Wendie Lappin

    2014-01-01

    Over the past 15 years, students with disabilities have been included in the general education environment at markedly higher rates; however, their achievement is not increasing at the same pace. One reason for this lack of increased achievement may be that academic standards lay the foundation for instruction in this environment, but standards…

  15. A Standard-Based Model for Adaptive E-Learning Platform for Mauritian Academic Institutions

    ERIC Educational Resources Information Center

    Kanaksabee, P.; Odit, M. P.; Ramdoyal, A.

    2011-01-01

    The key aim of this paper is to introduce a standard-based model for adaptive e-learning platform for Mauritian academic institutions and to investigate the conditions and tools required to implement this model. The main forces of the system are that it allows collaborative learning, communication among user, and reduce considerable paper work.…

  16. External Confirmation of Adherence to Standards: As Applicable to Academic Programmes as to Business and Industry

    ERIC Educational Resources Information Center

    Hughey, Aaron W.; Burke, Monica G.

    2010-01-01

    The development of, and adherence to, performance standards is imperative for success in today's competitive global market. This is as true for academic programmes in higher education as it is for the manufacturing and service sectors. Just like their counterparts in business and industry, it is important that graduate career preparation…

  17. Balancing Open Access with Academic Standards: Implications for Community College Faculty

    ERIC Educational Resources Information Center

    Gabbard, Anita; Mupinga, Davison M.

    2013-01-01

    Community colleges act as the gateway for students to higher education. Many of these colleges realize this mission through open-door policies where students lacking in basic reading, writing, and mathematics skills can enroll. But, this open-access policy often creates challenges when meeting academic standards. Based on data collected from…

  18. Functional Competency Development Model for Academic Personnel Based on International Professional Qualification Standards in Computing Field

    ERIC Educational Resources Information Center

    Tumthong, Suwut; Piriyasurawong, Pullop; Jeerangsuwan, Namon

    2016-01-01

    This research proposes a functional competency development model for academic personnel based on international professional qualification standards in computing field and examines the appropriateness of the model. Specifically, the model consists of three key components which are: 1) functional competency development model, 2) blended training…

  19. 34 CFR 200.1 - State responsibilities for developing challenging academic standards.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... year, science, and may include other subjects determined by the State. (b) Academic content standards... define the knowledge and skills that all high school students are expected to know and be able to do in at least reading/language arts, mathematics, and, beginning in the 2005-06 school year,...

  20. Characteristics of and Implications for Students Participating in Alternate Assessments Based on Alternate Academic Achievement Standards

    ERIC Educational Resources Information Center

    Kearns, Jacqueline Farmer; Towles-Reeves, Elizabeth; Kleinert, Harold L.; Kleinert, Jane O'Regan; Thomas, Megan Kleine-Kracht

    2011-01-01

    Little research has precisely defined the population of students participating in alternate assessments based on alternate academic achievement standards (AA-AAAS). Therefore, the purpose of this article is twofold: (a) explicate the findings of a multistate study examining the characteristics of the population of students participating in…

  1. Characteristics of States' Alternate Assessments Based on Modified Academic Achievement Standards in 2008. Synthesis Report 72

    ERIC Educational Resources Information Center

    Albus, Deb; Lazarus, Sheryl S.; Thurlow, Martha L.; Cormier, Damien

    2009-01-01

    In April 2007, Federal No Child Left Behind regulations were finalized that provided states with additional flexibility for assessing some students with disabilities. The regulations allowed states to offer another assessment option, alternate assessments based on modified academic achievement standards (AA-MAS). States are not required to have…

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

    ERIC Educational Resources Information Center

    Scoggins, Donna K.

    2009-01-01

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

  3. Signaling Organization and Stance: Academic Language Use in Middle Grade Persuasive Writing

    ERIC Educational Resources Information Center

    Dobbs, Christina L.

    2014-01-01

    Effective academic writing is accessible to readers because writers follow shared conventions for organization and signal their stance on particular topics; however, few specifics are known about how middle graders might develop knowledge of and use these academic language forms and functions to signal their organization and stance in persuasive…

  4. Using Picture Books to Teach Language Arts Standards in Grades 3-5

    ERIC Educational Resources Information Center

    Copeland, Brenda S.; Messner, Patricia A.

    2006-01-01

    This manual of ideas zeroes in on current picture book titles. It features reproducible worksheets, writing activities, related reading-based activities, and technology for grades three through five. The ideas have been tested in the authors' libraries and are linked to national curricular standards. Designed for school librarians, the book is…

  5. Arizona's Instrument to Measure Standards (AIMS DPA). Student Guide. Grade 7

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2006

    2006-01-01

    Arizona's Instrument to Measure Standards Dual Purpose Assessment (AIMS DPA) is a combination of two separate tests. One test is AIMS, which measures how well the student knows the reading, writing, and mathematics content that all Arizona students in the student's grade level are expected to know and be able to do. AIMS DPA includes…

  6. 50 CFR 261.103 - Basis for determination of a U.S. Standard for Grades.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... sections from Title 50 CFR that regulate lot certification. (10) Hygiene, which specifies the sections of applicable Federal regulations regulating the safe, wholesome production of food for human consumption. (11... PRODUCTS THEREOF, AND CERTAIN OTHER PROCESSED FOOD PRODUCTS UNITED STATES STANDARDS FOR GRADES §...

  7. Teaching the Common Core Math Standards with Hands-On Activities, Grades 6-8

    ERIC Educational Resources Information Center

    Muschla, Judith A.; Muschla, Gary Robert; Muschla, Erin

    2012-01-01

    The new Common Core State Standards for Mathematics have been formulated to provide students with instruction that will help them acquire a thorough knowledge of math at their grade level, which will in turn enable them to move on to higher mathematics with competence and confidence. "Hands-on Activities for Teaching the Common Core Math…

  8. 75 FR 22551 - United States Standards for Grades of Frozen Blueberries

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-04-29

    ..., AMS published a notice in the Federal Register (73 FR 78285) soliciting comments on the petition to... in the Federal Register on December 22, 2008 (73 FR 87285) is hereby withdrawn. Authority: 7 U.S.C... Agricultural Marketing Service United States Standards for Grades of Frozen Blueberries AGENCY:...

  9. Implementation of Standards-Based Grading at the Middle School Level

    ERIC Educational Resources Information Center

    Urich, Laura Jill

    2012-01-01

    The purpose of this study was to learn about the experiences of teachers as they transition from traditional grading practices to standards-based reporting (SBR). In order to achieve this overall objective, the following research questions framed this qualitative study: (1) What understandings related to practices do middle school teachers have as…

  10. 7 CFR 989.702 - Minimum grade standards for packed raisins.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... MARKETING SERVICE (Marketing Agreements and Orders; Fruits, Vegetables, Nuts), DEPARTMENT OF AGRICULTURE RAISINS PRODUCED FROM GRAPES GROWN IN CALIFORNIA Quality Control § 989.702 Minimum grade standards for..., except for the provisions therein relating to moisture content. (e) Sultana Raisins. Packed...

  11. Patterns of Attainment in Standard Grade Mathematics 3-6. Interchange No. 21.

    ERIC Educational Resources Information Center

    Devine, Marion; And Others

    The interchange series of documents aims to improve the Research and Intelligence Unit's dissemination of the findings of research funded by the Scottish Office Education Department. In 1991 this department commissioned the Scottish Council for Research in Education to investigate the performance in Standard Grade mathematics of those candidates…

  12. Grade Expectations for Vermont's Framework of Standards and Learning Opportunities, (Summer 2004) Science

    ERIC Educational Resources Information Center

    Vermont Department of Education, 2004

    2004-01-01

    Educators from around the state, with the help of The Vermont Institutes, developed Science Grade Expectations as a means to identify the content knowledge and skills expected of all students for local assessment required under Act 68. This work was accomplished using the "Vermont's Framework of Standards and Learning Opportunities," Vermont…

  13. 7 CFR 868.103 - Public notification of grade standards action.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 7 2010-01-01 2010-01-01 false Public notification of grade standards action. 868.103 Section 868.103 Agriculture Regulations of the Department of Agriculture (Continued) GRAIN INSPECTION, PACKERS AND STOCKYARD ADMINISTRATION (FEDERAL GRAIN INSPECTION SERVICE), DEPARTMENT OF AGRICULTURE...

  14. 7 CFR 868.103 - Public notification of grade standards action.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 7 2011-01-01 2011-01-01 false Public notification of grade standards action. 868.103 Section 868.103 Agriculture Regulations of the Department of Agriculture (Continued) GRAIN INSPECTION, PACKERS AND STOCKYARD ADMINISTRATION (FEDERAL GRAIN INSPECTION SERVICE), DEPARTMENT OF AGRICULTURE...

  15. The Effects of Personalized Practice Software on Learning Math Standards in the Third through Fifth Grades

    ERIC Educational Resources Information Center

    Gomez, Angela Nicole

    2012-01-01

    The purpose of this study was to investigate the effectiveness of "MathFacts in a Flash" software in helping students learn math standards. In each of their classes, the third-, fourth-, and fifth-grade students in a small private Roman Catholic school from the Pacific Northwest were randomly assigned either to a control group that used…

  16. 78 FR 52131 - United States Standards for Grades of Creole Onions

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-08-22

    ...This Notice would revise the United States Standards for Grades of Creole Onions, which were issued under the Agricultural Marketing Act of 1946. The Agricultural Marketing Service (AMS) is proposing to amend the similar varietal characteristic requirement to allow mixed colors of onions when designated as a mixed or specialty pack. In addition, AMS would correct language and remove the......

  17. 76 FR 64001 - United States Standards for Grades of Frozen Okra

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-10-17

    ... the grade standards, AMS sought public comments on the petition (see 64 FR 52266). A notice requesting... published in the December 12, 2007, Federal Register (72 FR 70565). At the request of AFFI, a notice reopening and extending the comment period was published in the May 16, 2008, Federal Register (73 FR...

  18. 76 FR 31575 - United States Standards for Grades of Frozen Onions

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-01

    ... on the proposed grade standards in order to receive comments from interested parties (see 66 FR 21116, 68 FR 11801, 68 FR 27010) as appropriate and circulated several discussion drafts between April 2007... measuring value in the marketing of frozen onions, and provide guidance in the effective utilization...

  19. A Correlational Study of the Relationship between Cloze Procedures and Standardized Reading Tests for Intermediate Grades.

    ERIC Educational Resources Information Center

    Layton, Kent

    A study was conducted to determine if a teacher-constructed cloze procedure correlated significantly with two standardized tests of reading achievement, thereby testing G.D. Spache's claim that most teachers are unable to design valid and reliable assessment materials. Subjects were 60 fourth and sixth grade students who were administered the…

  20. A developmental perspective on full- versus part-day kindergarten and children's academic trajectories through fifth grade.

    PubMed

    Votruba-Drzal, Elizabeth; Li-Grining, Christine P; Maldonado-Carreño, Carolina

    2008-01-01

    Children's kindergarten experiences are increasingly taking place in full- versus part-day programs, yet important questions remain about whether there are significant and meaningful benefits to full-day kindergarten. Using the Early Childhood Longitudinal Study's Kindergarten Cohort (N= 13,776), this study takes a developmental approach to examining associations between kindergarten program type and academic trajectories from kindergarten (ages 4-6 years) through 5th grade (ages 9-12 years). Full-day kindergarten was associated with greater growth of reading and math skills from fall until spring of kindergarten. Initial academic benefits diminished soon after kindergarten. The fade-out of the full-day advantage is in part explained by differences in the children who attend part- and full-day kindergarten as well as school characteristics. PMID:18717901

  1. Mentoring and Academic Performance of Black and Under-Resourced Urban Middle Grade Students

    ERIC Educational Resources Information Center

    Biggs, Shirley A.; Musewe, Lucas O.; Harvey, Jean P.

    2014-01-01

    Our study examines the impact of adult mentoring on Black, under-resourced, urban, middle grade students. First, we explore impact of mentoring on grades earned in the context of a comprehensive program which included one-on-one mentoring and an array of out-of-school enrichment activities. We also examine the nature of mentor-mentee engagement…

  2. Children's Temperament and Academic Skill Development during First Grade: Teachers' Interaction Styles as Mediators

    ERIC Educational Resources Information Center

    Viljaranta, Jaana; Aunola, Kaisa; Mullola, Sari; Virkkala, Johanna; Hirvonen, Riikka; Pakarinen, Eija; Nurmi, Jari-Erik

    2015-01-01

    The present study followed 156 Finnish children (M[subscript age] = 7.25 years) during the first grade of primary school to examine to what extent parent- and teacher-rated temperament impacts children's math and reading skill development during the first grade, and the extent to which this impact would be mediated by teachers' interaction styles…

  3. Introduction to Problem Solving, Grades 6-8 [with CD-ROM]. The Math Process Standards, Grades 6-8 Series

    ERIC Educational Resources Information Center

    Schackow, Joy Bronston; O'Connell, Susan

    2008-01-01

    The National Council of Teachers of Mathematics' (NCTM's) Process Standards support teaching that helps students develop independent, effective mathematical thinking. The books in the Heinemann Math Process Standards Series give every middle grades math teacher the opportunity to explore each standard in depth. The series offers friendly,…

  4. Self-reported academic grades and other correlates of sugar-sweetened soda intake among US adolescents.

    PubMed

    Park, Sohyun; Sherry, Bettylou; Foti, Kathryn; Blanck, Heidi M

    2012-01-01

    High consumption of sugar-sweetened drinks has been associated with obesity and other adverse health consequences. This cross-sectional study examined the association of demographic characteristics, weight status, self-reported academic grades, and behavioral factors with sugar-sweetened soda intake among a nationally representative sample of US high school students. Analysis was based on the 2009 national Youth Risk Behavior Survey and included 16,188 students in grades 9 through 12. The main outcome measure was daily sugar-sweetened soda intake (eg, drank a can, bottle, or glass of soda [excluding diet soda] at least one time per day during the 7 days before the survey). Nationally, 29.2% of students reported drinking sugar-sweetened soda at least one time per day. Logistic regression analyses showed factors significantly associated with sugar-sweetened soda intake at least one time per day included male sex (adjusted odds ratio [OR]=1.47), Hispanic ethnicity (vs whites; OR=0.81), earning mostly B, C, and D/F grades (vs mostly As; OR=1.26, 1.66, and 2.19, respectively), eating vegetables fewer than three times per day (OR=0.72), trying to lose weight (OR=0.72), sleeping <8 hours (OR=1.18), watching television >2 hours/day (OR=1.71), playing video or computer games or using a computer for other than school work >2 hours/day (OR=1.53), being physically active at least 60 minutes/day on <5 days during the 7 days before the survey (OR=1.19), and current cigarette use (OR=2.01). The significant associations with poor self-reported academic grades, inadequate sleep, sedentary behaviors, and cigarette smoking suggest research should examine why soda consumption is associated with these behaviors to inform the design of future nutrition interventions. PMID:22709642

  5. (De)Grading the Standardized Test: Can Standardized Testing Evaluate Schools?

    ERIC Educational Resources Information Center

    Simmons, Nicola E.

    2004-01-01

    Standardized testing is an assessment strategy that evaluates all students and all schools on the same basic skills and, therefore, might reasonably indicate which schools are high performers and which are not. Standardized testing is not a new strategy for providing this proof. The United States has produced reams of articles criticizing…

  6. Academic Integrity in a Mandatory Physics Lab: The Influence of Post-Graduate Aspirations and Grade Point Averages

    NASA Astrophysics Data System (ADS)

    Gallant, Tricia Bertram; Anderson, Michael G.; Killoran, Christine

    2013-03-01

    Research on academic cheating by high school students and undergraduates suggests that many students will do whatever it takes, including violating ethical classroom standards, to not be left behind or to race to the top. This behavior may be exacerbated among pre-med and pre-health professional school students enrolled in laboratory classes because of the typical disconnect between these students, their instructors and the perceived legitimacy of the laboratory work. There is little research, however, that has investigated the relationship between high aspirations and academic conduct. This study fills this research gap by investigating the beliefs, perceptions and self-reported academic conduct of highly aspirational students and their peers in mandatory physics labs. The findings suggest that physics laboratory classes may face particular challenges with highly aspirational students and cheating, but the paper offers practical solutions for addressing them.

  7. Academic integrity in a mandatory physics lab: the influence of post-graduate aspirations and grade point averages.

    PubMed

    Bertram Gallant, Tricia; Anderson, Michael G; Killoran, Christine

    2013-03-01

    Research on academic cheating by high school students and undergraduates suggests that many students will do whatever it takes, including violating ethical classroom standards, to not be left behind or to race to the top. This behavior may be exacerbated among pre-med and pre-health professional school students enrolled in laboratory classes because of the typical disconnect between these students, their instructors and the perceived legitimacy of the laboratory work. There is little research, however, that has investigated the relationship between high aspirations and academic conduct. This study fills this research gap by investigating the beliefs, perceptions and self-reported academic conduct of highly aspirational students and their peers in mandatory physics labs. The findings suggest that physics laboratory classes may face particular challenges with highly aspirational students and cheating, but the paper offers practical solutions for addressing them. PMID:22042708

  8. The Compatibility of Developed Mathematics Textbooks' Content in Saudi Arabia (Grades 6-8) with NCTM Standards

    ERIC Educational Resources Information Center

    Alshehri, Mohammed Ali; Ali, Hassan Shawki

    2016-01-01

    This study aimed to investigate the compatibility of developed mathematics textbooks' content (grades 6-8) in Saudi Arabia with NCTM standards in the areas of: number and operations, algebra, geometry, measurement, data analysis and probability. To achieve that goal, a list of (NCTM) standards for grades (6-8) were translated to Arabic language,…

  9. The Perceptions of Standardized Tests, Academic Self-Efficacy, and Academic Performance of African American Graduate Students: a Correlational and Comparative Analysis

    ERIC Educational Resources Information Center

    Marrah, Arleezah K.

    2012-01-01

    The academic performance of African American students continues to be a concern for educators, researchers, and most importantly their community. This issue is particularly prevalent in the standardized test scores of African American students where they score on average one or more standard deviations below their Caucasian and Asian American…

  10. Standardization Techniques for Grade-Inflation Problems at Higher Educational Institutions of Ethiopia: The Case of Addis Ababa

    ERIC Educational Resources Information Center

    Kassahun, Daniel

    2008-01-01

    Cumulative Grade Point Average (CGPA) is a measure that is used to display the achievement of college students in Ethiopia. It also serves as a key yardstick in career and scholarship assessment. In recent time there has been a rapid massification of higher educational institutions (HEIs). Many academics believe that the expansion has increased a…

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

    ERIC Educational Resources Information Center

    Nelson, Patricia Diane

    2009-01-01

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

  12. Development and Initial Validation of the Social and Academic Behavior Risk Screener for Elementary Grades

    ERIC Educational Resources Information Center

    Kilgus, Stephen P.; Chafouleas, Sandra M.; Riley-Tillman, T. Chris

    2013-01-01

    The purpose of the current investigation was to develop and provide initial validation of the "Social and Academic Behavior Risk Screener" (SABRS). Research was conducted in southeast elementary schools with 54 teacher and 243 student participants. An initial item pool was created through review of developmental research on the…

  13. Performing the Grade: Urban Latino Youth, Gender Performance, and Academic Success

    ERIC Educational Resources Information Center

    Foiles Sifuentes, A. M.

    2015-01-01

    This article examines the intersection of race, gender, class, and academic success through an ethnographic case study in a Texas charter high school. The 98% working-class, Latino student population was exposed to an array of stigmas ascribed to their persons based on negative social stereotypes of race, ethnicity, gender, and class due to the…

  14. Academic Internship Program: Curriculum Guide. The Great Exchange. Grades 10-12.

    ERIC Educational Resources Information Center

    Charlotte-Mecklenburg Public Schools, Charlotte, NC.

    This curriculum guide provides the framework for the Academic Internship Program (AIP) that is available to Charlotte-Mecklenburg (North Carolina) Public Schools' high school students. In each career area, information is provided to describe the purpose of the internship, the qualifications for the intern, the content/scope and competency goals…

  15. Academic Stress amongst Adolescents: An Examination by Ethnicity, Grade, and Sex.

    ERIC Educational Resources Information Center

    Jones, Russell W.; Hattie, John A.

    A great deal of the literature and research dealing with life-events and stress during adolescence has cited school as a major contributor to student stress. As a considerable proportion of a teenager's life is spent at school in the pursuit of academic endeavors, it is reasonable to assume that a substantial proportion of stressors affecting…

  16. Perfectionism, Implicit Theories of Intelligence, and Taiwanese Eighth-Grade Students' Academic Engagement

    ERIC Educational Resources Information Center

    Shih, Shu-Shen

    2011-01-01

    The authors attempted to examine how Taiwanese junior high school students' perfectionistic tendencies and implicit theories of intelligence were related to their academic emotions and approach versus avoidance self-regulation, and to determine differences in contingent self-worth, emotions, and self-regulation among students with different…

  17. The Effects of Technology Instruction on the Academic Achievement of Fifth Grade Students

    ERIC Educational Resources Information Center

    Davis, Karen Cortina

    2012-01-01

    A digital native is an individual born between 1981 and 2001, and children born after 2001 are called millennials. Educators are expected to meet the needs of today's technologically savvy students. Some researchers assert that an academic "moral panic" is taking place that lacks the empirical and theoretical knowledge to support…

  18. Academic Music: Music Instruction to Engage Third-Grade Students in Learning Basic Fraction Concepts

    ERIC Educational Resources Information Center

    Courey, Susan Joan; Balogh, Endre; Siker, Jody Rebecca; Paik, Jae

    2012-01-01

    This study examined the effects of an academic music intervention on conceptual understanding of music notation, fraction symbols, fraction size, and equivalency of third graders from a multicultural, mixed socio-economic public school setting. Students (N = 67) were assigned by class to their general education mathematics program or to receive…

  19. Principles and Practices for Building Academic Self-Efficacy in Middle Grades Language Arts Classrooms

    ERIC Educational Resources Information Center

    McTigue, Erin; Liew, Jeffrey

    2011-01-01

    Academic self-efficacy contributes to students' motivation and persistence for learning. However, motivation for reading and learning, and students' self-efficacy in school often declines in adolescence. This manuscript presents research-based strategies for facilitating students' motivations within the context of language arts classes.

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

    ERIC Educational Resources Information Center

    Wilde, Jerry

    2012-01-01

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

  1. Identifying Finnish Children's Impulsivity Trajectories from Kindergarten to Grade 4: Associations with Academic and Socioemotional Development

    ERIC Educational Resources Information Center

    Hirvonen, Riikka; Poikkeus, Anna-Maija; Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik

    2015-01-01

    Research Findings: The purpose of this study was to identify the developmental trajectories of impulsive behavior among 378 Finnish children who were followed from kindergarten to 4th grade. In addition to ratings of children's impulsivity, the analyses included measures of motivation, cognitive skills, socioemotional adjustment, and…

  2. Academic, Social, and Emotional Needs in a Middle Grades Reform Initiative

    ERIC Educational Resources Information Center

    Raphael, Lisa M.; Burke, Meghan

    2012-01-01

    During an evaluation of a new middle grades reform initiative, the program participants (i.e., teachers, coaches, and principals) reported they perceived that students' social and emotional needs interfaced with implementation of the reform. In particular, participants perceived that students' need for a safe, supportive, and engaging environment…

  3. Selected Factors Related to the Mathematics Academic Achievement of Eighth Grade English Language Learners

    ERIC Educational Resources Information Center

    Garza, Anthony

    2012-01-01

    The purpose of this study was to examine selected factors related to the 8th grade mathematics achievement levels of English Language Learner (ELL) students in selected South Texas middle schools. The dependent variable, ELL mathematics achievement, was measured by the ELL student's raw score on the State of Texas Assessment of Academic…

  4. Poetry Performances and Academic Identity Negotiations in the Literacy Experiences of Seventh Grade Language Arts Students

    ERIC Educational Resources Information Center

    Smith, Ann Marie

    2010-01-01

    This case study explores seventh grade students' experiences with writing and performing poetry. Teacher and student interviews along with class observations provide insight into how the teacher and students viewed spoken word poetry and identity. The researcher recommends practices for the teaching of critical literacy using spoken word and…

  5. Effects of Ritalin on Academic Achievement from First to Fifth Grade.

    ERIC Educational Resources Information Center

    Frankenberger, William; Cannon, Christie

    1999-01-01

    A study involving 13 subjects (ages 9 to 11) identified with attention-deficit/hyperactivity disorder and placed on Ritalin between first and second grade, found cognitive and achievement scores were lower before medication, dosage levels tended to increase over time, and few of the children in general-education classes received supplementary…

  6. The Effect of a Stricter Academic Dismissal Policy on Course Selection, Student Effort, and Grading Leniency

    ERIC Educational Resources Information Center

    Keng, Shao-Hsun

    2016-01-01

    This paper uses data from a four-year college in Taiwan to examine the effect of adopting a stricter dismissal policy on course selection, student effort, and grading practices. Under the new rule, students are dismissed if they fail 50 percent or more credits in "any" two semesters as opposed to two "consecutive" semesters.…

  7. The Influence of Academic Performance, Demographic Background, and Discipline on College Grades and Course Withdrawals.

    ERIC Educational Resources Information Center

    Prather, James E.; Sturgeon, Joseph S.

    The performance of students who persisted or withdrew from courses was compared in a survey of all undergraduate students enrolled at Georgia State University during the spring 1981 quarter. Multivariate analysis was applied to three aspects of withdrawal and performance: course grades, the length of time withdrawing students stayed in the course,…

  8. Indiana Reading Diagnostic Assessment: Resource & Intervention Guide, First Grade. Additional Activities and Assessments

    ERIC Educational Resources Information Center

    Indiana Department of Education, 2006

    2006-01-01

    The materials included in this manual are organized according to the Indiana Grade 1 Academic Standards for English/Language Arts. In each section teachers will find: (1) Indiana Grade 1 Academic Standards for English/Language Arts; (2) Assessments: diagnostic/practice pages for skill areas, checklists, and rubrics; (3) Classroom Activities:…

  9. "You Can See the Quality in Front of Your Eyes": Grounding Academic Standards between Rationality and Interpretation

    ERIC Educational Resources Information Center

    Bloxham, Sue

    2012-01-01

    This article considers the failure of theory to provide a workable model for academic standards in use. Examining the contrast between theoretical perspectives, it argues that there are four dimensions for which the academy has failed to provide an adequate theoretical account of standards: documented or tacit knowledge of standards; norm or…

  10. The Relationship between Grade Configuration and Standardized Science Test Scores of Fifth-Grade Students: What School Administrators Should Know

    ERIC Educational Resources Information Center

    Johnson, Delonda; Jones, Lisa; Simieou, Felix; Matthew, Kathryn; Morgan, Bryan

    2013-01-01

    This study utilized a causal comparative (ex post facto) design to determine if a consistent relationship existed between fifth-grade students' success on the Science Texas Assessment of Knowledge and Skills (TAKS) at the elementary (K-5) level in comparison to fifth-grade students' success on the science TAKS at the intermediate (5-6)…

  11. What Do the California Standards Test Results Reveal about the Movement toward Eighth-Grade Algebra for All?

    ERIC Educational Resources Information Center

    Liang, Jian-Hua; Heckman, Paul E.; Abedi, Jamal

    2012-01-01

    In California, an increasing number of 8th graders have taken algebra courses since 2003. This study examines students' California Standards Test (CST) results in grades 7 through 11, aiming to reveal who took the CST for Algebra I in 8th grade and whether the increase has led to a rise in students' taking higher-level mathematics CSTs and an…

  12. Coping Power Adapted as Universal Prevention Program: Mid Term Effects on Children's Behavioral Difficulties and Academic Grades.

    PubMed

    Muratori, Pietro; Bertacchi, Iacopo; Giuli, Consuelo; Nocentini, Annalaura; Ruglioni, Laura; Lochman, John E

    2016-08-01

    Aggressive behaviors in schools have the potential to cause serious harm to students' emotional and social well-being and to limit their ability to achieve their full academic potential. Prevention programs developed to reduce children's aggressive behaviors in school settings can provide interventions at a universal or targeted level. The main aim of our randomized control study was to examine the efficacy of Coping Power, adapted as a universal prevention program, in reducing children's behavioral problems and improving school grades. Nine classes participated (184 students, mean age 91 months) from two elementary state schools in Tuscany, Italy. Study findings showed a significant reduction in behavioral problems and an improvement in school grades for the intervention classes relative to the control classes. This study suggests the Coping Power program can be delivered in school settings at both universal and targeted prevention levels, and that in this multi-tiered prevention model, teachers, educators and school psychologists can learn a set of intervention skills which can be delivered with flexibility, thus reducing some of the complexity and costs of schools using multiple interventions. PMID:27129573

  13. Looking beyond Grades: Comparing Self-Esteem and Perceived Academic Control as Predictors of First-Year College Students' Well-Being

    ERIC Educational Resources Information Center

    Stupnisky, Robert H.; Perry, Raymond P.; Renaud, Robert D.; Hladkyj, Steve

    2013-01-01

    Previous research has found perceived academic control (PAC) to be a better predictor of first-year college students' grades than self-esteem; however, it is uncertain which construct is more important for students' well-being. The current study compared PAC and self-esteem on first-year college students' emotions, perceived stress, and…

  14. Teacher's Guide to Resources of the Oklahoma Historical Society, Keyed to the Priority Academic Student Skills (PASS), Grades 6-12 Oklahoma History.

    ERIC Educational Resources Information Center

    National Diffusion Network (DHEW/OE), Washington, DC.

    This guide is correlated to the PASS (Priority Academic Student Skills) objectives for Oklahoma history in grades 6-12. The guide was developed to aid in the teaching of the PASS objectives by identifying primary sources, audiovisual materials, field trips and scholarly materials that relate to each objective. The guide is divided into seven…

  15. Four Seventh Grade Students Who Qualify for Academic Intervention Services in Mathematics Learning Multi-Digit Multiplication with the Montessori Checkerboard

    ERIC Educational Resources Information Center

    Donabella, Mark A.; Rule, Audrey C.

    2008-01-01

    This article describes the positive impact of Montessori manipulative materials on four seventh grade students who qualified for academic intervention services because of previous low state test scores in mathematics. This mathematics technique for teaching multi-digit multiplication uses a placemat-sized quilt with different color-coded squares…

  16. The Relation of Classroom Environment and School Belonging to Academic Self-Efficacy among Urban Fourth- and Fifth-Grade Students

    ERIC Educational Resources Information Center

    McMahon, Susan D.; Wernsman, Jamie; Rose, Dale S.

    2009-01-01

    In this study, 149 low-income, ethnically heterogeneous, fourth- and fifth-grade students completed self-report surveys in the fall and spring of 1 academic year. We examined classroom climate (satisfaction, cohesion, friction, task difficulty, and competition) and school belonging in relation to language arts and math and science self-efficacy,…

  17. The Efficiency of Computer-Aided Instruction and Creative Drama on Academic Achievement in Teaching of Integers to Seventh Grade Students

    ERIC Educational Resources Information Center

    Kaplan, Abdullah; Özturk, Mesut; Ertör, Eren

    2013-01-01

    This study aims to compare computer-aided instruction, creative drama and traditional teaching methods in teaching of Integers to the seventh grade students. The study was conducted in a primary school with eighty-seven students (N=87) in a county of Agri, in spring term of academic year 2011-2012. A non equivalent control group quasi experimental…

  18. Dispositional Hope as a Moderator of the Link between Social Comparison with Friends and Eighth-Grade Students' Perceptions of Academic Competence

    ERIC Educational Resources Information Center

    Bissell-Havran, Joanna M.

    2015-01-01

    We examined the link between social comparison with friends and self-perceptions of academic competence during adolescence and how personality may play a role in this link. Participants were 193 eighth-grade students who attended a rural, mid-Atlantic middle school. We used difference scores to measure the extent to which students' nominated and…

  19. Differential Prediction of Study Success across Academic Programs in the Swedish Context: The Validity of Grades and Tests as Selection Instruments for Higher Education

    ERIC Educational Resources Information Center

    Cliffordson, Christina

    2008-01-01

    The purpose of the study is to investigate the predictive validity of criterion- and norm-referenced grades and the Swedish Scholastic Aptitude Test (SweSAT) and, in particular, possible differences in the prediction of achievement in higher education across academic programs. The analyses were based on credit points obtained by 164,106 Swedish…

  20. Impact of Full-Day Head Start Prekindergarten Class Model on Student Academic Performance, Cognitive Skills, and Learning Behaviors by the End of Grade 2. Evaluation Brief

    ERIC Educational Resources Information Center

    Zhao, Huafang; Modarresi, Shahpar

    2013-01-01

    This brief describes the impact of the Montgomery County (Maryland) Public Schools (MCPS) 2007-2008 full-day Head Start prekindergarten (pre-K) class model on student academic performance, cognitive skills, and learning behaviors by the end of Grade 2. This is the fourth impact study of the MCPS full-day Head Start pre-K class model. The following…

  1. Effects of the DICOM grayscale standard display function on the accuracy of medical-grade grayscale and consumer-grade color displays for telemammography screening

    NASA Astrophysics Data System (ADS)

    Salazar, Antonio J.; Romero, Javier; Bernal, Oscar; Moreno, Angela; Velasco, Sofía.; Díaz, Xavier

    2013-11-01

    The aim of this study was to compare the diagnostic accuracy of the consumer-grade and medical-grade monitors —with very different costs— in breast cancer detection, when using with and without Digital Imaging and Communication in Medicine (DICOM) standard calibration. This was a retrospective study with factorial design and repeated measures, using 70 digital mammograms (40 benign or normal cases and 30 malignant cases), four radiologists, and three displays, with and without display calibration. Film mammograms were also included. Readings were classified according to the Breast Imaging Reporting and Data System. One medical-grade grayscale display and two consumer-grade displays were compared. Receiver operating characteristics curves were plotted for nodules, micro calcifications and the degree of malignancy. The diagnostic accuracy for each device was calculated as the area under these curves and accuracies were compared using analysis of variance.

  2. Academic, Industry and Student Perspectives on the Inclusion of "Vocational Knowledge" in a "Learning and Teaching Academic Standards Statement" for Agriculture

    ERIC Educational Resources Information Center

    Acuña, Tina Botwright; Kelder, Jo-Anne; Able, Amanda J.; Guisard, Yann; Bellotti, William D.; McDonald, Glenn; Doyle, Richard; Wormell, Paul; Meinke, Holger

    2014-01-01

    This paper reports on the perspective of industry stakeholders in a national project to develop a Learning and Teaching Academic Standards (LTAS) Statement for the Agriculture discipline. The AgLTAS Statement will be aligned with the Science LTAS Statement published in 2011 and comprise a discourse on the nature and extent of the Agriculture…

  3. Developing a Student Conception of Academic Rigor

    ERIC Educational Resources Information Center

    Draeger, John; del Prado Hill, Pixita; Mahler, Ronnie

    2015-01-01

    In this article we describe models of academic rigor from the student point of view. Drawing on a campus-wide survey, focus groups, and interviews with students, we found that students explained academic rigor in terms of workload, grading standards, level of difficulty, level of interest, and perceived relevance to future goals. These findings…

  4. The Movement for National Academic Standards: A Comparison of the Common Core State Standards Initiative in the USA and the National Curriculum in Australia

    ERIC Educational Resources Information Center

    Watt, Michael

    2009-01-01

    The purpose of this study is to evaluate the nature of activities in the change process undertaken by two initiatives to produce national standards in academic disciplines, national assessments and accountability measures. The Common Core State Standards Initiative, a project coordinated by the National Governors Association and the Council of…

  5. Autonomy and Task Performance: Explaining the Impact of Grades on Intrinsic Motivation

    ERIC Educational Resources Information Center

    Pulfrey, Caroline; Darnon, Celine; Butera, Fabrizio

    2013-01-01

    The use of grades to motivate constitutes an unresolved theoretical controversy. In 2 experiments carried out with different age groups and academic tracks, a standard-grade condition was compared with a condition in which differential scoring engendered higher grades and with a no-grade condition. The relative power of task performance and task…

  6. The relationship between standards-based reporting systems and third-grade mathematics and science achievement

    NASA Astrophysics Data System (ADS)

    Prejean-Harris, Rose M.

    Over the last decade, accountability has been the driving force for many changes in education in the United States. One major educational reform effort is the standards-based movement with a focus of combining a number of processes that involve aligning curriculum, instruction, assessment and feedback to specific standards that are measureable and indicative of student achievement. The purpose of this study is to determine if the type of report card is a possible predictor of third grade student achievement on standardized tests in mathematics and science for the 2012 Criterion-Referenced Competency Test (CRCT). The results of this study concluded that the difference in test scores in mathematics and science for students in the traditional report card group was not statistically significant when compared to the scores of students in the standards-based report card group when controlling for poverty level, school locale, and school district. However, students in the traditional report card group scored an average of 1.01 point higher in mathematics and 2.27 points higher in science than students in the standards-based report card group.

  7. Academic Language Development through Technology: English Learners in a Fifth Grade Science Class

    NASA Astrophysics Data System (ADS)

    Kim, Hye Yeong

    Grounded in sociocultural models of learning, this study explores structures for participation and types of interaction that occur during the performance of technology-assisted tasks in a science classroom to detail some of the opportunities for learning made available to English learners (ELs) and some practices that might constitute effective instruction within such a context. In particular, this study explores how ELs use language to socialize and how they are socialized to use language during technology-assisted tasks in a science classroom within a given participant structure. Findings show that five different participant structures were used during technology-assisted tasks, all of which required ELs to understand and use varied interaction patterns; different levels of authority and responsibilities were given to interlocutors in each structure. As different participant structures employed different interactional patterns and practices, learners behaved according to differing norms expected by each participant structure. Findings showed that members of the class shared the rules regarding the initiation of interactions and open topics, as well as allowing time to listen and follow the cue of teachers or technology. In this sense, the class functioned as a community of practice (Lave & Wenger, 1991). Each participant structure appeared to contribute to the variety of the interaction types, as well as to kinds of subsequent learning and socialization of ELs, providing divergent levels of transparency, legitimacy, and peripherality to ELs. The integration of technology unfolded differently across participant structures and has implications for ELs' academic language learning opportunities.

  8. Meeting the Curricular Needs of Academically Low-Achieving Students in Middle Grade Mathematics

    ERIC Educational Resources Information Center

    Woodward, John; Brown, Cyrus

    2006-01-01

    An important component of the National Council of Teachers of Mathematics Standards is the equity principle: All students should have access to a coherent, challenging mathematics curriculum. Many in the mathematics reform community have maintained that this principle can be achieved through one well-designed curriculum. However, the extant…

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

    ERIC Educational Resources Information Center

    Parekh, Charles

    2010-01-01

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

  10. The Linkage System[C]: Linking Academic Content Standards and Occupational Skill Standards. A Process To Enhance Workforce Quality and Improve Academic Performance. Version 1.2. Revised [and] Taxonomy of Academic Performance Indicators: An Update of the V-TECS/Snyder Basic/Essential Skills Taxonomy.

    ERIC Educational Resources Information Center

    Vocational Technical Education Consortium of States, Decatur, GA.

    The Linkage System is a process that was designed in 1997 to improve academic performance for all students and to enhance work force quality by linking academic content standards to occupational skill standards. The Linkage System is based on research and development conducted by the Vocational-Technical Education Consortium of States (V-TECS).…

  11. Academic Standards and Students with Disabilities: School Practitioners' Perspectives of Pedagogical Strategies and Systemic Practices Leading to Academic Success

    ERIC Educational Resources Information Center

    O'Neill, Sharon M.

    2011-01-01

    This case study investigated evidence-based teaching strategies and systemic practices that support positive academic outcomes for students with disabilities. Equity in educating students with disabilities is paramount and reflected in the legislation of the past five decades. The Institute of Education Sciences in partnership with special…

  12. The Connections between Students Self-Motivation, Their Classification (Typical Learners, Academic Intervention Services Learners, and Gifted), and Gender in a Standardized Social Studies Test

    ERIC Educational Resources Information Center

    Dupree, Jeffrey J.; Morote, Elsa Sofia

    2011-01-01

    This study examines differences, if any, between gender, level of motivation, and students' classification (typical learners, academic intervention services learners, and gifted) in scores upon DBQ (document-based questions) among the sixth grade students. 64 grade students were given a DBQ as part of their final examination. Students' scores were…

  13. Effects of Transition from Pass/No Credit to Traditional Letter Grade System.

    ERIC Educational Resources Information Center

    Suddick, David E.; Kelly, Robert E.

    1981-01-01

    A comparison of student performance resulting from the transition from a pass/no credit to the traditional letter grade system indicated that the former system was not superior to the latter system. Academic performance was better in the graded system; academic standards were raised, particularly at the masters' level. (Author/GK)

  14. The (Limited) Evidence Regarding Effects of Grade-Span Configurations on Academic Achievement: What Rural Educators Should Know. ERIC Digest.

    ERIC Educational Resources Information Center

    Coladarci, Theodore; Hancock, Julie

    Grade-span configuration refers to the range of grades within a school. Grade span is an important issue to various factions in public education, including advocates of middle schools and rural educators concerned with the association between grade fragmentation and school consolidation. This digest focuses on research that has examined the…

  15. Alternatives to the Grade Point Average as a Measure of Academic Achievement in College. ACT Research Report Series.

    ERIC Educational Resources Information Center

    Lei, Pui-Wa; Bassiri, Dina; Schultz, E. Matthew

    College grade point average (GPA), a linear combination of assigned grades from different courses, is widely known to be an imperfect measure of student achievement. This unreliable measure decreases the predictive validity of college admission tests. Research has shown that adjusting course grades for differential grading practices improves…

  16. Middle Grades Reform. Literature Review

    ERIC Educational Resources Information Center

    Blazer, Christie

    2008-01-01

    Researchers and policymakers have pointed to the lagging scores of eighth graders on international, national, and state assessments as evidence that students are not prepared to meet high academic standards and that middle grades reform is needed. In response to these concerns, educators have introduced reforms designed to provide middle-level…

  17. Predictive Value of the School-leaving Grade and Prognosis of Different Admission Groups for Academic Performance and Continuity in the Medical Course – a Longitudinal Study

    PubMed Central

    Kadmon, Guni; Resch, Franz; Duelli, Roman; Kadmon, Martina

    2014-01-01

    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

  18. Earth and Space Systems Standards Assessment: An evaluation of eighth-grade students' and elementary education majors' attainment of the standards

    NASA Astrophysics Data System (ADS)

    Grandy, Regan G.

    In signing the No Child Left Behind (NCLB) education act in 2002, President George W. Bush enacted sweeping reform legislation that focuses on the assessment of students and new teachers, based upon state standards. Although statewide reading and math assessments have been implemented, as required by the NCLB legislation, states have until the 2007--2008 school year to begin assessing students' knowledge of state science standards and until the 2005--2006 school year to begin assessing new teachers' knowledge in science subjects. In the interim, there is a need to assess students' attainment of science standards and to assess new teachers' content knowledge in science subjects. The purpose of this study was to determine if eighth grade students in southeast Idaho and elementary education majors of an Idaho university meet the K--8 Earth and Space Systems standards of the State of Idaho, as measured by the Earth and Space Systems Standards Assessment (ESSSA). This study also sought to determine if there are differences in the mean of the total scores on the ESSSA between the two groups, and if there are differences in the number of standards met between the groups. Subject Matter Experts were utilized to validate a 44-question, four-item, multiple-choice, all-text, two-items per content standard Earth and Space Systems Standards Assessment. The instrument was used to assess 517 eighth grade students in a southeast Idaho school district, and to assess 68 elementary education majors at a university in Idaho, during the spring of 2003. Results of this study indicate that eighth grade students met a mean of 8.18 of the 22 standards (37.1%), and that the elementary education majors met a mean of 9.75 of the 22 standards (44.3%). Eighth grade students also had a mean score of 25.46 out of 44 questions (57.8%), and the elementary education majors had a mean score of 28.54 out of 44 questions (64.8%). This study determined that the elementary education majors scored

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  20. Making Standards Work! A Teacher's Guide to Integrating Academic Content Standards and Assessments with Workplace Competencies and School-to-Career Activities.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    This handbook, which is intended for K-12 teachers in Colorado, explains how to integrate academic content standards and assessments with workplace competencies and school-to-career activities. The handbook is divided into four sections. The first presents the Colorado General Workplace Competencies, which describe the skills and knowledge…

  1. Measuring Academic Language Proficiency in School-Age English Language Proficiency Assessments under New College and Career Readiness Standards in the United States

    ERIC Educational Resources Information Center

    Frantz, Roger S.; Bailey, Alison L.; Starr, Laura; Perea, Luis

    2014-01-01

    The current focus across the U.S. on student college and career readiness standards makes clear that both instruction and assessment of academic English will continue to be important for school-age English learner (EL) students. This article presents an overview and summary of key literature on academic language (usually academic English);…

  2. More than just fun and games: the longitudinal relationships between strategic video games, self-reported problem solving skills, and academic grades.

    PubMed

    Adachi, Paul J C; Willoughby, Teena

    2013-07-01

    Some researchers have proposed that video games possess good learning principles and may promote problem solving skills. Empirical research regarding this relationship, however, is limited. The goal of the presented study was to examine whether strategic video game play (i.e., role playing and strategy games) predicted self-reported problem solving skills among a sample of 1,492 adolescents (50.8 % female), over the four high school years. The results showed that more strategic video game play predicted higher self-reported problem solving skills over time than less strategic video game play. In addition, the results showed support for an indirect association between strategic video game play and academic grades, in that strategic video game play predicted higher self-reported problem solving skills, and, in turn, higher self-reported problem solving skills predicted higher academic grades. The novel findings that strategic video games promote self-reported problem solving skills and indirectly predict academic grades are important considering that millions of adolescents play video games every day. PMID:23344653

  3. The Racial Academic Achievement Gap

    ERIC Educational Resources Information Center

    Green, Toneka M.

    2008-01-01

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

  4. First-grade retention in the Flemish educational context: Effects on children's academic growth, psychosocial growth, and school career throughout primary education.

    PubMed

    Goos, Mieke; Van Damme, Jan; Onghena, Patrick; Petry, Katja; de Bilde, Jerissa

    2013-06-01

    This study examined the effects of first-grade retention on children's academic growth, psychosocial growth, and future school career by following a cohort of first graders until the start of secondary school. The study took place in the Flemish educational context where primary school students are taught in uniform curricular year groups; the same curricular goals are set for all students, irrespective of ability; and grade retention is used as the main way to cater for students not reaching these goals. Propensity score stratification was used to deal with selection bias. Three-level curvilinear growth curve models, encompassing both grade and age comparisons, were used to model children's growth in math skills, reading fluency skills, and psychosocial skills. Two-level logistic regression models were used to model children's likelihood of repeating any grade between Grades 2 and 6, transitioning to a special education primary school, moving to another primary school, and transitioning to the A (versus B) track in secondary education. Overall, results showed that first-grade retention was less helpful for struggling students than generally thought by parents and educators. Limitations of the study and further research suggestions are provided, and practical implications are discussed. PMID:23816228

  5. A quantitative examination of school configurations in Tennessee using sixth grade math, reading, science, and social studies standardized test scores

    NASA Astrophysics Data System (ADS)

    Ramsey, Whitney J.

    The purpose of this study was to determine if there were differences in standardized test scores, expressed as percentage passing, in math, reading-language arts, science, and social studies by comparing 6th grade students in K--8 schools with those in 6--8 schools. The data were gathered from an analysis of 6th grade students' scores on the 2006--2007 TCAP standardized assessment test in the state of Tennessee. The relationship between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the below proficient, proficient, or advanced level in each subject area was examined. The analysis was based on 5 research questions. A t-test for independent samples was used to identify the relationships between the independent variables, configuration of the school (K--8 or 6--8), and the dependent variables, the percent of students scoring below proficient, proficient, or advanced. A chi square analysis was used to identify the relationship between the proportion of K--8 schools meeting AYP versus the proportion of 6--8 schools meeting AYP. The study showed no relationship between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the below proficient level in math, reading-language arts, and social studies. Similarly, there was not a significant difference between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the proficient level in math and reading-language arts and the advanced level in math, reading-language arts, and science. However, there was a significant relationship between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the below proficient level and the proficient level in science and the percent of 6th grade students scoring at the proficient level and advanced level in social studies. In science, a lower percentage of 6th grade students in K--8 schools scored below proficient than did 6th grade students in 6--8 schools. In science, a higher

  6. Pilot Study: EatFit Impacts Sixth Graders' Academic Performance on Achievement of Mathematics and English Education Standards

    ERIC Educational Resources Information Center

    Shilts, Mical Kay; Lamp, Cathi; Horowitz, Marcel; Townsend, Marilyn S.

    2009-01-01

    Objective: Investigate the impact of a nutrition education program on student academic performance as measured by achievement of education standards. Design: Quasi-experimental crossover-controlled study. Setting: California Central Valley suburban elementary school (58% qualified for free or reduced-priced lunch). Participants: All sixth-grade…

  7. State Perspectives on Implementing, or Choosing Not to Implement, an Alternate Assessment Based on Modified Academic Achievement Standards

    ERIC Educational Resources Information Center

    Palmer, Porter W.

    2009-01-01

    Since Federal regulations have given states the option to implement alternate assessments based on modified academic achievement standards (AA-MAS) as part of their accountability systems for a small group of students with disabilities, a number of states have made decisions about whether or not to develop and implement such an assessment.…

  8. University Grade Inflation After Controlling for Courses and Academic Ability. Indiana Studies in Higher Education Number Thirty-Seven.

    ERIC Educational Resources Information Center

    Jacobs, Lucy Cheser; And Others

    The purpose of the study was to investigate grading patterns at Indiana University at two points in time to ascertain whether or not grade inflation had occurred. Grades were compared in classes that were taught by the same professors and were of the same size in 1970-71 and 1975-76. The ability level of the students was statistically controlled.…

  9. Grading School Choice: Evaluating School Choice Programs by the Friedman Gold Standard. School Choice Issues in Depth

    ERIC Educational Resources Information Center

    Enlow, Robert C.

    2008-01-01

    In 2004, The Friedman Foundation for Educational Choice published a report titled "Grading Vouchers: Ranking America's School Choice Programs." Its purpose was to measure every existing school choice program against the gold standard set by Milton and Rose Friedman: that the most effective way to improve K-12 education and thus ensure a stable…

  10. The Impact of Fast ForWord[R] on Sixth Grade Students' Use of Standard Edited American English

    ERIC Educational Resources Information Center

    Rogowsky, Beth A.

    2010-01-01

    This study investigated the impact of Fast ForWord[R] products, specifically Fast ForWord[R] Literacy (FFL) and Fast ForWord[R] Reading Level 2 (FFR2), on sixth grade students' use of Standard Edited American English (SEAE). Fast ForWord[R] is a computer-based program that focuses on phonological awareness and makes use of modeled…

  11. The Math We Need to Know and Do in Grades 6-9: Concepts, Skills, Standards, and Assessments. Second Edition

    ERIC Educational Resources Information Center

    Solomon, Pearl Gold

    2007-01-01

    In a new edition of her standards-based math workbook, author Pearl Gold Solomon covers essential concepts and skills as defined by the National Council of Teachers of Mathematics for learners in middle schools. Designed as a comprehensive resource for planning curriculum, instruction, and assessment, The Math We Need to Know and Do in Grades 6-9,…

  12. Standards-Based Assessment, Grading, and Reporting in Classrooms: Can District Training and Support Change Teacher Practice?

    ERIC Educational Resources Information Center

    McMunn, Nancy; Schenck, Patricia; McColskey, Wendy

    Whether school district support and training in standards-based assessment, grading, and reporting in classrooms can change teacher practice in these areas was studied in a Florida school district. This district, Bay District Schools of Panama City, has been working with the SERVE Regional Educational Laboratory on a project that involves teachers…

  13. Expanding Children's Geographic World. Grade 1 Model Lesson for Standard 2. California History-Social Science Course Models.

    ERIC Educational Resources Information Center

    Curtis, Mary Clair; Roth, Patsy; Porter, Priscilla

    To complete Standard 2 of the California History-Social Science Framework, first-grade students must learn to use and construct maps and consider how location, weather, and physical environments affect the way people live. Students develop basic geographic skills by focusing first on their school and then on their neighborhood. The 6-year-old…

  14. Grading of Parameters for Urban Tree Inventories by City Officials, Arborists, and Academics Using the Delphi Method

    NASA Astrophysics Data System (ADS)

    Östberg, Johan; Delshammar, Tim; Wiström, Björn; Nielsen, Anders Busse

    2013-03-01

    Tree inventories are expensive to conduct and update, so every inventory carried out must be maximized. However, increasing the number of constituent parameters increases the cost of performing and updating the inventory, illustrating the need for careful parameter selection. This article reports the results of a systematic expert rating of tree inventories aiming to quantify the relative importance of each parameter. Using the Delphi method, panels comprising city officials, arborists, and academics rated a total of 148 parameters. The total mean score, the top ranking parameters, which can serve as a guide for decision-making at practical level and for standardization of tree inventories, were: Scientific name of the tree species and genera, Vitality, Coordinates, Hazard class, and Identification number. The study also examined whether the different responsibilities and usage of urban tree databases among organizations and people engaged in urban tree inventories affected their prioritization. The results revealed noticeable dissimilarities in the ranking of parameters between the panels, underlining the need for collaboration between the research community and those commissioning, administrating, and conducting inventories. Only by applying such a transdisciplinary approach to parameter selection can urban tree inventories be strengthened and made more relevant.

  15. Satisfactory Progress Rules and the Grades of Students.

    ERIC Educational Resources Information Center

    Berkowitz, Susan G.

    This study examined how secondary institutions define and implement institutional academic standards and progress requirements for federal financial aid recipients and how the federal requirements for academic progress affect the distribution of grades at these institutions. The study used a mail survey of a nationally representative sample of 200…

  16. Impact of selected PALMS learning strategies in ninth grade science classrooms to reach NCLB science standards

    NASA Astrophysics Data System (ADS)

    Omotunde, Mojisola Bolanle

    In the past 50 years there have been concerns about the teaching and learning of science in American schools. Furthermore, recent assessments have indicated that American students in 4th, 8th, and 12th grade levels are not performing better than their counterparts in other industrialized countries. The purpose of this study was to investigate if a change in instructional methods would improve test scores and meet the standards of the No Child Left Behind Act that requires that 95%-100% of students being tested should be proficient in the subject matter by 2014. The study used learner-centered learning strategies of PALMS (Partnerships Advancing the Learning of Mathematics and Science) inquiry-based learning, cooperative learning, and brain-based learning to instruct a group of students. PALMS was an initiative of the Massachusetts Department of Education in the effort to improve student performance in the state. The sample consisted of 161 ninth grade students enrolled in 8 physical science classes. Eighty-six students were instructed by the learner-centered learning strategies of inquiry-based learning, cooperative learning, and brain-based learning, while 75 students were instructed by the teacher-centered traditional method of instruction, which consists of lectures and direct instruction. The students who received PALMS learner-centered instruction were the treatment group while the students who received teacher-centered instruction were the control group. Analysis of the data by one way ANOVA showed that there was a significant difference between the test scores (average combined scores of selected chapters of the textbook and the district's six weeks test) of students who were instructed by learner-centered instructional methods and those who were instructed by the teacher-centered instructional methods. The learner-centered group scored higher than the teacher-centered group, although they did not improve their test scores when compared to their baseline

  17. Comparison of clinical grade type 1 polarized and standard matured dendritic cells for cancer immunotherapy.

    PubMed

    Hansen, Morten; Hjortø, Gertrud Malene; Donia, Marco; Met, Özcan; Larsen, Niels Bent; Andersen, Mads Hald; thor Straten, Per; Svane, Inge Marie

    2013-01-11

    Monocyte-derived dendritic cells (DCs) used for immunotherapy e.g. against cancer are commonly matured by pro-inflammatory cytokines (TNF-α, IL-1β, IL-6) and prostaglandin E(2) although the absence of Toll-like receptor mediated activation prevents secretion of IL-12 from DCs and subsequent efficient induction of type 1 effector T cells. Standard matured clinical grade DCs "sDCs" were compared with DCs matured with either of two type 1 polarizing maturation cocktails; the alpha-type-1 DCs "αDC1s" (TNF-α, IL-1β, IFN-γ, IFN-α, Poly(I:C)) and "mDCs" (monophosphoryl lipid A (MPL), IFN-γ) or a mixed cocktail - "mpDCs", containing MPL, IFN-γ and PGE(2). αDC1s and mDCs secreted IL-12 directly and following re-stimulation with CD40L-expressing cells and they mainly secreted the T effector cell attracting chemokines CXCL10 and CCL5 as opposed to sDCs that mainly secreted CCL22, known to attract regulatory T cells. αDC1s and mDCs were functionally superior to sDCs as they polarized naïve CD4(+) T cells most efficiently into T helper type 1 effector cells and primed more functional MART-1 specific CD8(+) T cells although with variation between donors. αDC1s and mDCs were transiently less capable of CCL21-directed transwell migration than standard matured DCs, likely due to their increased secretion of CCL19, which mediate internalization of CCR7. mpDCs were intermediate between standard and polarized DCs both in terms of IL-12 secretion and transwell migratory ability but functionally they resembled sDCs and strikingly had the highest expression of the inhibitory molecules PD-L1 and CD25. Thus, further studies with type 1 polarized DCs are warranted for use in immunotherapy, but when combined with PGE(2) as in mpDCs, they seems to be less optimal for maturation of DCs. PMID:23200882

  18. Developing a Standardized List of Questions for the Usability Testing of an Academic Library Web Site

    ERIC Educational Resources Information Center

    Letnikova, Galina

    2008-01-01

    Modern academic libraries have a great number of information resources available online in the form of electronic catalogs, books, journals, and subject subscription databases. To determine whether users can easily retrieve the information they are seeking, academic librarians conduct usability testing of their libraries' Web sites. There has been…

  19. Developing Academic English Language Proficiency Prototypes for 5th Grade Reading: Psychometric and Linguistic Profiles of Tasks. An Extended Executive Summary. CSE Report 720

    ERIC Educational Resources Information Center

    Bailey, Alison L.; Huang, Becky H.; Shin, Hye Won; Farnsworth, Tim; Butler, Frances A.

    2007-01-01

    Within an evidentiary framework for operationally defining academic English language proficiency (AELP), linguistic analyses of standards, classroom discourse, and textbooks have led to specifications for assessment of AELP. The test development process described here is novel due to the emphasis on using linguistic profiles to inform the …

  20. An Analysis of Tardiness, Absenteeism, and Academic Achievement of 9th Grade Students in a Selected School District in Southeastern Georgia

    ERIC Educational Resources Information Center

    Quarles, Donald

    2011-01-01

    As schools try to meet state and federal requirements of No Child Left Behind, student academic achievement becomes a crucial part of that standard. However, schools are faced with challenges that may hinder overall student success. Some secondary schools are struggling with student tardiness and absenteeism. Tardies and absenteeism have an impact…

  1. Examining the Link between Preschool Social-Emotional Competence and First Grade Academic Achievement: The Role of Attention Skills

    ERIC Educational Resources Information Center

    Rhoades, Brittany L.; Warren, Heather K.; Domitrovich, Celene E.; Greenberg, Mark T.

    2011-01-01

    Recently, research has begun to identify cognitive and social-emotional predictors of early academic success. Yet few studies have examined the mechanisms by which children's social-emotional skills are associated with later academic success. The present study examines the associations between preschool emotion knowledge, kindergarten attention…

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

    ERIC Educational Resources Information Center

    Gouzouasis, Peter; Guhn, Martin; Kishor, Nand

    2007-01-01

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

  3. The Relationship among Aerobic Capacity, Body Composition, and Academic Achievement of Fourth and Fifth Grade Hispanic Students

    ERIC Educational Resources Information Center

    Santiago, Jose A.; Roper, Emily A.; Disch, James G.; Morales, Julio

    2013-01-01

    Research has shown positive relationships between academic achievement and both physical activity and physical fitness. However, none of this research has focused on students from Hispanic backgrounds. Therefore, it is important to investigate the contributions of health-related fitness measures on Hispanic students' academic performance. The…

  4. Associations between Low-Income Children's Fine Motor Skills in Preschool and Academic Performance in Second Grade

    ERIC Educational Resources Information Center

    Dinehart, Laura; Manfra, Louis

    2013-01-01

    Research Findings: Given the growing literature pertaining to the importance of fine motor skills for later academic achievement (D. W. Grissmer, K. J. Grimm, S. M. Aiyer, W. M. Murrah, & J. S. Steele, 2010), the current study examines whether the fine motor skills of economically disadvantaged preschool students predict later academic performance…

  5. Grading and Reporting in a Standards-Based Environment: Implications for Students with Special Needs

    ERIC Educational Resources Information Center

    Jung, Lee Ann; Guskey, Thomas R.

    2009-01-01

    Teachers at all levels of education today struggle in their efforts to assign fair, accurate, and meaningful grades to students with disabilities, especially those placed in general education classrooms. Lacking specific policies or recommendations, most teachers apply informal, individual grading adaptations for such students. Although these…

  6. Grades as "Communicative Acts:" An Expanded Role for College and University Registrars

    ERIC Educational Resources Information Center

    Gordon, Michael E.; Herzog, Gregory E.; Potenza, Joseph A.

    2008-01-01

    Throughout classrooms in the United States there appears to have been a general watering down of academic standards. The percentages of "A" and "B" grades have risen, and at some schools, the percentage of grades of "C" or lower has plummeted. Numerous scholarly articles about grade inflation discuss the extent, causes, and implications of this…

  7. Work Ethic and Academic Performance: Predicting Citizenship and Counterproductive Behavior

    ERIC Educational Resources Information Center

    Meriac, John P.

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

    Li-Grining, Christine; Haas, Kelly

    2010-01-01

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

  9. Nevada Foreign Language Standards: Content Standards for Grades Kindergarten, 3, 5, 8, 1st Year High School Study, 2nd Year High School Study, and 4th Year High School Study [and] Performance Standards.

    ERIC Educational Resources Information Center

    Nevada State Dept. of Education, Carson City.

    These standards offer a vision of excellence for K-12 foreign language education in Nevada. They are designed to provide guidance for school districts as they develop high quality foreign language programs through Nevada schools. The standards are benchmarked for the following grades: kindergarten, 3rd, 5th, 8th, 9th, 10th, and 12th. For each…

  10. A Study Comparing the Effect of Multiage Education Practices versus Traditional Education Practices on Academic Achievement.

    ERIC Educational Resources Information Center

    Gorrell, Janet L.

    This study compared the effects of multi-age classroom strategies to those of traditional classroom strategies on the academic achievement of fourth grade students in reading and math. Standardized test scores from 20 fourth-grade students in two multi-age third- and fourth-grade classrooms were compared to the scores of 20 students from 7…

  11. Aiming for Excellence: Gifted Program Standards. Annotations to the NAGC Pre-K-Grade 12 Gifted Program Standards.

    ERIC Educational Resources Information Center

    Landrum, Mary S., Ed.; Callahan, Carolyn M., Ed.; Shaklee, Beverly D., Ed.

    This book is a guide to the standards for programs designed for gifted and talented students developed by the National Association for Gifted Students in 1998. The guide is intended to provide practical help to practitioners by including annotations that supply a rationale and further explanations for each standard. A standard statement,…

  12. Changes in Parent Involvement across the Transition from Public School Prekindergarten to First Grade and Children's Academic Outcomes

    ERIC Educational Resources Information Center

    Powell, Douglas R.; Son, Seung-Hee; File, Nancy; Froiland, John Mark

    2012-01-01

    Between- and within-family changes in 4 dimensions of parent involvement in children's learning were examined from prekindergarten to kindergarten and from kindergarten to first grade. Children's literacy, language, and mathematics skills were individually assessed at prekindergarten entry and end of first grade. Parents' provision of cognitive…

  13. Examining the Silence of Academic Disappointment: A Typology of Students' Reasons for Not Discussing Disappointing Grades with Instructors

    ERIC Educational Resources Information Center

    Wright, Courtney N.

    2013-01-01

    Although student-teacher interactions about disappointing grades can be beneficial, students do not always engage in them. The objective of this study was to explore the domain of reasons undergraduate students report for not discussing disappointing grades with their instructors. The data analysis yielded six main categories of reasons:…

  14. Implementing the Standards. Teaching Discrete Mathematics in Grades 7-12.

    ERIC Educational Resources Information Center

    Hart, Eric W.; And Others

    1990-01-01

    Discrete mathematics are defined briefly. A course in discrete mathematics for high school students and teaching discrete mathematics in grades 7 and 8 including finite differences, recursion, and graph theory are discussed. (CW)

  15. 7 CFR 36.3 - Public notification of grade standards action.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... Section 36.3 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE COMMODITY STANDARDS AND STANDARD CONTAINER REGULATIONS PROCEDURES BY WHICH THE AGRICULTURAL MARKETING SERVICE DEVELOPS, REVISES, SUSPENDS,...

  16. 7 CFR 36.3 - Public notification of grade standards action.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... Section 36.3 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE COMMODITY STANDARDS AND STANDARD CONTAINER REGULATIONS PROCEDURES BY WHICH THE AGRICULTURAL MARKETING SERVICE DEVELOPS, REVISES, SUSPENDS,...

  17. 7 CFR 36.3 - Public notification of grade standards action.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... Section 36.3 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE COMMODITY STANDARDS AND STANDARD CONTAINER REGULATIONS PROCEDURES BY WHICH THE AGRICULTURAL MARKETING SERVICE DEVELOPS, REVISES, SUSPENDS,...

  18. Myth Exposed: Academically Deficient Students Gain 2.3 Grade Equivalents in Only One Semester at a 96% Black Inner-City Community College in South Central Los Angeles Or Inner-City Academic Acceleration: How to Structure a Developmental Skills Program so that Black, Inner-City Students Accelerate Their Academic Growth Rate to a Rate 5.9 Times as Great as They Have Achieved in the Past.

    ERIC Educational Resources Information Center

    Wallace, Ruby; And Others

    The success of the Developmental Skills Program offered at Los Angeles Southwest College, a 96% black institution, is indicated by an average student grade equivalent gain of 2.3 years in one semester; a 5 year average accelerated academic growth rate that is 5.9 times the rate of academic growth black inner-city students have experienced in the…

  19. A case study investigating the process of implementing the recommendations of the "National Science Education Standards" by a fourth-grade elementary teacher

    NASA Astrophysics Data System (ADS)

    Schepige, Adele Catherine

    The National Science Education Standards were published in 1996 (National Research Council (NRC)). The Standards recommend that elementary school science should be taught as inquiry-based, and that teachers should have the time, space, and resources to teach inquiry-based science. A case study was done of a fourth grade teacher who tried to implement the recommendations of the Standards. The teacher had expressed an interest in teaching inquiry-based science even though she had little experience teaching science, had previously avoided teaching science, and had a weak academic background in science. The study focused on the factors that influence a teacher while trying to develop an inquiry-based science program and the factors a teacher attends to while trying to provide student with the time, space, and resources needed to do inquiry-based science. The study also tried to determine what factors helped the teacher determine how a teacher is able to use children's literature with inquiry-based science. The researcher was a participant observer in the teacher's classroom during the 1996-1997 school year. The researcher was involved in planning and teaching science although all final decisions were left to the teacher. Data were obtained by taking extensive field notes, using structured and unstructured interviews, document analysis, and analyzing reflective journals. Results indicate that the teacher was influenced by six major factors: colleagues, reading materials, school context, student behavior, the participant observer, and experimentation. A model for the teacher as a theory builder was developed as a result of her learning, analyzing and experimenting throughout the year. Though not without some problems, children's literature was integrated with science in different ways for different reasons. Constraints to implementing the Standards (NRC, 1996) are discussed.

  20. Integrating 6th Grade Geometry Standards into a Waldorf Methods Charter School

    ERIC Educational Resources Information Center

    Watterson, Ilie Alma

    2006-01-01

    Many Waldorf methods charter schools are opening up in California today. They are publicly funded schools bringing Waldorf methods into public education. In today's political climate all public schools must pass the state's bar of academic success measured by their Adequate Yearly Progress (AYP). Because these scores are based largely on…

  1. The linguistic demands of the Common Core State Standards for reading and writing informational text in the primary grades.

    PubMed

    Roberts, Kathryn L

    2012-05-01

    Forty-five states and four U.S. territories have committed to implementing the new Common Core State Standards, with the goal of graduating students from our K-12 programs who are ready for college and careers. For many, the new standards represent a shift in genre focus, giving much more specific attention to informational genres. Beginning in the primary grades, the standards set high expectations for students' interaction with informational text, many of which are significantly more linguistically demanding than the standards that they replace. These increased demands are likely to pose difficulties not only for students currently receiving language support, but also for students without identified delays or disabilities. This article describes several of the kindergarten through fifth-grade standards related to informational text, highlighting the linguistic demands that each poses. In addition, instructional strategies are provided that teachers and speech-language pathologists can use to support the understanding and formulation of informational text for listening, reading, speaking, and writing. PMID:22538710

  2. The Importance and Degree of Implementation of the European Standards and Guidelines for Internal Quality Assurance in Universities: The Views of Portuguese Academics

    ERIC Educational Resources Information Center

    Manatos, Maria J.; Rosa, Maria J.; Sarrico, Cláudia S.

    2015-01-01

    This research seeks to explore academics' perceptions of the importance and degree of implementation of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) for internal quality assurance. It uses empirical evidence from Portugal, gathered via a questionnaire given to all university academics. Results show…

  3. States and the (Not So) New Standards--Where Are They Now? State Academic Standards: Activity around the Common Core

    ERIC Educational Resources Information Center

    Salazar, Tonette; Christie, Kathy

    2014-01-01

    States began adopting the Common Core State Standards (CCSS) in 2010 after they were launched by the Council of Chief State School Officers and the National Governors Association. Five years later, policymakers in numerous states continue to debate the Common Core and related elements, such as how to assess the standards. This brief provides a…

  4. SCOPE (Standardized Curriculum-Oriented Pupil Evaluation) Mathematics. Test Book Grade Five.

    ERIC Educational Resources Information Center

    Northwest Territories Dept. of Education, Yellowknife. Programs and Evaluation Branch.

    The SCOPE Mathematics Achievement Test booklet for grade 5 presents 11 mathematical concepts with instructions for students to take the test with little or no teacher direction. Testing items include: writing number words; reading and writing numerals in sequence from 0.001 to 100,000; adding and subtracting whole numbers; multiplying up to four…

  5. Our North Carolina Stories Weaving Standards into a Fourth Grade Digital History Project

    ERIC Educational Resources Information Center

    Luke, Nancy; Binkley, Russell; Marotta, Naomi; Pirkl, Melissa

    2014-01-01

    This article describes a project that helped fourth-grade students connect personally with and bring North Carolina history to life. Over the months of this project, students asked questions, investigated topics of interest that they chose, conducted in-depth research that included interviewing experts, learned to use a video editor to combine…

  6. Hands-On Science Mysteries for Grades 3-6: Standards-Based Inquiry Investigations

    ERIC Educational Resources Information Center

    Taris, James Robert; Taris, Louis James

    2006-01-01

    In "Hands-On Science Mysteries for Grades 3-6," the authors connect science to real-world situations by investigating actual mysteries and phenomena, such as the strange heads on Easter Island, the ghost ship "Mary Celeste," and the "Dancing Stones" of Death Valley. The labs are designed to encourage the development of science inquiry, in which…

  7. SCOPE (Standardized Curriculum-Oriented Pupil Evaluation) Mathematics. Test Book Grade Four.

    ERIC Educational Resources Information Center

    Northwest Territories Dept. of Education, Yellowknife. Programs and Evaluation Branch.

    The SCOPE Mathematics Achievement Test booklet for grade 4 presents 11 mathematical concepts with instructions for students to take the test with little or no teacher direction. Testing items are: writing number words to 100; giving the place value of any digit and using this to write in expanded form; finding a numeral between two given numerals…

  8. Using Student Success Skills to Address ASCA Behavior Standards in Grades K-3

    ERIC Educational Resources Information Center

    Abel, Nicholas R.; Oliver, Brandie M.; Keller, Thomas J.; McAulay, Andrew; Piatek, Lisa

    2016-01-01

    This study evaluated relationships between a school counselor's implementation of the Student Success Skills (SSS) program with 203 students in grades K-3 and teacher ratings of student competency on five learning behaviors from the ASCA Mindsets & Behaviors for Student Success (American School Counselor Association, 2014). Using a paired…

  9. Determining Fair Grades for Students with Special Needs: A Standards-Based Model

    ERIC Educational Resources Information Center

    Jung, Lee Ann; Guskey, Thomas R.

    2007-01-01

    Grades, report cards, and other progress reports are important vehicles for communicating with families about their children's strengths, areas to target, and interventions that can be used at home. For families of children with disabilities, accurate information on learning progress is essential for understanding intervention effectiveness and…

  10. The NCSS Ethical Standards and Citizenship Education: A Fifth Grade Classroom Example.

    ERIC Educational Resources Information Center

    Obenchain, Kathryn M.

    This paper presents the ethical principles of the social studies profession in light of the daily routine of an elementary classroom. This pilot study was begun in the spring of 1996 when the researcher spent time in an elementary classroom in the midwest observing the life and culture of a fifth grade classroom. Data collected appeared to…

  11. Fourth-Grade Elementary Students' Conceptions of Standards-Based Lunar Concepts

    ERIC Educational Resources Information Center

    Trundle, Kathy Cabe; Atwood, Ronald K.; Christopher, John E.

    2007-01-01

    Fourth-grade students' knowledge of observable moon phases and patterns of change, as well as conceptual understanding of the cause of moon phases, was investigated before and after special instruction. Pretest and post-test data for 48 students were used to address the research question related to observable moon phases and patterns of change.…

  12. Values, Principles and Integrity: Academic and Professional Standards in Higher Education

    ERIC Educational Resources Information Center

    McNay, Ian

    2007-01-01

    This paper is based mainly on responses--nearly 300--to a web-based survey of academic staff in UK higher education. The survey examined their personal and professional values and their views on the values that should underpin higher education. Their perceptions of current reality in terms of national policy and processes and of institutional…

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

    ERIC Educational Resources Information Center

    Brutsaert, Herman

    2002-01-01

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

  14. Learning from Experience: A Collection of Service-Learning Projects Linking Academic Standards to Curriculum.

    ERIC Educational Resources Information Center

    Babcock, Barbara, Ed.

    Service-learning projects combine community service with student learning in a practical way that enhances academic knowledge and improves community environments and fellowship. This compilation is designed to show the service-learning process in action. The collection presents outstanding examples of successful service-learning projects as…

  15. Related Core Academic Knowledge and Skills. Georgia Core Standards for Occupational Clusters.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Dept. of Occupational Studies.

    This document lists the industry-identified core academic knowledge and skills that should be possessed by all Georgia students who are enrolled in occupational cluster programs and are preparing to enter the work force or continue their occupational specialization at the postsecondary level. First, 63 related communications competencies are…

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

    ERIC Educational Resources Information Center

    Melendez, Ruth L.

    2013-01-01

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

  17. An Institutional Three-Stage Framework: Elevating Academic Writing and Integrity Standards of International Pathway Students

    ERIC Educational Resources Information Center

    Velliaris, Donna M.; Breen, Paul

    2016-01-01

    In this paper, the authors explore a holistic three-stage framework currently used by the Eynesbury Institute of Business and Technology (EIBT), focused on academic staff identification and remediation processes for the prevention of (un)intentional student plagiarism. As a pre-university pathway provider--whose student body is 98%…

  18. Chemistry to music: Discovering how Music-based Teaching affects academic achievement and student motivation in an 8th grade science class

    NASA Astrophysics Data System (ADS)

    McCammon, William Gavin Lodge, Jr.

    Teachers should have access to new and innovative tools in order to engage and motivate their students in the classroom. This is especially important as many students view school as an antiquated and dull environment - which they must seemingly suffer through to advance. School need not be a dreaded environment. The use of music as a tool for learning can be employed by any teacher to create an engaging and exciting atmosphere where students actively participate and learn to value their classroom experience. Through this study, a product and process was developed that is now available for any 8th grade science teacher interested in using music to enhance their content. In this study 8th grade students (n=41) in a public school classroom actively interacted with modern songs created to enhance the teaching of chemistry. Data were collected and analyzed in order to determine the effects that the music treatment had on student achievement and motivation, compared to a control group (n=35). Current literature provides a foundation for the benefits for music listening and training, but academic research in the area of using music as a tool for teaching content was noticeably absent. This study identifies a new area of research called "Music-based Teaching" which results in increases in motivation for 8th grade students learning chemistry. The unintended results of the study are additionally significant as the teacher conducting the treatment experienced newfound enthusiasm, passion, and excitement for her profession.

  19. The Impact of Cooperative Learning on Developing the Sixth Grade Students Decision-Making Skill and Academic Achievement

    ERIC Educational Resources Information Center

    Asha, Intisar K.; Al Hawi, Asma M.

    2016-01-01

    This study aimed at investigating the effect of cooperative learning on developing the sixth graders' decision making skill and their academic achievement. The study sample, which was selected randomly, consisted of (46) students and divided into two groups: the experimental group that taught using the cooperative learning strategy and the control…

  20. The Effects of the Multiple Intelligence Teaching Strategy on the Academic Achievement of Eighth Grade Math Students

    ERIC Educational Resources Information Center

    Douglas, Onika; Burton, Kimberly Smith; Reese-Durham, Nancy

    2008-01-01

    Education has been the platform of many individuals in and out of politics. Often, the topic is focused on school test scores, student achievement, and the demand for highly qualified teachers in the classroom. The No Child Left Behind legislation mandates school systems to adhere to a curriculum that promotes academic growth. Therefore, teachers…

  1. Pre-Kindergarten and Kindergarten Classroom Quality and Children's Social and Academic Skills in Early Elementary Grades

    ERIC Educational Resources Information Center

    Mokrova, Irina; Broekhuizen, Martine; Burchinal, Margaret

    2015-01-01

    A growing body of research has shown that high quality early care and education (ECE) is positively related to the development of children's social and academic skills (e.g., Barnett, 2011; Lamb & Ahnert, 2006; NICHD ECCRN, 2006). There is evidence that high quality ECE experiences can improve children's levels of social adjustment (Bierman et…

  2. Preschool Education in Virginia and the Resulting Academic Effects for Third- and Fifth-Grade At-Risk Students

    ERIC Educational Resources Information Center

    Randall, Pamela P.

    2010-01-01

    While there remains little doubt that the "founding" preschool programs in America--the High/Scope Perry Program, the Chicago Child-Parent Centers, and the Abecedarian Project--had a positive academic and social impact on the students they served, such claims are difficult to substantiate for students being served in the Virginia Preschool…

  3. The Influence of Library Services Upon the Academic Achievement of Twelfth Grade Students at Crestwood Senior High School, Chesapeake, Virginia.

    ERIC Educational Resources Information Center

    Hale, Irlene W.

    One of the biggest problems in education is that of showing the necessity for the provision of library services and demonstrating the difference it makes in academic achievement. An even bigger difficulty, perhaps, has been the existence and application of instruments capable of giving statistical evidence. The problem of this study was to…

  4. Exploring the Roles of the Generative Vocabulary Matrix and Academic Literacy Engagement of Ninth Grade Biology Students

    ERIC Educational Resources Information Center

    Larson, Sue C.

    2014-01-01

    Seeking to increase conceptual understanding by sustaining adolescents' engagement and interest in secondary science classrooms, an intervention, the Engagement Model of Academic Literacy for Learning (EngageALL), was designed to implement a disciplinary literacy approach and organize instruction according to characteristics of student…

  5. Parenting Practices among Low-Income Parents/Guardians of Academically Successful Fifth Grade African American Children

    ERIC Educational Resources Information Center

    West-Olatunji, Cirecie; Sanders, Tiffany; Mehta, Sejal; Behar-Horenstein, Linda

    2010-01-01

    Research investigating the relationship between parenting and academic achievement has provided conflicting results, particularly for low-income, culturally-diverse parents. Using resilience theory, the researchers conducted a case study with five low-income African American mothers. Findings suggest that educators can benefit from partnering with…

  6. The Arts Tool Kit. Priority Academic Student Skills: Visual Art and General Music, Grades 1-12. Revised.

    ERIC Educational Resources Information Center

    Foster, Gayla; Alexander, JoAnne C.; Bass, Elaine; Black, Paulette; Cesario, Robert; Clow, Jo Ellen; Dalton, Doug; Dedmon, Charla; Gabbard, Susan; Gabel, Barbara; Goree, Gary; Kyle, Nicholas; Martin, Rita; Merklin, Roxy; Riley, Patrick; Reed, John

    This kit is designed to help teachers throughout the state of Oklahoma implement the arts in the core curriculum. Suggestions are included for classroom activities that complement the arts competencies in the "Priority Academic Student Skills (PASS)." The kit is a collection of ideas to introduce or reinforce PASS. In the material is a condensed…

  7. Math Process Standards Series, Grades PreK-2 [with CD-ROMs

    ERIC Educational Resources Information Center

    O'Connell, Susan, Ed.

    2007-01-01

    The National Council of Teachers of Mathematics (NCTM)'s Process Standards support teaching that helps children develop independent, effective mathematical thinking. The books in the Heinemann Math Process Standards Series give every primary teacher the opportunity to explore each standard in depth. With language and examples that don't require…

  8. Grades that Mean Something: Kentucky Develops Standards-Based Report Cards

    ERIC Educational Resources Information Center

    Guskey, Thomas R.; Swan, Gerry M.; Jung, Lee Ann

    2011-01-01

    Nearly all states have standards for student learning and they have assessment programs to measure students' proficiency on those standards. But schools within each state nonetheless are left to develop their own standards-based student report cards as the primary means of communicating information about students' performance. To address the…

  9. From ERPs to Academics

    PubMed Central

    Hillman, Charles H.; Pontifex, Matthew B.; Motl, Robert W.; O’Leary, Kevin C.; Johnson, Christopher R.; Scudder, Mark R.; Raine, Lauren B.; Castelli, Darla M.

    2011-01-01

    Standardized tests have been used to forecast scholastic success of school-age children, and have been related to intelligence, working memory, and inhibition using neuropsychological tests. However, ERP correlates of standardized achievement have not been reported. Thus, the relationship between academic achievement and the P3 component was assessed in a sample of 105 children during performance on a Go/NoGo task. The Wide Range Achievement Test – 3rd edition was administered to assess aptitude in reading, spelling, and arithmetic. Regression analyses indicated an independent contribution of P3 amplitude to reading and arithmetic achievement beyond the variance accounted for by IQ and school grade. No such relationship was observed for spelling. These data suggest that the P3, which reflects attentional processes involved in stimulus evaluation and inhibitory control may be a biomarker for academic achievement during childhood. PMID:22408701

  10. From ERPs to academics.

    PubMed

    Hillman, Charles H; Pontifex, Matthew B; Motl, Robert W; O'Leary, Kevin C; Johnson, Christopher R; Scudder, Mark R; Raine, Lauren B; Castelli, Darla M

    2012-02-15

    Standardized tests have been used to forecast scholastic success of school-age children, and have been related to intelligence, working memory, and inhibition using neuropsychological tests. However, ERP correlates of standardized achievement have not been reported. Thus, the relationship between academic achievement and the P3 component was assessed in a sample of 105 children during performance on a Go/NoGo task. The Wide Range Achievement Test - 3rd edition was administered to assess aptitude in reading, spelling, and arithmetic. Regression analyses indicated an independent contribution of P3 amplitude to reading and arithmetic achievement beyond the variance accounted for by IQ and school grade. No such relationship was observed for spelling. These data suggest that the P3, which reflects attentional processes involved in stimulus evaluation and inhibitory control may be a biomarker for academic achievement during childhood. PMID:22682915

  11. From ERPs to Academics.

    PubMed

    Hillman, Charles H; Pontifex, Matthew B; Motl, Robert W; O'Leary, Kevin C; Johnson, Christopher R; Scudder, Mark R; Raine, Lauren B; Castelli, Darla M

    2012-02-15

    Standardized tests have been used to forecast scholastic success of school-age children, and have been related to intelligence, working memory, and inhibition using neuropsychological tests. However, ERP correlates of standardized achievement have not been reported. Thus, the relationship between academic achievement and the P3 component was assessed in a sample of 105 children during performance on a Go/NoGo task. The Wide Range Achievement Test - 3(rd) edition was administered to assess aptitude in reading, spelling, and arithmetic. Regression analyses indicated an independent contribution of P3 amplitude to reading and arithmetic achievement beyond the variance accounted for by IQ and school grade. No such relationship was observed for spelling. These data suggest that the P3, which reflects attentional processes involved in stimulus evaluation and inhibitory control may be a biomarker for academic achievement during childhood. PMID:22408701

  12. Attitudes and Stages of Concern of Elementary Teachers toward Agriculture as a Context for Teaching across Grade Level Content Area Standards

    ERIC Educational Resources Information Center

    Bellah, Kimberly A.; Dyer, James E.

    2009-01-01

    The purpose of this study was to describe elementary teachers' attitudes and perceptions toward agriculture and its use as a context for teaching across the grade level content area standards. Further, this study sought to probe more deeply the stages of concern possessed by kindergarten through eighth grade teachers with respect to their use of…

  13. The Boehm Test of Basic Concepts as a Predictor of Academic Achievement in Grades 2 and 3

    ERIC Educational Resources Information Center

    Steinbauer, Erika; Heller, Marc S.

    1978-01-01

    Second- and third-graders (N=94) from a suburban New Jersey school who had taken the Boehm test of Basic Concepts as kindergartners were given the Stanford Achievement Test, Form W. The obtained grade scores in each subject area were then correlated with the Boehm Test scores. (Author)

  14. Case in Point: Stronach v. Virginia State U. (2008): Does Academic Freedom Give a Professor the Final Say on Grades?

    ERIC Educational Resources Information Center

    White, Lawrence

    2008-01-01

    Virginia State University Carey E. Stronach assigned an undergraduate a final grade of D after the student had failed three classroom quizzes. The student, who claimed to have received A's on two of the quizzes, submitted fax copies of his score sheets to Stronach, who concluded that the student had doctored his scores. The student appealed to the…

  15. Project EAGLE (Early Academic Gifted Learning Experience): A Program for Gifted and Talented Students (Grades K-3).

    ERIC Educational Resources Information Center

    Merkoski, Kay

    This manual is intended to guide the development of a primary grade gifted and talented program called Project EAGLE. The program focuses on lateral enrichment, higher level cognitive domain skills, creative thinking, self-directed learning, self-awareness and acceptance, and interpersonal relationships. Students complete assignments in…

  16. The Correlation between Academic Achievements, Self-Esteem and Motivation of Female Seventh Grade Students: A Mixed Methods Approach

    ERIC Educational Resources Information Center

    Henman, Karen

    2010-01-01

    During the early grades, female students generally display enthusiasm for learning science. As these same students go though school, however, their level of motivation changes. Once female students reach high school, many lack the confidence to take chemistry and physics. Then, in college they lack the background necessary to major in chemistry,…

  17. SOCIAL CLASS BACKGROUND OF 8TH GRADE PUPILS, SOCIAL CLASS COMPOSITION OF THEIR SCHOOLS, THEIR ACADEMIC ASPIRATIONS AND SCHOOL ADJUSTMENT.

    ERIC Educational Resources Information Center

    WALDO, LESLIE C.; WALLIN, PAUL

    AN EXPLANATION OF DIFFERENCES AMONG EIGHTH GRADE BOYS AND GIRLS IN REGARD TO THEIR LEVEL OF EDUCATIONAL ASPIRATION AND THEIR ADJUSTMENT IN THE SCHOOL SITUATION WAS PRESENTED. THE STUDENTS STUDIED ATTENDED SEVEN DIFFERENT JUNIOR HIGH SCHOOLS. FOUR OF THE SCHOOLS WERE PREDOMINANTLY COMPOSED OF CHILDREN FROM MIDDLE-CLASS FAMILIES, AND THREE, OF…

  18. Helping Students Make the Transition into High School: The Effect of Ninth Grade Academies on Students' Academic and Behavioral Outcomes

    ERIC Educational Resources Information Center

    Somers, Marie-Andrée; Garcia, Ivonne

    2016-01-01

    Ninth Grade Academies (NGAs)--also called Freshman Academies--have attracted national attention as a particularly intensive and promising approach for supporting a successful transition for high school freshmen. An NGA is a self-contained learning community for ninth-graders that operates as a school within a school. NGAs have four core structural…

  19. Women, Men, and Academic Performance in Science and Engineering: The Gender Difference in Undergraduate Grade Point Averages

    ERIC Educational Resources Information Center

    Sonnert, Gerhard; Fox, Mary Frank

    2012-01-01

    Using longitudinal and multi-institutional data, this article takes an innovative approach in its analyses of gender differences in grade point averages (GPA) among undergraduate students in biology, the physical sciences, and engineering over a 16-year period. Assessed are hypotheses about (a) the gender ecology of science/engineering and (b) the…

  20. What Works Clearinghouse Quick Review: "Academic Music: Music Instruction to Engage Third-Grade Students in Learning Basic Fraction Concepts"

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2012

    2012-01-01

    The study examined the effectiveness of an intervention designed to teach mathematical concepts through music. Specifically, it investigated the effect of the intervention on third-grade students' understanding of fractions. Sixty-seven students from one northern California elementary school participated in the study over a period of six weeks; of…